英语人教版八年级上册本课教学设计

第一篇：英语人教版八年级上册本课教学设计

Unit 7 Will people have robots?

Section A 1a---2c Listening & Speaking

教材分析

本节课作为一节听说课，是《新目标英语》系列教材之一Go For it!八年级上册第七单元的第一课时。本单元围绕谈论未来生活和未来世界这个话题呈现了一般将来时will的肯定句、否定句、一般疑问句和特殊疑问句以及there be句型一般将来时的用法。通过设置问题Do people have robots now? 和Will people have robots in their homes in 50 years?引起学生对现在和未来的思考，从而输入目标语言。由于本单元是学生学习一般将来时态的重要组成部分，一开始应该让学生接触丰富的语言材料，感知体会目标语言的运用，并进行模仿性输出。学情分析

八年级的学生有了一定的英语基础和语言学习能力，语言感知能力比较强，学习英语的积极性比较高，但与此同时，部分学生则因为英语语言基础薄弱，语言能力相对较薄弱，因此缺乏开口说的勇气与更多的口语练习机会。因此，教师在课堂教学时，应设计更多灵活多样的教学活动，激发学生的学习兴趣，提供更多让学生开口说的机会。教学目标

1.语言知识目标：

⑴能掌握以下重点单词：future, pollution, robot, prediction, more, fewer, less… ⑵能掌握以下重点句型：

People will have robots in their homes.People won’t use money.Will people use money in 100 years? Yes, they will./ No, they won’t.There will be(more/less/fewer)free time.2.能力目标：

能够熟练运用目标语言与功能句型谈论未来的世界，表达自己未来的看法和自己未来的打算。3.情感态度价值观目标：

通过引导学生展望未来，以及对未来生活的设计，来达到前景教育的目的，同时也通过对未来的设想，让学生在潜移默化中思考自己的现状以及学会保护坏境。教学重点

1.学习掌握一般将来时态will句型的结构； 2.掌握there be 句型的一般将来时态的结构。教学难点

1.More/less/fewer表示数量的用法；

2.Will people use money in 100 years? Yes, they will./No, they won’t.教学方法

任务型教学法、情景交际法以及自主学习与合作学习相结合 教学步骤 Step1: Lead-in Show students a video about Doraemon.And ask students：Do you know Doraemon? He is a cat robot that comes from the future world to help Nobita.And he has so many different tools from the future.They are magic, right? Do you think people will have robots like him in the future? So, today we are going to talk about the future world in 100 years.(通过卡通视频片段的展示，激发学生的学习热情，提升学生的学习兴趣，为下一步一般将来时态的学习做好铺垫)Step 2: Presentation First, show students some pictures on the screen by ppt.In the future, people will have robots in their homes.And ask students: What about the ages of people in the future? Can you guess? What about the books in the future? Second, put 3 sentences on the screen, ask Ss: what do they have in common? Show the sentence structure.And here is a picture of the future world, please tell me your ideas about the future world by making up sentences.Don’t forget to use the structure of “will+be/do”.Third, go on showing the sentence examples on the screen.Ask students about the pictures: What’s this? Do you think people will still use paper money in the future?

Kids go to school now, but in the future, do you think they will also go to school?

What do they have in common? Show them the sentence structure.Now, can you tell me your ideas about the year 2116 by making up sentences like this? And I will show you an example.Next, go on showing pictures about the nation.What about countries in the future？ Now, we have so many countries in the world, but how about the future world? Can you guess its name? Maybe it will be called “the earth village”, do you think so?

There will be what in your home?(利用图片呈现本课功能句型，提升学生的学习兴趣，让学生自主总结功能句型的公式，并对功能句进行造句练习，同时为下一步的听力活动进行铺垫)Step 3: Listening Part

Now, please turn to page 49, we will listen to some predictions about the future.Before listening, read those sentences together to prepare for the listening exercise.(听前朗读听力材料，为下一步的听力练习打下基础，作铺垫。)Then do 1b together.And check the answers together.After checking the answers, the teacher starts with the general question: Now, look at those predictions, can you tell me will people have robots in 100 years? Let the students point out the sentence structure.And how to answer these questions?

Show the conversation between Dora and Nobita on the screen, make the students do the pair work.(在听力材料基础之上引入一般疑问句的概念，让学生自主总结句型结构，并拓展there will be 句型的一般疑问句，在此基础上进行口语练习)Step 4: Listening Work on 2a and 2b Have students look at the pictures on screen.There are many people in Dora’s life on the earth.(many/much---more)(few---fewer)(little—less)(完成第二个听力任务之前，通过图片对重点词汇more/fewer/less的导入，为之后的听力任务进行语言铺垫)Let students do 2a and 2b, and check the answers.Step5: Speaking Exercise.Students will do the job in a group of four.The whole class will be divided into 4 teams.A student from each team will choose a topic for their teams.And the teacher will give students some charts to fill in.They should give a report in front of the class by four of them.You will work in a group of four.And here are some charts to help you.Please try to fill in the chart I give you and then you four will give us a report.(通过自己选择口语话题，增添学生学习的积极主动性。通过小组合作学习的方式，调动学生的学习热情，同时通过调查表格的方式以任务型的教学方式对学生进行引导与帮助，创设情境，进行口语功能句的练习)。

板书设计

in the future

live to be 200 years old

won’t= will not

predictions about the future many/much –more

few-fewer little-less

Unit 7 Will people have robots?

Section A 1a—2c 1.People will have robots in their homes 2.People won’t use money.3.There will be only one country.4.Will people have robots in their homes?

Yes, they will / No, they won’t 5.Will there be only one country?

Yes, there will/ No, there won’t.

第二篇：新版人教地理八年级上册《民族》教学设计

《第三节 民族》教学设计

教者：杨梅花 班级：八年级3班 时间：2016年9月13日 教学目标：

1.使学生了解我国是由56个民族组成的多民族国家；并了解我国各民族有各自的风俗习惯、文化特色等，要懂得尊重少数民族的风俗习惯，养成正确的民族观。

2.培养学生阅读民族分布图的能力，并了解我国民族分布的特点。

教学重点：

我国的民族构成，分布特点及民族政策;教学难点：

主要少数民族的风土人情和文化特点。

教学方法：

读图分析法、自主探究法

教学课时： 一课时 教学过程：

【引入新课】 前边我们学习了我国的人口特点与分布等内容。在我们伟大祖国辽阔的土地上，共同生活着56个民族，组成了统一和谐的中华民族大家庭。今天我们就来学习中国的民族。

展示几幅民族图片，让学生根据服饰判读这几个图片分别属于哪个民族，了解我国是一个由56个民族组成的统一的多民族国家。

【板书】 第三节 民族

一、中华民族大家庭 1．我国有56个民族

教师给出数据（汉族占总人口的92％，少数民族占总人口的8％）。人口最多的少数民族： 壮族

人口超过400万的还有：壮族、满族、回族、苗族、维吾尔族、彝族、土家族、蒙古族、藏族。【学生活动】让学生画出“汉族和少数民族人口占总人口的比例”扇形图，使学生确认在我国各民族中，汉族人口最多，其他55个民族人口较少，但各民族不论人数多少，在祖国大家庭中是一律平等的。我国宪法规定，各民族不论大小，一律平等。在少数民族聚居区实施区域自治，这是我国的民族政策。

2.各民族有自己的语言文字和风俗习惯

【师生互动】老师可以让学生拿出随身携带的纸币，让学生发现人民币上的有几种文字，分别是哪几种？并让学生了解“我是中国人”几种民族文字的写法。

明确：五种文字，分别是：汉文、蒙古文、藏文、维吾尔文、壮文。在我国，各民族都有使用和发展自己的语言文字的自由。我国55个少数民族中有30多个民族有自己的文字，他们可以在日常生活、生产劳动、通信联系、学习、出版以及社会交往中，可以自由使用本民族的语言文字。我国保障各少数民族的合法权利和利益，维护和发展各民族的平等、团结、互助关系。【媒体展示】老师可以用多媒体展示一些各民族的特色文化、民族习俗、节日等，并由学生讨论，最后师生得出结论。

明确：中华民族悠久的历史和灿烂的文明，是我国各族人民共同创造的。在中华民族大家庭中，各民族文化既相互交融，又多元发展。我国各民族在建筑、饮食、服饰、风俗、节庆、艺术、体育、宗教等方面各有特点，并且各民族有保持自己风俗习惯的自由。

二、民族分布特点

教师引导学生观察“中华民族分布”图，并设问：（1）找出我国分布最广的民族，主要分布在哪里？（2）指出我国少数民族主要聚居地区（按地理方位）。（3）找出我国分布范围最广的少数民族。（4）找出少数民族数目最多的省级行政区。（5）找出居住在五个自治区的主要少数民族。

由学生根据地图提供的信息，归纳出：各民族的分布特点是大杂居、小聚居、交错杂居。其中汉族主要分布在东部和中部，少数民族主要分布在西南、西北和东北。我国在少数民族的聚居地区实行区域自治，先后成立了内蒙古、新疆维吾尔、广西壮族、宁夏回族、西藏等五个自治区。还在部分地区成立了自治州、自治县、民族乡等自治机构，行使自治权。我国各族人民在党中央的统一领导下，平等互助，亲密团结，为国家的统一和中华民族的昌盛做出自己的贡献。

三、中国的民族特色

播放一些各民族的民族风情图，让学生去感受和了解一些民族所具有的民族特色，体会我国绚丽多彩的民族文化，激发民族自豪感，同时在学习中，产生对祖国各族人民及文化的热爱之情，学会尊重各族人民的不同生活习惯。

课堂练习：

出示一些判断、选择、填空等形式的题型，检测学生当堂学习情况。

板书设计：

第三节 民族

一、中华民族大家庭

1．我国有56个民族

2．民族政策：实施民族区域自治

二、民族分布特点

“大散居、小聚居、交错杂居”

三、中国的民族风情

布置作业：

1.配套练习相应部分做完。2.填充图册相应部分做完。

第三篇：八年级英语冀教版上册教学设计

八年级英语上册lesson6 教学设计

广平县平固店中学 尹晓娜

I.The teaching goals 1.kownledge goals

1>.master some important words and phrases

a fair competition score

four to three

lost---lost

win---won

a pair of jeans

have the pleasure of doing

invite sb to do sth

go to the movies = go to watch the movies

stay with

2>.master the present past tense 2.skill goals

1>.read words.phrases and passage

2>.practice listening

3>.practice writing 3.emotion goals

Educate the students to get on well with each other II.The teaching important points 1.To review the present past tense 2.To use some language points well

III.The teaching difficult points To practise the students’ writing IV.The teaching methods 1.To use the task teaching method 2.To use the writing teaching method

V.The teaching procedures Step1.Creating learning scene Step2.New lesson learning 1.Listening test problem

• • • • 1.what day was it that day? 2.what was the weather like that day? 3.who was the new friend? 4.when did Jenny’s mother buy a pair

of jeans for her? • 5.where was Mary from ? • 6.where was Brian from? 2.Cooperation exploration <1> the present past tense

1>.sign words

_______昨天

_______过去

_______以前

2>.写出下列单词的过去式

are _______

am/is __________

lose _______

buy __________

wear ________

have _________

<2>.important or difficult language points

1>.lose（）-----反义词

win()

2>.Brain is arriving from the U.K

译文： _____________________________________

它表达什么时候的动作 3.Practice problems(3minutes)

• 1.I want to _____ myself___(向…介绍)the class.• 2.Li Ming and I are__ the same _______(在…队).• 3.This basketball game will be ________(一场公平比赛).• 4.The ______(得分)was_________(4 to 3).• 5.My mother bought _________(一条牛仔裤)for me • 6.Jenny had the __________ to(很高兴对…说话)Mary.• 7.She ______ me ___________(邀请…去看电影)yesterday.• 8.I’m a _________(本地)famer.• 9.I will stay with her _______(5天)4.Opening up and Remembering problem

Today, Li Ming______(介绍)me a new friend，_____(他的)name is Brain, He was______(同一班)as me, He______(来自)America, I had__________(高兴和他说话)him, He is__________(友好的), He

often_________(激励…学习)me ________English.Yesterday , he _______(邀请)me______(去打篮球)，It was __________(一场公平的比赛).Then, We want to have dinner _____________(在一个当地餐馆).We are getting well with each other , We have become

best friends.Step3.Learning tasks Step4.Summary Step5.Teaching feedback

第四篇：八年级英语冀教版上册教学设计

八年级英语上册lesson6 教学设计

职田中学王存辉

I.The teaching goals

1.kownledge goals

1>.master some important words and phrases

a fair competitionscorefour to threelost---lostwin---wona pair of jeanshave the pleasure of doinginvite sb to do sthgo to the movies = go to watch the moviesstay with2>.master the present past tense

2.skill goals

1>.read words.phrases and passage

2>.practice listening

3>.practice writing

3.Emotion goal

Educate the students to get on well with each other

II.The teaching important points

1.To review the present past tense

2.To use some language points well

III.The teaching difficult points

To practise the students’ writing

IV.The teaching methods

1.To use the task teaching method

2.To use the writing teaching method

V.The teaching procedures

Step1.Creating learning scene

Step2.New lesson learning

1.Listening test problem

• 1.what day was it that day? 2.what was the weather like that day? 3.who was the new friend? 4.when did Jenny’s mother buy a pairof jeans for her?

• 5.where was Mary from ?

• 6.where was Brian from?

2.Cooperation exploration

<1> the present past tense

1>.sign words

_______昨天_______过去_______以前

2>.写出下列单词的过去式

are_______am/is__________

lose _______buy__________

wear ________have _________

<2>.important or difficult language points

1>.lose()-----反义词win()

2>.Brain is arriving from the U.K

译文： _____________________________________

它表达什么时候的动作

3.Practice problems(3minutes)

• 1.I want to _____ myself___(向…介绍)the class.• 2.Li Ming and I are__ the same _______(在…队).• 3.This basketball game will be ________(一场公平比赛).• 4.The ______(得分)was_________(4 to 3).• 5.My mother bought _________(一条牛仔裤)for me

• 6.Jenny had the __________ to(很高兴对…说话)Mary.• 7.She ______ me ___________(邀请…去看电影)yesterday.• 8.I’m a _________(本地)famer.• 9.I will stay with her _______(5天)

4.Opening up and Remembering problem

Today, Li Ming______(介绍)me a new friend,_____(他的)name is Brain, He was______(同一班)as me, He______(来自)America, I had__________(高兴和他说话)him, He is__________(友好的),Heoften_________(激励…学习)me ________English.Yesterday , he _______(邀请)me______(去打篮球),It was __________(一场公平的比赛).Then, We want to have dinner _____________(在一个当地餐馆).We are getting well with each other , We have become

best friends.Step3.Learning tasks

Step4.Summary

Step5.Teaching feedback

第五篇：八年级英语上册教学设计（推荐）

Go for it!八年级英语上册教学设计 Unit 10 I'm going to be a basketball player.奉化市大堰镇初中

王月秋

一、前期分析

本教学设计方案内容属于义务教育课程标准实验教科书人民教育出版社八年级上册Unit 10 I'm going to be a basketball player.的第四教时。本单元主要是通过学习be going to, would like to be等句型掌握What, where, when, how questions。学会如何制订New Year’s Resolutions or New term’s Resolutions。

二、教学目标 1.Structures: a)To learn the express future with going to;Want to be;What, where, when, how questions b)To talk and read about future intentions c)To practice listening, speaking, reading and writing using the target language.d)To think about the future and make a decision about themselves.2.Target language: 1)What are you going to be when you grow up? I’m going to be a computer programmer.2)How are you going to do that? I’m going to study computer science.3)What are you going to do next year? I am going to take acting lessons.4)My new year’s resolution is to study hard at maths.3.Vocabulary: Computer programmer, professional, engineer, pilot, computer science, dream job, move to, fashion show, retire, save, resolution, get good grade, get a part-time job, make more friends 4.Learning strategies: Using context, Role-playing, Cooperating

三、学习者特征分析

1.八年级学生对一般将来时已经有了一定的了解，特别是一般将来时的时间状语学生在前几个教时就已经掌握了。eg：when you grow up、next year、next term等为学习本单元搭好了平台。

2.八年级学生对英语已经不在陌生，已经有了一定的语言基础，刚接触时的不和谐音符已悄悄退去，为学习本单元提供了主观条件。

3.Make New Year’s Resolutions是新出现的任务，在学习过程中一定会有很大的难度，仍需要教师的引导。

4.Make a report of the members’ resolutions.是任务的深化和提高，也需要教师的指导。

四、教学策略选择与设计

1、通过男女同学竞赛和猜谜游戏巩固单词。

2、在掌握单词的基础上，自编对话，成组练习。

3、调查问卷设计真实的情景，展开活动，交流各自的观点。

五、教学资源与工具设计

1.人教版新目标go for it 八年级上册

2.本课件配套的ppt课件，相关的图片、视频和音频 3.录音机

六、教学过程（教师活动与学生活动）设计 Step 1 Warming-up

Are you happy today? Let’s sing a song.(The more we get together)Who will start the song for us?

The students sing the song together.(这首歌很好的活跃了课堂气氛)Step 2

Competition

Oh, I think girls sang better than boys, do you think so? Now, let’s see who will win in this competition? Say some sentences like I’m going to be a teacher or I want to be a basketball as many as you can.If you stand up, I’ll give you a star.(Draw two faces on the blackboard)(通过竞赛复习和巩固单词及句型)Step 3

Pair Work

1.Ask one student: What are you going to do when you grow up? Ask the other students.Then tell them to ask and answer in pairs.Call several pairs to act out.2.Ask more questions.What are you going to do when you grow up? How are you going to do that?（老师和学生用英语进行口语交际，然后上升一个层次，能和同伴进行对话练习。）Step 4

A Guessing Game Look at the picture, do you know him? Yes, he is Kenea.He is a clever boy!Now, let’s play a guessing game.I need some help.Who can help me? Take an example for this action.（模仿幸运52你比画我猜的游戏。出示图片给予操作上的指导，用上面学生说出的词引出句型I’m going to be an engineer.理解并掌握本单元的词汇及句型。再次活跃课堂气氛。最后一个词汇必须是singer, 为下一个步骤服务。）Step 5

Sing a song

Do you want to be a singer? Can you sing a song ? The new year is coming, let’s sing the song Happy New Year!(To sing a song is to have a rest.)Step 6

Task

New year is coming.What are you going to do next year? Ask your group members.Write down their New Year’s Resolutions.Then make a report.（把学生带入到实践中去，从表格中你能看出什么？自己尝试用英语阅读、归纳和总结。做报告是任务提升，教师应随时给予帮助和指导。）Step 7

Homework

Write a short composition about your group members’ resolutions on your exercise books.评价过程：

1、Speak highly of the good students.2、总结评价：对所有积极参与课堂活动的同学，送出第四份礼物：英语谚语 Knowledge is better than houses and land!（知识胜于财富！）邀请最终领先小组选举代表，上台装饰一张灿烂却有趣的笑脸。设计反思：

1、这节课是在本单元自学完以后进行的，不存在词汇、句型、语法知识的新授问题，重点在于英语知识的运用，交际能力的提高。在任务设计时，我是做的新授型，还是复习型教学设计？没有进行考虑。

2、根据教学需要，对内容进行整合、扩展，应用多媒体，运用情景教学、话题交流、小组竞争、小组合作、采访调查等任务活动设计教学任务，感觉较满意。但考虑教学环节，设计各环节的衔接过渡，制作、美化课件，搜图片等，长达好几天，费心思、费时间太多。如果按课本上的设计思路授课，要轻松的多。

3、想“听说读写”四种技能的培养都照顾全，在本课中只侧重了“听说”和“写”。在课后作业中，应安排一两篇有关理想的阅读链接，但没有及时搜材料。

4、问卷调查活动为使课堂活动灵活多样而设计，其问题难度大，是否重复？是否在“表演”浪费时间，出现冷场？

6、鼓励学生写有真情实感、敢于发表自己见解的文章，但新年计划的操作难度考虑不够充分。

教后反思：

这一教学设计是一节公开课，借助多媒体上课，比较顺利。

1、教学导入环节，包括唱歌、陈述小组竞争机制、悬念和趣味相结合的猜谜导入，授课用时5-6分钟。

2、把单元重点设计为悬念和趣味相结合的猜谜，配以简单动作，利于学生记忆知识，激发学习兴趣和活跃课堂气氛。自认为要比上课前唱首英语歌单为活跃气氛要好。

3、任务设计时，应考虑学生的生活经历和英语语言表达水平，不然学生“有话说不出来”，任务再新鲜巧妙，也是白费。

4、课堂中间唱歌，能够舒缓竞赛一段后带来的紧张气氛。但不清楚这首歌曲是否合适？

5、给近段时期英语进步较快的几名学生拍了照片和一段录像，既作为了教学载体，又对他们的进步成功给予肯定和积极评价，这一“招”，自己有点沾沾自喜。同时利用竞争机制，分阶段及时肯定表扬评价，利于调动学生的参与积极性，利于提高大容量课堂的速度。