总结某一时期的工作、学习或思想中的经验可以帮助我们有寻找学习和工作中的规律,为此要我们写一份总结。下面是由我为大家整理的“八年级上册英语教案学情分析”,仅供参考,欢迎大家阅读本文。
八年级上册英语教案学情分析(一)
一、指导思想
认真学习、深入贯彻第三次全教会精神和颁布的《决定》、《纲要》内容,以《英语课程标准》为指导,以课堂教学为阵地,切实转变教学观念,坚持面向全体学生,抓好英语师资队伍建设,努力创设良好的英语教学环境,进一步提高质量意识,为学生的终生发展打下良好的基础。
Unit 2 Keeping Healthy
Topic 1 You’d better go to see a doctor.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, lift
2. Learn some useful sentences:
(1)I have a toothache.
(2)I’m sorry to hear that.
(3)I have a bad cold.
3. Learn the modals for giving advice:
(1)You should see a dentist.
(2)You shouldn’t drink coffee or tea in the evening.
4. Talk about illnesses.
5. Learn to express sympathy for a patient and give some advice to the patients.
Ⅱ. Teaching aids 教具
图片/录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过谈论奥运会进入本单元话题,引出本节课的部分单词。
(通过复习上个单元有关运动、奥运会的话题,导入新课。)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T: Good! Then what’s the symbol of the Olympic Games?
Ss: The Olympic rings.
T: What’re the colors of the rings?
Ss: They are blue, yellow, black, green and red.
T: Do you like sports, S1?
S1: Yes, very much.
T: What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play table tennis with my classmates.
S4: I skate in winter and swim in summer.
T: Why do you like sports?(运用肢体语言,启发学生回答。)
S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑,亲切地询问。)
Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过师生对话及听力活动,呈现1a内容,学习部分生词与短语,培养学生的听说能力。
1. (师生对话,谈论健康话题。)
T: In this lesson, let’s talk about health.
(板书本单元标题并注意healthy与health关系及区别。)
keeping healthy
T: How are you feeling today, S1?
S1: I’m fine, thank you, and you?
T: I’m not very well. I think I have a cold. (说着,老师形象地表现出生病的样子。)
(板书并要求学生掌握。)
have a cold
T: What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。)
T: We can also say “You’d better go to see a doctor.”
(板书本话题标题。)
You’d better go to see a doctor.
(板书同义句并要求学生掌握。)
You’d better go to see a doctor. = You should go to see a doctor.
(教师出示图片。)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)
What’s wrong with Kangkang? = What’s the matter with Kangkang?
(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
T: Oh. No, I think he has a toothache. (作牙痛状,令学生明白其意思。) What should he do?
Ss: He should see a doctor.
T: Yes, he should see a dentist.
(板书并要求学生掌握。)
toothache, dentist
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问,教师表演并回答。)
Ss: What’s wrong with you? (教师假装咳嗽的样子。)
T: I have a cough.
Ss: What’s the matter with you? (教师假装头疼的样子。)
T: I have a headache.
(板书并要求学生掌握。)
cough, headache
Ss: What’s wrong with you?(教师作背痛状。)
T: I have a backache.
(板书并要求学生理解。)
backache
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片,并做回答。)
T: I have a fever.
(板书并要求学生掌握。)
fever
Ss: What’s the matter with you?(教师作流鼻涕状。)
T: I have the flu.
(板书并要求学生掌握。)
flu
Ss: What’s wrong with you?(教师作胃痛状。)
T: I have a stomachache.
(板书并要求学生理解。)
stomachache
Ss: What should you do?
(作休息状。)
T: I should take a rest.
(板书并要求学生掌握。)
take a rest
2. (要求学生出示教师事先准备好的图片,分组来表演,以巩固上面的内容。)
3. (让学生听1a录音,并回答问题)
T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:
(1) What’s wrong with Kangkang?
(2) What should he do?
(核对答案。)
4. (让学生跟读录音并标出关键词。)
5. (让学生分角色朗读,完成1a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛,营造活跃的课堂气氛,激发学生学习英语的兴趣,培养学生的语言运用能力。
1. (两人一组操练对话,完成1b。)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片,模仿1a编对话,完成1c。以巩固关于疾病的表达及所给予的建议。)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
S1: What’s wrong with you?
S2: I have sore eyes.
S1: You should not read too long.
(教师出示卡片叫学生模仿)
(板书卡片中出现的生词与短语,并要求学生掌握;了解sore和boiled water。)
sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea
Step 4 Practice 第四步 练习(时间:12分钟)
通过小组活动,激发学生的兴趣,培养学生的合作精神。
1. (营造活跃的课堂气氛,激发学生学习兴趣。)
T: I’m pleased with your dialogs, and I’m sure you can do it better.
(教师把事先准备好的卡片粘贴在小黑板上,便于开展活动。)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He has / She has…” “He / She should / shouldn’t …”
T: Now please practice in pairs.
(学生完成练习后,教师分别找几组同学表演。)
2. (完成2。)
T: Finish 2 in pairs, then act the dialogs out.
3. (播放3录音,完成3。)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice using should/shouldn’t.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
鼓励学生在实践活动中学习英语知识,激发学生学习英语的兴趣。
1. (根据所给例子编写对话,提高口语表达能力。)
T: Please make a dialog like the example, then act it out.
Example:
S1: Ouch! (手摸脸,假装疼痛的样子。)
S2: What’s wrong with you?
S1: I have a toothache.
S2: Oh, you should see a dentist.
S1: Good idea. Thank you.
S3: Ouch! (手摸后背。)
S4: Do you have a backache?
S3: Yes!
S4: Oh, you shouldn’t lift heavy things.
T: Well done! Thank you.
2. Homework:
根据同学上次所患疾病情况的调查,填写表格。根据表格内容写出完整的句子。教育学生照顾自己,关爱他人。
Name Illness Should/Shouldn’t 我在这就不多说了,网上很多可以参考,可以和别的老师交流交流,看看孩子们有什么反应,比较喜欢哪些内容的
英语教案是指英语教师以英语教学理论为基础。下面是我为大家精心整理的仁爱版 八年级 上册英语教案,仅供参考。
仁爱版八年级上册英语教案 范文
Unit 1 Sports and Games
Topic 3 Which sport will you take part in?
Section B
重点活动是1a和2a。
教学目标:
1. 谈论要进行的活动和未来的天气。
2. 继续学习一般将来时的特殊疑问句和否定句。
教学过程:
第一步:复习
1. 小组活动,说一说自己学英语的原因。 每组同学派一名代表到前面介绍本组同学学英语的原因。
We learn English because it’s very important...
2. 小组活动,谈一谈自己最想去的地方并说明原因。 每组同学派一名代表到前面介绍本组同学最想去的地方并说明原因。
We want to go to .... Because ...is very beautiful...
第二步:呈现
1. 老师跟同学们说:
I won’t go to school next Sunday. Can you guess what I will do?
同学们可能会猜:
Will you go to the park?
Will you go to the library?
Will you go to the shop?
...
老师可以否定前几个猜测,均回答:
No, I won’t.
最后老师说:I will go to the movie. Will you go with me?
同学回答:
Sure, we will.
生: When shall we meet?
师: Let’s meet at...
生: Where shall we meet?
师: Let’s meet...
2. 老师把以上句型板书到黑板上,注意学习生词shall。
根据以上句型学生双人活动, 做类似的小对话。
3. 听1a的录音,回答问题:
Where will they go?
When will they meet?
Where will they meet?
第三步:巩固
1. 放录音Section A 1a, 学生跟读,用铅笔标重读与语调。
2. 擦去所标重读与语调,先自读,然后跟录音一起读,逐句核对。
3. 人机对话,即学生和录音机对话。
学生两人一组表演Section A 1a。
4. 用投影的方式向学生展示1b表格, 让学生独立完成并陈述Kangkang 和 Michael的活动, 完成1b。
5. 用投影片向学生展示1c问题, 学生独立回答, 完成1c。
第四步:练习
展示一些表示天气的图片, 谈论天气情况和计划要做的事情, 完成2a和2b。
老师逐一使用这些图片并提问题作对话
A: What will the weather be like this weekend?
B: It will be...
A: What about going...?
B: Good idea! When shall we meet?
A: Let’s meet at...
B: Where shall we meet?
A: Let’s meet...
B: OK. See you then.
A: See you.
2.双人/小组活动。
教师把表示天气的图片分发给学生,让学生自由对话,并汇报。
第五步:活动产品
假设本周日天气将会晴朗,大家约定一起去郊游, 写一写约定的情况和将要做的事情。先口头做。
It will be sunny this Sunday. My classmates and I will go hiking. We will go to the...
八年级英语 试卷分析
(一)试题分析
1.注重双基考查,知识覆盖面较广,难、易度适中。
单项选择、完形填空和听力部分主观题知识考查全面,分别涉及了各种词法知识、固定 短语 以及重点句法知识。如:人称代词、不可数名词、形容词、副词、动词过去时、介词短语、形容词比较级、动词短语、疑问副词、过去进行时、情态动词、连接词、过去时的被动语态、宾语从句、数词、副词、介词、形容词最高级的规则变化等。
2.试题比较灵活,具有一定的开放性。
阅读理解(二)、补全对话、书面表达均有一定的开放性,学生可以根据所提问题、上下文语境及写作要求,运用已学语言知识进行认真思考、精心作答、适当发挥。
二、试卷分析
(一)客观题
1.听力第一题(共5分)
情景反应,主要考查学生根据所听到的对话内容选择相应的图片的听力理解技能。答题中多数学生能够把听到的语言与某种具体事物或信息概念联系起来,
2.单项选择(共15分)
该题主要考查学生语言知识运用能力。答题情况比较好。
3.完形填空(共15分)和阅读理解(一)(共30分)
该题主要考查学生理解常见体裁和不同题材的书面材料能力。错误原因主要是缺乏仔细阅读、认真分析和反复推敲。
(二)主观题
1.阅读理解(二)(共10分)
该短文,主要考查学生的阅读理解能力和笔头表达能力。学生在回答问题时主要存在三类问题:
(1)词汇匮乏,读不懂 文章 ,答案完全与问题无关;
(2)虽然能读懂文章,但由于基本功不扎实,不能准确表述,导致丢分。
(3)能读懂文章,但阅读技能差,找不出主题句。
2.词汇(共5分)
该题要求学生通过阅读短文,写出括号中所给词的适当形式,使短文意思完整。该题难度不大,但学生失分率较高。主要是基础知识掌握的不扎实,语法不清楚,固定搭配记得不牢。如:
3.补全对话(共10分)
该题要求学生根据对话情景,在空白处填入适当的语句完成对话内容。部分学生得分情况较好,但仍有学生失分,原因是缺乏对补全对话内容及语境的整体理解,英语思维能力差,对中西方 文化 差异了解的不够,语法错误频频出现。如:
4.写作(共15分)
该题主要考查学生的间接引语,大部分学生写的不错。
还有部分学生犯以下错误:
1)用词不当;
2)时态结构错误;
3)句型结构混乱;
4)汉语式 作文 ;
5)摘抄考卷中个别 句子 和段落(不会变通);
6)书写不规范(乱涂乱抹);
7)字数不够。
三存在的问题:
1)两极分化严重。抽样数据显示有37%的学生主观题为个位数,说明这些学生的基础知识和基本技能严重存在问题,如不解决这一问题,势必影响整体教学质量;
2)缺乏能力训练。
3)基本功差。多数学生书写不规范,部分学生不会用正确、地道的语言进行交际和表达,汉语式英语表达依然严重;
四、今后的教学 措施
通过以上试题试卷分析显示,我班英语教学现状不容乐观,有许多问题需要静下心来去认真思考、梳理和 反思 ,为了改进教法,整体提高学生英语水平,在今后的教学中,做好以下工作:
1.扎实抓好基本功训练(听、说、读、写)
首先要让学生养成好的学习习惯:1)书写认真、规范、整洁;2)坚持听说训练;3)鼓励学生善模仿,多朗读,多背诵,勤积累,勤思考,多应用;其次,采用灵活、有效的教法和学法,开展形式多样的课内、外活动,以培养学生的学习兴趣、提高学生学习的积极性。
2.培养学生交际语言应用能力
教师要尽可能为学生的英语语言学习创设良好的条件,话题选择应考虑学生的生活实际和认知水平,实施情景教学,让学生在真实、有趣的情景中进行交流。在交流中,感知、体验英语语言应用的准确含义;在交流中,享受交流信息、表达个人观点和想法的快乐;在交流中,不断提高学生的交际能力和综合语言应用能力。
3.抓好词汇教学
词汇是听力理解、语言交流、阅读理解、写作表达的基石。因此,在词汇教学中:1)要采用灵活多样的 方法 ,如:分类记忆法;构词记忆法;谐音记忆法等,避免死记硬背。2)要设计不同的语境应用单词,如:设计各种天气,学习有关天气方面的单词和句型;设计购物场景,学习有关商品的价格、水果的种类、衣物的尺寸、学习用品等;设计人物场景,学习描述人物性格、习惯、 爱好 等词语,并让学生在使用单词、词组和句型的过程中,观察、分辩、 总结 词语的使用规律,以便掌握单词的语法结构,正确使用词语。
4.强化阅读训练
阅读主要考查学生对书面语言的理解能力,特别是信息获取能力(包含图文转换等信息的处理能力)。阅读是人们学习和传递信息的重要途径,也是工作、生活、消遣的主要方式之一。阅读是课堂教学的主要环节和教学内容,又是大多数学生今后接触和使用英语的主要方式。因此在教学中,要强化学生的阅读训练,通过阅读,使学生不仅可以学到英语词汇和语言知识、增强语感,提高语言学习水平,更可以获取信息和新知,提高分析和解决问题的能力。
5.提高学生书面表达能力
人教版初中英语教学反思
作为一位刚到岗的人民教师,课堂教学是我们的任务之一,写教学反思能总结教学过程中的很多讲课技巧,那么写教学反思需要注意哪些问题呢?以下是我为大家收集的人教版初中英语教学反思,欢迎阅读与收藏。
Unit 2 Keeping Healthy
Topic 1 You’d better go to see a doctor.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, lift
2. Learn some useful sentences:
(1)I have a toothache.
(2)I’m sorry to hear that.
(3)I have a bad cold.
3. Learn the modals for giving advice:
(1)You should see a dentist.
(2)You shouldn’t drink coffee or tea in the evening.
4. Talk about illnesses.
5. Learn to express sympathy for a patient and give some advice to the patients.
Ⅱ. Teaching aids 教具
图片/录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过谈论奥运会进入本单元话题,引出本节课的部分单词。
(通过复习上个单元有关运动、奥运会的话题,导入新课。)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T: Good! Then what’s the symbol of the Olympic Games?
Ss: The Olympic rings.
T: What’re the colors of the rings?
Ss: They are blue, yellow, black, green and red.
T: Do you like sports, S1?
S1: Yes, very much.
T: What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play table tennis with my classmates.
S4: I skate in winter and swim in summer.
T: Why do you like sports?(运用肢体语言,启发学生回答。)
S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑,亲切地询问。)
Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过师生对话及听力活动,呈现1a内容,学习部分生词与短语,培养学生的听说能力。
1. (师生对话,谈论健康话题。)
T: In this lesson, let’s talk about health.
(板书本单元标题并注意healthy与health关系及区别。)
keeping healthy
T: How are you feeling today, S1?
S1: I’m fine, thank you, and you?
T: I’m not very well. I think I have a cold. (说着,老师形象地表现出生病的样子。)
(板书并要求学生掌握。)
have a cold
T: What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。)
T: We can also say “You’d better go to see a doctor.”
(板书本话题标题。)
You’d better go to see a doctor.
(板书同义句并要求学生掌握。)
You’d better go to see a doctor. = You should go to see a doctor.
(教师出示图片。)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)
What’s wrong with Kangkang? = What’s the matter with Kangkang?
(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
T: Oh. No, I think he has a toothache. (作牙痛状,令学生明白其意思。) What should he do?
Ss: He should see a doctor.
T: Yes, he should see a dentist.
(板书并要求学生掌握。)
toothache, dentist
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问,教师表演并回答。)
Ss: What’s wrong with you? (教师假装咳嗽的样子。)
T: I have a cough.
Ss: What’s the matter with you? (教师假装头疼的样子。)
T: I have a headache.
(板书并要求学生掌握。)
cough, headache
Ss: What’s wrong with you?(教师作背痛状。)
T: I have a backache.
(板书并要求学生理解。)
backache
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片,并做回答。)
T: I have a fever.
(板书并要求学生掌握。)
fever
Ss: What’s the matter with you?(教师作流鼻涕状。)
T: I have the flu.
(板书并要求学生掌握。)
flu
Ss: What’s wrong with you?(教师作胃痛状。)
T: I have a stomachache.
(板书并要求学生理解。)
stomachache
Ss: What should you do?
(作休息状。)
T: I should take a rest.
(板书并要求学生掌握。)
take a rest
2. (要求学生出示教师事先准备好的图片,分组来表演,以巩固上面的内容。)
3. (让学生听1a录音,并回答问题)
T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:
(1) What’s wrong with Kangkang?
(2) What should he do?
(核对答案。)
4. (让学生跟读录音并标出关键词。)
5. (让学生分角色朗读,完成1a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛,营造活跃的课堂气氛,激发学生学习英语的兴趣,培养学生的语言运用能力。
1. (两人一组操练对话,完成1b。)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片,模仿1a编对话,完成1c。以巩固关于疾病的表达及所给予的建议。)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
S1: What’s wrong with you?
S2: I have sore eyes.
S1: You should not read too long.
(教师出示卡片叫学生模仿)
(板书卡片中出现的生词与短语,并要求学生掌握;了解sore和boiled water。)
sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea
Step 4 Practice 第四步 练习(时间:12分钟)
通过小组活动,激发学生的兴趣,培养学生的合作精神。
1. (营造活跃的课堂气氛,激发学生学习兴趣。)
T: I’m pleased with your dialogs, and I’m sure you can do it better.
(教师把事先准备好的卡片粘贴在小黑板上,便于开展活动。)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He has / She has…” “He / She should / shouldn’t …”
T: Now please practice in pairs.
(学生完成练习后,教师分别找几组同学表演。)
2. (完成2。)
T: Finish 2 in pairs, then act the dialogs out.
3. (播放3录音,完成3。)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice using should/shouldn’t.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
鼓励学生在实践活动中学习英语知识,激发学生学习英语的兴趣。
1. (根据所给例子编写对话,提高口语表达能力。)
T: Please make a dialog like the example, then act it out.
Example:
S1: Ouch! (手摸脸,假装疼痛的样子。)
S2: What’s wrong with you?
S1: I have a toothache.
S2: Oh, you should see a dentist.
S1: Good idea. Thank you.
S3: Ouch! (手摸后背。)
S4: Do you have a backache?
S3: Yes!
S4: Oh, you shouldn’t lift heavy things.
T: Well done! Thank you.
2. Homework:
根据同学上次所患疾病情况的调查,填写表格。根据表格内容写出完整的句子。教育学生照顾自己,关爱他人。
Name Illness Should/Shouldn’t 我在这就不多说了,网上很多可以参考,可以和别的老师交流交流,看看孩子们有什么反应,比较喜欢哪些内容的
总结某一时期的工作、学习或思想中的经验可以帮助我们有寻找学习和工作中的规律,为此要我们写一份总结。下面是由我为大家整理的“八年级上册英语教案学情分析”,仅供参考,欢迎大家阅读本文。
八年级上册英语教案学情分析(一)
一、指导思想
认真学习、深入贯彻第三次全教会精神和颁布的《决定》、《纲要》内容,以《英语课程标准》为指导,以课堂教学为阵地,切实转变教学观念,坚持面向全体学生,抓好英语师资队伍建设,努力创设良好的英语教学环境,进一步提高质量意识,为学生的终生发展打下良好的基础。
Unit 2 Keeping Healthy
Topic 1 You’d better go to see a doctor.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, lift
2. Learn some useful sentences:
(1)I have a toothache.
(2)I’m sorry to hear that.
(3)I have a bad cold.
3. Learn the modals for giving advice:
(1)You should see a dentist.
(2)You shouldn’t drink coffee or tea in the evening.
4. Talk about illnesses.
5. Learn to express sympathy for a patient and give some advice to the patients.
Ⅱ. Teaching aids 教具
图片/录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过谈论奥运会进入本单元话题,引出本节课的部分单词。
(通过复习上个单元有关运动、奥运会的话题,导入新课。)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T: Good! Then what’s the symbol of the Olympic Games?
Ss: The Olympic rings.
T: What’re the colors of the rings?
Ss: They are blue, yellow, black, green and red.
T: Do you like sports, S1?
S1: Yes, very much.
T: What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play table tennis with my classmates.
S4: I skate in winter and swim in summer.
T: Why do you like sports?(运用肢体语言,启发学生回答。)
S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑,亲切地询问。)
Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过师生对话及听力活动,呈现1a内容,学习部分生词与短语,培养学生的听说能力。
1. (师生对话,谈论健康话题。)
T: In this lesson, let’s talk about health.
(板书本单元标题并注意healthy与health关系及区别。)
keeping healthy
T: How are you feeling today, S1?
S1: I’m fine, thank you, and you?
T: I’m not very well. I think I have a cold. (说着,老师形象地表现出生病的样子。)
(板书并要求学生掌握。)
have a cold
T: What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。)
T: We can also say “You’d better go to see a doctor.”
(板书本话题标题。)
You’d better go to see a doctor.
(板书同义句并要求学生掌握。)
You’d better go to see a doctor. = You should go to see a doctor.
(教师出示图片。)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)
What’s wrong with Kangkang? = What’s the matter with Kangkang?
(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
T: Oh. No, I think he has a toothache. (作牙痛状,令学生明白其意思。) What should he do?
Ss: He should see a doctor.
T: Yes, he should see a dentist.
(板书并要求学生掌握。)
toothache, dentist
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问,教师表演并回答。)
Ss: What’s wrong with you? (教师假装咳嗽的样子。)
T: I have a cough.
Ss: What’s the matter with you? (教师假装头疼的样子。)
T: I have a headache.
(板书并要求学生掌握。)
cough, headache
Ss: What’s wrong with you?(教师作背痛状。)
T: I have a backache.
(板书并要求学生理解。)
backache
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片,并做回答。)
T: I have a fever.
(板书并要求学生掌握。)
fever
Ss: What’s the matter with you?(教师作流鼻涕状。)
T: I have the flu.
(板书并要求学生掌握。)
flu
Ss: What’s wrong with you?(教师作胃痛状。)
T: I have a stomachache.
(板书并要求学生理解。)
stomachache
Ss: What should you do?
(作休息状。)
T: I should take a rest.
(板书并要求学生掌握。)
take a rest
2. (要求学生出示教师事先准备好的图片,分组来表演,以巩固上面的内容。)
3. (让学生听1a录音,并回答问题)
T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:
(1) What’s wrong with Kangkang?
(2) What should he do?
(核对答案。)
4. (让学生跟读录音并标出关键词。)
5. (让学生分角色朗读,完成1a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛,营造活跃的课堂气氛,激发学生学习英语的兴趣,培养学生的语言运用能力。
1. (两人一组操练对话,完成1b。)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片,模仿1a编对话,完成1c。以巩固关于疾病的表达及所给予的建议。)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
S1: What’s wrong with you?
S2: I have sore eyes.
S1: You should not read too long.
(教师出示卡片叫学生模仿)
(板书卡片中出现的生词与短语,并要求学生掌握;了解sore和boiled water。)
sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea
Step 4 Practice 第四步 练习(时间:12分钟)
通过小组活动,激发学生的兴趣,培养学生的合作精神。
1. (营造活跃的课堂气氛,激发学生学习兴趣。)
T: I’m pleased with your dialogs, and I’m sure you can do it better.
(教师把事先准备好的卡片粘贴在小黑板上,便于开展活动。)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He has / She has…” “He / She should / shouldn’t …”
T: Now please practice in pairs.
(学生完成练习后,教师分别找几组同学表演。)
2. (完成2。)
T: Finish 2 in pairs, then act the dialogs out.
3. (播放3录音,完成3。)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice using should/shouldn’t.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
鼓励学生在实践活动中学习英语知识,激发学生学习英语的兴趣。
1. (根据所给例子编写对话,提高口语表达能力。)
T: Please make a dialog like the example, then act it out.
Example:
S1: Ouch! (手摸脸,假装疼痛的样子。)
S2: What’s wrong with you?
S1: I have a toothache.
S2: Oh, you should see a dentist.
S1: Good idea. Thank you.
S3: Ouch! (手摸后背。)
S4: Do you have a backache?
S3: Yes!
S4: Oh, you shouldn’t lift heavy things.
T: Well done! Thank you.
2. Homework:
根据同学上次所患疾病情况的调查,填写表格。根据表格内容写出完整的句子。教育学生照顾自己,关爱他人。
Name Illness Should/Shouldn’t 我在这就不多说了,网上很多可以参考,可以和别的老师交流交流,看看孩子们有什么反应,比较喜欢哪些内容的
英语教案是指英语教师以英语教学理论为基础。下面是我为大家精心整理的仁爱版 八年级 上册英语教案,仅供参考。
仁爱版八年级上册英语教案 范文
Unit 1 Sports and Games
Topic 3 Which sport will you take part in?
Section B
重点活动是1a和2a。
教学目标:
1. 谈论要进行的活动和未来的天气。
2. 继续学习一般将来时的特殊疑问句和否定句。
教学过程:
第一步:复习
1. 小组活动,说一说自己学英语的原因。 每组同学派一名代表到前面介绍本组同学学英语的原因。
We learn English because it’s very important...
2. 小组活动,谈一谈自己最想去的地方并说明原因。 每组同学派一名代表到前面介绍本组同学最想去的地方并说明原因。
We want to go to .... Because ...is very beautiful...
第二步:呈现
1. 老师跟同学们说:
I won’t go to school next Sunday. Can you guess what I will do?
同学们可能会猜:
Will you go to the park?
Will you go to the library?
Will you go to the shop?
...
老师可以否定前几个猜测,均回答:
No, I won’t.
最后老师说:I will go to the movie. Will you go with me?
同学回答:
Sure, we will.
生: When shall we meet?
师: Let’s meet at...
生: Where shall we meet?
师: Let’s meet...
2. 老师把以上句型板书到黑板上,注意学习生词shall。
根据以上句型学生双人活动, 做类似的小对话。
3. 听1a的录音,回答问题:
Where will they go?
When will they meet?
Where will they meet?
第三步:巩固
1. 放录音Section A 1a, 学生跟读,用铅笔标重读与语调。
2. 擦去所标重读与语调,先自读,然后跟录音一起读,逐句核对。
3. 人机对话,即学生和录音机对话。
学生两人一组表演Section A 1a。
4. 用投影的方式向学生展示1b表格, 让学生独立完成并陈述Kangkang 和 Michael的活动, 完成1b。
5. 用投影片向学生展示1c问题, 学生独立回答, 完成1c。
第四步:练习
展示一些表示天气的图片, 谈论天气情况和计划要做的事情, 完成2a和2b。
老师逐一使用这些图片并提问题作对话
A: What will the weather be like this weekend?
B: It will be...
A: What about going...?
B: Good idea! When shall we meet?
A: Let’s meet at...
B: Where shall we meet?
A: Let’s meet...
B: OK. See you then.
A: See you.
2.双人/小组活动。
教师把表示天气的图片分发给学生,让学生自由对话,并汇报。
第五步:活动产品
假设本周日天气将会晴朗,大家约定一起去郊游, 写一写约定的情况和将要做的事情。先口头做。
It will be sunny this Sunday. My classmates and I will go hiking. We will go to the...
八年级英语 试卷分析
(一)试题分析
1.注重双基考查,知识覆盖面较广,难、易度适中。
单项选择、完形填空和听力部分主观题知识考查全面,分别涉及了各种词法知识、固定 短语 以及重点句法知识。如:人称代词、不可数名词、形容词、副词、动词过去时、介词短语、形容词比较级、动词短语、疑问副词、过去进行时、情态动词、连接词、过去时的被动语态、宾语从句、数词、副词、介词、形容词最高级的规则变化等。
2.试题比较灵活,具有一定的开放性。
阅读理解(二)、补全对话、书面表达均有一定的开放性,学生可以根据所提问题、上下文语境及写作要求,运用已学语言知识进行认真思考、精心作答、适当发挥。
二、试卷分析
(一)客观题
1.听力第一题(共5分)
情景反应,主要考查学生根据所听到的对话内容选择相应的图片的听力理解技能。答题中多数学生能够把听到的语言与某种具体事物或信息概念联系起来,
2.单项选择(共15分)
该题主要考查学生语言知识运用能力。答题情况比较好。
3.完形填空(共15分)和阅读理解(一)(共30分)
该题主要考查学生理解常见体裁和不同题材的书面材料能力。错误原因主要是缺乏仔细阅读、认真分析和反复推敲。
(二)主观题
1.阅读理解(二)(共10分)
该短文,主要考查学生的阅读理解能力和笔头表达能力。学生在回答问题时主要存在三类问题:
(1)词汇匮乏,读不懂 文章 ,答案完全与问题无关;
(2)虽然能读懂文章,但由于基本功不扎实,不能准确表述,导致丢分。
(3)能读懂文章,但阅读技能差,找不出主题句。
2.词汇(共5分)
该题要求学生通过阅读短文,写出括号中所给词的适当形式,使短文意思完整。该题难度不大,但学生失分率较高。主要是基础知识掌握的不扎实,语法不清楚,固定搭配记得不牢。如:
3.补全对话(共10分)
该题要求学生根据对话情景,在空白处填入适当的语句完成对话内容。部分学生得分情况较好,但仍有学生失分,原因是缺乏对补全对话内容及语境的整体理解,英语思维能力差,对中西方 文化 差异了解的不够,语法错误频频出现。如:
4.写作(共15分)
该题主要考查学生的间接引语,大部分学生写的不错。
还有部分学生犯以下错误:
1)用词不当;
2)时态结构错误;
3)句型结构混乱;
4)汉语式 作文 ;
5)摘抄考卷中个别 句子 和段落(不会变通);
6)书写不规范(乱涂乱抹);
7)字数不够。
三存在的问题:
1)两极分化严重。抽样数据显示有37%的学生主观题为个位数,说明这些学生的基础知识和基本技能严重存在问题,如不解决这一问题,势必影响整体教学质量;
2)缺乏能力训练。
3)基本功差。多数学生书写不规范,部分学生不会用正确、地道的语言进行交际和表达,汉语式英语表达依然严重;
四、今后的教学 措施
通过以上试题试卷分析显示,我班英语教学现状不容乐观,有许多问题需要静下心来去认真思考、梳理和 反思 ,为了改进教法,整体提高学生英语水平,在今后的教学中,做好以下工作:
1.扎实抓好基本功训练(听、说、读、写)
首先要让学生养成好的学习习惯:1)书写认真、规范、整洁;2)坚持听说训练;3)鼓励学生善模仿,多朗读,多背诵,勤积累,勤思考,多应用;其次,采用灵活、有效的教法和学法,开展形式多样的课内、外活动,以培养学生的学习兴趣、提高学生学习的积极性。
2.培养学生交际语言应用能力
教师要尽可能为学生的英语语言学习创设良好的条件,话题选择应考虑学生的生活实际和认知水平,实施情景教学,让学生在真实、有趣的情景中进行交流。在交流中,感知、体验英语语言应用的准确含义;在交流中,享受交流信息、表达个人观点和想法的快乐;在交流中,不断提高学生的交际能力和综合语言应用能力。
3.抓好词汇教学
词汇是听力理解、语言交流、阅读理解、写作表达的基石。因此,在词汇教学中:1)要采用灵活多样的 方法 ,如:分类记忆法;构词记忆法;谐音记忆法等,避免死记硬背。2)要设计不同的语境应用单词,如:设计各种天气,学习有关天气方面的单词和句型;设计购物场景,学习有关商品的价格、水果的种类、衣物的尺寸、学习用品等;设计人物场景,学习描述人物性格、习惯、 爱好 等词语,并让学生在使用单词、词组和句型的过程中,观察、分辩、 总结 词语的使用规律,以便掌握单词的语法结构,正确使用词语。
4.强化阅读训练
阅读主要考查学生对书面语言的理解能力,特别是信息获取能力(包含图文转换等信息的处理能力)。阅读是人们学习和传递信息的重要途径,也是工作、生活、消遣的主要方式之一。阅读是课堂教学的主要环节和教学内容,又是大多数学生今后接触和使用英语的主要方式。因此在教学中,要强化学生的阅读训练,通过阅读,使学生不仅可以学到英语词汇和语言知识、增强语感,提高语言学习水平,更可以获取信息和新知,提高分析和解决问题的能力。
5.提高学生书面表达能力
人教版初中英语教学反思
作为一位刚到岗的人民教师,课堂教学是我们的任务之一,写教学反思能总结教学过程中的很多讲课技巧,那么写教学反思需要注意哪些问题呢?以下是我为大家收集的人教版初中英语教学反思,欢迎阅读与收藏。
Unit 2 Keeping Healthy
Topic 1 You’d better go to see a doctor.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, lift
2. Learn some useful sentences:
(1)I have a toothache.
(2)I’m sorry to hear that.
(3)I have a bad cold.
3. Learn the modals for giving advice:
(1)You should see a dentist.
(2)You shouldn’t drink coffee or tea in the evening.
4. Talk about illnesses.
5. Learn to express sympathy for a patient and give some advice to the patients.
Ⅱ. Teaching aids 教具
图片/录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过谈论奥运会进入本单元话题,引出本节课的部分单词。
(通过复习上个单元有关运动、奥运会的话题,导入新课。)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?
Ss: One World, One Dream.
T: Good! Then what’s the symbol of the Olympic Games?
Ss: The Olympic rings.
T: What’re the colors of the rings?
Ss: They are blue, yellow, black, green and red.
T: Do you like sports, S1?
S1: Yes, very much.
T: What kind of sport do you often do in your free time?
S2: I often play football.
S3: Sometimes I play table tennis with my classmates.
S4: I skate in winter and swim in summer.
T: Why do you like sports?(运用肢体语言,启发学生回答。)
S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑,亲切地询问。)
Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过师生对话及听力活动,呈现1a内容,学习部分生词与短语,培养学生的听说能力。
1. (师生对话,谈论健康话题。)
T: In this lesson, let’s talk about health.
(板书本单元标题并注意healthy与health关系及区别。)
keeping healthy
T: How are you feeling today, S1?
S1: I’m fine, thank you, and you?
T: I’m not very well. I think I have a cold. (说着,老师形象地表现出生病的样子。)
(板书并要求学生掌握。)
have a cold
T: What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。)
T: We can also say “You’d better go to see a doctor.”
(板书本话题标题。)
You’d better go to see a doctor.
(板书同义句并要求学生掌握。)
You’d better go to see a doctor. = You should go to see a doctor.
(教师出示图片。)
T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)
What’s wrong with Kangkang? = What’s the matter with Kangkang?
(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
T: Oh. No, I think he has a toothache. (作牙痛状,令学生明白其意思。) What should he do?
Ss: He should see a doctor.
T: Yes, he should see a dentist.
(板书并要求学生掌握。)
toothache, dentist
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问,教师表演并回答。)
Ss: What’s wrong with you? (教师假装咳嗽的样子。)
T: I have a cough.
Ss: What’s the matter with you? (教师假装头疼的样子。)
T: I have a headache.
(板书并要求学生掌握。)
cough, headache
Ss: What’s wrong with you?(教师作背痛状。)
T: I have a backache.
(板书并要求学生理解。)
backache
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片,并做回答。)
T: I have a fever.
(板书并要求学生掌握。)
fever
Ss: What’s the matter with you?(教师作流鼻涕状。)
T: I have the flu.
(板书并要求学生掌握。)
flu
Ss: What’s wrong with you?(教师作胃痛状。)
T: I have a stomachache.
(板书并要求学生理解。)
stomachache
Ss: What should you do?
(作休息状。)
T: I should take a rest.
(板书并要求学生掌握。)
take a rest
2. (要求学生出示教师事先准备好的图片,分组来表演,以巩固上面的内容。)
3. (让学生听1a录音,并回答问题)
T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:
(1) What’s wrong with Kangkang?
(2) What should he do?
(核对答案。)
4. (让学生跟读录音并标出关键词。)
5. (让学生分角色朗读,完成1a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛,营造活跃的课堂气氛,激发学生学习英语的兴趣,培养学生的语言运用能力。
1. (两人一组操练对话,完成1b。)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片,模仿1a编对话,完成1c。以巩固关于疾病的表达及所给予的建议。)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
S1: What’s wrong with you?
S2: I have sore eyes.
S1: You should not read too long.
(教师出示卡片叫学生模仿)
(板书卡片中出现的生词与短语,并要求学生掌握;了解sore和boiled water。)
sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea
Step 4 Practice 第四步 练习(时间:12分钟)
通过小组活动,激发学生的兴趣,培养学生的合作精神。
1. (营造活跃的课堂气氛,激发学生学习兴趣。)
T: I’m pleased with your dialogs, and I’m sure you can do it better.
(教师把事先准备好的卡片粘贴在小黑板上,便于开展活动。)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He has / She has…” “He / She should / shouldn’t …”
T: Now please practice in pairs.
(学生完成练习后,教师分别找几组同学表演。)
2. (完成2。)
T: Finish 2 in pairs, then act the dialogs out.
3. (播放3录音,完成3。)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice using should/shouldn’t.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
鼓励学生在实践活动中学习英语知识,激发学生学习英语的兴趣。
1. (根据所给例子编写对话,提高口语表达能力。)
T: Please make a dialog like the example, then act it out.
Example:
S1: Ouch! (手摸脸,假装疼痛的样子。)
S2: What’s wrong with you?
S1: I have a toothache.
S2: Oh, you should see a dentist.
S1: Good idea. Thank you.
S3: Ouch! (手摸后背。)
S4: Do you have a backache?
S3: Yes!
S4: Oh, you shouldn’t lift heavy things.
T: Well done! Thank you.
2. Homework:
根据同学上次所患疾病情况的调查,填写表格。根据表格内容写出完整的句子。教育学生照顾自己,关爱他人。
Name Illness Should/Shouldn’t 我在这就不多说了,网上很多可以参考,可以和别的老师交流交流,看看孩子们有什么反应,比较喜欢哪些内容的