染雾新课标八年级英语的教案 篇一
Title: Lesson Plan for New Curriculum Standard Eighth Grade English
Objective: By the end of the lesson, students will be able to use the past perfect tense to talk about events that happened before another event in the past.
Warm-up: Begin the lesson by asking students to share a memorable event from their past. Encourage them to think about when this event happened and any other events that occurred before it.
Presentation: Introduce the past perfect tense by explaining that it is used to show the order of events in the past. Provide examples and have students identify the use of the past perfect tense in sentences.
Practice: Divide the class into pairs and have them create sentences using the past perfect tense. Monitor their progress and provide feedback as needed. Encourage students to be creative with their sentences.
Production: In groups, have students create a short story using the past perfect tense to describe a sequence of events. They can then share their stories with the class.
Wrap-up: Review the use of the past perfect tense with the whole class and have students summarize what they have learned. Assign homework that reinforces the use of the past perfect tense.
Assessment: Evaluate students based on their participation in class activities, their ability to use the past perfect tense accurately, and their understanding of the lesson content.
Extension: For students who finish early, provide additional practice exercises or challenge them to write a paragraph using the past perfect tense in a real-life scenario.
By following this lesson plan, students will have a solid understanding of the past perfect tense and be able to use it effectively in their writing and speaking.
新课标八年级英语的教案 篇二
Title: Lesson Plan for New Curriculum Standard Eighth Grade English
Objective: By the end of the lesson, students will be able to analyze and interpret a short story in English.
Warm-up: Begin the lesson by asking students to brainstorm elements of a short story, such as characters, setting, plot, and theme. Discuss the importance of these elements in storytelling.
Presentation: Introduce a short story to the class and read it aloud, pausing to discuss key points with students. Encourage them to ask questions and share their thoughts on the story.
Practice: Divide the class into small groups and have them analyze the short story together. Ask each group to identify the main characters, setting, plot, and theme of the story. Circulate around the room to provide guidance and answer any questions.
Production: In their groups, have students create a visual representation of the short story using drawings, diagrams, or other visual aids. They can then present their interpretations to the class.
Wrap-up: Lead a discussion with the whole class to compare and contrast the different interpretations of the short story. Encourage students to consider how their own experiences and perspectives influence their understanding of the story.
Assessment: Evaluate students based on their ability to analyze and interpret the short story, their participation in group discussions, and the quality of their visual representations.
Extension: For students who finish early, provide additional short stories for them to analyze and interpret independently. Encourage them to write a brief reflection on each story they read.
By following this lesson plan, students will develop their critical thinking skills and improve their ability to analyze and interpret literature in English.
新课标八年级英语的教案 篇三
新课标八年级英语的教案
一、教学设计
1、教材的地位及作用：
第二册第六单元第一节课，本单元围绕Where’s the … ? It’s next to the … ?这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点。通过学习的Where’s the … ? It’s next to the … ?进一步加深对询问/指点方向的语法现象的理解和运用。同时通过Where’s the … ? It’s next to the … ?在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：
(1)学习、掌握Where’s the … ? It’s next to the … ?
(2)学习单词bank, theatre … 。
能力目标：提高学生听、说、读、写及知识自学的综合能力。
德育目标：教育学生热爱生活。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学习询问/指点方向Where’s the … ? It’s next to the … ?
难点：句型Where’s the … ? It’s next to the … ?在实际生活中的应用。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到街区里。同时激发学生学习兴趣，使学生在参与询问/指点方向的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在街区问路为主线，通过询问/指点方向的句型Where’s the … ? It’s next to the … ?在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。
3、反复操练和巩固应用
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。
4、反馈练习
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计15个街区模型，让一对对学生上街 问路，并配有本课的重点Where’s the … ? It’s next to the … ?使学生在玩中进一步体会到句型Where’s the … ?It’s next to the … ?在实际生活中的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
5、归纳总结
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动听的节奏。进一步巩固，加强对本课内容的理解和运用。
6、展示板书
Unit 6 Lesson 21
Language points:
1. Look at the picture.
look at 看 look through 查看 look up 向上看 look out 向外看 look over复习
2.the post office.
合成词：(1)写成一个单词：bookshop. (2) 写成开放式：post office (3) 用连字符连接：pencil-box.
3. next to 紧挨
4. in front of 反义词 behind
5. excuse me 的用法：
(1)引起别人注意 (2)请求让路 (3)向人问路或打听消息
6. Thank you all the same.
all the same 仍然
六.教学评价
教学评价是整个教学过程中的一个不可分割的重要组成部分。本课是在《新课程标准》理念指导下的较能体现"自主、合作、探究"的学习方式，它较之传统教学方式相比有一个很大的区别--能使每一个学生都能积极地参与到课堂学习及课外活动中去。与之同时，带来的问题是：人是千差万别的.，每个人接受知识、获取知识的方式与快慢都有可能与别人存在明显的差异，这是客观存在的现象，更是完全自然的现象，这也就决定了在学习成效上存在明显的差别。有的学生发展较快，有的学生发展较慢，教师如果用一把尺子来量每一个学生所取得的成绩，势必是不合理、不科学的。为此，教师要对每一个学生的实际水平与课堂中在小组中的表现作深入的了解，为他们定一个"水平线"，并坚信每一个学生都能在原有基础上超越这条线，只要有点滴的进步，哪怕是隐性的，也要给予大张旗鼓的表扬与激励，让他们充分体验合作的乐趣，充分享受成功带来的快感。这样的评价，比量化的评价更有效果，比一刀切的评价更有针对性与实际意义;这样的评价，可以激起部分学生再接再厉，可以燃起部分学生"奋发"的欲望;这样的评价，不一定要形成文字，只要教师心中有一把可长可短的尺子。
本课以"小组合作学习"，作为一种教学方法、教学模式，绝不是一种简单的形式，不应该成为一种外部强加的过程，而应该是一个内部需要的自然过程。"合作"二字，对于未来的社会、二十一世纪的人才而言，是必需的;"小组合作学习"，对于未来的课堂可能更是必需的。因此，我们必须对其作一些思考，哪怕只是瀚海中的一朵小小的浪花，也是有价值的。
由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。
