导读:第1篇:八上英语教案优秀 本学期开学以来,为进一步规范教师教学行为,优化教学过程监管,提高教学质量,教导处对教学常规工作进行了第一阶段的检查。现将检查情况反馈如下:... 如果觉得还不错,就继续查看以下内容吧!
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第1篇:八上英语教案优秀
本学期开学以来,为进一步规范教师教学行为,优化教学过程监管,提高教学质量,教导处对教学常规工作进行了第一阶段的检查。现将检查情况反馈如下:
一、检查内容:
本次检查重点是:教师开学初制定的教学计划、进度、备课、上课、作业批改与学困生辅导情况;教研组集体备课安排及活动记录。
二、教师工作检查情况:
1、计划、进度检查
开学初,全体教师都能按照学校要求按时上交计划、进度。老师们在制定学期教学计划时,都是认真的,仔细的,不仅对班级里的学情进行科学细致的分析,而且在教学内容、教学重点、教学难点,也进行了深入细致的分析。特别是教学目标的确定老师更是慎重,基本上比较全面地对一学期来的教学目标进行了有机梳理,在教学措施的列举上,老师们也是煞费苦心,千方百计地想办法,产生了许多富于实效、富于创造的金点子。有两个老师教学计划没有按时上交,请补好上交。三个教研组的教研计划都已制定上交。
2、备课(教案检查):
在教案的检查过程中,我们惊喜的发现老师们备课认真,体现在认真研究教材、钻研教法、分析学生,合理制定好教学目标。对于教材中重点、难点问题把握比较准确。在电子备课资源共享过程中,能正确处理好独立备课与集体备课的关系。基本上能提前准备好一到三个课时。但是还有个别教师的教案执行进度和教后反思不够及时,有人缺板书设计。经过与出错教师的沟通,已经及时整改。
3、上课:
开学后,领导小组就开始了随堂听课,通过检查发现,教师能够按照备课、上课,可课堂学生小组合作的能力还有待提高。课后,针对听课情况及时进行了反馈。
4、作业批改:
作业检查中,我们重点检查了学生的作业量,学生的书写、错误订正以及老师批改情况。本次作业检查中发现:大部分教师能做到把学生的作业全批全改,并评出等级。学生缺少良好的学习习惯。有的学生字迹较差、作业书写不够规范,没有很好地指导;有的作业本不整洁。
三、具体措施及改进方法
1、活动检查,都有记录,发现问题及时当面反馈。并要求教师能够限期及时整改,教导处及时复查,并在下次随机抽查中重点检查出现问题部分。
2、及时召开教学工作例会,反馈检查中出现的共性问题提出要求和整改建议。
3、加强随机检查力度。经常随机抽查,督处教师做好常规教学管理工作。
第2篇:八上英语教案优秀
一、 教学目标:
1. 知识目标:能够认读书写单词:same , circle ,
2. 能力目标:能运用句型line a is longer. is line a the same as line b?i think so. i don’t think so.通过事物的比较发表自己的看法。
3. 字母组合: ll , ng , nk 在单词中的发音。
二、 课前准备:
1、 单词卡片(宝藏图): tell , till , long , sing , english , angry , think , sink . 单词卡单词按照划线部分发音相同的为一个颜色。提前卷好了,用一根细线系住。
2、 课件
3、 课堂活动用书第三题。
三、 教学步骤:
step one : warm-up review unit 1
1.一起听音跟读,然后小组扮演不同的角色给课文动画配音读课文,引导学生加上适当的表情和动作,最后每段找不同的同学展示,选出优秀模仿小演员。
2. 和学生说今天的比赛很特别,回答问题积极而且好的同学,不但能给大组加分,还能获得宝藏图一份。
step two : 导入
同学们比赛,老师引导学生快速读一遍课文,看谁读的又快又好,学生在读的时候,老师观察学生,读完后老师找出以为读得快的学生,邀请学生到台前,表扬说:i think he is quick .
再找另一个读得更快的学生请他到台前,说:but she is quicker .
老师马上问问题看学生是否理解:who is quick ? who is quicker ?
学生回答,这里谁答对了奖励一张宝藏图,共送出去两张。
2.再邀请两位学生,he is tall, but she is taller.
看板书,老师指一下简单领读单词。she is short , but he is shorter.
看板书,老师指一下简单领读单词。问:who is taller ? who is shorter ?学生回答...is taller/shorter.老师用:
i think so. 或i don’t think so. 来发表自己的观点。
再找两个长得一样高的学生问:who is taller ? who is shorter ?
学生可能会说不出来,老师引导说:he is the same as she.看板书,老师领读并检查小火车,这里谁答对了奖励一张宝藏图,共送出去三张。
step three: 课文的处理
1.课件展示,先出示一条线a,老师问:what is it ?
学生: line。老师: yes , it’s line a .
再出示一条b,老师问:which is longer?学生答:line b is longer.
老师问:which is shorter?学生答:line a is shorter.
老师试着问:is line a longer? / shorter? / the same as line b? 并且出示课件。
学生回答,老师问:do you think so?
引导学生用i think so. i don’t think so.发表自己的观点。
每个问题学生回答出来则给他的大组加一分。
2. 课件展示,先出示一个圈a,老师问:what is it ?
学生: circle。
老师: yes , it’s circle a . 再出示一个圈b,老师问:which is bigger?学生答:circle b is bigger.
老师问:which is smaller?学生答:circle a is smaller.老师试着问:is circle a bigger? / smaller? / the same as circle b?
并且出示课件。学生回答,老师问:do you think so?引导学生用i think so. i don’t think so.发表自己的观点。每个问题学生回答出来则给他的大组加一分,并且表扬。
3.学生做的很好及时表扬,并出示课件问what can you see ?
根据学生反映,如果学生说出来vase , 则大力表扬并引导can you see a vase ?
简单讲解vase,并拿起课本让学生只给老师看。如果学生说出来head , 则大力表扬并引导can you see two heads ?
简单讲解head,并拿起课本让学生只给老师看. 学生回答,老师问:do you think so?引导学生用i think so. i don’t think so.发表自己的观点。这里谁答对了奖励一张宝藏图,共送出去5张。
5. boos open listen and repeat , then read in small groups , 每幅图find a pupil 领读,这里领读的小老师各奖励一张宝藏图,共送出去8张。
step four : 当堂检测,学生是否明白两个事物作比较,做活动用书第三题。
step six : review .复习今天的重点知识,看板书齐读一遍。
step five: 字母组合: l l , ng , nk 在单词中的发音。
将手里拿宝藏的学生请到台前,打开他们的宝藏,拿相同颜色单词的两个同学站在一起,listen and repeat
感知字母组合的发音,老师引导着总结出来,板书领读一下。
step six:chant ,listen and learn ,listen together, 加动作拍手齐唱,最后可以找表演得好的同学到台前表演。
四、家庭作业:完成活动用书第一题,和第五题。
五、板书设计:
module 8 discussion
unit 2 line a is longer
line longer
circle shorter
vase bigger
head smaller
the same as
第3篇:八上英语教案优秀
活动目标:
1、通过多种游戏形式学习字母y,知道y,y,拉链y;
yforyellow,学习短语:goodnight.复习goodmorning.
2、引导幼儿读准字母单词的发音,培养对英语活动的热情和兴趣。
活动准备:
字母y卡片、带有拉链的衣服、饮料瓶三个(瓶盖涂上黄色颜料)、小扇子(正反面各有太阳和月亮)
活动过程:
1、问好:
(1)师生问好。
(2)引导幼儿向家长老师们问好。
2、热身:handsup,handsdown.
3、正课:
(1)学习字母y:
让幼儿closeyoureyes,出示字母卡片y,说明y很象拉链,引出yy拉链y,并通过游戏“修拉链”训练幼儿的发音。接着出示黄色饮料,说明y的好朋友是yellow,通过游戏“变魔术”训练yforyellow.
(2)学习短语goodnight。
a、手指游戏:手指变魔术很累了,要睡觉了,跟它们说:“goodnight.”天亮了,要起床了,说:“goodmorning.”
b、游戏:小扇子转转转
出示扇子,转到月亮说:“goodnight.”转到太阳说:“goodmorning.”说得好的给予粘粘纸奖励。
第4篇:八上英语教案优秀
一、教学目标
1、语言知识
did you …?
yes,i did./no,i didn’t.
2、语言技能
能运用did you …?句型询问对方是否做过某事,对方根据具体情况作出应答yes,i did./no,i didn’t.培养学生在具体情景中正确运用该语言的交际能力。
3、情感态度
培养学生团队协作能力和与他人合作的精神以及用英语做事情的基本技能,激发学生竞争意识。
4、学习策略
培养学生积极与他人合作,主动学习,积极运用英语进行表达和交流,与同学共同完成学习任务的能力。
二、教学重难点
能熟练运用did you …?句型对过去发生的事情进行推测。
Ⅰ.warm-up
1.came: ①教师快速出示动词或动词词组,让学生快速做出该动作。
②让学生从另一组动词过去式中找出与图片配对的单词,学习和巩固不规则动词过去式。如:go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw.
2.free talk用“旅游日记”或“假期影集”与组员谈论假日生活。
如:where did you go on vacation?
what did you do?
did you……?
when did you come back?
Ⅱ.pre-task【任务呈现——最快乐的一天】
1、教师出示提前收集的名胜风景区明信片,提问:“did you go to ……?” did you see……? did you buy……?
2、教师出示英国伦敦的名胜风景区明信片,提问:“where did lingling go?”学生回答:“london”.教师问:“where did she go?what did she see/meet/buy?”学生回答后,教师引出课文活动5的歌曲:“listen to a song from amy”,学唱歌曲。
3、[任务呈现]——寄一张风景明信片给你的朋友
教师展示伦敦明信片,并介绍:“this is from amy to daming.what did she say? let’s go and see.then please write about your yesterday to amy or your friends.”让我们一起瞧一瞧怎样写明信片呢?
Ⅲ.while-task【任务实施】
1、播放课文录音,并让学生回答课文活动的问题。
2、让学生再听一遍录音,并勾出dear, love, went to the park, met john, bought ice creams, went home, ran to the bus, dropped,并请学生跟读。
3、[活动]——talk课堂活动用书out your yesterday
师:“can you write about your yesterday to amy? what did you do?”学生答:“i watched tv ./i played computer games./…”师问:“did you go to school? did you walk to school?/…”
4、小记者采访
同桌两人一组,用活动3的问题采访同桌,了解对方的生活。
5、完成活动6的游戏
6、完成活动用书
练习1,了解小明上周的生活。
Ⅳ.post-task【任务展示——最快乐的一天】
①学生四人一组展开活动,轮流讲述自己快乐的昨天,用过去时描述自己做了哪些事情。学生进行信息交换,评选出最快乐的一天向全班汇报。
②教师介绍daming’s letter ——写给amy的回信。
“i met our chinese teacher by the river yesterday.she walked with her cat.then we saw a rabbit and a hen .they played with an apple.”
板书chinese, teacher, river, rabbit, letter, hen, cat, apple,让学生读出单词、听录音思考并回答划线处的发音;然后完成课堂活动用书练习3,请学生边听边划出每组单词中有着特定发音的字母或字母组合。
v.homework【作业超市】
1、朗读课文,表演对话。
2、完成课堂活动用书练习4和练习5。
选做:
1、给lingling回信,介绍自己最快乐的一天。
module 2 shopping unit 1 how many do you want?
第5篇:八上英语教案优秀
一.教学目标:
知识目标:学生能听懂、会说句型how many … do you see?/ i see….
学生能理解句子:the black one is a bird.
能力目标:学生能够在图片、实物或情景的帮助下运用句型how many … do you see?/ i see….询问看到物品的数量并回答
情感目标:培养学生敢于开口、积极参与的学习态度,使他们得到成功的体验。
二.教学重点:
重点:学生对how many … do you see?/ i see….的理解和正确运用。
三.教学难点:
难点: 学生对句型the … one is ….的理解。
四.teaching design
step 1,warm-up
1. watch a video about chang long them park.
t: wow!thatsquo;san amazing park. do you like that?
ss:yes, i do.
t: me too!this summer holiday, i will go to chang long park with my friends. and i wantto know more about the park. can you help me?
ss: yes!
t:look!ourfriends are in the park! who are they?
ss:amy,…..
2.进入课文主情境图,引出对话:how many …do you see?/i see… .
t:what doyou see ? ss: i see … .
t:what color are they ?ss: they are … .
t: look!how many ducks do you see ?ss: i see ….(板书)
g2 :how many balloons do you see? g4: i see … .
g4: how many birdsdo you see?g2: i see … .
t: i wanta little teacher to teach this word.(小老师交eleven)
t:now please look! how many birds do you see?
ss: i see twelve. (twoby two)
3.pair work!
4.letsquo;s chant! (in the park, they are singing and dancing. and letsquo;s chanttogether.)
step2, presentation
1.第一遍播放听力:t: look! zhang peng and amy fly the kites. letsquo;s go with them. listen andplease answer: how many kites do they see?
t:some say 11, others say 12 ,letsquo;s count together.
指着那只黑色的鸟:is it a bird or a kite? letsquo;s listen again.
2. 播放第二次听力:open your book. show me your fingers. listen and follow. how many kites?why? t:the black one is a bird.
read the text.
step3:practice
3. fill in the blank.(close your book and try to fillin the text with me.)第一次:老师做动作,教带一遍。第二次:全班起立,跟着动作来一次。第三次:一二组张鹏,三四组amy.第四次:自己来一次。
展示:请四位同学展示。
4. role play (与同桌角色扮演)
step4:production
group work: try to make a dialogue。
in the park,we can play friends we can see animalsat the zoo, we can buy some fruit. i want to buy see the animals.(请3个小伙伴,对话练习示范)
a:letsquo;s go to _________.
b/c/d:ok!
b: look at the ________. do you like ________?
c:yes/no. they are ______.
d:how many ____ do you see?
a:i see ______.
now, please try to make dialogue with your groupmembers. show time。
step5:sum-up
1. learn to say the words of numbers: eleven twelve
2. can use the drills to ask and answer: how many____ do you see ? i see_____.
板书:
unit6 how many?
how many ____s do you see?
i see ____.
the black one is a bird.
第6篇:八上英语教案优秀
教学内容
本单元围绕着“is this your pencil?”这一主题开展听、说、读、写等多种教学活动,其教学核心内容是“确认物主”。通过本单元的教学,使学生学会辨认物品的所有者,学会根据场景询问物品的所属,以及英语中对应的'表达法,学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达,与他人沟通信息,为今后学习打下坚实的语言基础.
教学目标
1)知识目标:
a.学习并掌握指示代词: this、that;
b.学习what引导的特殊疑问句;
c.学会yes/no问句及其简单回答;
d.学会句型:---how do you spell pen? p-e-n.
2)能力目标:
a.能辨认物品的所有者;
b.根据不同场景,能用英语对物品的所属进行提问和回答;
c.能识别不同句式的语调(陈述句,疑问句);
d.培养学生听、说、读、写的能力及创新思维能力.
3)情感目标:
a.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
b.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.
教学重点、难点
重点:a.掌握批示代词this、that用法;
b.掌握特殊疑问句和yes/no问句及其简单回答.
难点:学会写寻物启事和失物招领.
课时安排
第一课时section a 1a-1c
第二课时section a 2a-4b
第三课时section b 1a-2c
第四课时section b 3a-4 self-check 1-3
period one
课前准备
教师:录音机,图片,物品实物.
学生:实物(学习用品).
教学设计
step one: warming up.(通过复习形容词性物主代词,把学生引入学习英语的情境中。)
learn the chant.
t:let’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所属有功劳.
step two: new words.(利用实物教学,使得教学过程自然、形象。)
1. present the new words.
t: boys and girls, look at this please. what’s this in english?
(teacher holds a pen in the english.)
s1:a pen.(ss may say it in english.)
t: yeah. it’s a pen. and what’s this?
(the teacher holds an eraser in the hand.)
s2:it’s an eraser.
(teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2. practice the new words.
t: now, please look at the pictures in your books. can you put the words with the objects in the right pictures? write the letters next to the words, please.(give ss about two minutes to finish 1a.)
t: ok,let’s check the answers. who can tell us the answers?
s2:…
step three: present the drills.
1. present the drill “is this…?yes/ no,it is/isn’t.”(利用实物引入句型,使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)
(hold the teacher’s pen.)
t:this is my pen.is this your pen?
s1:no,it isn’t.it’s your pen.
t:(hold the student’s pen.) this is your pen. is this your pen?
s1:yes,it is. it’s my pen.
t:(hold a girl’s pen.) this is her pen. is this your pen?
s1:no,it isn’t. it’s her pen.
t:(hold a boy’s pen.) this is his pen. is this your pen?
s1:no,it isn’t. it’s his pen.
t: thank you.
2. practice the drill “is this your…?” in pairs with your own school things.pay attention to the use of my, your, his or her.(利用学习用品操练句型,并加深对物主代词的理解。)
s3:is this your…?
s4:…it’s my…
s3:is this…?
s4:…it’s his/her…
(the teacher asks a few pairs to practice.)
3. present the drill “is that …? yes/ no, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法,并从位置关系上让学生准确理解this ,that的区别。)
t:that is my book. is that my book?
(put a book on the teacher’s table so that the ss can see it clearly, and the teacher stands a little far from the table.)
s5:yes, it is .it’s your book.
t:that is his book.is that your book?
(put a boy’s book on the table and the teacher in the same place.)
s5:no, it isn’t.it’s his book.
t:that is her book.is that your book?
(put a girl’s book on the table and the teacher in the same place.)
s5:no,it isn’t.it’s her book.
(teach and practice the drill “is that …?” and its answer.)
4. practice the drill “is that your…?” in pairs with your own school things.(通过练习,区别两个批示代词的用法。)
s6:is that your…?
s7:… it’s my ….
s6:is that your…?
s7: …it’s his/her…
(the teacher asks some pairs to practice.)
5. listening.(进行听力练习,巩固所学的句型。)
t: now please listen to the three conversations, the first time you only listen. then i play again. and this time you listen and number the conversations.
(point to the boxes to show where students write the numbers for the conversations. teacher plays the tape and students listen to it and finish 1b.)
t: let’s check the answers, ok?
s8:(from left to right)
t: thank you.
6. practice the drills according to the pictures using“his or her”.(设置情景,使学生在情景中准确运用物主代词his或her。)
(show students four pictures like the followings.见课件。)
step four: task “have a contest”.(把两个学生的文具混在一起,然后请他们分别 挑 出自己和同伴的物品,用的时间少者为胜者。挑选物品的同时,要求学生用英语说出:this is my…that is her/his…)
t:i’ll put your things and your friends’ things together. i want to see if you can identify which is yours and which is hers or his.
(put the same number of the things together, and first ask them to pick out their own things and their partners’ things. then ask them to give a report, using the key words and target language. one student picks up the things while the other counts the time as well.)
languages used for the task:
1. this is my…
2. that is her/his…
step five: summary.(编一个chant ,便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调chant 的节奏和一般疑问句的语调。)
chant.
t: in this class, we’ve learned the names of some common personal possessions and how to identify ownership. let’s learn to say this chant.
is this my book? yes, it is.
is that your ruler? no,it isn’t.
is this her pencil? yes, it is.
is that his erase r? no,it isn’t.
homework.
read the new words and the target languages presented in this class and say the chant to improve your spoken english.
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