人教版英语八年级作文

2023-02-11

第一篇：人教版英语八年级作文

人教版八年级英语上册教案

Unit 1 How often do you exercise? I. Teaching article(课题): Unit One II. Teaching aims and demands(教学目的和要求):

What do you usually do on weekends?

I sometimes go to the beach.

How often do you eat vegetables?

Every day.

Most of the students do homework every day. III. Teaching importance and diffcult(教学重难点):

Talk about how often you do things. IV. Teaching ways(教学方法):

Revision, Learning, Practice and Reading. V. Teaching tools(教学工具):

Tape-recorder and Lattern. V. Teaching time(教学时间):

Six periods VI. Teaching procedure(教学过程):

The first period I. Teaching Aims and Demands 1. Knowledge objects

Name of activities.

Aderbs of frequency.

What do you usually do on weekends?

I often go to the movies. 2. Ability objects

Writing skill.

Listening skill.

Communicative competence 3. Moral object

Keep a diary every day in English. II. Teaching Key Points

Watching TV, reading, shoping

Skateboarding, exercising III. Teaching Difficulties

Always, usually, often, sometimes

Hardly, ever, never

What does she do on weekends?

She often goes to the movies. IV. Teaching Methods

Discover method. Listening and writing methods;Pairwork. V. Teaching Aids

A tape recorder.

Large monthly calendar showing the days of the week.

A projector VI. Teaching Procedures

Step 1 Greet the class

T: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.

Step 2 Section A 1a

First look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.

Then mae each activity. Ask students to repeat each one.

One girl is shopping.

Another girl is reading.

This boy is watching TV.

These girls are skateboarding.

Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.

Then ask the students who finishes first to write the answers on the board.

Check the answers on the board and ask students to correct their own activities.

Step 3

Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.

Then show three new words.

How often 多久一次

Hardly adv. 几乎不;几乎没有

Ever adv 曾;曾经

Step 4 1c Pairwork

First ask two students to read the sample in speech bubbles.

What do you usually do on weekends?

I often go to the movies.

Now work with a partner. Make your own conversations about the people in the picture. For example.

Step 5 Summary

This class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.

Step 6 Homework

Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.

Step 7 Blackboard Design

Unit 1 How often do you exercise?

Watching TV

reading

Skateboarding

exercising

Shopping

What does she usually do on weekends?

She often goes shopping.

第二篇：人教版八年级英语说课稿

Good morning, everyone. It is my great pleasure to be here sharing my lesson plan with you. The content of my lesson is Section A of unit 5 Senior English for China, Book 2A. I will be ready to begin this lesson from 5 parts: teaching aims, the key and difficult points, teaching methods, teaching procedures and blackboard design. First, let me talk

a. The students should be able to hear, read and use some key words and main structures. b. The students should be able to understand the content of the lesson. 2. Ability objectives: a. The students should be able to use the pattern to accept or decline an invitation properly. b. The students should be able to use modal verb to express their abilities and obligations. 3. Emotion objectives: a. To develop students’ interests by learning this lesson. b. To raise the students’ sense of the art of speaking by learning this lesson. Part 2 the key and difficult points: 1. the key points: a. The sentence pattern: Can you come to my party? Sure, I’d love to. /Sorry, I can’t. I have to /am going to +the name of an activity. b. Phrases about activities: Study for a test, go to the doctor, have a piano lesson, help one’s parents, visit one’s aunt. 2. the difficult point: The usage of modal verb can, have to. Part 3 teaching methods: As we all know, the main instructional aims of learning English in the senior school is to develop the students’ ability of listening, speaking, reading, and writing and the good sense of English language, so in this lesson I’ll mainly use Communicate Approach and Task-based Language Teaching. That is to say, I’ll let students learn in real situation to help the students to get a better understanding of the structure of the dialogue. In this lesson, I’ll make use of all kinds of teaching means and electricity equipments to stimulate the students’ creativity and interest. Part 4 Teaching procedure: Step 1: Warm up and preview. a. Free talk between teacher and students about the various names of activities, which students often do at weekends. b. Word collection. Teacher summarizes all of these phrases on the blackboard. c. Do some practices by asking what do you do on weekends. Purpose: It is important to form a better English learning surrounding for students and it provides situations to review learned knowledge. Step 2: Presentation. I’ll mainly talk about this step.

a. Guessing phrases in pairs. By looking at the pictures one after the other, and then guess what are the corresponding answers for the pictures. Then check the answers by whole class work. b. Present the main pattern with the help of CAI. Set a situation to help students understand. Two students are talking. One said“my birthday is coming. Would you like come to my home?”

c. Listening task. Play the cassette again and finish the listening tasks on the book. Besides, mention the importance of taking notes. d. Learn the dialogue by the playing cassette the third time. Pay attention to their pronunciation. Purpose: CAI can provide a real situation for students to understand the dialogue. Step 3: Practice. Divide 4 students into groups to make dialogue according to the model. Pay attention to the usage of modal verb can and have to. Purpose: to check the knowledge students have learned in this period. Step 4: follow-up activity. a. Let students talk about what they have to do and they can do at home. b. Help parents do some housework as much as they can. Purpose: to review what we have learned in this lesson. Part 5: Blackboard design. a. Summarizes the phrases about activities students have learned on the right part of blackboard. Then write down the question “how often do you usually+ name of one kind of activity?” It is helpful for students to review the learned knowledge. b. Write the key words and main structures on the left side of the blackboard. Use deductive method to illustrate and present in a direct way to guide students. It is easy for students to understand the content of the lesson.

第三篇：人教版八年级英语上册教案（精选）

人教版八年级英语上册案例：

Unit5Can you come to my birthday party ?

Section A第一课时

设计理念：

以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。 “新目标英语”是一套好教材，然而，“橘生淮南则为橘，生于淮北则为枳”。在农村中学的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。

[教材分析]

教学内容为新目标英语八年级上册第五单元Section A 。学习内容主要体现在以下三点：

1. Knowledge aims:

1) new words: lesson, another, concert

Phrases: study for a test, go to the doctor, have a piano lesson

2) Important sentences: —Can you come to my birthday party?

—Sure, I’d love to./ I’m sorry, I have to……

2. Ability aims:

1)能礼貌地发出、接受和拒绝邀请。

2)会谈论自己制定的计划或安排。

3.Emotion aim:

学会邀请他人和接受或拒绝他人的邀请，增进与他人之间的情感，培养交往能力和技巧。

[学生分析]

1、荷叶中学84班学生英语学习兴趣不是很高，两极分化比较严重。

2、学生以前已经学过情态动词can的用法，但掌握的不是很好，通过对本课的学习可以巩固所学知识，掌握用正确的语言结构表达邀请和拒绝。

三、学习重难点：

1)熟练掌握情态动词Can 的用法

2)准确表达邀请别人，礼貌接受和委婉拒绝别人的邀请。

四、学习过程：

Step 1 : warming up

1) T: Today is Wang Lei’ birthday , sing happy birthday to her

S: sing happy birthday to Wang Lei happily.

通过唱生日快乐歌祝王蕾生日快乐，从而营造轻松愉快的学习氛围。

Step 2Lead in

1 T: Let’s review the old phases and learn the new words

1为考试而学习Sa: study for the test 2去看病Sb : go to the doctor 3帮助我的父母Sc: help my parents4拜访我的姑姑_Sd:visit my aunt

T: very good .OK, next let’s learn the new words

lesson,课程，T: I have 7 lessons every day.

another另一，又一T:I don’t like this apple , would you give me another one? concert 音乐会T: Liu Dehua has a concert in our city this month.

充分利用课本资源，进行词汇教学，词不离句，形散而神不散。

2)The studentsread and remember the words in the group

3) ask some groups to read and recite the words and phrases

Group1: lesson, another, concert

Group2:study for the test, go to the doctor, help my parents, visit my aunt

4)T: ask the students to close the eyes and check the words

(我把学生分为3人一组：(一个基础好的，一个中等的和一个基础薄弱的)进行小组竞赛活动，每个小组发一次言就得一分，期末积分最高的前4组有奖励。这一部分是单词教学部分，主要照顾基础差的学生。每一组推荐的是基础较薄弱的一位同学来读所有单词，从而保证大部分同学掌握。最后通过全班同学闭眼游戏来巩固。(这一部分的小组活动在实际运用中效果还算可以，大部分学生都理解和掌握了单词。)

Step 3: Introduce the target language

1) T: Imagine today is my birthday and ask them to come to my birthday party, how to say?

Can you come to my party?

S:“yes”

S: “no”

T: Help them to correct the answer

接受Sure, I’d love to.

委婉拒绝Sorry, I can’t. I have to……..

2) Then the teacher asks the students the questions and students try to give the right answer one by one. At the same time the teacher write answers on the blackboard. The teacher gives some encourage evaluation to students’ answers. T: Can you come to my party?

S: Sure, I’d love to.

S: Sorry, I have to study for my test./go to the doctor./help my parents./visit my aunt.(这一部分引出话题比较成功)

T: Ask them to pairwork in groups

S: Use the target language to ask and answer in groups.

T: Check the group work. Ask 3 groups to show in class.

(这一部分主要是让学生们在小组里面愉悦的使用目标语言，基础好的带基础差的，每个组有一个组长负责，组长要监督和纠正成员的活动。小组活动时，大部分做得比较好)Step 4: Listening

T:Ask students to listen to the tape carefully. Then finish1b,2a and 2b.

Finally, check the answers one by one.(对于听力的训练一直是个薄弱环节，前面做了单词，短语和句型准备，在这个时候训练听力还是比较得当,效果也比较好。)

Step5: Discuss

T:Ask:

When we invite some people to do another things, what should I say?

For example: ask your classmates to play basketball together

(还是小组活动，充分调动他们的积极性和集思广益的想象力)

Group1;

A: Can you play basketball with me?

B: Sure, I’d love to.

C: Sorry, I can’t. I have to do my homework

Group2：

D: Can you go shopping with me on Sunday afternoon?

E: Sure, I’ d like to.

F: Sorry, I have to visit my grandpa.

Step6: Summary

T:发出邀请

S:情态动词 Can +you +动词原形+其他?

T:接受邀请

S: Sure, I’d love to/ I’d like to.

T:拒绝邀请

S:Sorry, I can’t. I have to……..(让学生来做课堂小结，抓住了学生“敢于开口说英语”的心理，突出主动学习的重要性;教师作综合陈述，犹如给学生一颗定心丸，给学生增添了信心。) Step7: test and homework

Ask students to finish the test in their study papers

Homework:

1. Copy the new words

2.review the phrases and sentences

3. 完成基础训练相关内容

[案例反思]

从课堂表现和课后作业来看，这堂课效果还可以。时代在变，世界在变，事物都在发展，教育理念的更新也是势在必行。由David Nunan倡导的任务型语言教学主张learning by doing,掀起了英语教学改革的浪潮。这给工作在第一战线的英语教师带来了希望，也使得英语课堂教学更具挑战性.

第四篇：人教版八年级上英语语法总结

八年级上册内容，形容词和副词的比较级和最高级，句子成分，类型，简单句的五种基本句型，宾语从句，各种时态包括一般现在时，现在进行时，一般过去时，一般将来时，情态动词和动词不定式等，具体内容如下：

一、形容词和副词的比较级和最高级

1) 单音节形容词的比较级和最高级形式是在词尾加 -er 和 -est 构成。 great (原级) greater(比较级) greatest(最高级) 2) 以 -e 结尾的单音节形容词的比较级和最高级是在词尾加 -r 和 -st 构成。 wide (原级) wider (比较级) widest (最高级) 3)少数以-y, -er, -ow, -ble结尾的双音节形容词的比较级和最高级是在词尾加 -er 和 -est 构成。 clever(原级) cleverer(比较级) cleverest(最高级) 4) 以 -y 结尾,但 -y 前是辅音字母的形容词的比较级和最高级是把 -y 去掉,加上 -ier 和-est 构成. happy (原形) happier (比较级) happiest (最高级) 5) 以一个辅音字母结尾其前面的元音字母发短元音的形容词的比较级和最高级是双写该辅音字母然后再加 -er和-est。 big (原级) bigger (比较级) biggest (最高级) 6) 双音节和多音节形容词的比较级和最高级需用more 和 most 加在形容词前面来构成。 beautiful (原级)? difficult (原级) more beautiful (比较级) more difficult (比较级) most beautiful (最高级) most difficult (最高级) 形容词比较级的用法: 形容词的比较级用于两个人或事物的比较,其结构形式如下: 主语+谓语(系动词)+ 形容词比较级+than+ 对比成分。也就是, 含有形容词比较级的主句+than+从句。注意从句常常省去意义上和主句相同的部分, 而只剩下对比的成分。形容词最高级的用法: 形容词最高级用于两个以上的人和物进行比较, 其结构形式为: 主语+谓语(系动词)+the+形容词最高级+名词+表示范围的短语或从句。

二、句子成分

1、主语主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。

2、谓语谓语说明主语的动作，状态或特征。一般可分为两类： 1)，简单谓语由动词(或短语动词)构成。可以有不同的时态，语态和语气。 2)，复合谓语：情态动词+不定式

3、表语

4、宾语宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定式等。有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。

5、定语在句中修饰名词或代词的成分叫定语。用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。

6、状语修饰动词，形容词，副词以及全句的句子成分，叫做状语。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。

三、句子类型：

1、简单句的基本形式是由一个主语加一个谓语构成。

2、复合句(Complex Sentence)由一个主句(Principal Clause)和一个或一个以上的从句(Subordinate Clause)构成。

3、两个或两个以上的简单句用并列连词连在一起构成的句子,叫做并列句,其基本结构是“简单句+并列连词+简单句”。

四、简单句的五种基本句型基本句型一： S V (主+谓) 基本句型二： S V P (主+谓+表) 基本句型三： S V O (主+谓+宾) 基本句型四： S V o O (主+谓+间宾+直宾) 基本句型五： S V O C (主+谓+宾+宾补)

五、宾语从句在句子中起宾语作用的从句叫做宾语从句.宾语从句分为三类:动词的宾语从句,介词的宾语从句和形容词的宾语从句. 1. 由that引导的宾语从句。That只有语法作用，没有实在的意义，在口语和非正式文体中可以省略。

2. 由连接代词who, whom, whose, what, which和连接副词when, where, why, how引导的宾语从句。这些连接代词和连接副词在宾语从句中充当某个成分。if或whether引导的宾语从句。If和whether在句中的意思是“是否”。初二上册学的宾从就是这些。

六、时态：

(一)一般现在时: (1)表示现在的状态, 例如:He’s twelve. (2)表示经常性的或习惯性的动作,例如:I go to school every day. (3)表示主语具备的性格和能力, 例如:She likes apple.常与often, usually, sometimes, always, every day等表示经常性的或习惯性的时间状语连用. 1. 肯定句结构: (1) 行为动词: a. 第

一、二人称,复数人称: They/We/You+动词原形... 例如:They go to school every day. b.第三人称单数: He/She/It+动词-s/es„ 例如:Lily often likes singing. (2)系动词(be): I am... They/We/You are„ He/She/It is„

2.否定句结构: (1) 行为动词: a. 第

一、二人称,复数人称: They/We/You+don’t+动词原形... 例如:They don’t go to school every day. b.第三人称单数:He/She/It+doesn’t +动词原形„ 例如:Lily doesn’t like singing. (2)系动词(be): 在is/am/are后加not 例如:I am not a worker. 3. 一般疑问句结构: a. 第

一、二人称,复数人称: Do+they/we/you+动词原形... 例如:Do they go to school every day? (Yes, they do. No, they don’t.) b.第三人称单数: Does +he/she/iIt+

动

词

原

形

„

例如: Does Lily often like singing? (Yes, she does. No, she doesn’t.) (2)系动词(be):把is/am/are提在主语前. 例如:Are you a worker? (Yes, I am. No, I’m not.)

(二)现在进行时: 表示现在正在进行的动作或发生的事情.常与now, look„, listen„等表示现在状态的时间状语连用. 1.肯定句结构: 主语+is/am/are+动词-ing„ 例如: The boys are playing football now. 2.否定句结构: 在

is/am/are

后加

not 例如: The boys aren’t playing football now. 3. 一般疑问句结构: 把is/am/are提在主语前. 例如: Are the boys playing football now? (Yes, they are. No, they aren’t.)

(三)一般过去时:表示过去某个时间发生的动作或存在的状态.常与yesterday„, last„, „ago, in1990等表示过去状态的时间状语连用. 1. 肯定句结构: (1) 行为动词: 主语+动词的过去式„ 例如: The twins went to school two hours ago. (2) 系动词(be): I/ He/She/It+was„ They/We/You+were„ 例如: I was at home last night. 2.否定句结构: (1) 行为动词: 主语+didn’t+动词原形„ 例如: The twins didn’t go to school two hours ago. (2)系动词(be): 在was/were后加not 例如: I wasn’t at home last night. 3. 一般疑问句结构: (1) 行为动词: Did+主语+动词原形„? 例如: Did the twins go to school two hours ago? (Yes, they did. No, they didn’t.) (2)系动词(be): 把

was/were

提

在

主

语

前

例如: Were you at home last night? (Yes, I was. No, I was’t.)

(四)一般将来时: 表示将来某时将要发生的动作或存在的状态,也表示将来经常或反复发生的动作.常与tomorrow„, next„等表示将来状态的时间状语连用. 1. 肯定句结构: (1)用于书面语: 主语+will+动词„ 例如: We will come to see you tomorrow (2)用于口语: 主语+am/is/are going to+动词„ 例如: Tom is going to see his uncle next Sunday. 2.否定句结构: (1)用于书面语: 在will后加not 例如: We won’t come to see you tomorrow. (will not=won’t) (2)用于口语: 在is/am/are后加not. 例如: Tom isn’ going to see his uncle next Sunday. 3. 一般疑问句结构: (1)用于书面语: 把will提在主语前. 例如: Will you come to see you tomorrow? (Yes, we will. No, we won’t.) (2)用于口语: 把

is/am/are

提

在

主

语

前

例如: Is Tom going to see his uncle next Sunday? (Yes, he is. No, he isn’t.)

七、情态动词: can(能，会)， may(可以，可能，也许)， must(必须，一定，应该) have to(必须，不得不)

1. 肯定句结构: 主语+can/may/must+动词„ 例如: I must go now. 2.否定句结构: 在can/may/must后加not. 例如: I mustn’t go now. 3. 前一般疑问

句

结

构

把

can/may/must

提在

主

语’. Must you go now? (Yes, I must. No, I neednt.) May I open the window? (Yes, you may. No, you needn’t.) 六.had better+动词原形，表示“最好干„„”，变否定句时在had better后加not. 例如:You had better catch a bus. You’d better not catch a bus. (You had= You’d ) 七.动词不定式：want /forget /remember /would like /go + to + 动词原形„ 例如: I want to get back my book.. Lucy went to see his mother last night. 九.特殊疑问句的变换：对划线部分提问时，将划线部分去掉，剩下部分变一般疑问句语序。(对主语提

问

例

外

)

例

如

: My name is Lily. What

’s your name? The river is 500 kilometres. Hong long is the river?

第五篇：人教版八年级英语课件一

一、指导思想

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

二、学生基本情况分析：

大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。而还是有少数学生因为基础不够好，学习很吃力而自暴自弃，其中有的还因此扰乱课堂次序，这给教学带来不少困难。十来个学生根本没有学习目标，完全放弃学习，但学生的纪律总体还是不错，这样为学生的学习打下良好的基础。另外，学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不留意知识的巩固和积累。

三、教材分析

人教版《新目标英语》八年级(上册)，本套八年级教材共分十个单元，每单元分SectionA和SectionB以及Self—check三部分。

SectionA：1a呈现本单元的重点单词，语法结构与功能;1b呈现任务型听力练习;1c结对练习核心对话;2a，2b是多种听力练习;2c呈现不同的任务。GrammarFocus呈现语法功能重点;3a—3c提供多种课堂活动。

SectionB：1a词会扩展;1b新旧知识综合运用，同时在原有基础上有所扩展;2a，2b为听力练习;3a—4提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。4为创造性活用所学知识提供各类课堂活动。

初二全科目课件教案习题汇总语文数学英语物理历史Self—check：能够使学生对自己的英语水平有明确的认识。自我评价，包括词汇知识的评价，语言应用能力的评价和幽默卡通。

本学期的重点是继续学习词汇和习惯用语，语法知识点：不定代词、频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。其中状语从句和形容词是本册的难点、重点。

四、教学目标

1、总体目标：激发学生学习英语的兴趣，树立自信心。在整个教学过程中，让学生拥有丰富的生活常识、多文化背景的积累，并形成正确人生观、价值观，有积极的情感态度和跨文化的交际能力。同时培养自主学习能力，积累学习方法。

2、具体目标：结合学生英语基础较差的实际，在教学刚开始的阶段，要注意和初一知识的衔接，例如复习积累基础词汇、词语搭配、句型，熟悉不同单元呈现的语法规则，掌握实际用法。希望第一学期后，学生能培养学习的兴趣，养成较好的学习习惯，对基础知识有一定的掌握。

五、具体措施

1、对新版教材认真研究，充分运用多媒体课件等充分展示数码技术在英语教学中的作用，引起学生兴趣，让学生充分思考、讨论，注重能力的培养。

2、认真贯彻晨读制度，规定晨读内容，加强监督，保证晨读效果。①每天记5个生词，2个常用句子或习语。利用“互测及教师抽查”及时检查，保证效果并坚持下去。②背诵课文中的对话或课文。目的：要求学生背诵并默写，培养语感。

3、对学困生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

4、经常进行教学反思，适时调整教学方法，符合学生的真实情况，利于学生的有效性学习。

5、在具体的英语课堂教学中，根据目标并结合教学具体内容，为学生积极创设情景，尽量让学生在较为逼真的情景中渗透文化，了解文化，设置任务，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

6、关注学生的情感，营造宽松、民主、和谐的教学氛围。

7、加强对学生学习策略的指导，为他们终身学习奠定基础。

8、认真专研教材和课标，既备学生又备教材，认真上好每一堂课。

人教版八年级英语课件二

新的学期开始了，本学期我担任八年级102班的英语教学工作。为了顺利完成教育教学任务，在教学中贯彻新目标教学的要求，我将结合学校工作计划要求，规范常规教学，提高教学质量。

一、指导思想。

在本学期的英语教学中，坚持以下理念的应用：第一要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神;第二，目标设计要以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础：突出学生主体，尊重个体差异：第三要注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用由于中学习英语，让学生成为Gooduser而不是Learner。让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。

二、教材分析

八年级上册英语共有十个单元，每个单元都列出了明确的语言目标，其主要的功能项目和语法结构，以及需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用，还有SELFCHECK部分，学生可用来自我检测本单元所学的语言知识。本教材各个单元活灵活现，贴近生活实际。

三、学生基本情况分析

学生虽经一年的英语教学，对英语有了一定的领会，但在听说读写各个方面的基础仍有些薄弱，另外，学生在情感态度，学习策略方面还存在诸多需要进一步解决的问题。有的同学不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流，有些同学在学习中缺乏小组合作意识，有些不敢开口，或者声音太小。而通过初中一年的英语学习，很多学生已经能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题交换信息，总的来说，本班的英语具有挑战性，需要耗费不少的时间和精力。

四、目的要求。

1、根据学生的特点以及英语学习的规律，要采用有效的教学手段和教学方法。创设生动活泼的语境，让学生运用所学语言开展活动。

2、本学期要着重注意培养学生良好的学习习惯，以保证课堂大容量、高密度、快节奏训练的展开，还要注重培养学生的自学能力，指导及鼓励他们多使用工具书。

3、从学生实际出发，充分发挥学生的主体作用，进一步加强对学生的学法指导。

4、充分利用直观教具和现代化的教学手段，更加注重现代技术与学科之间的整合，多设计教学情景，以练为主的原则，抓好基础训练，注重培养学生直接用英语表达思想的能力，扩大课堂容量，提高课堂效率。

5、认真钻研教材，掌握每单元的教学目的和要求，正确地把握教材的重点和难点，根据的学生年龄特点及班级的实际情况，精心设计教学程序，选择适当的教学方法，认真备课。

五、具体措施

1、在课堂和作业布置上体现知识的梯度，扩大照顾面。

2、引导学生找出适合自己的学习方法，把握好学习的各个环节，让他们能养成自觉学习英语的习惯。

3、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野。

4、实施“一帮一”活动，让成绩好的同学带动差生，同时亦监督差生每天的作业完成情况和背诵情况。

5、建立英语学习小组，并以小组为单位开展各种活动。同时，整合家长的力量，让家长在周末期间监督学生听磁带、读课文。