Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析

导读：　Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析(共5篇)...

Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析(一)
Unit 8 Have you read Treasure Island yet 说课稿

Unit 8 Have you read Treasure Island yet ?

Lesson 2 SectionA (3a-3c)

说课稿

陈景

各位老师，大家好，今天我说课的内容是人教版八年级下册Unit 8 Have you read Treasure Island yet ? Lesson 2 SectionA (3a-3c)第二课时。现在我从教材内容分析、教学重、难点及教法、学法和教学过程进行如下具体阐述:

一、说教材（地位和作用）

本节课教材内容是阅读课，体会现在完成时在阅读文章（鲁滨逊漂流记）中的应用以及对阅读文章的理解分析。教学中教师通过引导学习、学生间的互相学习、学生的自主学文的学习帮助学生理解文章内容。比较贴近学生的学习生活，能激发学生的学习兴趣。Section B在本单元中起着拓展和巩固的关键作用。在本节课中通过短文，掌握一些新词及短语，并学会能够利用信息进行复述。通过本节课的教学，进一步培养学生运用英语的能力，提高读写能力。

二、说教学目标：

[知识与技能］

1、知识目标：

(1)学习并掌握本课的重点词汇、短语及句型。

（2）掌握常用动词的过去分词的拼写形式。

2、能力目标：体会现在完成时在阅读文章（鲁滨逊漂流记）中的应用以及对阅读文章的理解分析。

3、情感目标：通过对（鲁滨逊漂流记）节选部分的学习，引导学生在生活和学习要不放弃。

三、说教学重、难点

教学重点：

（1）词汇：(2) 句型

（3）掌握文章内容

教学难点：

提高学生的读写技能，进一步理解现在完成时。

四、说学情分析

八年级学生精力旺盛，求知欲强，不太乐于表现自己，对英语文章的阅读策略有所了解，，对英语来说比较感兴趣。 五、说教法和学法

1、教法

英语新课程标准倡导任务型教学模式，即让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。本课是阅读课，多在课堂设计上下工夫，通过完成各项任务，来熟悉课文，理解课文。我采用的方法主要有：情景教学法、多媒体辅助教学法、合作学习法、循序渐进法。【Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析】

2、说学法

教师不仅是知识的传授者，更是教会学生学习方法、发展思维的引导者。鉴于所学单词及句型特点及学生现有知识水平，我准备引导学生采用听、看、读、说的方法来学习本课。通过听、看，达到有所思，有所得，帮助不同阶层的学生掌握学习重点；采用多表扬、勤鼓励的评价方法，使不同层次的学生都有学习积极性，提高课堂效率。

六、说教学环节

1.free talk

2.新授

（1）pre-reading。

（2）While- reading

1.Match words that have these meanings.

2.listen and underline have/has + p.p structure

3.Skimming. （快速阅读)

Read the passage quickly and tell us the main idea of Paragraph 1 and 2.

4.Careful reading(仔细阅读) Read the passage and answer the following questions.

1) What does Robinson Crusoe wait for ?

2)Why does Robinson call the man Friday?

3）According to the passage, please guess what the novel wants to tell us?

Correct the sentences

5. talk about important phrases

6. language points

(3)After reading

Ask Ss to retell the story according to the chart.

(4)Homework

1. Learn the new words and expressions by heart.

2. Retell the story of Robinson Crusoe.

3.Do some exercises.

Blackboard Design

Unit 8 Have you read Treasure Island yet ?

Lesson 2 SectionA (3a-3c)

1) else

2) name sb +名字

3) cut down

4) see sb doing

5) one… the other…

Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析(二)
Unit-8--Have-you-read-Treasure-Island-yet--说课稿

Unit 8 Have you read Treasure Island yet ?

Lesson 2 SectionA (3a-3c)

说课稿

本课内容是人教版八年级下册Unit 8 Have you read Treasure Island yet ? Lesson 2 SectionA (3a-3c)第二课时。现在我从教材内容分析、教学重、难点及教法、学法和教学过程进行如下具体阐述:

一、说教材（地位和作用）

本节课教材内容是阅读课，体会现在完成时在阅读文章（鲁滨逊漂流记）中的应用以及对阅读文章的理解分析。教学中教师通过引导学习、学生间的互相学习、学生的自主学文的学习帮助学生理解文章内容。比较贴近学生的学习生活，能激发学生的学习兴趣。Section B在本单元中起着拓展和巩固的关键作用。在本节课中通过短文，掌握一些新词及短语，并学会能够利用信息进行复述。通过本节课的教学，进一步培养学生运用英语的能力，提高读写能力。

二、说教学目标：

[知识与技能］

1、知识目标：

(1)学习并掌握本课的重点词汇、短语及句型。

（2）掌握常用动词的过去分词的拼写形式。

2、能力目标：体会现在完成时在阅读文章（鲁滨逊漂流记）中的应用以及对阅读文章的理解分析。

3、情感目标：通过对（鲁滨逊漂流记）节选部分的学习，引导学生在生活和学习要不放弃。

三、说教学重、难点

教学重点：

（1）词汇：(2) 句型

（3）掌握文章内容

教学难点：

提高学生的读写技能，进一步理解现在完成时。

四、说学情分析

八年级学生精力旺盛，求知欲强，不太乐于表现自己，对英语文章的阅读策略有所了解，，对英语来说比较感兴趣。 五、说教法和学法

1、教法

英语新课程标准倡导任务型教学模式，即让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。本课是阅读课，多在课堂设计上下工夫，通过完成各项任务，来熟悉课文，理解课文。我采用的方法主要有：情景教学法、多媒体辅助教学法、合作学习法、循序渐进法。

2、说学法

教师不仅是知识的传授者，更是教会学生学习方法、发展思维的引导者。

鉴于所学单词及句型特点及学生现有知识水平，我准备引导学生采用听、看、读、说的方法来学习本课。通过听、看，达到有所思，有所得，帮助不同阶层的学生掌握学习重点；采用多表扬、勤鼓励的评价方法，使不同层次的学生都有学习积极性，提高课堂效率。

六、说教学环节

1.free talk

2.新授

（1）pre-reading。

（2）While- reading

1.Match words that have these meanings.

2.listen and underline have/has + p.p structure

3.Skimming. （快速阅读)

Read the passage quickly and tell us the main idea of Paragraph 1 and 2.

4.Careful reading(仔细阅读) Read the passage and answer the following questions.

1) What does Robinson Crusoe wait for ?

2)Why does Robinson call the man Friday?

3）According to the passage, please guess what the novel wants to tell us?

Correct the sentences

5. talk about important phrases

6. language points

(3)After reading

Ask Ss to retell the story according to the chart.

(4)Homework

1. Learn the new words and expressions by heart.

2. Retell the story of Robinson Crusoe.

3.Do some exercises.

问题及反思:

一、新单词。课件设计中，除了对新单词的学习外，还较为注重新单词的语法知识，这一方面是较为详细，但也会使学生产生复杂心理。对于新单词的语法，可以稍微一带而过，在真正讲语法知识的时候再来细讲。

二、听力训练。这一环节处理得较好。能够对听力内容事先整合，并教给学生每一步的听力技巧，让学生记住6本书英文名称的首字母，可以方便填写，节省听力时间。而且在听的过程中，能够分段进行，引导学生在分段听力中，抓住关键词，快速填写。这一步骤使得大部分学生能够把要听的有用的信息抓住，并完整地写出来。如果时间允许的话，在总的来听一遍，效果会更佳。

三、在课件上关于“用现在完成时句型谈论是否已经读过某本书”这一环节的设计上有失妥当。可以把这部分的内容放在“预习自检”后面。通过对这一环节知识的学习，再来进行互学，才能真正体现“知识输入”后的“知识输出”。

四、学案内容的取舍。本节课能够挖掘的知识点有很多，但哪些是本课时重点，有地要教授的知识点，我们要有所取舍，不面面俱到，最终失去对重难点的把握。

Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析(三)
说课稿Unit 8 Have you read treasure island yet

Unit 8 Have you read treasure island yet ?

说课稿 殷丽华

一、说教材

本课的教学内容是人教版八年级英语下册第八单元的第二课时，阅读部分是这个单元的核心内容，英语阅读不仅能培养学生英语阅读的语感，而且还能促进词汇积累，学习新的语法知识，提高写作水平，对培养学生的英语综合能力大有帮助。本课阅读文体是一部流传很广影响很大的文学名著，作者用生动逼真的细节把结构的情景写的使人如同身临其境，使故事具有强烈的的真实感，我们从鲁宾逊身上学到了乐观积极和勇敢坚强的精神，这正是本课的情感目标。

二、说学法

根据八年级学生的理解水平和知识结构，本篇阅读可以安排初读和深读，然后理解运用。 通过学习本课，让学生学会复述原文，同时学习鲁滨逊的这种不畏艰苦勇往直前的精神。

三、说学生

八年级一班的学生层次不齐，有三分之二的学生有点跟不上了，由于八年级下册的英语课文的难度加大了，词汇量和课文都有一定的难度了，所以有很多学生都觉得好难，还有一个原因是他们不喜欢背诵课文了。

四、重点难点

1,to understand the meaning of the passage

2, to skim the text for the main idea and scan for details.

五、教学过程：

Step 1 , 1. Review（复习）

T：Before we begin our new lesson, let’s review what we learned during the last lesson. Here is an exercise for you. Fill in the blanks with the correct words.

(教师把练习题在PPT上呈现出来)

教学设计说明：

本环节主要在于复习上节课所学内容，简单呈现重点句型。

2. Lead-in（导入）

T: First, I’d like to ask you some questions:

(1) Have you read the book Robinson Crusoe?

(2) What’s it about?

(3) What do you think of it?

(教师先向学生提问，然后给出《鲁滨逊漂流记》的简介)

教学设计说明：

本环节目的在于先向学生发问，询问他们对于这本书的了解情况；然后通过中文简介给他们补充课外读物的相关知识。

3. First reading

T: Read the passage based on Robinson Crusoe. Then answer the questions.

(1). What will Robinson Crusoe wait for?

(2). Why does Robinson Crusoe call the man Friday?

教学设计说明：

本环节目的在于锻炼学生快速阅读获取信息的能力，题目设置都很简单，主要为细节理解题，都可以在文中找到答案，告诉学生阅读技巧——详略得当。

4. Second reading

T: Read the passage and guess the meaning of these phrases.【Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析】

(教师在PPT上呈现中文短语，让学生阅读文章然后找出中文短语所对应的英文短语。) 教学设计说明：【Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析】

本环节主要在于在读前通过重点、难点短语的突破，降低学生阅读的障碍，帮助学生更好地理解文章。

T: Now translate these phrases into English.

5. Third reading

T: Read the passage again. Find words that have these meanings.

（教师在PPT上展示个别重点词汇的英文解释，让学生到文中找出对应的词语） 教学设计说明：

本环节主要解决这篇文章当中的重点词汇，通过英文解释，让学生更好地理解单词，并灵活运用。

6. Fourth reading

T: Read the passage once more, and correct the sentences.

（让学生四人一组合作，从文中找出错误的地方，并改正。）

7. Language points

T: By now I’m sure you have a good understanding of the passage. Now let’s look at the language more closely.

（教师在PPT上呈现原文，并通过超链接形式将文章所包含的语言点、词汇、短语、重点句型展示出来，并适当配合例句。）

教学设计说明：

本环节主要目的在于让学生掌握本文中所出现的重点词汇、短语、句型。先教师讲解，然后让学生做适当练习，以检测学生掌握情况。

8. After reading

T: After reading the passage so many times, I’m sure you have have a good understanding of what it’s about. Now try to retell the passage in your own words.

（教师给学生2-3分钟时间准备，对文章进行复述。）

教学设计说明：

本环节主要是考查学生综合运用能力，以及对于故事的理解与掌握情况。

.9 Homework

(1). Practice retelling the passage.

(2). Review the key phrases and other useful expressions.

教学设计说明：

本环节主要是课后巩固，让学生消化上课所学内容。

Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析(四)
Unit 8 Have you read Treasure Island yet单元整体分析

Unit 8 Have you read Treasure Island yet?

单元整体分析

一、教学目标：

1语言目标：掌握本单元词汇，听懂、掌握谈论读书的语言材料。

2 技能目标：能听懂语言材料，掌握听的技巧；能就阅读方法提建议，掌握阅读策略；能读懂介绍名著的文章。

3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅读，培养学生的文学鉴赏能力，陶冶思想情操。

二、教学重点

(1) 短语: hear of, be like ,go out ,full of, finish doing sth., be about, grow up,put down, hurry up, arrive on this island, make a boat, bring back, give up, wait for, cut down, build a house, kill…for food ,the marks of another man’s feet, who else, see sb. doing sth., run towards, help sb. do sth., name sb.…,teach sb. sth., be interested in ,can’t wait to do sth., used to, fight over, return home ,on the radio, make sb. do sth., think about, come to realize ,ever since, the home of, such as, belong to, be kind to sb., trust one another, remind sb. that…,have been to, do research on ,hope to do sth. introduce …to

(2) 句子:

Have you ever read Little Women yet?

What’s it like?

Oliver Twist is about a boy who goes out to sea and finds an island full of treasures. Steve, have you decided yet which book to write about for English class?

Although I have lost everything, I have not lost my life.

How long have they been here?

So I will not give up and I will wait for another ship.

Not long after that, I saw some cannibals trying to kill two men from a broken ship. One of them died, but the other ran towards my house.

I named him Friday because that was the day I met him.

Every time she is in the library, Sally looks at the many books she hasn’t read yet and can’t wait to read them.

When Sarah was a teenager, she fought over almost everything with her family. Ever since then, she has been a fan of American country music.

It reminds us that the best thing in life is free….

Sarah hasn’t been to Nashville yet, but it is her dream to go there one day.

He’s sold more than 120 million records.

Have you introduced the singer to others?

(3)语法：现在完成时

三、教学难点：现在完成时与一般过去时的区别.

四、课时划分

Period 1:Section A 1a – 2c Period 4:Section B 1a-1d Period 2: Section A2d–Grammar Focus 4a-4c Period5:Section B 2a-2e

Period 3:Section A 3a-3c Period 6: Section B 3a Self check

Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析(五)
人教版七年级英语全英说课稿Unit 8 Have you read treasure island yet

Unit 8 Have you read treasure island yet?

Good morning, dear teachers. I’m NO.5. May I start now? Thank you.

It’s my great pleasure to present my lesson plan here. The lesson I’’ll interpret my lesson plan from the following aspects:

Firstly, I’d like to analyze the teaching material and learners.

This lesson is chosen from the section A of unit 8, Book 8B, PEP Junior English. The topic of this lesson is literature. The main task for ss it to talk about what literature works they have read recently and express their opinions on these works. By doing that, ss can not only learn some knowledge about the literature works, but also increase their interest in the western culture. Ss may be not familiar with some works, so I’ll introduce some background knowledge and instruct them to learn the present perfect tense.

Base on the analysis above, I set the following teaching aims:

1. Knowledge aim. After this class, ss will get a preliminary idea of several literature works, understand the function of present perfect tense with yet and already and the basic meaning of new words, phrases and sentence structures, such as treasure, island, be full of, Have/Has sb read---yet? sb’ve already---.

2. Ability aim. By the end of lesson, ss will be better able to talk about recent events and experiences using present perfect tense.

3. Emotional aim. During the class, ss’ interest in western culture will be increased by talking about some literature works.

Next, let’s focus on the key point and the difficult point.

The key point is to get a preliminary idea of several literature works and understand the function of already and yet in present perfect tense.

The difficult point is to understand that the present perfect tense is used to express a past event that has present consequences.

To achieve the objectives above, I’ll adopt audio-lingual approach, communicative approach and situational teaching method. And ss’ll learn through cooperation, communication and discussion.

As for the teaching preparation, I’ll divide the class into 6 groups before this class and each group will choose one from the 6 literature works of this unit. They’ll search information about their books and prepare to introduce the story-line.

Ok, now I’d like to describe the teaching procedure.

Step 1 is leading in.

At the beginning of the class, I’ll choose 3 groups to introduce the story-lines of Treasure Island, Tom Sawyer and little woman so that ss can get a preliminary idea of these works. This activity can arouse ss’ interest and lead them to the topic naturally.

Step 2 is presentation.

Based on the former activity, the other 3 groups will be asked: “ I’ll elicit the positive and negative answers from ss. Thus, ss will learn the present perfect tense with yet and already here. And enough examples will be provided for ss to distinguish the present perfect tense from the simple past tense. This activity can help ss smooth the way for the listening.

So, next step is listening 1b.

First, I’ll lead ss to read the chart in 1b and then listen to 3 short conversations and fill in the chart. While ss listen for the first time, they need to find out what books they are talking about. As for the 2nd time, they will listen for who have read these books and what they think of these books. When they finish this chart, I’ll ask questions like

“What book are Nick and Judy talking about? Has Nick read the book yet? What does he think of the book?” According to my example, ss will work in pairs to check their answers.

Now, ss’ve learned how to talk about what books they’ve read recently and what they think of these books. So, next step is speaking

Here, ss will work in pairs to talk about the books in 1a after the conversation model in 1c.

Step 5 is listening 2a and 2b. Here ss’ll learn to talk about what books are about.

First, they’ll be led to a conversation between Tina and Mark. While listening for the first time, ss will listen for who has read these books. They need to circle the names and write down the adjectives Tina and Mark used to nd time, there are several statements for ss to decide to be T or F. At the last time, they will read after the recording and check the answers.

After the listening, it’s time for speaking.

Ss will use the information in 2a and 2b to talk about the books.

Next, let’s focus on the summary.

I’ll ask ss to do a survey according to the form I give them. They work in groups of 4. One st will interview the other 3 ss on the topic of Chinese literature works.

As for the homework, ss will work in pairs to make up a new conversation about some Chinese literature works. At last, I’d like to introduce my blackboard design.

Unit 8 Have you read Treasure Island?

Unit,8:,Have,you,read,Treasure,Island,yet?说课稿学情分析相关热词搜索：unit8 have you read 称赞说课稿学情分析

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