Foreign Language Teaching Plan for 8th grade English lesson plan

Improving the teaching theory level of English teachers is an important guarantee for improving the design of English lesson plans and thus improving the quality of teaching. Below is the English lesson plan for the first volume of the eighth grade version of the Foreign Language Research Institute that I carefully compiled for everyone, for reference only.

Module 8 Around town

Unit1 How do I get to the Forbidden City? (1-4) Teaching Design

Foreign Research Version Eighth Grade (Part 1)

Li Xuehong, No. 1 Middle School of Xingye County, Yulin City

1. Textbook Analysis:

This The module takes travel and tourism as the topic, and uses a large number of language materials to focus on the language expressions of asking for directions, giving directions, and describing a certain area. This lesson is the first lesson of this module. It is a listening and speaking lesson. Class activities are mainly carried out through listening, speaking, reading and writing, providing students with sufficient opportunities to experience and use language.

2. Analysis of academic situation:

Students have learned some directional prepositions and sentences asking for directions in seventh grade, which lays the foundation for learning new knowledge in this unit. Use the characteristic that students are familiar with the surrounding environment of the school as an entry point to guide students to explore in depth and solve problems independently.

2. Teaching aims: (Teaching aims)

1. Knowledge Objects

a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,

square, structures, left, right, opposite, chairman,

between, turn, corner, along

b. Key structures ____ How do I get to ?

Can you tell me the way to?.?

Go straight ahead.

Go along?../Go across?.

Turn left into?.

It?s opposite?/on the corner of?/

between?and...

2.Ability Objects

To understand the conversation of giving directions

To understand the sentences telling positions

To learn how to give directions

3. Moral Objects

Students can help the others.

3. Teaching is important and difficult: students can skillfully use the key sentence patterns of this lesson

4. Analysis of teaching materials : This unit is naturally derived from daily greetings and conversations

5. Strategies and methods:

1. Teaching methods

(1) Intuitive teaching method: Borrowing multimedia display pictures to give students an intuitive feeling, create a real language environment, guide students to learn language in situations, and use language creatively after learning new language knowledge.

(2) Carry out various types of task activities, provide students with time and space for cooperation and communication, and encourage students to cooperate with classmates to complete tasks and conduct exploratory learning to complete tasks. (3) Listening and speaking method: Use a large number of listening materials to train students' listening ability; cultivate students' oral expression ability by creating various activity scenarios.

2. Learning method

Through students’ observation and real life, let them use cooperative communication, mutual exploration, etc. with the help of audio-visual equipment in a simulated real-life environment. This kind of learning method promotes students to help each other and creates a harmonious and positive atmosphere for students. 6. Teaching preparation:

Produce multimedia courseware for this lesson 7. Teaching ideas:

Introduce new knowledge from students’ known knowledge, and inspire students by describing familiar lines 8. Teaching process:

Introduction? Teaching words? Presentation? Language point learning? Practice? Consolidation

This lesson is presented intuitively and vividly with the assistance of multimedia. It provides students with the pictures they need to learn the language and builds a large platform for language practice. In the introduction process, through pictures, students can learn vocabulary about places easily and happily, and students actively participate in dialogue exercises.

In the classroom, the teacher designed a relaxed and pleasant language environment close to life, which fully reflected the students' desire to speak English. The teacher-student interaction and student-student interaction are used to mobilize students' enthusiasm for learning, learn knowledge easily and happily, and achieve the teaching purpose.

Summary of eighth grade English

Usage of too, also and either

1. Too is used in affirmative sentences and interrogative sentences, usually at the end of the sentence. Always precede with a comma. Such as:

We are in the same school, too.

We are also in the same school.

Do you play soccer every day, too?

Do you also play soccer every day?

2. Also used in affirmative sentences and interrogative sentences, usually in the real sentence before the verb meaning and after the verb be. Such as:

Sandra is also a Korean student.

Sandra is also a Korean student.

3.either is used in negative sentences, usually at the end of the sentence. Such as:

They don't know the answer, either.

They don't know the answer, either.

4.as well as also means "also". Such as:

He is a happy boy as well.

He is also a happy boy.

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