新目标英语八年级上册精选(九篇)

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第1篇：新目标英语八年级上册范文

（ ）1. Look at the sky! The mooncakes looks ______ the moon.

A. like B. like same

C. same D. the same

（ ）2. Who is heavier, Jack ______ John?

A. and B. with C. than D. or

（ ）3. Holly and I ______ calm.

A. both are B. are both

C. all are D. are all

（ ）4. ―I like playing football. ______?

―I like it, too.

A. What about you B. Can I help you

C. How do you like it D. How are you

（ ）5. Hi, Jack! Please give me ______.

A. three cup of coffee

B. three cups of coffees

C. three cup coffee

D. three cups of coffee

（ ）6. ―______?

―It’s 3 dollars.

A. How many is it B. What is it

C. How is it D. How much is it

（ ）7. ―What shall we do?

―What about ______?

A. go shopping B. to go shopping

C. go to shop D. going shopping

（ ）8. How many ______ do you want?

A. glasses of milk B. glass of milks

C. glasses of milks D milks

（ ）9. Maria is a ______ girl. She hardlytalks.

A. calm B. quiet

C. wild D. outgoing

（ ）10. I don’t think the joke is ______ e-nough.

A. interesting B. interested

C. interest D. interests

（ ）11. ______ there is no air or water, therecan be no life.

A. Though B. As

C. When D. Where

（ ）12. ―Could you please ______ the ra-dio? We can’t hear clearly.

―Sure.

A. turn on B. turn off

C. turn up D. turn down

（ ）13. It’s cold outside. You ______ to wear more clothes.

A. must B. should C. need D. can

（ ）14. You can ______ some sugar ______the milk. It will taste wonderful.

A. add; up B. add to; /

C. add; to D. add up; to

（ ）15. ―How do you like the dish?

―It smells ______. I like it very much.

A. terrible B. well

C. nicely D. wonderful

Ⅱ. 完形填空。

Every year____16____people get hurt or die in road accidents. ____17____can we make the roads safer? First, we must obey the traffic rules. For the drivers, they shouldn’t drive too____18____or drive after they drink wine. For the pedestrians(行人), they must be careful when they are walking on the road. In our country, traffic keeps on the____19____side of the road. So when we walk across the road, we must try to walk underpasses (地下通道)or footbridges. If there are no underpasses____20____footbridges, we must walk the crosswalk. We must stop and look____21____sides before crossing the road. Look left, look right, and then look left again. Only when we are sure that the road is____22____, we can cross it. Second, it is____23____to help children, old people or blind people____24____the road. Third, we must____25____play in the street.

（ ）16. A. thousand of B. thousands of

C. about five thousands

D. about five thousands of

（ ）17. A. How B. What

C. When D. Where

（ ）18. A. slow B. slower C. fast D. faster

（ ）19. A. middle B. up C. down D. right

（ ）20. A. and B. or C. also D. too

（ ）21. A. no B. all

C. both D. not

（ ）22. A. busy B. good

C. bad D. clear

（ ）23. A. good B. bad

C. easy D. difficult

（ ）24. A. across B. cross

C. crossing D. crosses

（ ）25. A. always B. often C. sometimes D. never

Ⅲ. 阅读理解。

A

Dick is twenty-five years old. He works in a factory as a driver. He can do everything well so the boss pays him a lot of money. But he likes drinking and it brings him lots of trouble. He wants to stop drinking, but when he sees the wine, he can’t control himself and always drinks too much.

One day when he is walking in the street he meets Mike, one of his friends. They go to have dinner in a restaurant. Dick drinks too much wine. When they come out of the restaurant, Dick finds a wire pole on the side of the street. He comes up to it and begins to shake it. It surprises Mike and he asks, “ Dick, what are you shaking the pole for?” “I’m thirsty now and I want some apples,” says Dick. “Look, a lot of apples are falling down. Come to help me pick them up.”

（ ）26. Dick works in a ______.

A. shop B. bar

C. factory D. farm

（ ）27. Dick is a ______.

A. farmer B. teacher

C. doctor D. driver

（ ）28. The boss pays Dick much money be-cause ______.

A. the boss and Dick are good friends

B. Dick can do many things well

C. the boss is very kind

D. Dick can drink much wine

（ ）29. Dick begins to shake the wire pole be-cause ______.

A. he is very thirsty at that moment

B. there are many apples on it

C. he thinks it is an apple tree

D. he wants to do some sports

（ ）30. From the passage we can infer that______.

A. Dick’s friend is drunk

B. they pick up no apples

C. drinking causes a lot of trouble toDick’s boss

D. a wire pole is like an apple tree

B

Now satellites are helping to forecast(预报) the weather. They are in space, and they can reach any part of the world. The satellites take pictures of the atmosphere (大气), because this is where the weather forms (形成). They send these pictures to the weather stations. So meteorologists(气象学家) can see the weather of any part of the world. From the pictures, the scientists can say how the weather will change.

Today, nearly five hundred weather stations in sixty countries receive satellite pictures. When they receive new pictures, the meteorologists compare them with earlier ones.

Perhaps they may find that the clouds have changed during the last few hours. This may mean that the weather on the ground may soon change, too. In their next weather forecast, the meteorologists can say this.

So the weather satellites are a great help to the meteorologists. Before satellites were invented, the scientists could forecast the weather for about 24 or 48 hours. Now they can make good forecasts for three or five days. Soon, perhaps, they may be able to forecast the weather for a week or more ahead (提前).

（ ）31. Satellites travel ______.

A. in space B. above space

C. above the ground

D. in the atmosphere

（ ）32. Why do we use the weather satel-lites to take pictures of the atmo-sphere？Because ______.

A. clouds form there

B. the weather forms there

C. the weather satellites can do it easily D. the pictures can forecast the weather （ ）33. Meteorologists forecast the weather_____.

A. without studying satellite pictures

B. before they receive satellite pictures

C. when they have received satellite pic-tures

D. after they have compared the newsatellite pictures with the earlier ones

（ ）34. Maybe we’ll soon be able to forecastthe weather for ______.

A. one day B. two days

C. five days D. seven days

（ ）35. The main idea of this passage is thatsatellites are now used in ______.

A. taking pictures of the earth

B. receiving pictures of the atmosphere

C. weather forecasting

D. doing other work in many ways

C

Waste can be seen everywhere in the school. Some students ask for more food than they can eat and others often forget to turn off the lights when they leave the classroom. They say the school can afford these things. But I don’t agree with them.

Waste can bring a lot of problems. Although China is rich in some resources(资源), we are short of (缺乏的) others, for example, fresh water (淡水). It is reported that we will have no coal(煤) or oil to use in 100 years. So if we go on wasting our resources, what can we use in the future? Think about it. I think we should say no to the students who waste things every day. Everybody should stop wasting as soon as possible.

In our everyday life, we can do many things to prevent waste from happening, for example, turn off the water taps(水龙头) when we finish washing, turn off the lights when we leave the classroom, try not to order more food than we need, and so on. Little by little, everything will be changed. Waste can be stopped one day, if we do our best.

（ ）36. From the passage we know thatsome students often ______ in the school.

A. eat too much B. don’t work hard

C. waste things

D. throw rubbish everywhere

（ ）37. Which is not mentioned in this passage?

A. Fresh water. B. Forest.

C. Oil. D. Coal.

（ ）38. What may happen in 100 years?

A. We may still have enough oil.

B. We may still have enough coal.

C. We may only have junk food.

D. We may have no coal or oil to use.

（ ）39. Which of the following is right?

A. Waste brings problems.

B. Waste can bring no problem.

C. China is rich in fresh water.

D. Students never waste things.

（ ）40. Which is the best title of this pas-sage?

A. Stop Wasting B. School life

C. Waste in the School

D. Rich Resources in China

Ⅳ. 阅读理解填词。

School education is very important and useful. Yet no one can learn everything at school and a teacher cannot teach his s____41____everything they want to know. His work is to show his students h____42____to learn. He teaches them how to read a____43____how to think. So much more is to be learned outside school by the students t____44____.

It is always more i____45____to know how to study by oneself. It is quite e____46____to learn something, but it is difficult to use it to solve problems. Great inventors do not get everything a____47____school, but they still can m____48____many things and change the world a lot.

How can the inventors do all of these? One of the answers is: they k____49____how to study. A lot of things are not taught in the classroom. They got a lot o____50____knowledge by reading outside school. They work hard and never give up all their lives.

41. s_____ 42. h_____ 43. a_____ 44. t_____

45. i_____ 46. e_____ 47. a_____ 48. m_____

49. k_____50. o_____

Ⅴ. 书面表达。

上周日你和妹妹去看望你们的奶奶，奶奶给你们做了可口的牛肉三明治，你觉得奶奶做的三明治特别好吃。午饭后，你请奶奶教你做。请你描述一下这一天发生的事情，并根据下面的配料简单描述奶奶做牛肉三明治的过程。

Ingredients

2 slices of bread

1 teaspoon of butter

1 onion and 1 tomato

lettuce

4 slices of beef

2 teaspoons of relish

要求：1. 层次分明，条理清晰；

2． 50词左右。

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

第2篇：新目标英语八年级上册范文

A） 根据句意和首字母提示，写出空白处所缺的单词。

1. Would you please say it a ________？

2. Don’t forget to take an u________ with you when you go out. The radio says it’s going to rain.

3. My uncle bought me a new mobile phone as my birthday g_______.

4. Tom is going to be a doctor in the f_______.

5. His family live in the country. They have a big y________.

B） 用括号内所给单词的正确形式填空。

1. A lot of ________（visit） come to visit the Great Wall every year.

2. ―How did you go to work yesterday？

―I ________（drive） to work.

3. When they came back from Guangzhou， they bought some _______ （souvenir）.

4. He fell off the tree yesterday. ________（luck） he was not badly hurt.

5. ―Who__________（win） the game the day before yesterday？

―Class One did.

Ⅱ. 单项选择

1. I went to the beach. Where did you go _________ the school trip？

A. on B. to C. with D. in

2. If I have seven days _________ ， I’d like to go to Beijing.

A. long B. off C. on D. with

3. I met the famous movie star and got his ________ yesterday.

A. autograph B. car C. wallet D. clothes

4. ―How was your school trip？

―We had__________.

A. funny to camping B. funny camp

C. fun to camp D. fun camping

5. The old man didn’t have anything ________ this morning.

A. ate B. eating C. to eat D. eat

6. Last Sunday we watched ________ at the zoo.

A. an elephant show B. elephant show

C. elephant’s show D. an elephant’s show

7. Finally， tired _________ happy， we took the subway back home.

A. with B. but C. or D. more

8. Every year we go to the beach ________ we can pick up the shells.

A. when B. on it

C. where D. in the place

9. Every one of us was very happy________ the end of the day.

A. at B. on C. with D. for

10. Tom and Ito the zoo and ________some tigers there yesterday.

A. go； saw B. go； see

C. went； see D. went； saw

11. It’s a pity you didn’t come along. It was fun ________a drive.

A. to go for B. going for

C. went to have D. went for

12. I think watching TV plays is ________ boring.

A. a kind B. a kind of

C. kinds of D. kind of

13. How _______ the weather when you stayed in New York？

A. is B. did C. was D. has

14. I got the first prize in last year’s __________ competition.

A. sing B. song C. singing D. songs’

15. ―Did you get up __________ this morning？

―No， I didn’t.

A. late B. lately C. latest D. much late

Ⅲ. 句型转换按照括号内的要求改写下列句子，每空限填一词。

1. They went to an aquarium on Saturday. （改为一般疑问句）

______ _______ _____to an aquarium on Saturday？

2. ―Did you see a movie yesterday evening？ （作否定回答）

―_________，_________ _________.

3. She had some chicken and potato chips for supper yesterday. （改为否定句）

She_______ _______ _______chicken or potato chips for supper yesterday.

4. Zhang Min wrote to Li Gang yesterday. （对画线部分提问）

________ ________to Li Gang yesterday？

5. He gave me a picture book in class. （对画线部分提问）

_____ _______he___________you in class？

6. I bought a pair of shoes in the shop. （对画线部分提问）

_______ __________you__________a pair of shoes？

7. The girl washed her clothes this morning. （对画线部分提问）

_______ ________the girl____________this morning？

8. My sister did well in English. （改为同义句）

My sister_____ ______ _______English.

9. They didn’t tell me anything about it. （改为同义句）

They ____________me__________about it.

10. I was busy the day before yesterday. （改为同义句）

I___________a___________day the day before yesterday.

Ⅳ. 汉译英根据汉语句子，完成英语句子，每空限填一词。

1. 上次旅行中你们都做了些什么？

What ________you___________your last trip？

2. 上月底，我们参观了水族馆。

______ _______ ______ ______last month， we visited the aquarium.

3. 除了这些鲨鱼外，你还能看到什么呢？

_______ _____can you see except the___________？

4. 他不在家时有他的信件吗？

________ ________any letters for him while he __________ away？

5. 他们正在去往海滩度假的途中。

They are _______ _______ ________ ______to the beach.

Ⅴ. 动词填空用括号内所给动词的适当形式填空。

1. He __________（not see） a film yesterday evening.

2. Tom___________（do） his homework this morning.

3. His father__________（buy） a new computer for me last week.

4. The Kings_________（have） a big dinner just now.

5. ―Where________ Mr Green_________（go） last winter？

―He_________（go） to Beijing.

6. I__________（help） Nina with her maths.

7. My classmates and I_________（visit） the aquarium last Sunday.

8. The little girl __________（study） English this morning.

9. He __________（write） a letter to his family just now.

10. ―When_________Wang Ming_________（finish） his homework？

―At six yesterday evening.

Ⅵ. 补全对话从下面方框里选择适当的句子填空，完成对话，使意思完整、通顺。

A：____1_____

B： No， I went to the aquarium instead.

A：_____2____

B： No， there weren’t any sharks， but there were some really smart seals.

A： That sounds interesting.____3____

B： Yes， I enjoyed myself very much. By the way， where did you go， Michael？

A：____4___

B： Where do they live？ And what was the weather like there？

A： They live in Hawaii.____5____

B： I think you had a happy trip.

A： That’s right. I played with my cousins happily.

A. You had a good time， didn’t you？

B. Were there any sharks in the aquarium？

C. Did you go to the zoo last Sunday， Jack？

D. The weather was very beautiful.

E. I went to see my grandparents and my cousins.

Ⅶ. 完形填空

One day during Mrs Smith’s visit with her daughter Jane， they decided to____1____a bus around the city for a couple of hours____2____the sights（风景）. Mrs Smith reminded（提醒） Jane that she was hard of hearing and that she might have to____3____things. Soon they started to move， the bus driver said， “Get your fares ready， please.”

Mrs Smith didn’t quite hear what he said.

“He asked____4____our fares ready，” said Jane.

A short while later the bus driver shouted to a passenger， “Don’t block（拥挤） the door. Let other passengers off.”

Mrs Smith wanted to know what he had just said. “The driver told that man ____5____the door，” Jane replied.

Many times when the driver told the passengers something， Mrs Smith would ask____6____， and Jane would repeat（重复） what she heard for her mother. Finally the driver said in a loud voice， “Does anybody have to get off at the next corner？”

Mrs Smith of course wanted a repetition（重复）.

“He wanted to know____7____anybody has to____8____at the next corner，” was her daughter’s reply.

But Jane was so busy____9____everything____10____they forgot to get off. That “next corner” was their stop.

1. A. go B. take C. have D. by

2. A. to see B. to look

C. to look for D. to find

3. A. let her to repeat B. tell her repeat

C. ask her to repeat D. ask her repeat

4. A. us have B. we to get

C. we to have D. us to get

5. A. don’t block B. to not block

C. not block D. not to block

6. A. what did he say B. what he said

C. he said D. what he says

7. A. for B. because C. if D. why

8. A. get off B. get on C. get up D. get in

9. A. repeats B. to repeat C. repeating D. repeated

10. A. that B. so that C. so D. because

Ⅷ. 阅读理解

（A）

Many people do not like to stay at home on holidays. They want to go out to see something different or do something interesting. So people from the country come to the city and people from the city go to the country for holidays. During the holidays， trains， buses and planes are all very busy. It is very hard to buy train tickets or air tickets， so many people take cars or buses for traveling.

Last May Day my family went to the country by car for our holiday. There was too much traffic on the road， so we had to move very slowly. It took us about an hour to get out of the town. After some time， we came to a hill. The hill was green and beautiful. We thought that was a good place for a picnic， so we stopped and took the food， fruits and drinks out of the car. We sat down and began to eat. Suddenly a strong wind blew and soon it started to rain. We had to run back to our car and have our picnic in the car. Then we drove back home. What a sad holiday！

1. Why do people go out instead of staying at home on holidays？

A. Because they want to see something different.

B. Because they want to see something interesting.

C. Because going out on holidays is very popular now.

D. A and B

2. Why do many people take cars or buses for traveling？

A. Because it’s too easy for people to buy the tickets.

B. Because it’s rather difficult to make the tickets.

C. Because they don’t worry about buying the tickets.

D. Because it is not easy to get the train or air tickets.

3. The writer and his family went to the country_________.

A. to have a picnic B. to visit their relatives

C. to eat in the rain D. to drive very slowly

4. When did they go for their holiday？

A. Last Monday. B. Next day.

C. Last May Day. D. Late March to May.

5. What did they think of their holiday？

A. Happy. B. Sad. C. Windy. D. Rainy.

（B）

Wang Ling had a travel to the city with her husband last week. After they came back home， her neighbors Zhang Hong， Liu Ying and Wang Lei came to see her. “What do you think of the city？” asked Zhang Hong. “There are some parks and many buildings there，” answered Wang Ling. “Where did you stay？” asked Liu Ying. “We stayed in a hotel，” answered Wang Ling， “We stayed there for five nights.” “How do you like the people there？” asked Wang Lei. “The people in the hotel were very friendly to us. When we met them in the hallways， they always nodded and smiled，” said Wang Ling. “The people in the city like saving electricity（电）. When we came into a café， the lights were very dark.” Wang Ling took some drinks to her neighbors and went on， “The actors were the politest in the city. On the evening of the third day， we went to watch a play. The actors walked with their tiptoes（脚尖） when Zhang Bing was asleep in the theater.”

根据短文内容，回答下列问题。

1. Where did Wang Ling go last week？

2. How long did Wang Ling stay in the hotel？

3. Were the lights in the café bright？

4. What did Wang Ling give her neighbors？

5. Why was Zhang Bing asleep in the theater？

（C）

Mrs Smith often felt lonely（孤独的） when her husband went to work. Their room was small and she often spent（度过，花费） half an hour tidying（收拾整齐） it. She couldn’t get up early in the morning. So Mr Smith had to cook breakfast himself. At noon she usually had some bread and milk for lunch and only cooked supper for herself and her husband. They did not have a TV set. Mr Smith always went to bed at nine.

It was a winter morning. The sun was shining（照耀，发光） and it was warmer outside than inside the room. So she idled away her time here and there in the street. The woman was sitting on the step of a shop， looking at the busy traffic（交通） when a man with a map in his hand was coming towards her.

“Excuse me， madam，” said the man. “Could you tell me how to get to the nearest hospital， please？” Mrs Smith looked at him up and down. “He seems as if to be（看起来好像） a farmer，” the woman said to herself. “Let me make a joke on him.”

Then she turned to him and said， “Lie down in the middle of the street and you will soon be sent to a hospital.”

“Please set an example（榜样，示范） to me， then，” said the man.

She had to tell him the way and then she said， “I think you’ve been in the city for the first time. The city is much more beautiful than the field. Is that right？” “Yes， madam，” said the farmer with a smile on his face. “But I think it is built（建筑，建造） on the field！”

1. Mrs Smith was lonely when_________.

A. she was tidying her small room

B. she was cooking breakfast

C. she was staying at home alone by herself

D. she was cooking supper for herself and her husband

2. Mr Smith always went to bed at nine because________.

A. he was in poor health

B. he was very tired in the day-time

C. he had to cook breakfast the next day

D. he had nothing else to do in the evening

3. One day Mrs Smith went to a shop and sat on the step to_______.

A. look at the cars， trucks， mini-buses passing by

B. buy some cheap things in the shop to save a lot of money

C. enjoy the sun（晒太阳） because it was cold in their small room

D. wait for her husband because she forgot to bring the key

4. The woman thought_________， so she was going to make fun of him.

A. the man was very poor

B. the man was a tourist who came from another country

C. the man came from a village

D. the man would ask her the way

5. Which of the following is true？

A. Mrs Smith made fun of the farmer， so he was very angry.

B. Mrs Smith got the farmer into trouble and he went to the policeman for help.

C. The farmer was quick-minded and he answered her wisely.

D. The farmer didn’t know how to answer the woman.

Ⅸ. 书面表达

根据下面的提示给你家乡的朋友李刚写一封不少于80个词的信。

你（王智）和你的同学李明上周日去参观了北京动物园。当你看到游客的不文明行为时，主动上前制止。你们又参观了Blue Water水族馆，还看了海豚表演，中午12：00你们乘出租车返回家。

Key to Unit 8：

Ⅰ. A） 1. again2. umbrella3. gift4. future5. yard

B） 1. visitors2. drove3. souvenirs4. Luckily5. won

Ⅱ. 1-5 ABADC6-10 ABCAD11-15 BDCCA

Ⅲ. 1. Did they go2. No； I didn’t3. didn’t have any4. Who wrote

5. What did； give6. Where did； buy7. What did； do

8. was good at9. told； nothing10. had； busy

Ⅳ. 1. did； do on2. At the end of3. What else； sharks

4. Were there； was5. on a holiday trip

Ⅴ. 1. didn’t see2. did3. bought4. had5. did； go； went

6. helped7. visited8. studied9. wrote10. did； finish

Ⅵ. 1-5 CBAED

Ⅶ. 1-5 BACDD6-10 BCACA

Ⅷ. （A） 1-5 DDACB

（B） 1. She went to the city.2. Five nights.3. No， they weren’t.

4. Some drinks.

5. Possibly because he was not interested in the play.

（C） 1-5 CDACC

Ⅸ. One possible version：

Dear Li Gang，

How were you last Sunday？ Where did you go？ Did you have a good time？

It was sunny last Sunday. It is neither hot nor cold in autumn in Beijing. I visited the Beijing Zoo with my classmate， Li Ming. There were all kinds of animals in the zoo. The animals there were so interesting that all the people liked them. When I saw a visitor throwing food to the monkeys， I stopped him and said， “Animals are our good friends and we must take care of them. If the monkeys eat bad food， maybe they will fall ill， I think.”

We went to Blue Water Aquarium after we left the zoo. We stayed in the aquarium for a long time. We were very excited when we watched the dolphin show. We came back home at twelve o’clock by taxi. If you come to Beijing， I’ll show you around the Beijing Zoo.

Please write to me soon.

第3篇：新目标英语八年级上册范文

关键词：英语教学；导入；高效课堂；学习兴趣

从小学升入初中，学生面对突然加大的学习任务，负

担比起小学重了很多，特别是英语，更是成了大多数学生的“困难学科”。据学生反映，他们的课余时间有将近一半的时间在学习英语，就是这样也很难达到理想的效果。作为一线英语教师，我们怎样才能引领学生轻松、高效地学习英语呢？下面是我在教学实践中的几点做法，仅供大家参考。

一、设计精彩导入是保证课堂取得高效的前提

在学习新课之前，是否能激起学生学习兴趣直接影响新课学习的效果，要想激发学生的学习兴趣，提高初中英语课堂效率，我们教师就必须有目的、有针对性地设计精彩导语。例如在学习人教版新目标英语八年级上册（Go for it）中Unit 7 How do you make a banana milk shake？时，我用一首歌曲导入，学生在获取有声信息的同时，轻松地进入课堂。然后大家非常兴奋地学习“How do you make a banana milk shake？How many bananas do we need？How much yogurt do we need ？”等句子，这时我不失时机地引导他们结合自己对这部分内容的掌握，列出本单元应掌握的知识重点，然后针对重点进行学习，这样他们在学习这一单元的内容时就轻松自如了，学习效率也大大提高。课堂导入的方法很多，教师可灵活选择。例如，在学习新目标新版初二英语中的Unit 6 I’m more outgoing than my sister，我用的是图画导入，引导学生观察图画；在教人教版初三英语的Book 5 Unit 3 Teenagers should be allowed to choose their own clothes，我带领学生先进行discussing，讨论在他们的生活当中有什么是可以自己做主的。

二、引领学生自主学习是促进课堂取得高效的关键

过去的英语课堂，教学形式单一，教师讲解强调知识点的记忆，学生死记硬背，课堂效率低下。要保证英语课堂取得高效，就应让学生成为课堂的主人，尽量将课堂时间还给学生，做到精讲多练。比如学习人教版新目标英语（Go for it）八年级上册中Unit 8 How was your school trip？我没有在一开始就给学生分析讲解一般过去时态，而是先与学生进行情景口语操练，talk

about somethingthe students did last week 。让学生领会本单元的语言重点，引出主要句型。接下来我就让学生分组合作，自主对重点句型进行练习，通过反复练习运用，让学生能够对重点句型熟练运用。最后与学生一起分析本单元的重要语法、重点句型并进行大量的口语练习，再利用典型的题目进行检验，让学生巩固掌握。学生在自主、合作、探究的过程当中体验了学习英语、运用英语的快乐，并感受到自主学习的成功喜悦，心理上获得极大满足。

总之，高效是现今社会所有行业所追求的，作为一名初中英语教师，我们也应响应时代的要求，不断追求高效的英语课堂。教师应该为学生创设良好的氛围，提供能让学生自主学习，不断实践的机会，打造高效的英语课堂，培养优秀的英语人才。

参考文献：

[1]程晓棠，郑敏.英语学习策略：基础外语教学与研究丛书[M].北京：外语教学与研究出版社，2002-08.

第4篇：新目标英语八年级上册范文

一、新目标英语听力部分的特点和实际教学中存在的问题

新目标英语非常注重听说能力的培养，每单元中至少有5个听力训练，听力材料3篇甚至更多。在听力内容的选取上赋予了较强的时代感，听力材料体裁以对话为主，听力设计丰富多彩，有如下几种：听并把图片和文字配对；把人和图配对；把句子和人名配对；听并连线；听并排序；圈词；回答问题；补全句子；完成表格；给图片标号；选择、打钩；判断句子正误；勾出听到的句子。其信息量大，词汇覆盖面广，语境生动丰富。

但从八下开始生词增多，语速加快，语境更加复杂化，有部分表格要填充的信息多，学生难以完成。再加上听力设计多，特别是Section A部分，基本以听力为主，许多老师把课堂变成了“满堂放录音”。听一遍学生不能完成任务就听两遍、三遍……整堂课都是让学生在听―做题―对答案的过程中渡过，课堂形式单一。只注重结果的正误，忽视了听力的过程和对听力材料的进一步挖掘，因此失去了听力的本真。很多学生对这种听力课感到厌倦，有些学生产生了恐惧感，信心不足，甚至因此而放弃英语学习。

为此，我认为教师有必要对听力部分进行整合和再设计，加强策略指导，以重树学生对英语听力的信心，从而增强英语听力的教学效果。

二、听力部分再设计的原则

（一）阶梯性原则。

听力过程应由浅入深、由易到难。在课堂听力设疑时，要从学生实际出发，在设计练习的难度、深度上要有层次性。

（二）相关性原则。

教师设计的听力练习应具有相关性，即教材内容活化为实际生活，同时又能把实际生活引入教学过程之中，让学生与听力材料产生共鸣，使他们听的兴趣得以长久持续。

（三）一致性原则。

在设计听力时，应结合教学实际，针对本单元教学的话题，围绕一个中心或重点精心设计关键性的问题，使之与本单元的下一个环节相一致，连贯呼应。事实上，每个单元的听力部分总是与下一个环节紧密相关的或为下一个环节作铺垫的。

三、听力再设计的形式

Mary Underwood提出了三段导学（three stages of teaching）模式：听前阶段（pre-listening）、听时阶段（while-listening）和听后阶段（post-listening）。

（一）听前阶段/准备阶段：根据图片和相关话题，激活背景知识和已有经历。

这个阶段虽是准备阶段，却是很重要的阶段。放听力录音之前，应让学生先浏览一下内容，从中捕捉一些信息，教师应给学生适当的提示帮助，包括引导学生熟悉图片和题目要求；提示关键性词语；根据相关话题问几个启发性的问题及浅易的热身训练激活相关背景等。这可以给学生提供必要的语言环境，使之产生合乎逻辑的联想，激发其“听”的欲望。

1.采用“头脑风暴法”引入话题，激活已知，引出生词。

“头脑风暴法”是一种让所有参与者在自由、愉快、畅所欲言的气氛中交换观点，并以此诱发集体智慧、激发学习者创意与灵感的学习方法。其目的是向学生提供一个想象和思考的时间和空间，通过集思广益，激活学生头脑中各种相关的图式，如想法、概念、形象和印象等。教师可以采用“头脑风暴法”引入话题，以激活学生头脑中的相关知识和已有经历，使其对话题有初步的感知；同时帮助学生克服语言方面的障碍，扫除生词，从而提高学生的听力理解能力和语言运用能力。

在听力准备阶段运用此法，能有效地激活学生头脑中已经学过的相关背景知识。如：在八年级上册Unit 1 “How often do you exercise?”（Section A，1b）Listen and write the letters from the pictures above on the lines below.图的内容是有关几项活动的：watch TV，do some reading，do sports（exercise），go shopping，go skateboarding。横线旁是几个频率副词：always，usually，often，sometimes，hardly ever，never。其中的exercise，skateboard，hardly ever是生词，如果直接让学生听可以容易地得到正确答案，但不能充分挖掘教材文本资源，使学生得到充分训练。因此，在设计时我进行了如下再设计：在导入时进行头脑风暴：What do you do on Sundays?学生的思维马上活跃起来，一股脑儿地“倒出”已学的所有活动单词。接着我让学生根据自己的实际生活情况结合频率副词和活动单词造句。E.g.I often watch TV on weekends.I never go skateboarding on school days.在此基础上再让学生听没有就生词障碍，对该话题已相当熟悉，又操练了副词和活动词汇，课堂也显得有一种厚实感。

2.根据插图引导相关话题进行热身，启发学生思考，帮助学生预测听力内容。

新目标英语插图丰富，大部分听力都配有插图，图上信息大都与听力有关。所以，可以充分运用这些图片引导学生进行讨论，为听力做热身准备。要求学生在听录音前先弄清图里的人物、姓名、性别、时间、地点、事情，做到心里有数，等录音播放时，就可以胸有成竹，对号入座，免得“病急乱投医”了。如：八年级下册Unit 1 “Will people have robots?”（Section B，2a）Listen to Alexis and Joe.Number the pictures［1-3］.由于三段对话都有点长，语速快，所以简单的题目对学生来说并不简单。在第一班上课时我直接让学生听并标号，可是一连听了两遍还是有一部分同学不能完成。于是在第二个班上课时，我先让学生看图并讨论：Look at the pictures.Who are they?（They are Alexis and Joe.）What are they doing?Picture 1：The boy is talking about the picture.Picture 2：They are thinking about their dreams.Picture 3：Maybe they are in a party.They are talking.这样学生基本已经对听力内容有了一个正确的预测。在这个基础上，再让学生听。结果大部分学生听一遍就能得出正确答案了。

3.设计过渡性的任务作铺垫，降低听力难度。

新目标英语的每一册中，几乎都有一些听力对于相应水平的学生来说难度太大，不能完成。如八年级上册Unit 6 “I’m more outgoing than my sister.”（Section B，2a）Listen.What do Holly and Maria like about their best friends?Fill in the chart.

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这一听力直接让学生听并填表，难度很大，要填的信息太多。因此，我们可以在这一听力练习之前，先设计一个过渡性的任务：Talk about one of your best friends.What do you like about him/her?What is the same as him/her?What is different?这下学生的头脑中就激活了相关话题的内容，在这基础上让学生听并填空就不是不可能的任务了。

（二）听时阶段/训练阶段：重视培养学生听的技巧与良好的习惯。

这个阶段是听力训练的实质性阶段，教师应该训练学生一些听力技巧，这是提高学生听力理解水平的有效措施。由于课本中没有这一提示，所以很容易被教师忽略。教师应让学生懂得，听力水平的提高不可能一蹴而就，只有稳定情绪，持之以恒，不断地、大量地听，听的材料越多，时间越长，则听的效果就越好。学生在听的过程中可能出现各种各样的错误，教师要多鼓励引导，少批评指责，尽量减轻他们的心理负担，使他们维持良好的精神状态，发挥正常的听力水平。听时要边听边记，强化记忆，记录时要有重点、有技巧。如简单地做提醒记号，在填写的时候只要写好该单词的前几个字母，以节省时间来听下一个空，录音结束再补充完整。写完以后，检查有无拼写或语法错误，如be doing、第三人称单数、单复数、大小写、比较级和过去式等都是学生较容易忽视的，必须加强指导。听对话和短文时，要抓主旨大意，切忌偏重一两个词而忽视全文。同时要帮助学生纠正不良的听力习惯。如先将听懂的东西译成汉语，用汉语进行思维理解，缺乏用英语直接思维的习惯，不能做到边听边理解，边记忆。我们要引导训练他们将听懂了并且理解的信息联系起来形成连贯的记忆，并且将全文要点通过一定的联系有机地统一起来。

（三）听后阶段/深化阶段：听、说、读、写融合训练，四项技能并进。

这是听力训练的巩固阶段。语言教学的综合性原则不仅强调教学方法的综合，而且强调语言技能的综合。该原则认为听、说、读、写四项技能既相对独立，又相互联系，要全面发展。即使是单项技能课，教师也要体现语言技能综合性原则。因此，我们在以提高听力技能为住的听力课上，也要根据实际，将它与说、读、写有机地结合起来，既有侧重，又全面发展。

1.听与说结合。

我们既可以要求学生听后口头回答问题，进行复述或针对课文内容进行讨论，也可以先师生对话，谈论与听力材料内容有关语言方面和背景方面的话题，然后再让学生听。

（1）编对话

利用听力设计和所听到的答案，进行编对话。如八年级上册Unit 10 （Section A，2b）Listen，what are Cheng Han’s plans for the future?Fill in the chart.

在填好表格后，我们可以进行对话练习。

A：What is Cheng Han going to be when he grows up?

B：He is going to be an actor.

A：Where is he going to move?

B：He is going to move to New York.

A：How is he going to do that?

B：He is going to take acting lessons.

A：When is he going to do that?

B：He is going to finish high school and college first.

这样，学生就自然地操练了重点语法be going to，较好地巩固了目标语言。

（2）复述所听内容

复述不是简单地背诵，而是对课文内容进行归纳、概括和总结。不仅可以帮助教师评估教学的效果，同时可以为学生提供锻炼口语能力和写作能力的机会。有助于对对话或篇章内容的理解，又有助于他们复习和巩固所学的知识。如八年级上册Unit 8 “How was your school trip?”1b.What did Tina do on her last school trip?Listen and circle the expressions in the box.在完成这一步之后，我让学生再听并回答几个问题：

a）How was Tina’s school trip?

b）Did she go to the zoo?

c）Were there any sharks?

d）What else did she do?

在让学生回答这些问题后，请他们用自己的语言复述所听内容。

T：Can you say something about Tina’s school trip?

Ss：Tina’s school trip was really fantastic.She went to the aquarium.There were some clever seals.She hung out with her friends and took lots of photos.It was a wonderful trip.

将听延伸到说，听说结合，培养学生的概括能力，进一步落实课文。

2.听与读结合。

在听力练习之后，可以结合朗读训练，对提高辨音能力和形成语感、提高听力作用很大。如听录音模仿，可以边听边逐句模仿，也可以在整个对话结束后，让同桌回忆并模仿整个对话。长期坚持，学生的语音语调会有很大进步。

3.听与写结合：结合听力部分，进行写作。

在新目标的教材设计中就渗透了听力与写作结合的理念。例1.Unit 9 “When was he born?”（Section B，2b）Listen，are these sentences about Midori or Laura?与3b.Look at the information in 2b.Write an article about Laura.进行听写整合。例2.Unit 10 “I’m going to be a basketball player.”（Section B，2a，2b）How are they going to make their resolutions work?

Write what they are going to do.

与3b.Look at 2a and 2b on Page 62.Write a magazine article about Kim，Lucy and Manuel and their resolutions.等多处就运用了这一理念，教师就可以充分利用这一资源进行读写整合。

四、结语

第5篇：新目标英语八年级上册范文

论文关键词：说英语，课堂朗读

 

英语作为一种交际工具， 其中“说”的作用在交际上显得尤为重要。学生中相当一部分是由于英语成绩不好而影响学习成绩。在英语课堂上表现得消极，不愿开口说英语，影响进行正常的课堂活动。如果不想办法改变这种状态，英语课堂教学就成了“一言堂”，枯燥乏味，就会直接影响教学效果。针对这种状况，教师应从学生的实际出发，着重从以下几方面培养学生开口说英语的良好习惯，建立学好英语的信心。

一、“听”与“说”相结合的训练使学生能开口说英语。

（1） 培养“说”的能力。从听入手, 先听后说。英语课上教师要全英语授课，更要示范性的多说英语。还可以利用中午学生活动时间10-15分中，播放适合初中学生听的英语，也可以在班会课让学生观看全英文的电影。但让学生“听”之前, 教师一定要对较难的听力摘要内容。学生在广泛听的基础上, 在语言的接触中吸取大量积极而有用的词汇。通过这种长久“听”“说”结合的强化训练, 使学生能开口说英语。

（2）重视朗诵和背诵。朗读和背诵使学生开口说英语的有效途径。任何一种语言口语能力的形成都离不开语言材料大量有效的输入与积累。通过朗读和背诵，可以在脑子里储存大量有用的词汇、短语、习惯用法；通过朗读和背诵，可以了解英语国家的生活、风俗习惯、人文、历史、地理知识等。读得多了，背得多了，自然就形成了英语语感。语感一旦形成中学英语教学论文，好多句子就会脱口而出，头表达能力也会随之提高。

二、立足课堂训练强化学生开口说英语。

(1)“值日报告”和“师生会话”来激发学生开口说英语。每节英语课教师利用几分钟时间要求学生用英语演讲、对话或用英语讲小故事，甚至是唱英语歌曲，形式通常是由学生自己决定，时间通常为3-5分钟。 这种“值日报告”可以营造学习英语的氛围，同时也可以活跃课堂气氛。然后对于“值日报告”中所涉及的见闻，谈论的人物，爱好、景色等进行师生会话，一般先安排英语口语较好的学生，给其他学生做个榜样。对于稍差的学生，教师要有意识地降低会话的难度，消除学生畏难情绪，让每个学生在课堂能展现自己，有所收获。

（2）组织口头练习为主的课堂活动加强学生开口说英语。例如，在学习《义务教育课程标准实验教课书（新目标）》八年级上册第六单元“How do you make abanana milk shake ?”一课时，教师可以先在屏幕上出现各种水果。先请一名英语学习较弱的学生说出水果的英文名称，其他学生听写所提到的英语单词。然后，请英语学习较好的学生分别用课文中学过的单词联词成句。最后，请英语成绩好的学生看图复述这种食物的制做步骤。通过这种层层深入的训练，因人而宜，循序渐进地提高要求，调动了全体学生积极参加课堂活动同时也加强了学生说英语的积极性。

（3）模仿和复述课文中的部分段落也是训练学生开口说英语的重要形式。如《义务教育课程标准实验教课书（新目标）》八年级上册第六单元，有个关于人物外貌，兴趣等特征的描写。教师可以要求学生模仿这一段来描述身边所熟悉的喜欢的家人或朋友。初中的学生对这种训练很感兴趣，乐于开口用英语来表达。教师也可以要求学生用不同的人称、时态来复述所学的内容。老师可以按着故事的情节为线索，把重点词、句写在黑板上，或以时间顺序引导学生复述。教师也可以用简笔画，边画边引导学生复述课文，避免学生死记硬背，有效帮助学生理解记忆，更有利于增强学生的开口说英语的能力。

三、倡建有效地课外活动使学生乐于开口说英语。开展一些说英语的课外活动。比如，定期召开英语演讲会，关键词，如何过渡和如何结尾等。其他的学生要准备演讲稿。在这准备过程中中学英语教学论文，学生相互帮助，团结协作，让每个学生都进入自己的角色，有声有色地完成整个活动。学生们寓语言训练于愉乐之中，巩固了所学的知识，开口说英语的能力也得到锻炼。

培养学生说英语， 语言环境也非常重要。教师和学生一起可以布置一个充满英语的环境。可以每周出英语黑板报，教室墙上可以贴英语标语、英文地图，教室书架上可以准备英语报纸、英语杂志、英语阅读等等，可以让学生随处见到英语，随时翻阅英语书籍。学期开始让每个学生取一个英文名字，英语课上, 教师叫英文名字，同学之间也互相叫英文名字， 这些都能创设一种浓浓的英语氛围, 使学生渴望用英语交谈。总之，一名英语教师，就如同交响乐队的指挥家，组织学生进行大量丰富多彩的训练， 从而逐渐培养学生开口说英语的习惯。

参考文献:1.中华人民共和国教育部《英语课程标准解读（实验稿）》，北京市师范大学出版社，2002年

2.程玉根的“新课程下的英语朗读教学策略初探”《中小学英语教学与研究》2010年第2期

3．程晓堂《英语学习策略》，外语教学与研究出版社，2002年

第6篇：新目标英语八年级上册范文

我结合这几年的教学实践，在整合教材方面做了一些探索且取得了一些成效。我认为对于初中英语教材的整合应从以下几方面入手。

一、教师应研究教材，做好教材与教材之间的整合

对教材进行必要的整合，有利于调动学生学习英语的适应性和积极性，拓宽学生的学习知识面，调动学生学习英语的兴趣。为了有效地开发英语课程资源，沟通课内外知识的联系，提高英语学习效率，教师可以尝试开展“重组教材，整合教学”的英语学习，通过教材与教材之间的课内外学习内容的整合，使教学内容达到最优化。例如我在进行人教版新目标七年级下的教学时，由于所教的学生学习水平稍高，大部分同学已经学过《新概念1》，新目标的学习对他们来说显然过于简单，很容易让学生由于学过同样的内容而失去兴趣，但学生的听说能力显然较差。针对这种情况，备课组教师多次讨论协商，决定在学习《新目标》的同时，同步学习《展望未来》，通过补充学习资料，增补学生能够接受的内容，扩大和拓展学生的学习范围，促进学生个性发展。《展望未来》重视对学生英语基础知识和基本技能的培养，采用辅导与练习结合的方式复习教材中的重点词汇、短语及基本语法结构，注重听说能力的培养，有意识地培养学生的听说能力。同时《展望未来》和新目标的许多话题内容相似，对教材话题进行延伸，丰富了教材内容。两套教材的同时使用，既激发了学生学习英语的兴趣，又提高了学生的听说能力，取得了良好的教学效果。

二、教师应熟悉整个初中阶段的教材，做好单元与单元之间的整合

现在的英语教材尽管没有达到知识的系统性、完整性，但是具有知识的反复循环性。因此，在实际的授课过程中，教师应该把单元间相联系的内容在备课中做到有机取舍和调整，以便于学生对于已学的知识在后面的学习中不断得到巩固、提升。例如人教版新目标八下Unit6　How　long　have　you　been　collecting　shells？和Unit　9　Have　you　ever　been　to　an　amusement　park？和新目标九年级Unit14　Have　you　parked　yet　？这三个单元的内容是联系比较密切的，八年级下Unit6为现在完成进行时态，Unit　9为现在完成时态的学习，新目标九年级Unit14　Have　you　packed　yet？也为现在完成时。在八下Unit6　How　long　have　you　been　collecting　shells？的教学中初步涉及了与现在完成时连用的时间状语for　和since的用法，为Unit　9　Have　you　ever　been　to　an　amusement　park？的教学打下了基础。在初学现在完成时的基础上，我又结合新目标九年级Unit14　Have　you　packed　yet？的内容让学生了解yet，already等用法。通过这三个单元知识的整合，在语言的整体性上帮助学生建立起了比较完整的框架。在后面的学习中，就能降低学习的难度，采取巩固系统的训练。

三、教师应对每一个单元的内容和学情做到心中有数，做好单元内的整合

教师应根据不同的班级、不同的学生、不同的课堂表现，做好课内的教材整合。例如我在进行新目标八下Unit5　if　you　go　to　the　party，you　will　have　a　great　time第一课时的教学中，2a的听力要求为：listen　and　number　the　phrases　in　the　order　you　hear　them（听标出你听到的顺序），而2b的要求为listen again　and　answer　the　question（听并回答问题）。对于学生来说，2a的内容过于简单，而2b的内容有难度。针对这种情况，我在教学中把这两个听力合二为一改编成为听并选择正确答案，这一改变既提高了2a的难度，又降低了2b的难度，题型又符合中考的题型。再如八年级上册Unit　8　How　was　your　school　trip？学习运用动词过去式，很多教师都会通过让学生直接背课文来检查学生的学习情况，而我首先让学生复习巩固文章中的动词短语，然后通过问答的方式，依次变为过去式，再借助箭头将其连成一条信息链，使学生看着图片和主要的动词，自然而然地在练习中进入课文学习，5分钟之内学生就可以顺利地由看图复述到不看图的背诵了。课本并不完全等同于教材，《新课程标准》对教材的定义是：凡是有利于学生学习和教育教学的材料都可以称为教材或教学材料。教材也只是课程资源的一部分，而不是全部。书是不变的，而人是动的，所以，教师在运用教材时应该首先考虑学生的实际情况，在教材的整合上因人而异。

第7篇：新目标英语八年级上册范文

一、初中英语听说课教学的基本模式

《英语新目标Go for it》听说课基本上按照“先说—后听—再说”的流程组织教学。这种教学模式把“先说”看作是听前活动，“再说”看作是听后活动，听与说互为语言的输入与输出。在教学中，教师可根据这一基本模式衍生出多种更具实效性、实践性和操作性的听说课教学，归纳起来有以下5种派生模式：①先说—后听—仿说—延伸说（一种较为完整的先听后说模式，也是最常见的一种模式）；②先听—仿说—延伸说（该模式主要针对内容浅易且学生较熟悉的话题，以完整的听力输入为主，可以培养学生自主听的良好习惯）；③先说—后听—仿说—仿写；④先听—后说—再听说（该模式集中于实际意义的听说，需要有良好的内容题材和完整的人物设计）；⑤先听—后说—仿说—泛读。

二、初中英语听说课教学的要领

根据语言输入和输出理论，结合《英语新目标Go for it》教材的特点，笔者就初中英语听说课总结了以下几点教学要领：导入要新，情境要真，分析要简，以说导听，以听助说，听说同题。

1.导入要新。即教学导入设计要新颖，并且能为教学目标和教学重点服务。此外，导入设计应以学生的“旧知”为依据，以“情景”为导向，引领学生自然进入“新知”的学习。常见的导入方法有旧知复习导入法、生活话题导入法、“头脑风暴”导入法。

2.情境要真。即教师在设计教学任务时提供给学生的情境应是自然的、相对真实的、贴近学生生活的。英语课程标准指出：“要让学生在真实的情境中体验语言和学习语言。”因此，只有当教师所创设的情境与学生的生活经验相符时，才能激起学生的生活体验，使学生迅速地投入到教学情境当中。创设相对真实的情境应满足两个条件：一要有信息沟；二要有目的。

例如，在执教《英语新目标Go for it》七年级上册Unit 1 My name？蒺s Gina的Sec-tion B时，利用句型“What？蒺s your tele-phone number？”练习数词，可创设这样一个情境：班里准备编制一个全班通讯录，请每组选派两个人（一人问，一人作记录）对全组同学做一个调查，调查内容是本组同学家的电话号码。这个情境的创设满足了上述两个条件：①调查与被调查的同学存在信息沟；②调查的目的是编制全班通讯录。因为这个情境是现实生活的真实再现，符合学生已有的生活经验，所以学生能很快回答出来。

3.分析要简。张振邦教授指出：外语的习得是一个从感性到理性的过程，中学生学英语首先应该通过听说读写的实践，接触英语，初步获得语感，然后在大量语言材料的基础上归纳出有规律的东西，这就是语法。对于在《英语新目标Go for it》中每个单元Section A的1a—2c出现的语法知识，可多采用归纳法（或归纳法与演绎法相结合）进行教学。

例如，在执教《英语新目标Go for it》七年级下册Unit 5 I？蒺m watching TV的Section A时，文章出现的语法为现在进行时，我们可以按照“观察—发现—讨论—归纳—巩固—运用”的步骤进行教学。现在进行时的构成与用法以及现在分词构成的归纳都很简单、精炼，老师的分析和讲解起到了“画龙点睛”的效果，“分析要简”在这个环节得到了充分的体现。

4.以说导听。即在“先说—后听—再说”的教学模式中，“先说”被看作是听前活动，围绕听说共同的话题，通过说的活动，导出听的活动。“先说”的活动主要有引入新课话题、在语境中学习词汇和句型、通过有关活动熟悉和练习新句型、提供“听”的背景知识、预测“听”的内容等。

例如，在执教《英语新目标Go for it》八年级上册Unit 10 I？蒺m going to be a bas-

ketball player的Section A时，我们可以先引出有关“职业”的英语单词，在对新单词进行音形义处理的过程中输入含有新语法结构“be going to”的句子，让学生通过观察、发现、讨论，归纳出“be going to”的用法，然后再进行练习，最后通过讨论引出“听”的话题，并就“听”的内容进行预测，从而实现“以说导听”。

5.以听助说。即在“先说—后听—再说”的教学模式中，“再说”可以被看作是听后活动，围绕听说共同的话题，通过“听”的活动，导出“再说”的活动。在“以听助说”这个环节，“听”的活动通常为“三听”，那就是初听大意，再听细节，三听解惑。

6.听说同题。即在“先说—后听—再说”教学模式中，听说都借助本单元的语法知识，围绕本单元的话题，开展听与说的活动。“听”主要是语言的输入，“说”主要是语言的输出。笔者认为，在“先说—后听—再说”教学模式中，“听”“说”互为语言输入和输出活动，“先说”是为了“听”，“听”是为了更好地“再说”。然而，“先说”通常为控制性的说，“再说”为半控制性的说和非控制性的说。听说同题强调的是语言输入与输出的一致性。例如，上文提到的教学《英语新目标Go for it》八年级上册Unit 10 Section A部分，听与说的话题都是谈论未来的计划，运用到的语法知识都是“be going to ”，用到的词汇都与职业相关。

三、设计听说课教学活动应遵循的原则

1.趣味性。活动必须符合学生的心理和年龄特征，引起学生学英语的兴趣。如利用“传声筒”的形式练习“直接引语”变“间接引语”，活动过程可设计如下：

①The teacher writes information on some pieces of paper.

②The class is divided into 4 groups and each group is given a piece of paper.

③After S1 reads it，S2 asks：

S2：What did the teacher ask you？

S1：He / She asked me where you had your breakfast.

……

“直接引语”变“间接引语”的练习，用“传声筒”的形式很有趣，课堂氛围很活跃。

2.关联性。教学时开展的活动与活动之间要互为关联，且排序合理，以保证活动开展得充分有效。有时教学需要根据内容扩展活动的步骤，增加几个环节，降低活动的难度，以确保活动稳步推进。

3.实效性。教学活动的设计与组织，重在“有效”二字。因此，设计的教学活动必须以提高学生的认知水平和交际能力为目的，切忌为“设计”而设计，为“活动”而活动。

4.目的性。活动的开展必须围绕教学目标的达成。有时在课堂上要求学生做一些动手的练习，千万不要把它上成实验课或劳技课，而要让学生用英语来描述操作过程，这样才切合英语教学的目标。比如，教学用英语描述“How to make an apple milk shake”，活动过程可以这样设计：

①Review the process of how to make a banana milk shake.

②Discuss the ingredients of an apple milk shake.

③Discuss the process of how to make an apple milk shake.

④Get two or three groups to demonstrate.

教学目标是教学活动的出发点和归宿，本课的“复习”“讨论”“汇报”等活动，始终没有离开学英语、用英语这一目标。

5.可行性。教师在设计活动时应充分考虑学生的认知水平和生活经验，只有这样，才能确保活动实施的可行性。

6.生成性。强调活动的可变性和灵活性，要求教师关注活动的全过程。活动的生成性要从学生的生活经验和兴趣出发，在语言实践中产生，这才是真正的生成。在实际教学中，教师有必要对活动进行预设，但不能完全依赖预设，否则就会造成只有预设的精彩而没有生成的精彩。

除了上述6种基本原则，教学活动的设计与实施还应关注活动的多样性、灵活性和益智性等。总之，教师应面向全体学生，为全体学生的可持续发展构建平台，调动学生参与活动的积极性，以培养学生的综合语言运用能力为目标，创造性地使用教材，将活动与语言实践相结合，达到最优的教学效果。

第8篇：新目标英语八年级上册范文

【关键词】图示理论；说；剧本

《初中英语课程标准》要求7-9年级分别完成三、四、五级目标，其中八年级的四级目标明确指出，“能在所设日常交际情景中听懂对话和小故事。能就熟悉的生活话题交流信息和简单的意见。能读懂短篇故事。”如何让学生的所学到的英语活起来，能应用到生活中，有课堂走向课外，我尝试用图示理论来将两者有效结合，最终达到让我们的课堂真正的和谐高效起来。

一、初中英语教学中存在的问题

现阶段的初中英语口语教学仍存在以下特点:

①教师在传统考试的应试教学模式下倾向对语法、词汇、单词记忆等知识的积聚，而忽略了学生的口头表达能力，以致很多学生学的仍然是“哑巴英语”。②现阶段很多外语教师在中学课堂采用的口语教学还是很古老，如“口头问答”是外语教学中最传统的方法之一,至今仍具有很强的生命力,问答可以根据语言知识与结构的要求进行,如颜色、交通工具等练习可以通过一问一答进行操练,达到巩固语言知识的教学目的。

二、图式理论的概念

图示理论首先由皮亚杰提出。他认为，图示是指个体对世界的知觉，理解和思考的方式，是人类心理活动的框架或组织结构，是人类认识事物的基础。

三、图式理论让英语活起来，高效利用课堂

1.新知输入，构建语言图示

在我教授《新目标英语go for it》八年级上册的时候， 首先我是按照大纲要求给学生输入每个单元的重难点，并进行相关的讲解和练习，让学生熟悉单词、语法、习惯用语等语言知识，构建起语言图示。然后让学生做有关该单元主题的口头练习，练习包括设定环境让学生对话练习，学生连贯地叙述所听过或读过的材料。在学生复述的过程中，他们要将听到、看到和读到的知识和内容进行思考、加工，用自己的语言口头表达出来。

2.教授相关背景知识，构建内容图示

在系统的学习了每个单元的知识点后，我们还需要给学生输入一些相关的背景知识，当代语言学家Krashen提出“i+1”的输入假设：只有在接受足够的“输入”，学生才有教好的“输出”。 在新课程的英语教学中，不仅要让学生掌握知识、技能，还应根据学生的年龄特点和认知能力，逐步扩展文化知识的内容和范围。

3.自编自导，活学活用

在学完八上的四个单元后，语言图示，内容图示也都完备的情况下，我们就可以进行自编自导，对语言的活学活用了。

鉴于国情，在学习英语时没有大量张口说的环境，我们就自设情景。首先按照学生的座位就近将学生分为六组，每组八人，小组中选择一位组长，该组长将所学的前四个单元按照内容进行有效整合，设定人物为八人，场所按照需要内容发生变化，简单讲就是让学生提炼出脑海中的语言图示和内容图示编写英文剧本，可以根据本组内八名学生的掌握程度有意识的增减台词，争取让每个学生都参与进来，同时有勇气大声的说。

以下为其中一组的剧本（节选）：

The phone is ringing……

Dave: Hello, this is Dave.

Aunt: Hi, Dave. This is Tina.

Dave: Oh, aunt. What’s up?

Aunt: I want to take a vacation with your uncle this summer holiday. But , you know , your cousin Anna is too young. I can’t take her. So , if you are free , please come and babysit Anna . Ok?

Dave: Ummm……Sure . When are you taking a vacation?

Aunt:On June 17th.

Dave: Opse, I’m going to your home on June 16th.

Aunt:Ok. Thank you.

……

Summer holiday is coming……

Mother: Hey, Dave where do you want to go this summer holiday?

Dave: I’m going to babysit my cousin, Anna.

Mother: Anna? Can you?

Dave: Sure!

Mother: Oh? Hahahahahahaha! It’s difficult to babysit kids.

Dave: I know!

Mother: Ok. Ok. So, when are you leaving for your aunt’s home?

Dave: On June 16th.

Mother: Ok. Have a good time. And……Good luck!

。。。。。。

(In the shop)

Salesman: Can I help you?

Dave: Yes, please. She wants to buy a dress. But I can’t choose a good one for her.

Salesman: Oh～ Girl, which one do you like best?

Anna: En…… That pink one.

(After a long time……)

Anna: Dave, I’m not faaling(feeling) very well.

Dave: What’s the matter?

Anna: I have a stomachache.

Dave: That’s too bad! Oh! The fried chicken!! It must be very unhealthy!

Anna: Oh～～～～～～

Dave: Hey, how do we get to the hospital?

Salesman: Oh, first go straight and turn left. Then you can see a bus stop. Take the NO.33 bus. Then you can see a hospital.

Dave: Thanks a lot. (Run out of the shop)

……

这个剧本基本上包括了我们四个单元的重点句子，并且恰当的用在了生活当中。

我们的计分方法是：剧本切题10分，道具合景10分，表演自然10分，满分共30分。由于剧本定稿后，学生有一到两周的准备时间，所以每个学生，包括后进生，平时不太敢大声说英语的学生都进行了练习，在表演时虽有笑场，但也算是完成了个人角色的表演。

四、结束语

听说读写是初中英语教学中的四项基本技能，图示理论的运用在很大程度上将四者有机结合起来。而将课堂中的说应用到生活中，走出课堂单一的教学，让学生所学的知识真正的活起来。

参考文献：

第9篇：新目标英语八年级上册范文

【关键词】初中英语 教学效率 提高

在传统初中英语教学模式中，教师通常采用较为固定的教学思路，教学方案以机械性教学为主，虽然部分教师能够按时完成教学任务，但是学生们在学习质量和英语学习能力上并没有获得充分的锻炼。在新时期教学环境下，教师要能够做到灵活应变，采取多元教学措施，切实提高学生们的英语素养与思维能力。

一、加强备课训练，挖掘学生主体作用

在初中英语课堂教学改进过程中，教师要想充分提高英语课堂的教学效率，必须要积极贯彻课前准备环节理念，从而提高学生们的资源吸收能力，让学生们能够学会利用自身固有英语语言学习优势。在初中英语教学新形势下，学生是课堂教学环节的重要主体，教师一定要充分挖掘学生们在英语课堂上的主体作用，让学生们在教师的既定教学准备环节中发现更多的课堂问题，并能够做到分析问题与解决问题。同时，在备课环节中，教师还可以通过备课内容来烘托课堂互动环节，使得教师与学生在课堂上充分汲取英语知识点，获得充分锻炼。

比如，在人教版初中英语教材新目标版七年级上册Unit 2《This is my sister》的教学过程中，我在课前进行了充分的教学内容准备。首先，就本单元的教学内容主题来看，主要以“介绍他人，确认任务”为主，与学生们的日常生活息息相关。其次，我从本单元的单词内容出发，进行了“介绍他人，确认任务”内容主体的搭建，使得学生们在课堂上能够熟练把握本单元的学习重点，在有限的初中英语课堂教学时间内汲取更多的课堂知识点。通过课堂准备环节，我给学生们设置了这样几个问题：（1）take turns to talk about your family；（2）cover the name and answer the “name”。让学生们在这些问题的引导下，逐步进入英语高效课堂主线，从而获得更好的发展与提升，并且能够通过这些问题来与教师和同学进行深入交流，为学生们的英语能力发展提供更好的平台。

二、渲染生动的英语课堂氛围

教师要想在阶段性教学过程中充分提升初中英语课堂的教学效率和教学质量，教师必须从英语课堂教学氛围下手，著重渲染高效、生动和趣味的课堂氛围，从而让学生们能够更好地获得汲取知识点的途径。对于英语这一语言学科而言，教师需要充分开拓语言情境氛围，使得学生们能够从语言情境中体验出英语语言文化的精髓，让他们意识到他们不仅仅是在学习语言知识，同时也在学习国外文化。那么，教师应该如何在初中英语课堂中渲染良好的教学氛围呢，笔者认为教师首先应该对初中生的学习方法和性格特征有一个大体的把握，在制定教学方案时秉持“因材施教、灵活应变”的原则。其次，教师可以适当地设计师生对话、电影听说训练等项目，让学生们始终处于与教师互动的动态发展过程中，在电影听说项目的训练下，学生们能够有效摆脱“哑巴英语”的束缚与限制，实现英语能力的综合性提高。

比如，在人教版初中英语教材新目标版八年级下册Unit 5《What were you doing when the rainstorm come？》的教学过程中，我充分贯彻课堂教学氛围趣味化渲染理念，让学生们在英语课堂上学习知识的同时感受到学习英语的快乐，进一步激发出探究英语知识的欲望。我以“rainstorm”为主题设置了一场主题交流探讨会，让学生们运用自身掌握的英语单词、语法知识进行互动与交流，探讨倘若在学校中遇到“rainstorm”，会采取什么样的措施，以及怎样寻求帮助等等，使得学生们置身于形象、生动的情境之中，获得一定的情感体验，促进其语言交流元素的滋生与锻炼。为了给予学生们更多的情感体验，我从各种电影素材中筛选出了与“rainstorm”相关的桥段，让学生们观看这些英文电影片段，获得感性元素的提炼与内化。

三、以评价促提升，采取多元评价措施

在教学新时期中，教师们要想充分提高学生们的英语学习能力，教师一定要能够灵活结合评价体系，通过有效践行评价措施来帮助学生们获得英语学习自信心和更多的学习动力。多元化评价体系是当前教学阶段中切合初中生英语学习思维的有效评价方案，它不再采用传统的单一化评价元素，而是充分考虑到学生们的综合素质发展特性以及动态发展的过程，使其能够充分意识到自己在英语课堂中所获得的一点一滴进步，并且进一步提高自身学习能动性和自主性。

比如，在人教版初中英语教材新目标版八年级上册Unit 9《Can you come to my party？》的教学过程中，我深入结合了多元评价体系进行课堂改革，评价体系元素主要设置为以下几点：（1）学生学习态度的变化情况；（2）学生学习效率以及学习质量的二元发展变化情况；（3）学生学习兴趣变化，通过这三项元素来对每一位学生进行合理评价，让他们在知晓自身英语能力发展的同时明确目标，在初中英语课堂教学改革大环境下逐渐提升自身竞争力。

结语：英语课堂教学效率的提高不仅给学生们提供一个坚实有力的外语学习凭条，更是让教师们能够在现代化教育环境下面临学生差异性时采取多元化教学策略，不断深化学生们的高效学习意识，提高其综合素养。教师要及时更新自身教学观念，紧跟时代教育步伐，创造初中英语课堂高效模式的未来与明天。