【导语】“想养一只小羊”通过精心收集，向本站投稿了16篇unit6 Reading 教案教学设计(人教版英语八年级)，下面是小编为大家准备的unit6 Reading 教案教学设计(人教版英语八年级)，欢迎阅读借鉴。
- 目录
- 第1篇：unit6 Reading 教案教学设计(人教版英语八年级)第2篇：8a unit6 reading 教案教学设计(译林牛津版英语八年级)第3篇：英语八年级上册unit6教案第4篇：英语八年级上册unit6教案第5篇：英语八年级上册unit6教案第6篇：人教版英语八年级上册Unit6单元练习第7篇：八年级英语新目标上Unit6教案.第8篇：Unit 15 Reading(人教版高三英语下册教案教学设计)第9篇：unit 11 reading(人教版高二英语下册教案教学设计)第10篇：八年级英语unit10教学设计 (人教版英语八年级)第11篇：A Teaching Plan 教案教学设计(人教版英语八年级)第12篇：雪(人教版八年级) 教案教学设计第13篇：人教版八年级教案 (人教版英语八年级)第14篇：Unit6 Do you like bananas? 教案教学设计(人教版英语七年级)第15篇：人教版八年级上册英语单词表(Unit6汉语默)第16篇：unit 5 reading and grammar(人教版高三英语上册教案教学设计)
篇1：unit6 Reading 教案教学设计(人教版英语八年级)
教学内容 Unie6 Reading
课时 一课时 教学对象 八年级学生 执教者 田海燕
一、教材内容分析
本节课为一篇阅读课，介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国的热爱的感情。旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。
二、学习者特征分析
初二的学生已有一定的语言基本功，比如：-Whth’s your hobby？-I like… -What sport do you play? – When did you start?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的课堂学习氛围，为完成教学目标奠定了良好的基础。
三、教学目标（知识，技能，情感态度与价值观）
Knowledge Object 1.Vocabulary: capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,miss,the Olympic Games
2.Reading a passage.
Ability Object:1．To train students’reading and comprehensive ability.
2. To train students scan the passage .
3. Aims of emotion and evaluation:
To be interested in learning about Chinese history and western history.
三、重点难点
Teaching important points:
1.Vocabulary：capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,the Olympic Games
2.Key structures: It iswas + adj.+ for sb. to do sth. The more... the more …
Teaching difficult points: How to train students’reading and comprehensive ability.
1. To train students scan the passage .
四、教法选择、学法指导 本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑解疑的能力。
五 资源准备 多媒体课件、教室及相关教学资源。
六、教学过程
教学任务 教师活动 学生活动 设计意图
及资源准备
Step1
Organization
Warming up
( 5minutes)
Show some questions:
1. Do you like history?
2. Do you know any dynasties in Chinese history?
3. How many famous characterrs from Chinese history can you think of ?Make a list.
4. Can you think of famous characters from the history of other countries? Make a list.
Ss talk about these questions.
激发学生兴趣,了解对朝代的英语表达法。
Step2
While you read
(12minutes)
1.Introduce
reading strategy-scan
2. Scan the text for
information to complete 3a. Do 3a.
检测学生对阅读技巧的运用。
Step3 Key phrases.
(8minutes)
Show key phrases and structures. 1. Understand key phrases and structures.
2. Use them correctly. 帮助学生正确使用它们。
Step4 Read.
(10minutes) Let studens read each pragraph and summary main idea. Read each paragraph and summary main idea. 培养学生语篇分析能力，宏观上把握课文内容。
Step5 Practice
( 8minutes) Let students read the passage again, then fill in the blank according to the passage. Fill in the blank. 加深对课文重点词的运用。
Step6 Time travel
(5minutes) If you have a chance to live in one of Chinese dynasties, which dynasty will you choose(选择)? What kind of person will you be? Where will you live? What will you do?
Talk freely in groups 调动学生学习的积极性，引发学生思考，培养学生联想能力，及用英语表达的能力。
Step7 homework
( 2minutes)
1. Read the passage again to understand it better.
2. Memorize the words and phrases.
3. Do exersises.
4. Find something you are interested in about Chinese history and write them down.
Choose 1. 2. 3.
（优等生做2、3、4题。） 帮助学生养成及时复习的良好习惯。作业分层要求，以适应不同层次的学生学习。
七、板书设计
Unit6 How long have you been collecting shells?
Phrases and structures:
(be) in…style more than It is was +adj. +for sb. + to do sth.
The more... The more… with a very colorful history
设计理念和思路及反思 根据新课改的理念: 教育要以人为本，促进人的发展，要关注学生，关注过程，关注发展。课堂教学是以学生为主体，诱发学生内部学习的动机，激活课堂教学活动，教师创造性地运用教材，引导学生探索问题、发现问题、通过交流讨论、感悟、反馈等自主实践活动，获得初步解决问题的能力，从而使学生学会思考、学会学习、学习创新，塑造学生良好的个性心理品质。而要体现这个基本理念，就需要合理的使用教材，合理的整合教材，所以我把SectionA1b,1c,2a,2b,2c,Grammar Focus做为第一课时;3a, 3b, 4为第二课时；Section B 1a,2a,2b,2c,3a,3b,4a 为三课时；Self Check 为第四课时；Reading 为第五课时。既遵循了学生的认知水平，又符合学生的学习心理特点。
《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。所以我把具体的“任务”贯穿与整个教学活动中， 主要是通过听、说、读、写来培养学生的英语交际能力，用知识能力，良好的阅读习惯和阅读技能，还有就是学生的合作精神，学会聆听和分享别人的资源。总而言之培养了学生的认知策略，调控策略，交际策略和资源策略。《新目标英语》倡导以任务为基础的教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息，使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。我们在教学中设计任务应该注意一下几点：
1、任务要真实。要从学生的认知水平和生活实际出发。如教授本节课是可从学生学过的历史知识入手，询问你都知道哪些历史朝代，还知道哪些著名的历史人物？
2、任务要可完成。如果设计的任务不可完成，将在很大程度上妨碍学生主体水平的发挥。
3、任务要由简到繁，由易到难，层层深入，构建由初级任务到高级任务并由高级任务涵盖初级任务的循环，使教学阶梯式地层层递进。
4、要注意任务的合作性。任务的完成必须依赖于学习者之间的共同合作，每一个学习者在执行任务的过程中，都担当各自不同的角色，都需要提供自己所掌握的信息，在共同完成任务的过程中培养合作精神。
现在我们流行这样一种说法：一节课老师最多讲15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底究竟应该怎样讲？
叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。因此，阅读课不同的地方要注意不同的讲：
1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。
2、重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。
3、疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。
4、合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。
5、总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。
总之，我们在教学中应将传统与现代的有效的结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略；培养自主学习的能力以及观察、记忆、思维、想像能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。
本节课的可取之处就是强调了学生的主体地位。体现了新课程倡导的核心理念“一切为了每一位学生的发展“。教学设计的每一步都从学生的实际出发，遵循学生的认知规律。作业也彰显了分层布置的特点，可以让每一位学生最大限度的提高自己的各方面的能力。新课程强调教学是师生互动、对话、交流的过程，是一种创造性活动。教师在活动中面对的是一个个生动活泼的学生，学生每天都有不同的想法与问题，学习的内容也不断地变化，教师所面对的是动态场面而不是静止的画面，因此，教师的教学不能一成不变，而应随着学生思维的变化、对象的不同、教学内容的变换而变化，这就需要教师对原有的教学设计、教学方法、教学经验进行反思，根据不同的对象、不同内容及时调整和改变教学策略，不断完善教学方案。教师对自己教育教学行为的反思，是运用先进的教育理念对自己的教育教学实践进行分析、判断，从而改进和调整教育教学行为，使教育教学实践充分体现先进的教育理念。
本节课也有缺憾和不足。有待改进的是个别的设计环节。例如本节课最后的课堂设计是比较有新意的，但在具体的操作中有些学生因为词汇量的限制，不能准确的用英语来表达自己的想法，即使勉强表达出来了还有一部分学生不能完全理解。因为时间限制，教师在这里简单的总结几句。与预期效果有些差距。这是我今后课堂教学中应该注意的地方，要对每堂课的设计与效果做及时的反思，及时掌握学生的学习状况和课堂中出现的问题，并及时调整自己的教学节奏和教学行为。
总之，通过培训学习，使我进一步明确了教育教学目标。我将带着收获、带着感悟、带着信念、带着满腔热情，在今后的教学中，结合教学策略，从学生的实际情况出发，认真钻研符合自己学生的英语教学法，运用新课程提倡的“任务型”教学模式，发展学生的综合语言能力，使得学习过程成为学生形成积极情感的世界，提高学生跨文化意识和形成自主学习语言的能力。注重“教学反思”，写好教学后记，重视学生反馈意见，做好自我评价。我将不断的学习新课程中的理论知识，并运用到实践当中，为成武的初中英语教育做出自己应有的贡献。
篇2：8a unit6 reading 教案教学设计(译林牛津版英语八年级)
一、教案背景
1、面向学生：中学
2、学科：英语
3、课时：两课时
4、学生课前准备：
（1）预习教材94-95页的内容。
（2）以小组分工形式搜集以下地震的相关资料并完成下列表格：
names of earthquakes when where the number of deaths
the Tangshan earthquake
the Wenchuan earthquake
the Yushu earthquake
the Haiti earthquake
the Chile earthquake
请你用英语写出关于地震的几句话：
（3）请完成下列调查表：
性别
学生
编号 地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震各种信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
1 男 女
2
.
40
（4）搜集资料：如何在灾难中自救。
二、教学课题
译林版牛津初中英语（八年级上）Module 2 Unit 6 Natural disasters Reading
The Taiwan earthquake
三、教学目标
（一）知识目标：
1、学习掌握课文四会内容。
2、了解台湾地震的整个过程。
3、掌握课文大意，并能按照事件发生顺序复述课文内容。
（二）能力目标：
1、培养学生根据关键词和语境猜测大意的能力。
2、进一步理解、应用过去进行时。
3、培养学生良好的听、说、读、写综合语言能力。
（三）情感态度目标：
1、通过学习主人公在地震中的活动，培养学生勇敢、不畏艰难的精神。激发学生珍爱生命及自我保护意识。
2、通过开展小组活动，积极与他人合作，培养学生互帮互助的团队精神。
四、教材分析
1、教材版本：
凤凰出版传媒集团、译林出版社义务教育课程标准试验教科书《牛津初中英语（八年级上）》。
2、学情分析：
本课以台湾9.21大地震为背景，男孩Timmy用第一人称叙述了在地震中他被困瓦砾堆下的故事，给人以亲身经历的感觉。这种感觉很容易使学生倾心地去听、去读、去说，或为故事中人物的命运和事件的发展深刻感受遭遇地震的恐惧不安和死里逃生。
这篇课文语境真实，有利于课堂交际活动的真实开展。在教学中我设计了Do you know how to protect yourself if there is an earthquake here? 等问题,由课内延伸到课外,增大学生的知识量,拓展了学生的思维,从而达到综合运用语言进行交际的目的。
3、教学重点：
1.了解有关地震的基本知识。
2. 通过阅读，理解课文大意并理清事情发生的顺序。
3.培养学生的阅读技巧。
4、教学难点：
进一步理解、应用过去进行时。
5、教学准备：
（1）利用百度搜索好教学所需的地震相关视频和音乐。
（2）多媒体、录音机。
（3）对学生调查表进行分析统计。
五、教学方法
1、教学方法
情境教学法、任务型教学法
2、学习方法
预习、自主学习、合作学习
六、教学过程
第一课时：
Step 1 情景导入(4分钟)
【小组活动】
小组展示课前用百度引擎www.baidu.com/搜集完成的合作成果
names of earthquakes when where the number of deaths
the Tangshan earthquake on 28 July,1976 in Tangshan 242,000
the Wenchuan earthquake on 12 May,2008 in Sichuan 69,142
the Yushu earthquake on 14 April,2010 in Gansu 2220
the Haiti earthquake on 12 Jan,2010 in Haiti 222,500
the Chile earthquake on 27 Feb,2010 in Chile 802
请你用英语写出关于地震的几句话： The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
【设计意图】让学生通过了解几次大地震的基本情况，激发学生脑海中的地震图式，并能用几句英语句子描述地震。
T：An earthquake is a disaster , isn’t it ？引入课题：The Taiwan earthquake
Step 2 呈现(6分钟)
1【师生活动】
【百度视频01:07】video.sina.com.cn/v/b/13515276-1192284773.html
T:Where and when did the earthquake happen?
What is the big noise like ?
What can you see in the video?
S:It happened on May 12 in Wenchuan.
The big noise is like thunder / bombs under the ground .
I can see mountains and trees shaking , big stones falling down .
I can see people screaming in fear , running wildly .
【设计意图】：通过该视频提问检查小组成员课前自主学习的准备情况，检查四会内容预习情况，引入本课部分重要单词。
2【教师活动】板书学生回答时提到的新单词，并带读。
3【学生活动】完成P96B1练习，加深对新单词的理解。
Step 3 听力练习(6分钟)
1【教师活动】
T:There was also an earthquake in Taiwan on 21 , September in 1999. About 2,000 people lost their lives , but a boy named Timmy survived. He is a survivor. Let’s listen to see what happened to him.
播放课本94-95页录音。
2【学生活动】
听录音，完成课本97页D部分判断正误。
3【师生活动】
学生朗读D部分判断正误的句子，教师与学生一起核对答案，就错误的句子要求学生改正并朗读。
【设计意图】：通过听力练习，让学生整体感受课文，同时训练学生的听说能力。
Step 4阅读(15分钟)
1【师生活动】
(1)教师再次播放课文录音，学生跟读2遍，教师用多媒体展示以下问题，并提问检查学生对课文的理解：
(1)、What was Timmy doing when the earthquake started ？
(2)、Why did people scream ?
(3)、Where did Timmy try to run when the real noice came，like bombs under the ground ?
(4)、Why did people run wildly in all directions ?
(5)、What happened to the building ？
(6)、How did Timmy feel when he was trapped ?
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
(9)、Did he survive the earthquake ?
(10)、How was Timmy saved ?
【设计意图】：让学生通过问题阅读来验证对篇章的整体理解，该部分主要采用5-W设计提问，其中(7)、What did he tell himself when he was trapped ? 和 (8)、Did Timmy eat up the chocolare ? Why not ? 两个问题的设计目的是为了教学生在面对灾难时要冷静，随身食品不要一下吃完，而要作为维持生命的延续。
Step 5练习(14分钟)
2【学生活动】
（1）、先小组内朗读，再全班朗读，然后小组合作完成下列表格并展示：
Noise People do What happened Timmy
At first / / / felt a slight shaking
Then A big noise
like thunder
Children screamed looked at each other in fear;
Childre were frightened
/ /
Then The real
noise came
like bombs ran in all directions; ran wildly Pieces of glass
and bricks fell down tried my best
to run,too
Final-ly The noise
ended calmed down;
could not see at all
（2）、完成课本97页c部分练习，选3位学生根据排好序的图片复述课文大意。
（3）、在音乐中完成课本96页B2部分练习
【百度视频】www.tudou.com/programs/view/C1GBeIg6FUs/
（4）、朗读课本97页c部分练习，小组核对答案。
【设计意图】：让学生通过朗读和练习，获得对文章的细节理解和把握，图片排序有助于学生掌握课文大意，为运用所学知识复述课文内容做准备，音乐《让爱转动整个宇宙》是让学生感受台湾人在9.21地震灾难后重建家园的奇迹和和对生活的坚强。
Homework
Finish off the exercises in the Evaluation Handbook and learing English.
板书设计:
The Taiwan earthquake（1）
用几句英语句子描述地震
The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
生词、短语、句子
1、The big noise is like thunder / bombs under the ground .
2、What can you see in the video?
I can see。。。shaking , falling down .
screaming in fear , running widly .
3、P96B1练习听录音
1、完成课本97页D部分判断正误。
2、回答问题
(1)、。。。。。。
。。。。。。
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
。。。。。。
练习
1、完成课本97页c部分练习，根据排好序的图片复述课文大意。
2、完成课本96页B2部分练习
第二课时：
Step 6练习(12分钟)
1、【学生活动】
(1)First watch a video about an earthquake in Haiti ,Then complete the following artile:
【百度视频01:32】 v.youku.com/v_show/id_XMTcxNTA2ODEy.html
The building was shaking when the earthquake started . We can hear clearly pieces of bricks falling down the ground . A man in blue was running out of the building at the moment . The walls were shaking . Another three men were running wildly in all directions because they were very frightened . We can hear a loud noise like thunder/bombs under the ground . Then the walls began to come down , At last all calmed down.
(2)Ask Ss to read the above article.
【设计意图】：借助海地大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习,同时对部分重点词语、短语加以巩固。
(3)词组练习
1、When hearing the loud thunder ,he felt a heavy shaking through his body .(一阵巨大的摇晃传过他的身体)
2、The baby calmed down (平静下来) after listening to teh beautiful music .
3、I was doing some shopping (在购物) when the earthquake took place .
4、Timmy shouted for help(大喊救命) but no one came for a long time .
5、People in the shop center looked at each other in fear (惊恐地相互看着).
6、When seeing the snake , the girls ran in all directions (四下逃窜).
(4)Translation
1、起先，他感觉到一丝轻微的震动传遍全身。
At first,he felt a slight shaking through his dody.
2、地震开始时，我正尽力朝操场跑去。
When the earthquake started,I was trying my best to run to the playground.
3、今早我看到她时，她正急匆匆地赶去上学。
When I saw her this morning,she was in a great hurry to go to school.
4、人们在疯狂奔逃时，一块块玻璃和砖块直下掉。
People were running wildly while pieces of glass and bricks were falling down .
Step 7 活动
1、【学生活动】(13分钟)
（1）Work in pairs
One acts as a reporter , the other acts as Tommy . The reporter interviews Tommy with such as the following questions :
(1)How did you feel at first when the earthquake happened ?
(2)What was the big noise like ?
(3)What were people doing while pieces of glasses and bricks were falling down .
(4)What did you feel when you were trapped ?And what did you do ?
(5)Did you shout for help ?
(6)Where did you know when you were trapped ?
(7)How did the people save you from the ruins ?
（2）Ask some volunteers to act out
【设计意图】：采访活动中给学生提供可能用到的问题，目的在于给学生建立脚手架，让学生伸伸手可摘桃，让每个学生都能有话可说，有利于培养学生自信心，使每个学生都能积极主动地参与到活动中来。
2、【师生活动】(6分钟)
T: Show Ss the following survey summary , which is based on the Ss’survey .
95 percentt of you are afraid of an earthquake , and we know Donghai county lies in a seismic activity area . Do you know how to protect yourself if there is an earthquake here?
调查统计表
性别
人数
百分比
地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震重大信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
abc 是 否 是 否 够 不够 是 否
男 19 19 17 2 16 3 18 1 18 1
89.5% 10.5% 84.2% 15.8% 94.7% 5.3% 94.7% 5.3%
女 21 21 21 0 13 6 19 2 17 4
100% 0% 61.9% 38.1% 90.5% 9.5% 81% 19%
汇总 40 40 38 2 29 9 37 3 35 5
100% 95% 5% 72.5% 27.5% 92.5% 7.5% 87.5 12.5%
T: Groups of four students to discuss the topic, and then representatives of each group to speak.
How to protect yourself if there is an earthquake here?
(1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
。。。。。。
【设计意图】：通过开展小组活动，培养学生在面临灾难来临时，要勇敢、要有互帮互助的团队精神，同时也激发了学生要珍爱生命及自我保护意识。从而将知识由课内延伸到课外,增大了学生的知识量。
3、【学生活动】(14分钟)
（1）根据视频内容和首字母提示完成下列文章：
【百度视频05:38】www.tudou.com/programs/view/GkPL9fAmYG8/
The Wenchuan earthquake
A sudden heavy earthquake hit Wenchuan at 14:28 on May 12,2008. The earthquake flattened the beautiful Wenchuan to the ground .More than 6,9000 people lost their lives and tens of thousands of people became homeless in the disaster. In pictures : People were trying their best to save trapped persons in the buildings .An old man was sitting on the ruins .Dead bodies and the injured were everywhere .A father only found his child.’s schoolbag in the ruins. Many people were crying for their lost relatives .They were in deep sorrow. PM Wen Jiabao was in a greay hurry to come to the disaster area in the fist time to guide rescue work. Lots of people donated money and blood to Wenchuan. While watching , I could not help crying. As students, we should try our best to help them .
（2）Ask Ss to present the answers .
（3）Read the article ,
【设计意图】：一是让学生对所学内容加以巩固和提高，并能学以致用，如过去进行时、重点单词和词组的使用；二是培养学生根据关键词和语境猜测大意的能力，并能从视频中获取信息和转化信息的能力；三是通过让学生观看这些催人泪下的惨烈场景、感人肺腑的细节，去感受、体验灾难中所显示出来的民族精神，从而培养学生珍爱生命、不畏艰难和团结互助的精神。
Homework
1、Try to recite the text.
2、Finish off the exercises in the Evaluation Handbook and learing English.
板书设计
The Taiwan earthquake（2）
一、Watch and complete the artile: was shaking、started 、pieces、 bricks falling 、running out 、were shaking 、three 、running wildly directions frightened 、noise 、thunder/bombs 、ground 、come down 、calmed
二、Activities
1、Work in pairs
2、Discuss:
How to protect yourself if there is an
earthquake here? (1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
......
3、根据视频内容和首字母提示完成下列文章
earthquake、May 12,、lives 、disaster、trapped 、was sitting 、bodies 、everywhere 、in a greay 、money、blood 、crying、try
八、教学反思
本课是一篇阅读课，是以台湾9.21大地震为背景，以幸存男孩Timmy的切身经历为主线。在教学设计上主要采用情境教学法和任务型教学法。各教学环节紧紧围绕知识目标、能力目标和情感态度目标进行展开，力求突出重点和突破难点。
本课阅读任务分为三个阶段，即任务前、任务中和任务后。任务前以情景导入来激发学生的地震图式，引入四会内容，解决学生的语言障碍；任务中通过听读练习、一览表、视频等问题设置，并借助问答、讨论、小组活动探究、复述等形式进行教学活动开展，有利于学生先整体，后细节，再整体获取文章信息和转化文章信息的能力，这也是对学生的阅读技能和阅读方法的培养，同时对单词、短语和句子起到巩固和提高的作用。任务后借助海地大地震和汶川大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习和巩固，从而有效突破教学难点；使用调查统计表，通过开展小组采访活动，培养了学生勇敢、互帮互助的团队精神，同时也激发了学生珍爱生命及自我保护意识，使学生的情感目标再次得到升华。
本节课教学活动的设计，无论是问题设计的层次性、艺术性和真实性，还是视频资源的合理使用、学生目标的达成情况和阅读技能的培养等方面都取得了很好的效果。但美中不足的是本课话题稍微有些沉重，班级中有95%的学生对地震感到害怕，对学生的心理健康或多或少会产生一些影响，这就需要我在以后类似话题的教学中要借助我校心理咨询教师对学生的心理多做一些必要的心理辅导。
八、教师个人介绍
省份 江苏 学校 东海县城头中学 姓名 刘华成
职称 中学一级 电话 15161350796 邮件 lhcctzx@126.com
通讯地址 江苏省东海县城头中学 邮编 222303
刘华成，男，汉族，徐州师范大学英语教育专业毕业，本科学历，自参加工作以来一直从事初中英语教育教学研究工作，近年来有多篇教学论文在国家级、省级刊物上发表。
著作权与使用申明：获奖作品的作者享有作品的著作权，并同意授权《中国教育信息化》杂志社与百度公司校园合作项目相关推广活动中以非商业目的对该获奖作品进行复制、使用、编辑、改编等。
篇3：英语八年级上册unit6教案
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
1.Greetings and free-talk .
2.Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)SB Page 24 , Groupwork .
1.Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .
2.Tell the Ss to help each other with vocabulary they might need and don’t know .
Step 3 While-task(任务中活动)
1.Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .
2.Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .
3.Play the recording , Ss listen . 4.Ask Ss to read the story out to the class .
5.Ask Ss to comment on whether their questions in the previewing stage were answered .
Step 4 Post-task(任务后活动)SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .
Homework(家庭作业) :
Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .
教学后记:
第六课时：测试课
一、单项选择。
( )1. What ____ you ____ when she came in?
A. did, do B. are, doing C. do, do D. were, doing
( )2. The girl is ill. She’s ______.
A. in hosp
篇4：英语八年级上册unit6教案
.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
教学后记:
篇5：英语八年级上册unit6教案
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
英语八年级上册unit6教案
篇6：人教版英语八年级上册Unit6单元练习
(总分100分，用时60分钟)
Ⅰ.单项选择(每小题1分，共15分)
1.I'm going to be an English teacher and ______ English every day.
A.practiceB.enter
C.do D.keep
2.He promised his father ______ all subjects at school.
A.study B.to study
C.studying D.studied
3.What are you going to do ______ make the Music Festival a great success?
A.to help B.helping
C.help D.helped
4.I love music very much，so I'm going to learn how to ______ the piano this term.
A.keep B.play
C.hold D.build
5.He may come，but I'm not sure ______ that.
A.about B.on
C.with D.to
6.I'm going to travel abroad(国外)and New York sounds ______ my dream city.
A.as B.to be
C.as if D.like
7.To ______ healthy，you should take 15?minute exercise every day.
A.keep B.turn
C.sound D.build
8.—______ are you going to be a basketball player?
—I'm going to practice basketball every day.
A.What B.How
C.When D.Where
9.I'm going to be a coach ______ I grow up.
A.what B.when
C.who D.where
10.We are going to ______ a basketball match next Sunday.[:学-科-网]
A.look B.see
C.watch D.find
11.The boy ______ a new car.That is，it's ______ new car.
A.owner;his ownB.owns;his own
C.owns;own hisD.owner;own his
12.I'm going to write articles and ______ them ______ magazines and newspapers.
A.take;to B.send;to
C.bring;to D.get;to
13.When he grows up，he's going to do ______.
A.what he wants to doB.what does he want to do
C.what he want to do D.what will he want to do
14.Do you think your resolution is too difficult ______?
A.keep it B.to keep it
C.to keep D.keep
15.There are many clouds coming.It ______ rain soon.
A.will B.is going to
C.looks like D.likes
Ⅱ.完形填空(每小题2分，共20分)
It's Wednesday afternoon.School is __16__.The students are putting their books，pencil?boxes __17__ their school bags.The teacher comes in and says to the students，“Don't go，children.I have __18__ to tell you.Listen to me.Tomorrow is __19__.There is going to __20__ a parents' meeting in our school.The meeting begins at nine o'clock in the morning.__21__ are your school reports and letters to your parents.__22__ them back home.Give your parents the letters and __23__ them your school reports.Ask them __24__ to the meeting tomorrow，because I'm __25__ say something about next term.”
16.A.up B.on
C.under D.over
17.A.into B.to
C.on D.out
18.A.anything B.nothing
C.something D.everything
19.A.Monday B.Thursday
C.Friday D.Tuesday
20.A.have B.is
C.be D.has
21.A.There B.This
C.That D.Here
22.A.Bring B.Carry
C.Take D.Make
23.A.show B.watch
C.see D.look
24.A.come B.to come
C.coming D.comes
25.A.going B.go to
C.will D.going to
Ⅲ.阅读理解(每小题2分，共30分)
A
Peter is thirteen years old.He is in Grade Two this year.He likes to play football and watch football matches.And he often reads newspapers.He does his best to know when and where there is going to be a football match.Now Peter is having lunch.He is listening to the radio，too.He is very happy because there is going to be a nice football match on TV at four this afternoon.He wants to watch it very much.But he is going to have English and Chinese lessons.He thinks hard and finds a way.
“Hello，Mrs.Black，” Peter says to his teacher on the telephone，“Peter is ill in bed.He wants to ask for half a day's leave(请半天假).”
“Oh，I'm sorry to hear that，” says Mrs.Black.“But who is that?”
“It's my father.Mrs.Black.”
26.Peter is a ______.
A.middle school studentB.Young pioneer
C.workerD.doctor
27.Peter will be in ______ next year.
A.Grade Two B.Grade Three
C.Grade One D.Grade Four
28.Peter often reads newspapers because ______.
A.he likes to read news
B.he likes to read stories
C.he wants to know when and where there will be a football match
D.he likes to watch TV
29.Peter wants to ask for a leave because ______.
A.his father is illB.he wants to watch the football match
C.he is ill in bedD.his mother is ill
30.Which of the following is right?
A.Mrs.Black is going to take Peter to see a doctor.
B.Peter likes to watch TV at four in the afternoon.
C.Peter is not an honest boy.
D.Peter is a good student.
B
Some children wish to be writers some day.They want to write stories or books for people to read.That's good!It's good to write something for people to read!But they should know that they need to be good readers first before they are really good writers.They should read a lot of books，instead(代替)of watching TV and spending a lot of time playing games when they are free.
There is more fun in reading;you want to look for more books to read.
Before you decide(决定)to be a good writer，you'd better say to yourself，“I must read more and more!”
31.This article mainly tells us that ______.
A.some children wish to be writers some day
B.it is good to write something for people to read
C.reading can be helpful for us to become a good writer
D.writers like to read more books for fun
32.Some children want to be writers ______.
A.because they want to be good readers
B.to write stories or books for people to read
C.to find good jobs some day
D.to get more money to keep a family
33.It's good for children ______.
A.to do a lot of reading
B.to watch TV in the evening
C.to have wishes only
D.to be good writers right now
34.Reading can ______.
A.help you to be a good player
B.help you write well
C.make you work better
D.make you watch more TV at home
35.From the passage we know that ______.
A.all children like to be writers
B.people like to read for children
C.all writers are children
D.children need to read more and more books
C
John is ten years old，and he is a very lazy(懒惰的)boy.He doesn't like doing any work.He has to go to school of course，but he doesn't study hard there and tries to do as little work as possible.His father and mother are both doctors and they hope that their son will become one，too，when he grows up.But one day John says to his mother，“I want to be a dustman when I finish school.”
“A dustman?”his mother asks，and she is very surprised.“That's not a very pleasant job，why do you want to become a dustman?”
“Because then I only have to work one day a week，”John answers.
“Only one day a week?”his mother says.“What do you mean?And how do you know?”
“Well，”John answers，“I know that the dustmen who come to our house to work on Thursday，because I only see them on that day.”
36.How old is John?
A.Nine. B.Ten.
C.Seven. D.Eleven.
37.What are John's parents?
A.Doctors. B.Teachers.
C.Workers. D.Farmers.
38.What does John want to become?
A.Doctor. B.Teacher.
C.Dustman. D.Drive.
39.When do the dustman come to their house to work?
A.On Wednesday. B.On Sunday.
C.On Thursday. D.On Friday.
40.At school，John doesn't do as______as possible.
A.little work B.many work
C.much work D.few work
Ⅳ.根据句意及首字母提示，完成下列单词的拼写(每小题1分，共5分)
41.It is well?known that Li Yundi is a p______.
42.I'm going to study at c______ next year.
43.The students are d______ the weekly plan.
44.We must take our s______ seriously.
45.The camera is my p______ thing.
Ⅴ.根据汉语提示完成句子(每小题1分，共5分)
46.你长大后想当什么?
What do you want to be when you ______ ______?
47.他正在学习汉语，并且希望成为一名语文教师。
He is learning Chinese and he hopes to be a ______ ______.
48.在上课一开始，老师让我们问问题。
At the ______ ______ the class，the teacher told us to ask questions.
49.我确信他昨天生病了。
I ______ ______ that he was ill yesterday.
50.他想当一名厨师并去上厨艺学校。
He wants to be a ______ and is going to study in a ______ school.
Ⅵ.补全对话(每小题1分，共5分)
A.How are you going to do that?
B.Where are you going to take singing lessons?
C.I want to be a singer.
D.I'm going to start next week.
E.Are you going to sing country music?
A：What do you want to be when you leave school?
B：51.______
A：52.______
B：No.I'm not.I'm going to sing rock music.
A：53.______
B：I'm going to take singing lessons.
A：When are you going to start?
B：54.______
A：55.______
B：In New York.
Ⅶ.书面表达(共20分)
根据汉语提示及要求，以“My Dream Job”为题用英语写一篇短文。
提示：1.想成为一名记者。
2.打算给报纸、杂志写文章。
3.高中毕业后想去北京上大学。
4.想在一家电台工作并环游世界。
要求：1.条理清楚，语句通顺，语法正确，书写规范;
2.提示内容全部体现在文章中;
3.不少于60词。
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
参考答案
Ⅰ.
1. 答案：A 点拨：考查词义。句意为“我想成为一名英语老师，并且打算每天练习英语”。“练习”要用practice来表示。
2. 答案：B 点拨：promise sb.to do sth.意为“向某人许下诺言”。
3. 答案：A 点拨：考查动词的用法。此处用不定式表目的。
4. 答案：B 点拨：考查词义。play the piano意为“弹奏钢琴”。
5. 答案：A 点拨：be sure about意为“确信;对……有把握”。
6. 答案：D 点拨：考查固定词组。sound like意为“听起来像”。
7. 答案：A 点拨：考查动词词义。keep 保持;turn使改变; sound听起来; build建筑。句意为“为了保持健康，你应该每天锻炼十五分钟”。
8. 答案：B 点拨：考查疑问词。句意为“——你打算怎样成为一名篮球运动员?——我打算每天练习篮球”。
9. 答案：B 点拨：考查连词。句意为“我想长大之后成为一名教练”。
10. 答案：C 点拨：考查动词词义。“观看比赛”用watch表示。
11. 答案：B 点拨：第一空处缺少谓语动词，主语是第三人称单数，故谓语动词用owns;own作形容词，常放在形容词性物主代词后。故选B项。
12. 答案：B 点拨：考查词义。句意为“我打算写文章并把它们寄到杂志社和报社”。选项中只有send有“寄送”的意思。
13. 答案：A 点拨：考查宾语从句。本句中do为实义动词，其后所接的句子应为宾语从句，宾语从句的语序必须是陈述句语序，故可排除B、D两项;C项中he为主语，谓语动词应用第三人称单数形式，故也排除。
14. 答案：C 点拨：too...to结构意为“太……而不能”，故排除A、D两项;句意为“你认为你的决定太难而不能坚持吗?”，其中your resolution在逻辑上是keep的宾语，故不能再加it，故选C项。
15. 答案：B 点拨：根据迹象推测某种现象将会发生，用be going to 结构。
Ⅱ.
答案：16.D 点拨：由下一句的学生们在收拾书包可知是“放学了”，用over表示。
17.A 点拨：put...into...意为“把……放进……里”。
18.C 点拨：由下文可知老师是有事情要说，故选something。
19.B 点拨：由文章第一句可知“今天是星期三”，故“明天是星期四”。
20.C 点拨：be going to后需接动词原形。
21.D 点拨：因为老师说的东西在老师手里拿着，故用here are表示“这里是……”。
22.C 点拨：take them back home意为“把它们带回家”。
23.A 点拨：show sb.sth.意为“让某人看某物”。
24.B 点拨：ask sb.to do sth.意为“要求某人做某事”。
25.D 点拨：be going to do sth.意为“打算/将要做某事”。
Ⅲ.
A
答案：26.A 点拨：由第一段第一、二句可推知“彼得是个中学生”。
27.B 点拨：由第一段第二句可知“彼得今年上二年级”，那么“明年”他应该“上三年级”。
28.C 点拨：由第一段第五句可知“他看报纸是想知道是什么时候、在哪里举行足球赛”。
29.B 点拨：由第一段倒数第一、二、三句可知，“彼得请假是为了看足球赛”。
30.C 点拨：由全文可知“彼得不是个诚实的孩子”。
B
答案：31.C 点拨：由第一段第五句“他们应该知道在成为真正的好作家之前首先应该成为好的读者”可知。
32.B 点拨：由第一段第一、二句可知“有些孩子想成为作家，写故事或书给人们看”。
33.A 点拨：由第一段倒数第一句可知“读大量的书对孩子们有好处”。
34.B 点拨：由全文可知“阅读能使人写出更好的东西”。
35.D 点拨：由最后一段可知“孩子们需要读越来越多的书”。
C
答案：36.B 点拨：由第一段第一句可知“约翰十岁”。
37.A 点拨：由第一段第四句可知“约翰的父母都是医生”。
38.C 点拨：由第一段最后一句约翰说的话可知“他想成为一名垃圾清洁工”。
39.C 点拨：由最后一段约翰说的话可知“垃圾清运工在星期四去他们家那里工作”。
40.C 点拨：work是不可数名词，不能用many 或few修饰，由第一段第三句可知应选C项。
Ⅳ.
答案：41.pianist42.college43.discussing44.schoolwork45.personal
Ⅴ.
答案：46.grow up47.Chinese teacher48.beginning of49.am sure50.cook;cooking
Ⅵ.
答案：51.C52.E53.A54.D55.B
Ⅶ.
答案：When I grow up，I'm going to be a journalist.Next year，I'm going to write articles for magazines and newspapers.I'm going to enter a university in Beijing after senior school.Maybe I'm going to find a part?time job and save some money.Next，I'm going to work for a TV station as a journalist.Then I'm going to travel all over the world.
篇7：八年级英语新目标上Unit6教案.
八年级英语新目标上Unit6教案.
更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 1 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Ask a student to introduce herself/himself . Step 2 Pre-task SB Page 31 , 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on . Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3 While-task SB Page 31 , 1c , 1b . Call attention to the picture . Point out the sample conversation in activity 1c . Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations . Then listen to the recording .Ask Ss to number the twins . Check the answers . SB Page 32 ,2a . Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read . Say ,now listen and write the Cer and Cier words in the first column and the words that use more in the second column . Play the recording and check the answers . SB Page 32 , 2b . Point out the picture and the two boxes with the headings Tina is and Tara is . Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a . Play the recording and check the answers . Step 4 Post-task SB Page 32 , 2c . Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own . Correct the answers . Step 5 Homework How are you and your sister /brother different ?Write down . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 2 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的'外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class . Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add Cer . Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more . Practice : happy , outgoing , short , thin , good . Step 3 While-task SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions . Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer . Check the answers . SB Page 33 , 3b . Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example . Ask two Ss to read the sample conversation in the box . Have Ss work and ask some pairs to say their dialogues . Step 4 Post-task Read the instruction to the class .Ask pairs of Ss how many same and different examples they found . Work in pairs and ask some pairs to read their lists . Step 5 Homework Write down the same and different between you and a friend . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 3 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need . Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a . Read each description to the class and ask the Ss to repeat. What kind of things are important in a friend .Rank the things below 1-6 (1 is most important ) Ask different Ss to copy the six phrases on the Bb .Then read the phrases together . Step 3 While-task SB Page 34 , 1b . Say , Now make your own statements about friends using the phrases in activity 1a . Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ? SB Page 34 , 2a . Play the recording and check the answers . SB Page 34 , 2b . Play the recording and check the answers . Step 4 Post-task SB Page 34 , 2c . Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class . Step 5 Homework 连词成句: 1. Tom , Sam , intellectual , more , than , is . 2. her sister , as … as . not, sports , at , good, is ,Liu Ying. 3. me , same , as , the , friend , my , is . 4. makes , laugh , a , me , good , I , think , friend . 5. outgoing , are , both , we . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 4 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Greeting . Step 2 Pre-task SB Page 35 , 3b . Read the instruction to the class .Ask Ss to look at the chart on Page 34 . Ask a student to read the example to the class . Say ,now write your own sentences . Ask students who finish first to write sentences on the Bb. Ask some Ss to read the sentences ,each student read one sentence one by one . Step 3 While-task SB Page 35 , 3a . Read the instruction .Point out the sample answer . Say , Now read the article .Explain the words and sentences in your own words . Listen to the recording . Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers . SB Page 35 ,3c . Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own . Ask some Ss to read their sentences to the class . Step 4 Post-task SB Page 35 ,Part 4 . Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Step 5 Exe篇8：Unit 15 Reading(人教版高三英语下册教案教学设计)
Teaching Aims:
1.Train the students’ reading ability by reading the passage about young volunteers
2.Learn some useful words and expressions
3.Help the students know much about voluntary work
Teaching Important Points:
1.Help the students grasp the main idea of the passage and understand the passage better
2.Learn and master the useful words and expressions in this period
Teaching Difficult Points:
1.How to help the students improve their reading ability
2.How to master the language points in the passage
Teaching Methods:
1.Fast reading to get the general idea of the text
2.Discussion to help the students understand the passage better
3.Listening and repeating to improve the students’ listening ability and improve their pronunciation
Teaching Aids:
1. the multimedia 2. the blackboard
Teaching Procedures:
Step 1 Lead-in (Dr Bethune: pictures on the screen )
Dr Bethune was a Canadian, but he volunteered to come to China to help the Chinese people during the Anti-Japanese War. At last he lost his life in order to save others. Some volunteers teach in remote areas to help children there receive good education, and their work is making a big difference to the children’s future. Some volunteers also help the people who live alone. They help the elders living alone do shopping, do housework and sometimes read newspapers to them. The elders enjoy their company and they may feel more energetic and optimistic. Some volunteers help protect our environment. They plant trees, help people realize the importance of protecting rivers and animals. Step 2 Skimming:
Lu Hao : is helping an elderly gentleman who lives alone with shopping, doing jobs in house, reading the newspaper to him and chatting.
Lin Ying : has gone west and now works as a teacher in a village school.
Meng Yu: took part in an event and is collecting money to help starving children in some of the least developed countries.
Step 3 Scanning
1. According to the passage, why young people choose to do voluntary work?
They want to make some contributions to society.
2. What do people think of young volunteers?
People think it is a good deed for youths to be volunteers. As Kofi Annan, Secretary of the United Nations said“each contribution - no matter how small - can help make a difference.”
3. Do you think the “1 helps 1” scheme affects Lu Hao’s study? Why? No, I don’t think so. Because Lu Hao visits Mr. Zhao only twice a week after school, so he can arrange his study and the voluntary work properly. Besides he can learn some history from Mr. Zhao. The job is helpful to him too.
4. How does Lin Ying like the people in the remote village? Lin Ying thinks the people there are poor but they have big hearts and made her very welcome.
5. What’s Lin Ying hoping to do? She is hoping to improve the standard of education in the school by introducing the modern teaching methods they use in the east.
6. Why did Meng Yu and her classmates go without food for 30 hours?
Because they wanted to promote awareness of hunger.
7. How did Meng Yu like his study in a foreign country? Meng Yu thinks that coming to another country to study requires a big adjustment and it takes a while to fit in.
8. Why did the three volunteers make different choices about the work and the time? Because their own studying and working conditions and abilities were different, so they had to choose different voluntary work at different time according to their own actual conditions.
Step 4 Explanation
1. acknowledge vt. ① admit ② express thanks for e.g. He refused to acknowledge that he was defeated. We must not fail to acknowledge the professor’s help.
2. company n. being together with another or others e.g. I enjoy his company. I’m glad/grateful of your company.
3. apply v. ① make a formal request ② fit; be suitable/useful
e.g. They applied for an extension for their visas. He applied to return to his motherland. The rule doesn’t apply to middle school.
4. straight away/off: without hesitation/delay e.g. I can’t tell you straight away/off.
5. fit in: be in harmony with sb./sth. e.g. You can’t bring outsides into a place like this; they won’t fit in. You should fit in with other employees.
6. Mostly we just drink tea and chat. mostly: mainly and chiefly eg: He wrote to his parents every week, mostly on weekends.
7. I really feel I’m doing something worthwhile and I’m having a great time doing it. worthwhile: adj. used as an attribute
1) worthwhile: worth spending time eg: It is worthwhile visiting / to visit the museum. But we can’t say “The museum is worthwhile visiting.”
2) worth one’s while eg: The work is worth our while.
8. Coming to another country to study requires a big adjustment and it takes a while to fit in. “require” is similar to “need, want” in meaning. We can say “need / want / require doing ... / to be done”. eg: The room requires cleaning. The room requires to be cleaned.
Step 5 Further Understanding
What activity
Lu Hao: “1 helps 1” scheme of the Youth Volunteer Community Development Project
Lin Ying: Go West Project organized by the Communist Youth League of China
Meng Yu: An event organized by Meng Yu and her classmates
When
Lu Hao: Every Tuesday and Friday
Lin Ying: After graduation
Meng Yu: During weekends
Where
Lu Hao: In the old man’s house
Lin Ying: In a remote village school of southwest China
Meng Yu: In Canada
Whom to help
Lu Hao: An lonely old man
Lin Ying: Some poor kids
Meng Yu: Starving children
Benefits to others
Lu Hao: Mr. Zhao doesn’t feel lonely any more; his health has been improved; he feels more energetic and optimistic.
Lin Ying: The kids become eager to learn; the pass rate has greatly improved; the children will get rid of the poverty and has a bight future.
Meng Yu: Make the children get rid of starvation and live a better life.
Benefits to him or her
Lu Hao: He learns more history from Mr. Zhao and his grades have improved a lot.
Lin Ying: She gets a lot of satisfaction, acquires valuable skills and experience, and builds up confidence, self-awareness, good communication skills and leadership ability.
Meng Yu: By making some different friends she doesn’t feel lonely and homesick but feels more positive; she begins to value the chance to get a good education; it has given her the motivation to succeed
Step 6 Post-reading
What volunteering projects do you know about in our area? And how do you think these benefit the young people who are involved in them?
Step 7 Homework
1. Retell one of the students’ experiences in your own words. Notes: 1) Use the first person. 2) Use proper prepositions, conjunctions and phrases. 3) Make use of the chart above while retelling. 2. Prepare for the reading task on Pages 135-137.
篇9：unit 11 reading(人教版高二英语下册教案教学设计)
Step I Greetings
Step II Lead-in
Step III Pre-reading
Work in pairs or groups and discuss the following questions:
1. If you wanted to do research or start a hi-tech company, what kind of support and environment would you need?
A person who wants to do research or start a hi-tech company may need the following: money, schools, libraries, scientists and experts, ideas, inspiration, etc.
2. Why are scientific achievements important?
Because they help people understand the world better / improve our life / help advance science / lead to new discoveries and achievements, etc.
3. Why do scientists spend so much time trying to achieve something?
Because they are curious and enthusiastic about new things and new ideas / they want to understand the world better / they want to contribute to society / they want to be famous.
Step IV Reading
Fast-reading:
Say True or False to the following sentences.
1. Zhongguancun is located in the southwest of Beijing. (F)
2. Zhongguancun was set up in the nineteenth century. (F)
3. Xiang Yufang didn’t want to return to China because he wanted to work with the top scientists in his field. (F)
4. Later his friends persuaded him to come back . (F)
5. Zhongguancun has a positive effect on business. (T)
Read the text again and find out the main idea of each part:
Part 1 (para 1--- 2):
General introdution of Zhongguancun
Part2 (para 3--- 7):
Why Zhongguancun attracts more and more overseas Chinese
Part3 (para 8 --- 9):
The positive effect Zhongguancun has had on both business and science; the spirit of Zhonguancun
Step V Post-reading
Careful-reading:
Choose the best answer.
1. According to the author, Zhongguancun is home to ___A___.
A. some famous research institutes and universities
B. every Chinese
C. all of the graduates
D. all private research institutes
2. The science park got started __B__.
A. in the late 1990s B. in the early1980s
C. in the early 1990s D. in the late 1980s
3. What is NOT true about Zhongguancun ? (D)
A. It is located in Haidian District, in northwestern Beijing.
B. It was set up as a special economic zone in the 1990s.
C. Most of its companies are doing IT business.
D. It is not a good place for new companies.
4. According to the reading, Xiang Yufang returned to China and opened
a company in Zhongguancun because ___D____.
A. he wanted to see more of the world
B. he enjoyed working with the best scientists in his field
C. he felt really comfortable
D. he could enjoy his work and contribute to his country at the same
time
5. According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above? (B)
A. 25,000 B.30,000
C. 35,000 D.180,000
6. Today there are ___C___ IT companies in Zhongguancun.
A. more than 8,000 B. less than 8,000
C. more than 4,000 D. less than 4,000
Work in pairs or groups. Zhong guancun is sometimes called “China’s Silicon Valley”. Use a library or the Internet to find out more about Silicon Valley in the Us and then compare the two areas. In which ways are they similar or different?
Answers on P 19.
Step VI Homework
Preview the language points in the text.
篇10：八年级英语unit10教学设计 (人教版英语八年级)
Teaching Procedures
Pre-task
A. Greetings
Hello, everyone. I’m an English teacher from No. 4 Middle School. My name is Han Guili. You can call me Miss Han. Today I’m going to be your English teacher. We are going to learn Unit 10 Section B together. Now let’s begin our class. Stand up, please. Good morning, class. How are you today? I’m OK. Thank you. Sit down, please.
B. Explain “resolution” by listening to a song.
We all know New Year is coming. Today I have a gift for all of you.Do you like music? Great. Let’s enjoy it together. If you can sing it, you can follow it.(在听歌时教师板书课题Unit 10 I’m going to be a basketball player. Section B )
Do you like the gift ? I’m happy to hear that . I’m going to learn it next year and then I’m going to sing it for you. Do you like listening to me? This is my New Year’s resolution. “resolution” Are you clear? Follow me ,please. “resolution” From group 1to 6. “New Year’s Resolutions” From group 1to 6.(同时板书resolution New Year’s Resolutions)
（设计意图：通过新年礼物--周杰伦的歌曲“稻香”引出主题。歌曲具有时代气息，内容激励学生心存梦想并努力去实现它。）
Now let’s look at some New Year’s Resolutions. What are the meanings of the resolutions.
Discuss in groups. First translate and then read them. The others follow him or her.Go! Are you ready? Volunteer. （叫几名学生回答，学生领读时教师写板书instrument最后教师领读生词instrument）Now we have known the meanings of the resolutions. Please match the pictures with the resolutions. Answer it together. Let’s check the answer.
（设计意图：通过讨论翻译短语并由学生领读。这一环节可以培养学生们的自学能力和小组探究能力。同时也能提高学生的自信心。通过图片与短语的搭配有助于学生对短语的理解和记忆。）
C. Now let’s guess some famous people’s resolutions. Look! Who is it? What’s his resolution? Guess.（几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who can right it on the blackboard. Volunteer. (学生写板书时教师问)What is he going to do ? Answer it together.（这一步骤共五幅图片采用相同的方式训练学生）
（设计意图：这一环节趣味性强，对学生有吸引力。通过对名人决心的猜测，一方面增强了学生的好奇心和求知欲；另一方面也巩固了所学知识。同时也练习了对第三人称一般将来时的提问与回答。）
While-task
A. Now let’s use the resolutions to make conversations in pairs. For example, (Ask one student)What are you going to be when you grow up? What are you going to do next year ? Sounds interesting. I’m going to learn a foreign language.Are you clear? Go! Are you ready? The more pairs the better in a group. Volunteer. The last pair. Which group has the most pairs?（给获胜组贴一个笑脸） Come on boys and girls . Let’s learn from them.
（设计意图：通过这一对话练习，使学生能更熟练的掌握一般将来时的问与答，而且对话内容贴近实际生活。给获胜组贴一个笑脸，既鼓励了获胜组又激励了其他组。）
B. Let’s use the resolutions to make up a play. Look at some festivals here. Please choose one of them and then make up a play in groups.The group leader should say your choice. Go! Ready? Volunter. Which group is the best? I think you are all great.（给每一组贴一个笑脸）
（设计意图：小组合作编剧并表演出来。给每个学生展示的机会，使学生真正成为课堂的主体。给每组一个笑脸，既是对他们积极参与的表扬，又是对他们成绩的肯定。）
Let’s do some listening practice.Activity 2a. Let’s answer it together.Are you right? Let’s check the answer. Yes, you are great. Activity 2b. How are they going to do it ? Who can answer it? （叫几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who is right? Put up your hands. OK. Put down your hands. If you are not good at listening, please practice it after class.
（设计意图：通过听力练习可以考察学生对所学短语和句型的理解。2a听力部分较简单，适合总体检查。2b听力部分较难，可对学生答案进行抽查，再总体核对并进一步说明。）
Post-task
A. Now let’s have a PK in groups .Ask and answer one by one like this .(Ask one student )What are you going to do next year? This student answer it and ask the next one and go on .The fastest group is the winner. Go! Ready?Which group wants to be the first one? （用记时器为每一组记时）Which group is the fastest ?（给获胜组一个笑脸）Let’s learn from them.
（设计意图：这一活动可以锻炼学生的口语表达能力和提高说的流利程度，并增强集体合作意识和荣誉感。有竞争有趣味，学生都乐于参与。）
B. Discuss in groups. How to improve your English in the new year? The group leaders write down your answers and then report it for us.Go!Ready? Volunteer.（每组组长到前面来报告）
Great! I hope your resolutions can come true in the new year. A good plan is a good start to success. And where there is a will , there is a way. Let’s work hard togther, and get good grades. Come on , boys and girls.
（设计意图：通过对怎样提高英语的讨论，同学们之间都了解了各自的决心，并为之而努力。最后教师用恰当的谚语来鼓励学生并对学生进行情感教育。）
C. Sum up . What have you learned today?（先由学生总结最后教师总结）
（设计意图：锻炼学生的总结能力。）
D. Homework :Clean and Green
Imagine you work for your city . It’s your-job to make it cleaner. What are you going to do ? Think of a six-point plan.
（设计意图：使学生会运用所学知识。）
Unit 10 I’m going to be a basketball player.
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Teaching key and difficult points:
A.Vocabulary
1.computer programmer, professional, engineer, pilot
2.computer science, dream job, grow up, move to, fashion show, retire, save
3.resolution, get good grades, get a part-time job, make more friends
B.Target language
1. What are you going to be when you grow up?
I’m going to be a computer programmer.
2. How are you going to do that?
I’m going to study computer science.
C.Structures
Future with going to
Want to be
What, Where, When, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.This unit is divided into five periods.
Period 1 Listen and speak
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Key and difficult points:
A. Vocabulary
1.professional, acting, take lessons, every day
2.computer programmer, engineer, baseball player, pilot, actor, actress, artist
B. Target language
1.What are you going to be when you grow up?
I’m going to be a computer programmer.
2.How are you going to do that?
I’m going to study computer science.
C.Structures
Future with going to
Want to be
What, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Warming up
Task 1 Ask students to think about ways they already know to talk about future events. For example:
☆Where are you going next week?
I’m going to my grandmother’s house next week.
☆How long are you staying?
I’m staying for a week.
☆What are you doing on Saturday?
I’m playing tennis all day.
Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.
Step 2 Key vocabulary
Task 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.
Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.
Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?
Step 3 Target language
Task 1 Read the instructions.
Learn the target language:
What are you going to be when you grow up?
I’m going to be a computer programmer.
How are you going to do that?
I’m going to study computer science.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.
Task 2 Ask students to work in pairs and make their own conversations.
Task 4 Ask some pairs to present one or more of their conversations to the class.
Ⅵ Homework
1.Remember the vocabulary and the target language.
2.Review the simple future tense.
Period 2 Listen , speak and Grammar Focus
Ⅰ.Teaching aims and demands:
1. Revise the target language, and complete the listening practice;
2. Learn Grammar Focus.
Ⅱ.Key and difficult points:
A. Vocabulary
take acting lessons, move
B. Target language
1.What are you going to be when you grow up?
I'm going to be an actor.
2.How are you going to do that?
I'm going to take acting lessons.
C.Structures
Future with going to
What, Where, When, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Ask questions beginning with “What are you going to be when…” “How are you going to do…
Task 2 Practice the conversations using the target language students have already studied.
Step 2 Listening
Task 1 Read the instructions.
Task 2 Ask some students to say what they say.
Task 3 Play the recording the first time. Students only listen.
Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.
Task 5 Check the answers.
Step 3 Listening
Task 1 Read the instructions and point out the sample answer.
Task 2 Ask a student to read the sample questions and sample answers to the class.
Task 3 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Read the instructions for the activity.
Task 2 Ask students to read the dialogue to the class.
Task 3 Ask students to work in pairs, ask and answer,
Task 4 Check the answers by asking different pairs to do one question and answer each.
Step 5 Grammar Focus
Task 1 Read Grammar Focus
Task 2.Explain the two different ways of saying the same things.
I'm going to take acting lessons.
﹦ I'm taking acting lessons.
Ⅵ Homework
1.Revise the target language.
2.Finish off the exercises on work book.
Period 3 Read and speak
Ⅰ.Teaching aims and demands:
1 Revise the target language, and complete the reading practice;
2 Go on learning the simple future tense: be going to
Ⅱ.Key and difficult points:
A. Vocabulary
Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet
B. Target language
1. What are you going to be when you grow up?
I’m going to be an actor.
2. How are you going to do that?
I’m going to take acting lessons.
3.Where are you going to work?
C.Structures
Future with going to
Want to be
What, Where, When, How questions
D.Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; Control reading
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future tense: be going to.
Step 2 Reading
Task 1 Read the instructions.
Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.
Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.
Task 4 Ask students to underline the things that Tian Tian is going to do.
Task 5 Correct the answers.
Step 3 Writing and speaking
Task 1 Read the instructions.
Task 2 Have students write down answers about themselves, and tell their plans to their partner.
Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.
What …? Where…?How…?
Task 4 Ask some students to say their dialogues to the class .
Step 4 Group work
Task 1 Read the instructions and point to the picture. Write the year 2008 on the blackboard. Ask the class why that is an important date for Beijing and China.
Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympics a success?
Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.
Task 4Ask each group to present its conversation to the class .
Ⅵ Homework
1 Revise the target language.
2 Revise the simple future tense: be going to.
3 Finish off the exercises on work book.
Period 4 Section B
Ⅰ.Teaching aims and demands:
Learn some new language, and complete the listening practice;
Ⅱ.Key and difficult points:
A. New language
fax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer team
B. Structures
Future with going to
Want to be
What, Where, When, How questions
C. Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Discussion
Get the students discussion the New Year’s resolutions in group of four by asking the questions like the following:
What are you going to do next year?
Why are you going to do so?... ..
Step 2 New words
Task 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.
Task 2 Ask students to explain the resolutions in their own words.
Task 3 Ask students to match the phrases and pictures on their own.
Step 3 Pair work
Task 1 Read the instructions and read the conversations to the class.
Task 2 Ask students to work in pairs to discuss what things they are going to do.
Task 3 Ask several pairs to present their conversations to the class.
Step 4 Listening
Task 1 Read the instructions and the phrases in activity 1a.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.
Task 5 Check the answers.
Step 5 Listening
Task 1 Read the instructions.
Task 2 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 6 Group work
Task 1 Read the instructions for the activity. And read the sample conversations.
Task 2 Ask students to work in pairs.
Task 4 Ask some students to present their dialogues to the class.
Ⅵ Homework
1 Revise the target language.
2 Finish off the exercises on work book.
Period 5 Self check
Ⅰ.Teaching aims and demands:
Revise the content taught and complete the writing practice;
Ⅱ.Key and difficult points:
Future with going to
Want to be
What, Where, When, How questions
Writing practice
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Communicative Approach; Control reading and writing
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future: be going to.
Step 2 Reading
Task 1 Read the magazine article to the class.
Task 2 Read the instructions to the class.
Task 3 Ask students to finish the activity on their own.
Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.
Step 3 Reading and Writing
Task 1 Read the instructions to the class.
Task 2 Have students writing a magazine article.
Task 3 Ask students to read their articles to the class.
Step 4 Writing
Task 1 Ask students to make a list of their resolutions.
Task 2 Ask students to write about their resolutions using the language learned in this unit.
Task 3 Ask some students to read their resolutions.
Step 5 Group work: Clean and Green
Task 1 Ask a student to read the instructions and the example answer for the class.
Task 2 Ask Ss to work in groups and write the group plans.
Step 6 Self check
Task 1 Fill in the blanks.
Task 2 Write a list about your plans what the American exchange students and you are going to do.
Task 3 Just for fun: read and act out.
Ⅵ Homework
1.Finish the writing practice.
2.Revise the words and target language of this unit.
篇11：A Teaching Plan 教案教学设计(人教版英语八年级)
Textbook：Go for it!(2B) Teacher:Zheng Jinshen
Content：Unit 3 What were you doing when the UFO arrived ?
Analysis of the Teaching Material：
The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .
Teaching Aims：
1、Knowledge and skills
In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .
2、Processes and methods
With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .
3、Emotion , attitudes and value
The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .
Difficulties and Focuses:
1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;
2、Learn the Adverbial Clause led by when/while；
3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;
4、Train students to use the target language correctly in speaking and writing.
Teaching Periods: 6 periods
The first period: Section A la-1c and Section A 2c
The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b
The third period: SectionA 3a-3b and Section B 1 and Self check 2-3
The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!
The fifth period: SectionB 3-4a and Reading Section 1
The sixth period: Reading Section2-4
Teaching Plans
The First Period
Teaching content: Section A la-1c and Section A 2c
Teaching objectives: Talk about the past events
Target language:
Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien
Sentences：
What were you doing when the teacher came in?
I was talking/reading/looking out of the window.
What was he doing when the UFO arrived/took off？
He was sleeping when it arrived.
He was riding his bike when it took off.
Language skills:
a、To get the information from the pictures and listening materials, and quickly deal with the information.
b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.
c、To get the Ss to learn how to express the statements with the Past Continuous Tense.
Self-learning ability:
To learn how to express the Past Continuous Tense.
Teaching methods
Task-based Language Teaching
Teaching by listening and practicing
Teaching aids: small pictures, a small blackboard and a recorder
Teaching procedures:
Step l. Leading in
1.1 Greetings and duty report.
(Organize the beginning of this class and have a student on duty to report.)
1.2 Ask and answer.
T: What were you doing when I came in?
S1:….
(Help the student to answer the question and then write the answer on the Bb.)
T:What about you?
S2:….
T:And you?
S3:….
(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)
1.3 Look and learn.
Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.
(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )
1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.
Step 2.Look and match (Section A 1a )
2.1 Show another picture and talk about it with the Ss.
T: What can you see in the picture?
S1:….
T: Can you see the UFO?
S2:….
T: Who is in the UFO?
S3:….
T: What else can you see? etc
S4:….
2.2 Books open at page 18. Look through the picture in activity la.
(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)
2.3 Match the statements with the people in the picture.
Step 3. Listen and circle (Section A 1b)
3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)
3.2 Talk about the people’s actions in the picture.
T: What was A doing when the UFO arrived?
S1: He was standing in front of the library.
T: What was B doing when the UFO arrived?
S2: He was sleeping in his bedroom.
……
(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)
3.3 Listen to the reporter’s questions and circle the correct responses.
(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)
3.4 Books open at page 88. Listen and repeat the conversation.
Step 4 . Practice (Section A 1c)
4.1 Ask and answer in pairs.
eg T: What was D doing when the UFO arrived?
Ss: He was getting out of the shower.
Have the Ss do like this.
4.2 Ask and answer according to the real actions.
T: What were you doing when they talked?
S1: I was listening to them.
T: What was A doing when B answered my question?
S2: He was looking out of the window. etc
4.3 Make a survey.
Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?
(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)
Step5 Grammar Focus (Section A 2c)
5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.
5.2 Ask and answer.
eg. What was the girl doing when the UFO took off?
She was walking down the street.
5.3 Present two more ways of saying.
The girl was walking down the street when the UFO took off .
(a) When the UFO took off , the girl was walking down the street.
(b) While the girl was walking down the street , the UFO took off.
5.4 Point out the Adverbial Clause led by when/ while.
5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.
(Move around the room checking the progress of the groups and offering assistance as needed)
Step6. Homework
Make some sentences including the Past Continuouse Tense and when or while.
Writing on the Bb
Unit 3 What were you doing when the UFO arrived?
What were you doing when I came in? UFO alien bathroom kitchen
I was doing my homework/reading/resting. get out of the shower cut hair take off /land
What was A doing when the UFO arrived? be (was/were)+V.ing
He was standing in front of the library.
The girl was walking down the street when the UFO took off.
(a)When the UFO took off ,the girl was walking down the street.
(b)While the girl was walking down the street, the UFO took off.
Teaching Backthoughts
本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。
语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。
因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。
附：小黑板阅读材料
Do you know about the UFO?
Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?
The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.
UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.
Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.
But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.
篇12：雪(人教版八年级) 教案教学设计
六雪
【教学目标】
⒈整体感悟文章的内容。
⒉品析文中的两幅雪景图。
⒊理解作者所表达的情感。
⒋学习文章借景抒情的表达技巧。
【教学重点】
品析两幅雪景图。
【教学难点】
理解作者所表达的情感。
【教学安排】1课时
【教学过程】
一、导语：播放《塞北的雪》
(投影《塞北的雪》的歌词)
我爱你，塞北的雪，飘飘洒洒漫天遍野，你的舞姿是那样的轻盈，你的心地是那样的纯洁，你是春雨的亲姐妹哟，你是春天派出的使节，春天的使节。
我爱你，塞北的雪，飘飘洒洒漫天遍野，你用白玉般的身躯，装扮银光闪闪的世界，你把生命溶进土地哟，滋润着道边的麦苗，迎春的花叶。
啊！我爱你，
啊！塞北的雪，塞北的雪。
⒈这是一首歌唱塞北的雪的名曲，作者看见那纷纷扬扬的大雪浮想联翩，赋予了塞北雪怎样的品格？我们从哪句话可以看出？
(过渡)对于雪，不同的人在不同的心情下感想也不一样。今天我们来看看1926年的鲁迅先生他对于雪的感想又是如何？
二、整体感知
⑴教师表情朗读课文，学生思考：
◆作者为我们描绘了哪两个地方的雪景？
明确：南方的雪和北方的雪
◆南方的雪和北方的雪整体上有何不同？
明确：南方的雪美艳、北方的雪孤独。
三、问题研讨
⒈南方的雪有什么特点呢？从哪些地方我们可以看出？作者有没有遗憾？为什么？
讨论明确：①滋润美艳、绚丽、有趣。②从“那是还在隐约着……嗡嗡地闹着”。(全体朗读)③但不能持久
(过渡)由此我们不难看出江南的雪给作者的感觉就是美艳、绚丽、有趣。但她的这种美因为未经磨练，不能经受时间的考验，不能持久，不能不说是一个遗憾，那么北方的雪是不是能洗却作者心中的遗憾呢？
⒉请学生齐读课文最后三段，思考：
◆北方的雪有哪些特点？从这些地方我们还能感到北方雪的什么个性？
讨论明确：因为她“永远如粉，如沙，决不粘连，蓬勃的奋飞”。从这里还能看出她独立的个性和斗争的激情以及献身的精神。
◆作者称北方的雪是什么？由此可以看出作者对北方雪的什么态度？
明确：是死掉的雨，是雨的精魂。对北方的雪的喜爱。
⒊写江南雪景中“塑雪罗汉”的用意是什么？
明确：衬托江南冬末春初的生机勃勃，充满活力。
◆为什么先对江南的雪作描写？
明确：是作者对南方冬天的美好回忆，是通过孩子的眼睛去描绘令人欣喜的场景，江南的雪透露出盎然生机，孕育着生命。
⒋作者将南北雪景对比描写的目的是什么？
明确：对比的目的是衬托。江南的雪平和恬静的美固然让人喜欢，但更崇高的美是应该像北方的雪那样，他憎恶把北方的雪花变得孤独，也憎恶冰冷的严酷的冬天，他要用战斗来现理想。
四、教师总结
由此我们可以看出作者更为欣赏“朔方的雪”。江南的雪固然美丽，但在鲁迅的眼里，这种美未经磨练，并不能保持长久。鲁迅更为看重的是一种独立与张扬的个性精神，像北方的雪一样，以孤独不妥协的姿态向世界宣告她的存在，那张扬的个性，像一个奔放的挑战者和战斗者，作者的感情在对北方雪的描写中得到深化。这种写法就是我们常讲的：借景抒情，作者把自己的情感通过特定意义的事物--雪淋漓尽致的表达出来。
【板书设计】
《雪》
南方的雪北方的雪
对比
滋润美艳寒冷孤独
奋斗的激情
附：《雪》的赏析
任何一个民族在历史转折的紧要关头，都需要巨人。它需要巨人来参与和鼎助自己的转折，也需要巨人来思考和记录自己的转折。作为中国新文学开拓者和奠基人的鲁迅，就是这样一位巨人，他用文字记录时代的步音，时代在他的作品上刻下深深的印痕，他的作品也反过来在时代上刻下深深的印痕。
1925年初的中国，南方各省革命运动蓬勃发展，而北方，则被封建军阀盘踞。此时居住在北京的鲁迅在黑暗的现实和酷冷的季节中，用他犀利的文字顽强的斗争着。《雪》就是这样一篇表面是自然景观的描述，实际上是他内心世界斗争的力作。
《雪》的构思体现了作者的独具匠心，前文描绘了江南雪地的美景。“滋润美艳之至”，“隐约着青春的消息，是极壮健的处子的皮肤”，还有各色不畏严寒的花，虽是萧条冷落的冬季，但给人的感觉却是明朗和艳丽的。而孩子们堆雪罗汉的点辍，无疑又给这冬季增添了丰厚的活力。“孩子们用龙眼核给他做眼珠，又从谁的母亲的脂粉奁中偷得胭脂来涂在嘴唇上”，“对了他拍手，点头，嘻笑”。多么美丽的一幅“群儿玩雪图”！这些都表达了作者对美好生活的向往，也是他美好理想的寄托。
《雪》的后文，展现在人们面前的却是朔方的飞雪，她“在无边的旷野上，在凛冽的天宇下，闪闪地旋转升腾着”，一扫南方雪的柔情和冷美。而这“雨的精魂”虽处在荒凉环境里，却“蓬勃地奋飞”；虽是“孤独”的，仍“旋转而且升腾”，这种奋斗不息的精神，不正是先生高尚人格的真实写照？不正是中华民族所具有的奋斗和抗击的革命精神？而这一切都是中华民族的“精魂”啊！
[雪(人教版八年级) 教案教学设计]
篇13：人教版八年级教案 (人教版英语八年级)
Section B 1a-1d
张红燕
Teaching Aims:
1.Students can tell stories by listening and speaking.
2. Learn the new words and expressions
realize competition make one’s way by the side of
Animal Helpline
Teaching Important:
Students learn to tell stories.
Teaching Difficult
Students can understand the story by listening.
Culture focus:
Students like to tell stories.
Teaching steps:
Step1（复习，导入）
1，课前放音乐《昨日重现》让学生感知歌曲是谈论过去。
2，做一个采访，老师先给一个例子然后让学生去问答
3，What were you doing at ten yesterday evening?
I was…(2minutes)
Step2 (通过警察抓小偷的游戏学生更好地复习when和while的用法
四人一小组，其中一人是警察。通过询问其他三人上周天的某个时间所做的事情找出撒谎者,每个小组给一张纸条上面写有短语帮助学生更好地讲述自己在做什么。（场景：in the park,3minutes to prepare.）
D: Where were you at 11:00 am last Sunday?
A: I was in the park.
D: What were you doing there?
A: I was flying a kite.
Step3（学习讲故事）
老师先给个例子，然后让学生仿照例子，根据图片讲。
At ten yesterday
I was late for a party.
I was late because I had a math class.
When they were having a party, I was having a math class.
Step4 （根据所给图片讲故事，为下面的听力做准备）
让学生谈论图片，引出听力所需要的短语。
Step5（听力训练）
1，听听力回答问题。（听力材料放两边）。
（1）.Who were in the conversation?
（2）.What event happened at the school yesterday?
（3）. Who missed the event?
（4）. Which team won at the event?
2, 听听力排序（材料放一遍）。
Step6 讲述听力材料的故事
1, 让学生朗读听力材料然后根据内容讲故事
(1). Who were in the conversation?
(2). What event happened at the school yesterday?
(3). Who missed the event?
(4). Which team won at the event?
2, 四人一小组，每人可以说一个句子,讲述为什么Kate错过了篮球赛。
3, 如果有时间可以让学生单个讲故事。
Summary 1, 本节课我们重点学习的是通过听说练习，学生能够用过去进行时讲述过去的事情。
2 能够听懂听力材料里的故事，并把握关键信息。
3 掌握新的单词和短语。
Homework 1 Use when and while to write a short story
2 Listen and retell the story in 1c
篇14：Unit6 Do you like bananas? 教案教学设计(人教版英语七年级)
一、Teaching Goals
A.To learn some new words about food.
B.To practice the four skills of listening, speaking, reading and writing.
C.Review the key words and sentences in Unit5
二、Teaching Important and Difficult points
1. Learn the new words and remember the key words
2. Practice the four kills.
3.It’s difficult to write the key sentences or use the key words.
e.g Sandra likes eggs ,______, and ________ for breakfast.
Tom ______ ______ ______ and ______ for lunch.
三、Teaching tools
Some pictures of food ,a small blackbord and a recorder.
四、Teaching Methods
1. Task-based Teaching
2.Listening ,speaking reading and writing
五、Teaching procedures
Step1 Warming up (Greet eachother)
1. look and read out the words of some food.(some pictures of the food)
2. Review yes/no questions.
3.Say some sentences about like I like ….. I don’t like ….. Mary likes ….. .She doesn’t like ….
Step2 Present
1.Show tsome time on Bb like this :At 8:00 a.m we eat _breakfast.
At 12:00 we eat lunch. At 5:00 we eat dinner .
Then teach beakfast ,lunch ,dinner. Make sure Ss can speak them fluently.
Step3 1a Looking and writing
.Lead Ss finish 1a,Section B. Then chek the answers and read loudly.
Check the answers: (from left to right)
breakfast 3 eggs, 4 apples, 7 bananas
lunch 9 carrots, 6 hamburgers, 8 orange,
dinner 10 chicken, 2 salad, 5 ice cream, 1 broccoli
Step4 1b Task 1 speak and write the more words (work in pairs)Please look at the chart. Can you give me examples of fruit and vegetable? Good. Now please work in pairs to list as many fruits and vegetables as you can in three minutes. Then I’ll ask some students to write your lists on the board and discuss them together. Teach the words :fruits , vegetables…
Sample list: Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, kiwifruit, mango, coconut
Vegetables: broccoli, carrots, eggplants, tomatoes, potatoes, cabbage, onion, cucumber….
Step5 Task2 Group work Write and speak like these: For breakfast,I like … and… . For lunch ,I like … and… . For dinner , I like … and… .
Step6 2a Listening and circling
Look at the words in 1a again and read them out. When you read each word, please point to its picture to make sure you have known its meaning. Then we’ll hear a conversation between Sandra and Tom. Listen carefully and circle the words you hear from 1a.Check the answers:roccoli, ice cream, banana, carrots, salad, apple, orange
Step6 2b Listening and filling
Here is a chart about food that Sandra and Tom like or doesn’t like. The boxes in column1 are for food the person likes. The boxes in column2 are for food the person doesn’t like. Listen to the recording again and write the food names in the chart..
Check the answers.
Step7 Speaking and Writing some words about Sandra an Tom
Sandra likes… and … . She doesn’t like … and ... .
Tom likes … and … . He doesn’t like … and … .
Step8 Task3 Looking and thinking 2 c
Lead Ss look and think 2b 1a,then Write S or T .
Lead Ss say or write some words about Sandra and Tom like this: For beakfast Sandra likes eggs, apples and bananas.
Ss finish ,For lunch ,______ likes _______ _______ ___and _____ .
For dinner ,______ likes ______ _______ ______ and _______ .
Step9 (Competition ) Exercise on the small blackbord (if the time is enough) in class.
1. She _____________ ( not like ) salad .
2. ______ you ______ ( like ) apples or oranges ?
3. He _______ ( eat ) lots of healthy food every day .
4. There _______ ( be ) some chicken on the table .
5. Mike’s brother _______ ( like ) ice cream .
6. ______ your father ______ ( like ) eggs for breakfast ?
7. They ____________ ( not like ) playing basketball .
8. There _____ ( be ) two tomatoes in the bag .
9. My mother _____ ( have ) supper at home every day .
10. Mr Green _____________ ( not have ) lunch every day
Step10 Homework
1.Write a passage ( for beakfast lunch or dinner) what you like
2.Find what yourmother or father likes … and doesn’t like… Write a passage about it
六、Blackbored Designs
Unit6 Do you like bananas?
( 1a,1b,2a,2b and 2c Section B)
breakfast 3 eggs, 4 apples, 7 bananas For breakfast I like… and….
lunch 9 carrots, 6 hamburgers, 8 orange For____ I like… and….
dinner 10 chicken, 2 salad, 5 ice cream, 1 broccoli ___ ____ I …..
Sample list: Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, mango....
Vegetables: broccoli, carrots, eggplants, tomatoes, potatoes, cabbage, onion…
Sandra likes… and …for breakfast . She doesn’t like … and ... for _______.
Tom likes … and … for ______. He doesn’t like … and … for ____.
教学反思：本节课为一节听说读写课，是本单元的第三课时，我以任务型教学法和学生为中心的教学理念为基础，设计了九个环节的教学过程，步骤及其任务的设置有梯度，难度层层深入，由词汇到句型，再由单句到文段学习。听说读写四级能力逐层加深，学生在学习的过程中，收获了快乐，同时还培养了他们听说读写的良好习惯和能力。本节课趣味性强，无论是学生的水平高低，都能够参与到课堂之中，并且都有所得。本节课达到了我的预期目标。在场的各位听课老师给出了很好的评价好。
不足之处：上课时间没安排好，复习热身时间多了些，以致写和读得时间相对少了点。
篇15：人教版八年级上册英语单词表(Unit6汉语默)
人教版八年级上册英语单词表(Unit6汉语默)
Unit6 Im going to study computer science.
1) ______________n.医生
2) ______________n.工程师
3) ______________n.小提琴手
4) ______________ n.飞行员
5) _____________ n.钢琴家
6) ____________ n.科学家
7) _____________ n.大学
8) _______________n.教育
9) _______________n.药，医学
10) _______________n.大学，高等学府
11) _______________n.文章，论文
12) _______________v.邮寄，发送
13) _______________v.长大 成长
14) _______________计算机管理员
15) _______________v.确信
16) _______________v.确保
17) _______________n.决心，决定
18) _______________adj.外国的
19) _______________v.能够
20) _______________v.讨论，商量
21) _______________n.承诺，诺言
22) _______________n.开头，开端
23) _______________v.改进，改善
24) _______________adj.身体的
25) _______________n.自我改进，自我提高
26) _______________n.业余爱好
27) _______________adj.自己的，本人的，拥有
28) _______________adj.个人的，私人的
29) _______________n.关系
30) _______________v.写下
31) _______________v.关于;与……有关系
32) _______________v.学着做;开始做
33) _______________v.同意
34) _______________能够做某事
篇16：unit 5 reading and grammar(人教版高三英语上册教案教学设计)
Period 2 Language Points & Grammar
By XiaoShan No.10 High School Han Miao
Teaching goals
1. Deal with the language points of this reading to help students understand the text better.
2. Try to understand and use the Object Complement.
Teaching important points
1. Try to master some important words and phrases. Eg. available, illegal, hand in hand, accuse of, take into consideration,…
2. let students understand the types of the Object Complement and use it.
Teaching difficult points
How to explain the Object Complement clearly to help students understand it.
Teaching methods
1. Question-and-answer method to go through with the language points and grammar.
2. Check their homework to make every student work in class.
Teaching aids
A computer
Teaching procedures & ways
Step I Greetings
Greet the students as usual.
Step II Language points
We have divided the text into three parts. Let’s check your homework part by part.
1) Part 1 Tick the right answers.
Advertising is a ( highly developed / high developed) industry. The development of media has gone (hand to hand / hand in hand) with its development. In order to influence the choices customers make, advertising tries to associate the product ( to / with) the customers’needs. As people see many ads every day, advertisers must work hard to get their message ( across / across to) .For that reason, companies spend ( large amounts of / large amount of) money employing advertisers who can produce
wonderful ads to(appeal to / appeal for) customers’emotions.While people (react to / react on) abvertisements in different ways. Some people think it useful and entertaining .( On the one hand / On the other hand), some accuse companies ( of / by) using ads to mislead us.
Explain some important points:
1. highly developed
2. hand in hand
3. get across
4. large amounts of
5. accuse sb. of sth.
2.) Part 2 Complete the following sentences with the proper form of the words. The first letter is given.
1. Ads help people in a v_______ of ways.
2. First of all, it can help consumers make right choices to choose among all the a_________ products.
3. There are many things we need to take into c___________ before we buy a new product.
4. Ads a_______ customers to compare prices and quality by explaining the new product to them.
5. A______ with the facts and figures given by advertising, customers are better able to deal with the product.
6. However, not all ads are used to p_______ a product or to increase a company’s profits
7. Many governments use ad campaigns to make people a______ of social problems and government policies.
Explain some important points:
1. a variety of
2. take into consideration
3. arm with
3. not all
3) . Part 3 Find out some mistakes in the following sentences, then correct them.
There are also some bad ads to use legal ways to mislead consumers. It is not always easy to spotting a bad ad. But there are a few things we can look out. First of all, we should always keep a eye out for “hidden information”. Then we should be careful of a trick used in so-called “bait-and-switch” ads. Good ads make it is possible for companies to introduce new products and increase sales. Advertisements should provide accurate information to help consumers to find the right product in the best price., We consumers should learn to analyse ads to protect ourselves from false advertisements and make ourselves to believe this product.
Explain some important points:
1. look out for sth
2. keep an eye out for
3. make it possible
Step III grammar
1. Let students analyse the structure of a sentence:
The ads make ourselves believe this product.
Believe is the Object Complement.
The Object Complement 是位于宾语之后，说明宾语的行为、身份、状态、特征的成分
2. Let students analyse the types of Object Complement by finish the sentences.
1. We call her Linda.(我们叫她琳达) → 名词2. The coat keeps us warm.( 大衣让我们保暖) → 形容词
3. He ordered them away. （他命令他们离开）→ 副词
4. Make yourselves at home. (请随便一点) → 介词短语
5. They wish you to go with them.(他们希望你和他们一起去) → 动词不定式6. I heard you singing.(我听到他正在唱歌) → 现在分词
7. Speak louder to make yourselves heard.(说大声一点，让他们听到你) → 过去分词
要点：
1． 动词不定式作宾补时要注意的地方。
2． 现在分词与动词不定式作宾补的区别。
3． 现在分词和过去分词作宾补的区别
3.Let students do some exercises about the Object Complement.
3. check their answers and explain them if necessary.
Step IV. Homework.
1.Finish the exercises on page 180-181
2.Preview Integrating Skills
2005.10.11
unit6 Reading 教案教学设计(人教版英语八年级)（共16篇）
