新课标八年级英语下册教案

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【导语】“creen”通过精心收集，向本站投稿了20篇新课标八年级英语下册教案，以下是小编为大家整理后的新课标八年级英语下册教案，希望对您有所帮助。

目录
第1篇：新课标八年级英语下册教案第2篇：新课标八年级英语下册教案第3篇：新课标八年级英语下册教案全册第4篇：Units15-26初二英语下册教案(新课标版八年级英语下册教案教学设计)第5篇：八年级英语下册全册教案人教版新目标 (新课标版英语八年级)第6篇：英语初二下学期考试(新课标版八年级英语下册教案教学设计)第7篇：新课标英语八年级上册教案第8篇：新课标八年级英语的教案第9篇：新课标英语八年级上册教案第10篇：新课标英语八年级上册教案第11篇：新目标英语八年级下册教案第12篇：新目标英语八年级下册教案第13篇：仁爱版英语八年级下册教案第14篇：八年级英语下册6-10单元教案第15篇：人教版八年级英语下册复习教案第16篇：人教版八年级英语下册复习教案第17篇：人教版八年级英语下册复习教案第18篇：仁爱版英语八年级下册教案第19篇：仁爱版英语八年级下册教案第20篇：新目标英语八年级下Unit 3-4教案-新课标[]

篇1：新课标八年级英语下册教案

一、指导思想

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

二、教材分析

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

三、学生基本情况分析

学生虽经一年的英语教学，对英语有了一定的领会，但在听说读写各个方面的基础仍有些薄弱，另外，学生在情感态度，学习策略方面还存在诸多需要进一步解决的问题。有的.同学不能明确学习英语的目的，没有真正认识到学习

英语的目的在于交流，有些同学在学习中缺乏小组合作意识，有些不敢开口，或者声音太小。通过初中一年的英语学习，很多学生已经能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题交换信息，总的来说，本班的英语具有挑战性，需要耗费不少的时间和精力。

四、目的要求

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

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

3、从学生实际出发，充分发挥学生的主体作用，进一步加强对学生的学法指导。

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

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

五、具体措施

1、在课堂和作业布置上体现知识的梯度，扩大照顾面。

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

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

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

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

6、通过听、说、读、写等形式，进行大量的语言操练和练习。

7、每天利用固定时间进行阅读训练，使学生能尽快掌握阅读技巧，培养阅读兴趣，从整体上提高学生掌握语言知识的能力。

8、以上几条，坚持每天落实，由组长负责，老师抽查，对于完成较好的组给予鼓励表扬。同时，对不同层次的学生要求也相应的不同，能让其渐渐对英语产生兴趣，慢慢加大要求。尤其是对后进生，每天的任务不是太重，及时完成就立即表扬。

六、教学中应注意的问题

1、在英语教学过程，应注意教养学生综合运用英语的能力。在培养学生阅读能力的同时，注意加强听、说技能的训练。能过听、说、读、写技能的综合训练，促进学生综合运用英语的能力。逐步具有运用英语进行交际的能力。

2、在设计教学活动的过程中，教师应考虑活动目标明确、简洁，活动形式避免单一，注意广度和深度。

3、活动资源的选择要适合学生，资源的利用要合理化。

篇2：新课标八年级英语下册教案

Unit 2 What’s the matter?

Teaching aims and demands

What’s the matter?

I have a headache.

You should drink some tea.

That sounds a like a good idea.

I have a sore back.

III. Teaching importance and diffculty:

Talk about your health.

Make suggestions.

IV. Teaching ways:

Revision, Learning, Practice and Reading.

V. Teaching tools:

Tape-recorder and Lattern.

V. Teaching time:

Six periods

VI. Teaching procedure:

Period 1

I. Teaching Aims and Demands

1. Knowledge Objects.

Body names.

Illness.

What’s the matter?

I have a cold.

2. Ability Objects.

Listening skill.

Recognizing skill.

3. Moral Objects.

Exercise every day and keep healthy and strong.

II. Teaching Importance and Difficulty

What’s the matter?

I have a cold.

III. Teaching Methods

Recognizing method.

Listening method.

Discover method.

Pairwork.

IV. Teaching Aids

A tape recorder.

A doll for teaching the names of the body.

A Projector.

V. Teaching Procedures

Step I Greet the class and check the homework.

Step II Section A 1a

Bring out a doll. Teach the words of body parts.

Read the words to students and ask them to repeat.

Now open your books and turn to page 7. Please look at the picture, I’ll ask a student to read the list of thirteen names of body parts.

Step III 1b

Act out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.

Step IV Pairwork

Teach students more words of illness. For example,

Have a cold have a fever

Headache stomachache

Headache toothache

Have a sore back have a sore throat

Step V An activity

Play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.

Step VI An activity

Now please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. Please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?

Step VII Homework

Write down the new words in your exercise book and read them for several times

Step VIII Blackboard Design

Unit 2 What’s the matter?

tooth ——teeth(pl.)

foot ——feet(pl.)

toothache

stom-ach-ache

eyes nose mouth ears

Period 2

I. Teaching Aims and Demands

1. Knowledge Objects

New words.

Some advice.

Grammar Focus.

2. Ability Objects

Listening skill.

Reading skill.

Writing skill.

Communicative competence.

3. Moral Object

To be a doctor and serve the people heart and soul.

II. Teaching Importance and Difficulty

What’s the matter?

I have a toothache.

Maybe you should see a dentist.

That’s a good idea.

III. Teaching Methods

Listening method.

Reading and writing methods.

Pairwork.

IV. Teaching Aids

A tpae recorder

A projector.

IV. Teaching Procedures

Step I Greet the class and check the homework.

Step II Show the new words on the screen.

Read the new words to students and ask them to repeat.

Step III 2a

Now open your books and turn to page 8.First read the eight items to students and ask them to repeat.

Toothache

Sore throat

Stomachache

Fever

Lie down and rest

Hot tea with honey

See a dentist

Drink lots of water

Step IV 2b

First look at the four pictures. Each picture illustrates of the conversations. Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.

Step V 2c Pairwork

First I’ll have two students read the dialogue in the box. OK. You two please.

Sa: What’s the matter?

Sb: I have a toothache.

Sa: Maybe you should see a dentist.

Sb: That’s a good idea.

Ask students to work in pairs.

Step VI Grammar Focus

I have a headache.

He has a stomachache.

She has a toothache.

You should go to bed.

He shouldn’t eat anything for 24 hours.

She should see a dentist.

Step VII Homework

This class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game.

Step VIII Blackboard Design

Unit 2 What’s the matter?

Problems Advice

Period 3

I. Teaching Aims and Demands

1. Knowledge Objects

Reading and writing materials.

Oral Practice.

2. Ability Objects

Reading skill.

Writhing skill.

Communicative competence.

3. Moral Object

Give good advice when someone needs your help.

II. Teaching Importance and Difficulty

Reading practice.

Oral practice.

III. Teaching Methods

Reading and writing methods.

Pairwork.

Groupwork.

IV. Teaching Aids

Workbook exercises.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II 3a

Now open your books at page 9.Now look at the conversation on the left.

A: What’s the matter?

B: I’m not feeling well. I have a 1 .

A:When did it start?

B: About 2 ago.

A: Oh, that’s too bad. You should 3 .

Step III 3b Pairwork

Now let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,

What’s the matter?

He has a toothache.

She has a sore throat.

He has a sore back.

She has a stomachache.

Step IV 4 Groupwork

First look at the dialogue on the left. Read it to the class.

What’s the matter?

Do you have a sore throat?

No, I don’t.

Do you have a sore throat?

No, I don’t.

Do you have a cold?

Yes, I do.

You should drink some hot tea.

Step V An Optional Activity

Write the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness.

Step VI Summary

This class we’ve learnt some advice and done some reading,

writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.

Step VII Homework

Finish off the exercises of workbook.

Step VIII Blackboard

Unit 2 What’s the matter?

What’s the matter?

He has a toothache.

… a sore back.

…a sore throat.

…a stomachache.

Period 4

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Reading practice.

Oral practice.

2. Ability Objects

Listening skill.

Reading skill.

Writhing skill.

Practice skill.

Communicative competence.

3. Moral Object

Ask for help when you have problem.

II. Teaching Importance and Difficulty

Key vocabulary.

Reading practice.

Oral practice.

III. Teaching Methods

Reading and writing methods.

Understanding method.

Pairwork.

Listening method.

IV. Teaching Aids

A tape recorder.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Section B 1a

Now open your books at page 10. First I’ll read the words to you.

Tired

Hungry

Thirsty

Stressed out

Step III 1b

Now read the four sentences after me.

Eat an apple.

Drink some water.

Listen to music.

Step IV 2a

First let students look at the chart. Then tell students they’ll listen to the recording. There are four conversations.

Write the problems in the blanks after each person’s name.

Play the recording the first time. Students only listen. Then play the recording a second time.

Step V 2b

Ask one or two to write their answers on the blackboard. Then correct the answers with the whole class.

Gina: should go to bed early

Shouldn’t go to the party tonight

Tony: should listen to music

Shouldn’t study

Alan: should eat an apple

Shouldn’t play soccer before dinner

Step VI 2c Pairwork

Ask two students to read the conversation in speech bubble.

What’s the matter with Gina?

She’s tired.

Well, she should go to bed early. She shouldn’t go to the party.

Step VII Homework

After class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?

Step VIII Blackboard Design

Unit 2 What’s the matter

Gina: should do …

Shouldn’t do …

Tony: …

Julie: …

Alan: …

Period 5

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Reading material.

Group work.

2. Ability Objects

Reading skill.

Writhing skill.

Communicative competence.

3. Moral Object

Great Chinese culture.

II. Teaching Importance and Difficulty

Key vocabulary.

Reading practice.

Writing exercise.

Groupwork.

III. Teaching Methods

Reading and writing methods.

Groupwork.

Communicative approach.

IV. Teaching Aids

A projector.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II New words

Open your books and turn to page 118. We’ll leant the new words of page 11.

Show a picture on the blackboard. Explain yin and yang in Chinese.

Step III 3a

Read the article to the class.

Now let students read the article and and underline each thing they should do.

Step IV 3b

Read the paragraph to the class, saying blank each time when come to a blankline.

Are you tired?

Eveyone gets tired sometimes. When you’re tired, you shouldn’t 1 . You should

2 for a few nights and you should 3 to stay healthy. You should also eat

4 and other healthy foods. You shouldn’t 5 when you are tired.

Step V 3c

First read the instructions.And then ask students to say some things to do when they have a cold.

Then ask some students to read their paragraphs to the class.

Step VI 4 Groupwork

Ask students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.

Step VII Homework

Now, Homework. Write down the sentences about when you’re tired in your exercise book.

Step VIII Blackboard Design

Unit 2 What’s the matter

Stuents’ names Best advice is Dr. Know.

Period 6

I. Teaching Aims and Demands

1. Knowledge Objects

Vocabulary in this unit.

Writing practice.

Just for Fun.

2. Ability Objects

Reading skill.

Writhing skill.

Communicative competence.

3. Moral Object

Give your help to who needs one.

II. Teaching Importance and Difficulty

Vocabulary in this unit.

Writing practice.

III. Teaching Methods

Reading and writing methods.

Self check method.

IV. Teaching Aids

A projector.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard.

Step III Self Check 1

First ask students to fill in the blanks with the word given. Then check the answers.

Then ask students to make their own sentences with the words.

Step IV 2

This is a letter from Sally. First I’ll read the letter to you.

This activity provides writing individually. Then ask some of them to read their advice to the class.

Step V Just for Fun!

Ask the students to repeat.

T: What’s the matter with the snowman, do you know?

S: He’s stressed out.

T: Why is he stressed out? Well, because of the sun. He’s melting.

T: Can the boy help him? What does he do?

S: Yes. He puts him into the fridge.

T: OH, great! You ‘re quite right. Is the snowman stressed out now?

S: No, he isn’t.

Step VI Workbook

Step VII Summary

新课标八年级英语下册教案

篇3：新课标八年级英语下册教案全册

新课标八年级英语下册教案全册1

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry

2) 能掌握以下句型：

① where did…?

② what did…?

③ how was…? / how were…?

④ did she/he…?

2. 情感态度价值观目标：

学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3)阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

ⅰ. warming- up and revision

1. daily greeting.

2. check the homework. let some ss report where did they go on vacation.

3. review the “复合不定代词”

4. review the “反身代词”

5. show a movie of paragliding.

ⅱ. writing

work on 1a:

1. point to the six words. delicious, expensive, exciting, cheap, terrible, boring

2. read the words and let ss read after the teacher.

3. point to the last picture and say: this is a cake. it’s delicious. then do the same thing for all six pictures.

4. let ss match each word with a picture. then check the answers with the students.

…

work on 1b:

1. explain the meaning of “ j words” and “ l words.”

2. let ss discuss the words they know and write them down on the line.

3. let some ss read out their words to the class. (or let some ss write their words on the blackboards.)

ⅲ. listening

work on 1c:

1. t: now let's work on 1c. first, let one student read the questions aloud. make sure all the ss know the meanings of the questions.

2. play the recording for the first time. ss only listen.

3. then play the recording for the second time. ss listen and answer the questions.

4. then play the recording for the third time for the ss to check the answers.

5. ss listen to the tape and circle the words and phrases they hear.

6. check the answers: (look at the big screen.)

work on 1d:

1. tell ss this time they have to write down what lisa said about her vacation, the people, the fun park, the food and the store.

2. then play the recording for the second time. ss listen and write down the words.

3. then play the recording for the third time for the ss to check the answers.

听力指导：在听时要抓重点内容。第一次听要求我们回答问题，因此在听的时候，应重点将与这些问题相关的内容方面的听清，其他作为非重点内容。另外，要注意要速记下重点内容。

在完成1d部分时要注意听的重点是放在lisa对这五个方面的事情所做评价，因此应听清楚那些形容词。

ⅳ. pair work

1. tell ss to ask and answer about lisa’s vacation. begin your questions with the following sentences. for example:

where did you go on vacation?

i went to new york city.

did you go with anyone?

yes, i did.

2. ss work in pairs and ask and answer about lisa’s vacations.

3. let some pairs come to the front and ask and answer in pairs.

ⅴ. discussion

1. tell ss to work in groups. discuss the questions together.

what do people usually do on vacation?

what activities do you find enjoyable?

2. give ss some possible answers:

people usually go to some places of interest for vacation.

i find fishing enjoyable.

3. ss discuss the two questions. write down their answers. let some group report their answers.

vi. reading

work on 2b:

1. t: now we’ll read jane’s diary entries about her vacation and answer the questions.

did jane have a good time on monday?

what about on tuesday?

2. ss read the diary quickly and find the answers to the questions.

3. check the answers with the ss.

work on 2c:

1. let some ss read jane’s diary entries again. fill in the chart.

2. let ss look at the chart first. then let them read and fill in the chart.

3. check the answers. (look at the big screen.)

work on 2d:

1. tell ss they should read the conversation about jane’s trip to penang again and use the information in the diary entries.

2. ss read the conversation about jane’s trip to penang first then try to fill in the blanks.

3. 方法指导：首先，应读通读整个对话一遍，理解对话的大意;然后，认真阅读有空格的上下句的内容，结合日记的内容，确定空格处的内容。最后，再通读一遍对话，综合日记的内容看每个空格处是否贴切。

3. ss read carefully and try to write down the words in the blanks.

4. check the answers with the class.

work on 2e:

1. 告诉学生们这篇日记是jane在七月十八日又一次参观了penang hill 后，所写的。读日记，并用括号中单词的正确形式填空。

2. 方法指导：首先，再次明确这是一篇日记，因此应用一般过去时态;然后，通读一遍日记的内容，了解大体内容;最后，综合每句的内容，用括号中动词的正确的形式填空。

3. ss read the diary and try to fill in the blanks.

4. check the answers. (look at the big screen)

5. 对动词一般过去时的规则形式与不规则形式，再复习一遍。

homework

用所给动词的适当形式填空。

my mother ______ (buy) a new schoolbag for me yesterday.

when _____ you _____ (start) to learn english?

my aunt ______ (take) us to dinner at a restaurant but the food _______ (is) not good at all.

when i _______ (am) in america, i _______ (make) a lot of new friends.

they _______ (have) a great sale last weekend.

板书设计：

section b1 1a-2e

words: decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry

① where did…?

② what did…?

③ how was…? / how were…?

④ did she/he…?

did jane have a good time on monday?

what about on tuesday?

新课标八年级英语下册教案全册2

一、教学目标：

1. 语言知识目标：

1) 复习询问或谈论假期去某地旅行的经历。

2) 能够综合运动词的一般过去时形式，并能正确填空。

3) 总结回顾动词过去式的规则变化不规则变化。

2. 情感态度价值观目标：

1) 学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。

2)通过谈论假期旅行的经历，明白在旅行时应注意保护环境。

二、教学重难点

1. 教学重点：

1) 能综合运用所的重难点词汇来完成相关任务。

2)能运用英语根据相关提示来记自己某次旅行的经历。

2. 教学难点：

能运用英语根据相关提示来记自己某次旅行的经历。

三、教学过程

ⅰ. warming- up and revision

1. let ss read the passage about jane’s vacation to malaysia. then fill in the blanks.

2. check the answers.

ⅱ. discussion

1. show some pictures of the some places of interest. tell ss the name of them.

e.g. the great wall, summer palace, tian’anmen square, a beijing hutong…

2. let ss discuss what they can do, eat, buy… in those places.

ⅲ. writing

1. tell ss they went to one of these places of interest last summer vacation. with the help of the words in the box, try to fill in the blanks of the diary.

2. let some ss read the words in the box.

3. ss read the diary and try to fill in the blanks with the words in the box.

2. 阅读指导:

首先，应阅读日记一遍，了解日记的大意。然后，细读每一句，根据上下文文意来确定每个空格处应填的词汇。比如：读第一行可知此处是填空记日记时的时间，空格后面有日期，因此空格处应填月份august。读第二句话，可知空格处应填写天气的词汇，故应选hot and sunny。其他类似。

3. ss read the passage then fill in the blanks with the words in the box.

4. check the answers.

ⅳ. practice

work on 3b:

1. let some ss read the questions aloud to the ss. make sure they know the meaning of the questions.

2. let ss work in pairs to ask and answer the questions. write their answers on a piece of paper.

3. get some pairs read out their answers.

4. check the verbs forms.

work on 3c:

1. tell ss to write a travel diary like jane’s on page 5. use your notes in 3b.

2. 写作指导：

本文为写日记，因此应用一般过去时态。应注意动词的过去式形式。

回顾一下在3b中所回答的问题的情况，然后将这些句子按恰当的逻辑顺序排列在一起，形成条理清晰的一段文字。

可以根据旅行的经历再添加一些恰当的想象的句子。

再次，阅读一遍短文，看有没有错误的句子。

3. ss write their diary by themselves. give any help they need.

4. let some ss read their diary to the class.

ⅴ. self check 1

1. 让学生们看自己的笔记，复习相关复合不定代词的用法。

2. let ss read the small conversation and choose the correct words in the box to fill in the blanks.

3. check the answers with the ss.

4. explain any problem that ss can’t understand.

ⅵ. self check 2

1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。

2. ss read the passage and fill in the blanks.

3. let some ss write their answers on the blackboard.

4. check answers with the ss.

5. explain any problem that ss can’t understand.

ⅶ. group work

1. tell ss what they should in this activity. imagine you are all foreigners on vacation in china. you meet each other at the airport on your way home. talk about what you did on your vacation.

2. ss work in groups of four and ask and answer about their vacations in china.

3. let some pairs act out their conversations in front of the class.

homework

1. review section b.

2. 阅读self check 2 的短文，并强化记忆所列举动词的一般过去式形式。

3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。

板书设计：

section b 2 3a-self check

3a: august, hot and sunny, a beijing hutong, beautiful, bought something special, it was interesting, beijing duck, delicious, tired

3b: where did you go? what food did you eat?

did you go with anyone? what did you like best?

how was the weather? did you dislike anything?

what did you do every day? how did you feel about the trip?

新课标八年级英语下册教案全册3

一、教学目标：

1. 语言知识目标：

1) 复习所学的重难点句型及句式结构。

2)总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。

3)练习运用所学的句型及句式结构。

2. 情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点

1. 教学重点：

1) 用所学的功能语言交流假期去了什么旅行。

2) 复习运用本课时出现的新词汇。

2. 教学难点：

1) 复合不定代词someone, anyone, something, anything等的用法。

2) 阅读填空能力的提高。

三、教学过程

ⅰ. warming- up and revision

1. free talk: ask ss the questions: where did you go on vacation?

ss try to answer the questions.

2. review the usage of “复合不定代词”

ⅱ. grammar focus.

1. 学生阅读grammar focus中的句子，然后做填空练习。

1. 你去了什么地方去度假?

______ ______ you go on ___________?

2. 我去了纽约市。

i _______ _______ new york city.

3. 你和什么人别一起去的吗?

______ ______ go out with ________?

4. 不，没有别人在这儿。每个人都在度假。

no. ____ ______ was here.

________ was on _________.

… (其余试题见课件部分)

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

ⅲ. try to find

新课标八年级英语下册教案全册

篇4：Units15-26初二英语下册教案(新课标版八年级英语下册教案教学设计)

Lesson 57

Step 1 Revision

1 Check the homework the students did during the winter vacation .

2 Have the students talk about their holidays using the language they know. Have them especially talk about the food they ate, even though there might not be an English word for some for some of the food.

Step 2 Presentation

Draw a picture of a cupboard with salt, pepper, oil, sugar, etc. On the Bb. Ask What’s in this cupboard? Then ask What is in your cupboard at home?

Draw a picture of a table. Ask What is on your table at home during dinner? Draw pictures or stick pictures, or use the colour pictures on page 1 of the SB to teach the new vocabulary for this lesson.

Step 4 Presentation

Present this dialogue:

A: I eat a lot of pork.

B: Oh, I don’t I eat a lot of chicken.

A: So do I. Explain that I eat a lot of chicken, too. Practise the dialogue with the students.

Step 5 Learn and discuss

SB Page 1, Part 2. Collect more food words and put them into the table on page 1. discuss the question with several students to give some examples. Then get the students to work in pairs. Call out some of them to demonstrate. Their conversations.

Step 6 Puzzle dialogues

SB page 1. Part 3. Pair work. Check the answers as a class. In small groups, have the students role-play as if they are at a dinner.

Homework

Have the students go home and make a list of some of the things in their kitchens. If the students live on campus, have them make a list of the things they can remember that are in their families’ kitchens.

Lesson 58

Sep 1 Revision

1 Revise the names of the food and tableware in SB Lesson 57.

2 Revise the dialogues from SB Part 3 and Wb Lesson 57, Ex. 3. Choose several groups to share their rol-plays.

Step 2 Presentation

Tell the students that this table shows Li Lei’s favourite meat, Jim’s favourite meat, Jim’s favourite vegetables and Ann’s favourite fruit. Say Li Lei likes pork better. He likes chicken best. Repeat for Jim an Ann. Then get students to listen and repeat the sentences. Ask Which does Ann like better, apples or oranges? Which does she like best? Students work in pairs asking and answering about their favourite foods.

Step 3 Reading

SB Page 2, Part2, Speech Cassette Lesson 58. Have the students look at the picture. Ask What kind of food do you see? What countries do these foods come from?

Ask What’s the most popular food in the world? The students scan the passage for the answer.

Play the tape as a model for the students to practice reading aloud.

Discuss the passage. Ask Do you Do you like fish / pizza / hamburgers? What’s your favourite Chinese food?

Step 4 Ask and answer

SB Page 2, Part 3. Ask the students the questions and help them answer I think pork/ rice is very popular in China. Do you agree? Explain to the student the difference between I don’t really agree and I really don’t agree. I don’t really agree means that you just disagree a little bit, but are open to hear the other person’s point of view, and that you may change your opinion. However, I really don’t agree means that you strongly disagree with the other person and nothing will change your mind.

Homework

Have the students review the new words for this lesson.

Lesson 59

Step 1 Revision

1 Write lists of meat, vegetables, fruit and others on the Bb. Ask Whose favourite food is chocolate? Etc. hands up! Students vote on their favourite kind of food.

2 Competition: Ask students to give an example of a verb, a noun, a pronoun, and adjective and an adverb. Then hold a competition. In small groups, the students see which group is the first to write down eight to ten verbs/ nouns/ adjectives/ pronouns/ adverbs. Check the answers.

Step 2 Study

SB Page 3, Part 1. Let the students read through the sentences in the first box carefully. Ask them if they can discover the common feature in the sentences. Point out that all these sentences contain a noun or pronoun denoting the doer and a verb. Do the same with the sentences in the rest of the boxes. Point out the different parts of the simple sentence.

Step 3 Presentation

Ask What does your mother/ father do at home? Do you help with the housework?

In small groups, have the students make a list of what their mothers/ fathers/ themselves do at home. As a class, discuss the answers.

Step 4 Read and discuss

SB Page 3, Part 2, Speech Cassette, Lesson 59. Tell the students to look at the first passage. Ask them to quickly skim the text and tell you the main idea. Play the tape and have the students repeat.

Tell the students to look at the second passage, Ask Who is the busiest in Indira’s family? Have the students scan the passage for the answer. Explain the use of either…or and neither… nor

Homework

Finish off any workbook exercises if needed. Review the five kinds of simple sentences.

Lesson 60

Step 1 Revision

1 Revise either…or…by saying, Either I’m at home, or I’m at school. Then ask, What two places are you at usually? Help the students to answer, Either I’m at _______ or I’m at _______. Now ask a second student about where the first student usually is, only use two different places.

2 Revise the food items in this unit.

Step 2 Presentation

In small groups role-play a parent and a son/ daughter who has a foreign friend over for dinner. Remind the students to use the phrases from SB Lesson 57, part 3. Get several of the groups to share their rope-play with the rest of the class.

Step 3 Read and act

SB Page 4., Part 1, Speech Cassette Lesson 60. Books closed! Ask What are they eating for dinner? Play the tape. Check the answer. Play the tape again, students listen and repeat.

Step 4 Listening

SB Page 4, Part 2. Listening Cassette Lesson 60.

Check the answers with the whole class.

Step 5 Read and act

SB Pages 4-5, Part 3. Speech cassette Lesson 60. Play the tape while students listen and repeat. Then in groups of three, have the students read and act out the dialogue. Choose several groups to perform their dialogue for the class.

Step 6 Writing

SB Page 5, Part 4. For example: China is very famous for its food in the world. There are many kinds of food in China. The north part of China is famous for its dumplings. There can be meat such as pork or beef or vegetables inside dumplings In the south part of China along the Changjiang River, people eat much fish. In Shanghai the food is sweet. But no matter where you are in China, the food is always delicious.

Step 7 Checkpoint

Go through Checkpoint 15 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes on pages 158-159 for Member of the sentence, Types of Sentences and Five Kinds of Simple Sentences.

Homework Finish off the workbook exercise.

Lesson 61

Step 1 Revision

Check homework Get the students to revise Wb Lesson 60, Ex. 4.

Step 2 Presentation

1 Draw a street plan on the Bb, showing different buildings. Add a church, library, café, men’s and ladies’ rooms and video shop. Revise Where’s the …? It’s next to / in front of / behind/ outside the …

3 Revise giving directions: Excuse me, is there a hospital near here? Walk along this road and take the first turning on the left. Teach the new words. Get students to ask and answer.

4 Give the street names. Say excuse me, where’s North street, please? Help the students to answer.

Step 3 Look and say

SB Page 6, Part 1. In pairs, have students look at the picture and ask and answer questions as in the presentation. Choose several pairs to share their answers.

Step 4 Read and act

SB Page 6, Part 2, Speech cassette Lesson 61. Books closed. Teach the new words. Point the differences between cross and across and crossing. Ask How do you get to the library? Tell the students to write down the directions as they hear them. Play the tape twice. Check the answer. Note the difference between the usage of reach, arrive and get to.

In pairs have the students read the dialogue. They should pay attention to their intonation as they are giving directions.

Step 5 Practice

SB Page 6, Part 3. ask a student to volunteer to help you model a dialogue. Then ask the student, How can I get to the church? Help the student to answer with the choices from the box, for example, Go along this road and take the second turning to the right. Walk across a bridge. Go on until you reach the end. You can’t miss it.

In pairs, have students make similar dialogues. Choose several pairs to share their answers with the class.

Homework

Finish off the workbook exercises.

Do Wb Lesson 61, Exx. 1 and 2 as written homework.

Lesson 62

Step 1 Revision

Review Lesson 61 by drawing a small, simple street plan of your town or city on the Bb, or by looking at the map on SB Lesson 61, Page 6. As you draw, ask Where’s the video shop? Get the students to say It’s next to the Ladies’ Room. Say, That’s right, it’s on the corner. Ask the students, What other places are on corners? Ask the students to give you directions to different places.

Step 2 Presentation

On the street play, draw three or four bus routes with different coloured chalk. The bus routes should go past the buildings on the street plan.

Present this dialogue:

A: Excuse me! Which is the way to the hospital?

B: Sorry, I don’t know. Ask the man over there. He may know.

A: Excuse me! Where’s the hospital, please?

C: It’s a long way. You’d better take a bus.

A: Which bus goes there?

C: The number 9. It’ll take about half an hour.

Explain the use of may in He may know.

Repeat, using different places and bus numbers. Get the students to play the part of B and C. Then they can practise in pairs or groups of three.

Step 4 Read and act.

SB Page 7, Part 2, Speech Cassette Lesson 62. Books closed! Ask Where is the woman going? What number bus do they catch? Play the tape for the students to find the answers.

Books open! Look at the pictures. Get the students to describe the two people. Play the tape again for the students to listen and repeat. Explain the new words and expressions.

Step 5 Practice

Get the students to act out the dialogue in groups of three. Divide the whole dialogue into two parts. Read and act out each part. Finally set some groups to act out the dialogue, performing all the actions. The actors should use their books for reference only. Let them look at each line before they say it-they should try to avoid reading each line directly.

Homework Finish off the workbook exercises.

Lesson 63

Step 1 Revision

Get the students to retell the story in Lesson 62 in pairs. Check some of the students.

Step 2 Read and think

SB Page 8, Part 1. Have the students look at the pictures. Choose student volunteers to read the dialogue in each of the pictures. See if the students can guess the meaning of the word cut. Ask the students if they can see the difference in the use of may in the second and third picture.

Step 3 Presentation

Tell the students I can’t find my pen. I know! It may be in my pocket! No, it may be on the floor! No, it isn’t. Continue with more It may …! No it isn’t. Then It may be in my desk! Oh yes, here it is! Repeat with other subjects in the room, and get the students to suggest where the object may be. Write may be and maybe on the Bb and tell the difference.

Step 4 Practice

1 SB Page 8, Part 2. Read through the example with the students. Teach geography, physics, history and key. Then let the students work in pairs.

2 If there is time, play the eraser game, but the student who has to find the eraser says It may be in …’s right hand. That student will answer No, it isn’t / Yes, it is.

Step 5 Presentation Draw a picture of Jim on the Bb. Perform this dialogue with him.

T: Jim, what are you going to do when you are older?

J: I’m not sure. May be sell computers.

Repeat for Lucy. Say the sentences again. Get the students to listen and repeat. Teach the meaning of I’m not sure. Ask some students What are you going to do when you are older? Help them to answer. Then students ask and answer in pairs.

Step 6 Ask and answer

SB Page 8, part 3. Read through the dialogues with the students. Then let the students work in pairs. At the end of the exercise, ask some students What are you going to do tonight, etc…?

Homework

Finish off the workbook exercises.

Do Wb Lesson 53, Ex. 2 as written work.

Lesson 64

Step 1 Revision

Revise I can’t find my …! It may be … Send two students out of the room. Hid A’s pen. Call A and B back into the room. Tell B to make suggestions like this:

A: I can’t find my pen!

B: It may be on the floor.

A: No, it isn’t.

B: It may be in your desk.

Repeat with another pair of students.

Step 2 Listening

SB Page 9, Part `, Listening Cassette Lesson 64.

Do Wb Lesson 64, Ex.1 as the students listen to the tape. Your may need to play the tape more than once.

Check the answers with the class.

Step 3 Presentation

Spelling game. Play this game in small groups. Give an example with the whole class first.

A: How do you spell “hospital”, B?

B: I’m not sure. C may know.

C: H-o-s-p-I-t-a-l. How do you spell “cinema” D?

D: I’m not sure. A may know. Etc.

Step 4 Practice

SB Page 9, part 2. Go through the dialogues with the students. The students work in pairs asking and answering.

Do Wb Lesson 64, Ex. 2.

Step 5 Read and draw

SB Page 9, Part 3. Go through the dialogue with the whole class. Draw a map showing where B’s home is on the Bb. Then the students practise in pairs. One of the students has to give directions and draw a little map. The students may change the dialogue to fit their real-life home. Then the students change roles. Ask some pairs to act out their dialogues.

Step 6 Writing

SB Page 9, Part 4. In small groups, have the students write a dialogue about how to get somewhere that is on the map on Page 6. Make sure the students write a dialogue where everyone in the groups to share their dialogue with the class.

Step 7 Reading

SB Pages 9- 10, Part 5, Speech Cassette Lesson 64. This part is optional. Books closed! Ask Why did Mrs Lee have to return to the restaurant? Play the tape and check the answer and have the students listen and repeat.

Step 8 Checkpoint 16

Go through Checkpoint 16 in the usual way. Discuss any problems that the students raise.

Homework

Finish of the Wb exercises.

Lesson 65

Step 1 Revision

1 Ask directions to different places in your town.

2. Check homework: Wb Lesson 64, Ex. 5. Call out several students to show their maps and read aloud the instructions for their guests to find their homes.

Step 2 Presentation

Draw a road on the Bb. Say Joan wants to cross the road. First, se must stop. Then she must look carefully. Then she can cross the road. But she must walk across the road. But she must walk across the road. She mustn’t run! Perform actions for each sentence. Say the sentences again and get the students to listen and repeat. Explain that must is used when we tell someone what to do. Get the students to tell you how Ann should cross the road.

Step 3Read and act.

SB page 11, Part 1, Speech Cassette Lesson 65. Talk about the picture: Who can you see? What does Kate want to do? What is Jim saying to her? Etc. Play the tape the students to listen and repeat. Then students practice the dialogue in pairs. Get some pairs to act it out. Using appropriate.

Step 4 Read and say

SB Page 11, Part 2, Speech Cassette Lesson 65. Students read the instructions Then ask What must you do when the lights are green /red? Explain when as a conjunction. Give further examples of duties, e.g. When the telephone rings, I must answer it. When I get up, I must wash my face. Give some half-sentences for the students to finish.

Now take the students’ sentences and switch them around, making the subordinating clause the second clause in the sentence, e.g. I must wash my face, when I get up. It is important to show the students that unlike in Chinese, the when clause ma come second in an English sentence.

Step 5 Presentation

SB Page 11, Part 3. Introduce the word if by saying If it rains tomorrow, I will be unhappy. If it is sunny tomorrow, I will be happy. Get the students to guess the meaning of if. Tell the students that if is usually used with the Simple Present Tense even when the main clause is in the Future tense. Get them to make sentences about the weather in the same way. Some of the answers may be used more than once.

Step 6.Workbook

Wb Lesson 65, Exx.1 and 2 can be done orally in class. Ask individual students to volunteer reading the sentences to the rest of the class in Ex. 2 and translate them into Chinese. For Ex.3, have the students either work in pairs or in small groups to discuss the pictures.

Homework

Have students write a few sentences giving advice to friend. They must use the words must and mustn’t.

Write down the sentences in the exercise book for Wb Lesson 65, Ex. 3

Lesson 66

Step 1 Revision

Revise Lesson 65. Give the students an example of a school rule, e.g. You must do eye exercises every day/ wear your school uniform. Get students to use must and must not to give some school rules. Write them on the Bb.

Step 2 Presentation

Present the two dialogues:

1 A: If the weather is fine on Sunday, I will go for a walk.

B: Are you sure?

A: Yes.

2 A: If the weather is fine / hot on Sunday, I may go for a walk.

B: Are you sure?

A: No, I’m not sure.

Explain in Chinese that if sentences with will are used for definite plans or results, but sentences with may are for plans or results that are not definite.

Step 3 Presentation

Before you start this presentation, take two students aside and tell them to jump the queue. Tell five other students to line up. As they are lining up, the two students will probably get a little upset because the two students jumped the queue. Say Look at the 2 students.. They jumped the queue and the other students are not pleased with them.

Step 4 Reading

SB Page 12, Part 2, Speech cassette Lesson 66. Ask Was the queue jumper really a queue jumper? Let the students scan the passage quickly to find the answer. Then read it more slowly. Explain the new words and expressions in the text. Then play the tape as a model for the students to practice reading aloud. Ask the students When the woman says, “If I get there early, I can see the doctor quickly,” is she sure or not sure?

Step 5 Workbook

Wb Lesson 66, Exx. 2 and 3. For Ex. 2, have the students work individually to fill in the blanks. Check their answers with the whole class. If time permits, get some of them to retell the story. Ex. 3 can be done orally in class.

Homework

Finish off the workbook exercises.

Lesson 67

Step 1 Revision

Get the students to retell the story “The queue jumper.”

Step 2 presentation

In small groups, have the students discuss the following question. Ask What must you do when you are sick? Have the students make a list of the things they must do, i.e., drink lots of water, see a doctor, etc. As a class discuss the answers.

Step 3 Read and act

1 SB page 13, Part 1, Speech cassette Lesson 67. Books closed! Ask What’s wrong with Kate? Play the tape for the students to find the answer. Books open! Play the tape again. Students listen and repeat. Ask Why does Kate feel better? Expain the sentence You mustn’t eat anything until you see the doctor by translation.

2 Get some pairs to act out the dialogue. See who can do it without books.. Students may change the names of the characters to their own if they wish.

3 Do Wb Lesson 67, Ex. 1.

Step 4 Learn

SB Page 13, Part. Read over the sentences with the students. Have the students guess the similarities between them. Explain that when, if, after and before are used as subordinating conjunctions. The clause that follows a subordinating conjunction, is not a complete sentence.

Step 5 Practice

SB Page 12, part3. have the students finish the sentences individually. Then have the students share their answers with the class.

Step 6 Workbook

Wb Lesson 67, Ex. 3 Get the students to work together in pairs.

Homework

Revise the use of if, when before and after in subordinating clauses.

Write the complete sentences down in the exercise book for Wb Lesson 67, Ex. 3

Lesson 68

Step 1 Revision

1 Check homework.

2 Revise Lesson 67 by asking several more students to share their answers from part 3.

Step 2 Listening

SB Page 14, Part 1, Listening Cassette Lesson 68. Wb Lesson 68, Ex. 2. Ask the students to raise their hands as soon as they hear a mistake. You may need to play the tape two or three time for everyone to hear the mistakes.

Check the answers with the class.

Step 3 Presentation

Teach a song that is very energetic. If it has motions, that is better. You need something to get the students a little noisy. When they are a little too loud say, YOuo must stop making so much noise!

Step 4 Read and answer

SB Page 14, Part 2, Speech Cassette Lesson 68. Give the students 3 minutes to skim the passage for the main idea. Check the answer. Teach the new words and expressions change, bell, arrive, surprise, police, enjoy oneself and themselves by having the students guess the words from the context. Play the tape for the students to listen and repeat. Ask the class as a whole the questions orally. If the students think the answer is right they should put their thumb up. If they think the answer is wrong, they should put their thumb down.

Step 5 Writing

Sb Page 15, Part 3. This Part is optional. Have the students work in pairs to fill in the blanks. Then you may want to assign the writing part as homework if time is not enough.

Step 6 Checkpoint 17

Go through Checkpoint 17 in the usual way. Go over the grammar notes on Types of Sentences and the Adverbial Clause on pages 159-160 of the SB. Practise the “useful expressions”. Explain any problems the students raise.

Homework

Finish off the workbook exercise.

Write Ex. 7 down in the exercise book.

Lesson 69

Step 1 Revision

1 Go over the homework.

2 Revise the parts of the body: eyes, ears, mouth, head, back, arm, foot, leg, etc.

Step 2 Presentation

Present this dialogue

A: I don’t feel very well.

B: Oh dear! What’s the trouble?

A: I’ve got a headache.

B: Oh, you’d better stay in bed.

See if the students can guess the meaning of trouble. Get the students to listen and repeat. Divide the class into two halves to practice the dialogue. Make sure the students use gestures. Change the dialogue to I’ve caught a cold and practice again.

Let the students practice the dialogues in pairs.

Step 3 Read and act

SB Page 16, Part 1, Speech Cassette Lesson 69. Play tape and have the students listen and repeat, paying careful attention to the intonation. Teach the word the terrible.

Step 4 Puzzle dialogue

SB Page 16,. Part 2. Teach the meaning of serious. Divide the students into groups of three. Have them fill in the blanks with the correct answers. Then get the students to role-play the dialogue. They may change the dialogue to create a new situation at the doctor’s if they wish.

Step 5 Look, say and write

SB Page 16, part 3. Get students to work pairs. Check the answers as a class.

Homework

Finish off the workbook exercises.

Write down Ex. 3 in the exercise book.

Lesson 70

Step 1 Revision

1 Check the homework. Get some students to read aloud their notes asking for sick leave.

2 Revise the dialogue from SB Page 16, part 2. Get several small groups to act it out for the class.

Step 2 Presentation

Have the students look at the picture on SB Page 17. Ask What is the boy doing ? What do you think he is dreaming about? Say I had the worst dream last night. I was running and running but I couldn’t wake up. Finally I woke up and stopped dreaming. Then I went back to sleep, but as soon as I fell asleep again, I started dreaming that I was running and running again. Today I’m very tired. Write on the Bb the new words. Say fast asleep is an idiom.

Step 4 Reading

SB Page 17, Part 2, Speech Cassette Lesson 70. Ask Did Roy finally get a good night sleep? Books closed! Play the tape and students listen for the answer. Books open. Play the tape again and have students read the text along with the tape. Teach the words and phrases.

Step 4 Practice

Do Wb Lesson 70, Ex. 1 and 2

In pairs ask the students to write down a dream they have had using at least three of the new vocabulary words and phrases. In small groups, have the students read their dreams to each other.

Homework

Finish off the workbook exercises.

Review the new vocabulary and phrase.

Lesson 71

Step 1 Revision

1 Revise the new vocabulary by asking the students to share the dreams they wrote down.

2 Revise the text in Lesson 70 by asking the students to tell what kind of dreams Roy had and what he dreamt of after he listened to music.

Step 2 Presentation

Say I like to eat chocolate. It tastes delicious, but I mustn’t eat too much, or I’ll become too heavy. Ask What do you like to eat that tastes delicious? Write the suggestions on the Bb. Ask Which foods mustn’t you eat too much of?

Check these.

Step 3 Practice

SB Page 18, Part 1, Speech Cassette Lesson 71. Books closed ! Ask How much chocolate can the wife eat? Play the tape and check the answer. Books open. Divide the class into two groups –boys and girls. The boys read the man’s part and the girls read the woman’s part.

Step 4 Look, match and read

SB Lesson 71m Page 18, Part 2. Read through the sentences with the students. Point out the linking verbs be, taste, seem, feel and smell which are followed by adjectives. Describe the new words angry, hard and smell with gestures. In pairs, get the students to match the sentences with the pictures.

Step 5 presentation

Ask What do you want to become when you grow up? Teach become. Write the following on the Bb: I want to become a … when I grow up.. Have the students tell their partners what they want to be.

Step 6 Reading

SB Page 18, Part 3, Speech Cassette Lesson 71. Before reading about Florence Nightingale ask the students to skim the reading and look for the main idea. Teach rich. Now have the students scan the reading about Henry Norman Bethune for the answer to the following questions, Where was Dr. Bethune born? And Why did he become very popular in China? Tell them to read more about Florence Nightingale and Dr Henry Norman Bethune in the notes on SB Page 137.

Get the students to practice reading the passages aloud to their partners.

Homework Finish off the workbook exercises. Write Ex. 1 in the exercise book.

Lesson 72

Step 1 Revision

1 Check the homework.

2 Revise the linking verbs in SB Lesson 71 by asking students to make sentences with them.

3 Revise Part 3 in SB Lesson 71 by asking students to say something about Florence Nightingale and Dr Bethune.

Step 2 Listening

SB Page 19, Part 1, Listening Cassette Lesson 72. Wb Lesson 72m Ex 1. Books closed! Say Mr Brown’s head hurts. Ask What part of his head hurts? Play the tape for the students to answer the question.

Then read through the questions in Wb Ex. 1 Make sure the students understand them. Play the tape once or twice for the students to find the answer.

Let the students discuss their answers in pairs. Finally check the answers with whole class.

Step 3 Practice

SB Page 19, Part 2. Teach the word instead. In pairs, have the students match the sentences. Walk around and give help where needed. Ask several pairs to share their answers with the whole class.

Step 4 Read and answer

1 SB Page 19-20, Part 3, Speech Cassette Lesson 72. Say to the students, Look at the picture. What can you see? What’s happening? Now read the dialogue quickly and find the answer to this question: What’s wrong with Mrs Brown? Let the students find the answer.

2 Teach the words and phrases instead of, enough, and thin. Tell the students to read the dialogue more carefully. Get them to discuss the questions after reading the story in pairs,

3 Play the tape for the students to listen and repeat. Then let the students practice the dialogue in pairs in the usual way.

Step 5 Writing

SB Page 20, Part 4. Students work individually to write the letter to their penfriend.

Step 6 Checkpoint 18

Go through Checkpoint 18. Give the students extra practice when necessary: You can revise the dialogue from earlier lessons.

Spend time on the “useful expressions.” Revise the new vocabulary in the unit.

Homework

Finish off the Wb exercises.

Unit 19 A visit to island

Lesson 73

Step 1 revision

1. Check homework

3 Get some students to retell the story about Mrs Brown SB Lessson 72.

Step 2 read and act

SB Page 21 Part 1, Speech Cassette Lesson 73. Books closed! Play the tape. Ask where are Bruce and Bill going to meet? When are they going to meet? Check the answers Play the tape again. Students listen and repeat. Then books open.

Practise the dialogue with the students. Let the students work in pairs. Get some pairs to act out the dialogue, without books if possible.

Step3 Presentation

1. talk about the picture on SB Page 21. Get the students to give us much information as they can: ask: How many islands can you see? Which is near? Which is farther/ the farthest? Where are the children? What are they doing? ect. Note the spelling of island. Let the students practice the pronunciation before they see the spelling. When you write the word on the SB, explain that the letter “s” is silent.

2. Ask three students (A, B and C) to come to the front and to stand one next to each other, close to you, like this: T_______A_______B_____C Say C is near. B is nearer than C, but A is the nearest. Repeat, then students listen and repeat. Then get the three students listen and repeat. Then get the three students to move away from you : T______________A______B______C Say A is far. B is farther than A, but C is the farthest. Get the students to listen and repeat. Ask students questions: Who is nearer, A or B? Who is farther/the farthest? etc.

Step 4 Read and act

SB Page 21 Part2, Speech Cassette, Lesson 73. Books closed! Ask Which island will they go to? Play the tape for the students to find the answer. Books open . Play the tae again for the students to listen and repeat. Then practice the dialogue in pairs. Ask some pairs to act it out.

Step 5 Workbook

Ex.2 should be done orally in small groups.

Lesson 74.

Step 1 revision

1. Check the homework.

2. Revise far/ farther/ farthest by asking about objects around the room. For example ask Which is farther from me, the door or the window? You may also ask students how far they can jump. Then make comparisons by asking Who jumps farther, A or B? who jumps farthest, A,B or C?

Step 2 Pre-read

SB Page 22, Part1. turn out the lights in the classroom. Then have the students close their eyes. Tell the students You are going to make a picture in your mind. Think that you are on an island with many trees. The wind is blowing and you hear the sea hit the beach. It smells funny and you hear strange noises. You are all alone. Give the students a few minutes of silence to thoroughly imagine themselves on the island. Now ask them to open their eyes and with their partners, discuss the questions. Then call out some students to give their answers.

Step 3 Presentation

1. Draw a house on the Bb and teach this dialogue:

A: Is there anybody in the house?

B: Yes, I think there’s somebody in it.

C: No. I don’t think there’s anybody in it/ There is nobody in it.

Drill the dialogue using in the room/building/village/boat/or on the island, etc.

Then show the students a handbag or a box and teach this dialogue:

A: Is there anything in this bag?

B: I don’t think there’s anything in it.

C: I think there is something in it.

Open your bag and tell the students if there is anything in it.

Say: Yes, there’s something in it. Or there is nothing in it.

Explain the use of anything, anybody, something, somebody, nothing and nobody.

2. Now draw a picture of children pulling a boat up from the water on the Bb. Then tell the story in SB Page 22. Explain the new words by gesture or facial expression, eg. happily, lots of and cry.

Step4 Reading

SB Page 22, Part2, Speech Cassette Lesson 74. Ask What do the children do on the island? Let the student scan the passage again more slowly. Ask the questions in WB L74, Ex1,and get the students to guess what happened to the children’s picnic. Reming the students of the use of negative questions when expresses pleasure in the same way. Tell them the meaning of all by ourselves, perhaps, no longer and get back. Now play the tape for the students to practice reading aloud

Step5 Practice

Divide the class into groups of six. One of them plays the part of a narrator. The others play Lucy, Jim, Kate, Bruce and Ah Fang. Read the text aloud. Change the roles. Act out the conversation. Ask one or two to give their performance in front of the class.

Step6 Workbook

Lesson 75

Step 1 Revision

Get the students to retell the story from SB page 22, Part 2, L74. If your students have difficulty, you may ask questions about the story to help them.

Step2 Presentation

Revise the parts of the face. Teach the students these sentences, performing appropriate actions: I see with my eyes. I hear with my mouth. Get some students to act them out.

Step3 Ask and answer

Page 23, Part 1, Speech Cassette L75. Books closed! Ask what or who are on the island with the children? Play the tape and check the answer. Books open. Play the tape again and students listen and repeat. Point out the use of something, somebody, anything, and nobody, which corresponds to some, any, and no. We often use any, anything, and nobody in questions, e.g. Is there anybody on the island? Can’t you hear anything? We also use them in negative sentences, e.g. I can’t hear anything. Some, something and somebody are usually used in statements. In pairs have students substitute the answers in the box to make new dialogues. Ask several pairs to share their new dialogue. Do Wb Lessson 75, Ex.1

Step 4 Puzzle dialogues

Sb Page 23, Part2. Read through the parts of the dialogues with the students. Explain too---to--- and everybody. Then get the students to work in pairs making sentences.

Step5 Read and say

SB Page 23, Part 3, Speech Cassette Lesson 75. Have the students cover up the dialogue with their hand. Then have them describe the picture to you. For example, The mom/sister is talking on the telephone. The boy is working/playing on the computer. The girls/twins are playing on the floor with a truck. There is a plant in the room, etc. Play the tape and get the students to read and repeat. Then ask the students to practice the dialogue in pairs.

Step 6 workbook

Lesson 76

Step 1 revision

Get the students to retell the story in this unit. To help them with the reading, show the pictures in each lesson or ask questions.

Step 2 Presentation

Ask what did the children lose on the island? If it wasn’t mentioned in the retelling of the story. Ask Do you think the children will get the picnic basket back? If the students answers Yes, have him or her tell why they think that. The same goes for the students who answers No.

Step3 reading

SB Page 24 Part1, Speech Cassette Lesson 76. Tell the students to look at the pictures. Ask the students again, Do you think the children will get the picnic basket back? Who has the basket? How did the children get the basket back? Ask Where is the boat? Have students scan the passage for the answer. Play the tape for the students to listen and repeat. Teach as and eat up.

Step 4 Listening

SB Page 24 Part 2, Listening Cassette Lesson 76. Wb Lesson 76, Ex 2.

Step 5 Listen, write and draw

SB Pages 24-25, part 3. Before you read the text for the students, explain to them that you are going to read something to them and they need to follow the directions. You may need to read two or three times.

Step 6 Writing

Part 4. this part is optional. In small groups, have students write a report about their last school trip. Remember to tell the students that everyone must contribute to the report. Ask a group to read their report.

Step 7 rhyme

Part 5 Play the tape and let the students listen and repeat.

Step 8 Checkpoint 19

Go through Checkpoint 19 in the usual way.

Step 9 Workbook

Unit 20 Mainly revision

Lesson 77

Step 1 Revision

Check the homework

Step 2 Presentation

Say I just got a computer, but I don’t know how to use it yet. I’ll have to learn how to use it by myself. Ask How many of you have a computer? How did you learn how to use it? Write the following dialogue on the Bb:

A: I just got a computer, but I don’t know how to use it yet.

B: Who is going to teach you, your parents?

A: No, they don’t know anything about computers.

B: Oh, neither do mine.

A: I’ll have to learn by myself.

Get the students to guess the meaning of yet and by myself. In pairs have the students practice the dialogue.

Step 3 Read and act

SB Page 26, Part 1, Speech cassette Lesson 77. Section A. Play the tape and have the students read and listen. Ask What does Han Mei’s cousin do? Check the answer. Play the tape again and have students repeat.

Section B. Ask What do you have to do at home/ Do you have some kind of work to do to help your family? Play the tape while students read and listen. Ask Why did Paul have to take care of himself and his little brother? Check the answer. Play the tape again and have student practice both dialogues. Allow them to change the dialogue to fit a situation they might have at home. Ask several pairs to act out their dialogues.

Step 4 Write

SB Page 26, Part. Get the students to guess them meaning of sad. Have the students make a list of things that make them happy and 5 things that make them sad. Then have a class scramble where the students walk around the class and ask at least three other people what makes them sad and happy. As a class ask the students to share what they have discovered.

Homework

Finish off the workbook exercises.

Do Wb Lesson 77, Ex. 1 in the exercise book.

Lesson 78

Step 1 Revision

Check the homework

Revise the family relationships of aunt, uncle and cousin, etc.

Step 2 Presentation

Books closed! Show the students how to begin writing a diary. On the Bb draw a rectangle that represents a page from a diary. Place the date and day on the top left hand side, and the weather on the right hand side. Now give the students a few minutes to do the same on a piece of paper. Now have the students write something in their diary. They should write in English. They may use their dictionaries if necessary. However, encourage the students to use the language they know.

Step 3 Reading

SB page 27, Part 2, Speech Cassette Lesson 78. Ask What’s the main idea of the diary? Give the students about three minutes to skim the test for the main idea of the reading. Check the answer. Teach the new words. Play the tape while the students read along silently. Play the tape again and get the students to repeat.

Step 5 Read and act

Get the class to read the dialogue in pairs.

Huang: Grandma is sick. I have to take her to hospital. But my baby …/ I can’t leave her by herself. What can I do?

Ling: I don’t have any lessons this afternoon. I can look after her for you.

Huang: Oh that’s great! Thanks so much, Xiao Feng.

Call out several pairs to act out the dialogue.

Step 6 Practice

In pairs, have the students retell the story. Then ask them to tell their own story of what in waas like to watch a younger child, or play with a younger child, if possible.

Homework

Finish off the workbook exercises.

Revise the new vocabulary.

Write a diary as Wb Lesson 78, Ex. 3 requires.

Lesson 79

Check the homework. Get some students to answer the questions about Ling Feng’s diary. Then ask some students to retell the story.

Step 2 Presentation

Revise dates and months. Say It’ll be July soon. We’ll have the exams. After we finish the exams, we’ll have our summer holidays. Ask the class What are you going to do in your summer holidays? Then you may say what you are going to do, e.g. I’ll go to my hometown. I’ll visit my uncle and aunt there. And I’ll also go to visit a few cities-places of interest in China. Then ask the students Where shall I go for my holiday? What other places shall I go to see?

Step 3 Read and act

SB Page 28, Part 1, Speech Cassette Lesson 79. Let the students listen to the tape to find the answers these questions: What cities is Emma going to visit in her summer holidays? What will Hu Xin do? Check the answers. Have the students guess the meaning of the new word wonderful. The listen to the tape again and repeat after it. Get the students to read the dialogue in pairs. Call out several pairs to act out the dialogue.

Step 4 Write

SSB Page 28, Part 3. Have the students individually make two lists. One a can do list, and the other a can’t do list. Then have the students talk about their lists in pairs. As a class, take a poll and see how many students can do something and can’t do something.

Homework

Write Wb Lesson 79, ex 3 in the exercise book.

Lesson 80

Step 1 Revision

Check the homework.

Get several pairs to tell their stories from Wb Lesson 79, Ex 3.

Step 2 Study and match

SB Page 29, Part 1. Go through each of the sentences carefully and point out every part of the sentences. Give more examples when necessary. Note that S stands for the subject, V for the Verb, O for the object and P for the predicative. In pairs ask the students to match the kinds of sentence patterns with the sentences, Check the answers with the whole class.

Step 3 Listening

SB Page 29, Part2. Listening cassette Lesson 80. Play the tape. Then look at the questions in Wb Lesson 80, Ex. 1. see how many of the question s the students can answer orally. If the students can answer all of he question go on, if not, play the tape again while the students are looking at the questions.

Step 4 Writing

SB Page 29-30, Part 4. In groups of four, have the students fill in the blanks with the correct words. Check the answers as a class. Then have the students practice the dialogue. Encourage the students who are playing the part of the teacher to use intonation and body language that show anger. Ask several groups to act out the dialogue for the class.

Step 6 Read and answer

SB Page 30, Part 5, Speech Cassette Lesson 80. Let the students scan the passage quickly to find the answer to the question why did the monkey laugh in the end of the story? Check the answer. Books closed. Play the tape for the students to listen to the story. Write down the new words on the Bb. Get the students to guess the meaning of these words form the context of the story. Play the tape again for the students to practice reading aloud. If there is time, ask students to role-play the story.

Homework

Finish off the workbook exercises.

Write Wb Lesson 80, Ex. 7 in the exercise book.

Lesson 81

Step 1 Revision

Check the homework

Step 2 Presentation

A: I just got a computer, but I don’t know how to use it yet.

B: Who is going to teach you, your parents?

A: No, they don’t know anything about computers.

B: Oh, neither do mine.

A: I’ll have to learn by myself.

Get the students to guess the meaning of yet and by myself. In pairs have the students practice the dialogue.

Step 3 Read and act

Step 4 Write

Homework

Finish off the workbook exercises.

Do Wb Lesson 77, Ex. 1 in the exercise book.

Lesson 82

Step 1 Revision

Check the homework

Revise the family relationships of aunt, uncle and cousin, etc.

Step 2 Presentation

Step 3 Reading

Step 5 Read and act

Get the class to read the dialogue in pairs.

Huang: Grandma is sick. I have to take her to hospital. But my baby …/ I can’t leave her by herself. What can I do?

Ling: I don’t have any lessons this afternoon. I can look after her for you.

Huang: Oh that’s great! Thanks so much, Xiao Feng.

Call out several pairs to act out the dialogue.

Step 6 Practice

In pairs, have the students retell the story. Then ask them to tell their own story of what in waas like to watch a younger child, or play with a younger child, if possible.

Homework

Finish off the workbook exercises.

Revise the new vocabulary.

Write a diary as Wb Lesson 78, Ex. 3 requires.

Lesson 83

Check the homework. Get some students to answer the questions about Ling Feng’s diary. Then ask some students to retell the story.

Step 2 Presentation

Step 3 Read and act

Step 4 Write

Homework

Write Wb Lesson 79, ex 3 in the exercise book.

Lesson 84

Step 1 Revision

Check the homework.

Get several pairs to tell their stories from Wb Lesson 79, Ex 3.

Step 2 Study and match

Step 3 Listening

Step 4 Writing

Step 6 Read and answer

Homework

Finish off the workbook exercises.

Write Wb Lesson 80, Ex. 7 in the exercise book.

Unit 22

Lesson 85

Step 1 revision

2. Check homework

4 Get some students to retell the story about Mrs Brown SB Lessson 72.

Step 2 read and act

Practise the dialogue with the students. Let the students work in pairs. Get some pairs to act out the dialogue, without books if possible.

Step3 Presentation

3. talk about the picture on SB Page 21. Get the students to give us much information as they can: ask: How many islands can you see? Which is near? Which is farther/ the farthest? Where are the children? What are they doing? ect. Note the spelling of island. Let the students practice the pronunciation before they see the spelling. When you write the word on the SB, explain that the letter “s” is silent.

4. Ask three students (A, B and C) to come to the front and to stand one next to each other, close to you, like this: T_______A_______B_____C Say C is near. B is nearer than C, but A is the nearest. Repeat, then students listen and repeat. Then get the three students listen and repeat. Then get the three students to move away from you : T______________A______B______C Say A is far. B is farther than A, but C is the farthest. Get the students to listen and repeat. Ask students questions: Who is nearer, A or B? Who is farther/the farthest? etc.

Step 4 Read and act

Step 5 Workbook

Ex.2 should be done orally in small groups.

Lesson 86

Step 1 revision

3. Check the homework.

4. Revise far/ farther/ farthest by asking about objects around the room. For example ask Which is farther from me, the door or the window? You may also ask students how far they can jump. Then make comparisons by asking Who jumps farther, A or B? who jumps farthest, A,B or C?

Step 2 Pre-read

Step 3 Presentation

3. Draw a house on the Bb and teach this dialogue:

A: Is there anybody in the house?

B: Yes, I think there’s somebody in it.

C: No. I don’t think there’s anybody in it/ There is nobody in it.

Drill the dialogue using in the room/building/village/boat/or on the island, etc.

Then show the students a handbag or a box and teach this dialogue:

A: Is there anything in this bag?

B: I don’t think there’s anything in it.

C: I think there is something in it.

Open your bag and tell the students if there is anything in it.

Say: Yes, there’s something in it. Or there is nothing in it.

Explain the use of anything, anybody, something, somebody, nothing and nobody.

4. Now draw a picture of children pulling a boat up from the water on the Bb. Then tell the story in SB Page 22. Explain the new words by gesture or facial expression, eg. happily, lots of and cry.

Step4 Reading

Step5 Practice

Step6 Workbook

Lesson 87

Step 1 Revision

Get the students to retell the story from SB page 22, Part 2, L74. If your students have difficulty, you may ask questions about the story to help them.

Step2 Presentation

Revise the parts of the face. Teach the students these sentences, performing appropriate actions: I see with my eyes. I hear with my mouth. Get some students to act them out.

Step3 Ask and answer

Step 4 Puzzle dialogues

Sb Page 23, Part2. Read through the parts of the dialogues with the students. Explain too---to--- and everybody. Then get the students to work in pairs making sentences.

Step5 Read and say

Step 6 workbook

Lesson 88

Step 1 revision

Get the students to retell the story in this unit. To help them with the reading, show the pictures in each lesson or ask questions.

Step 2 Presentation

Step3 reading

Step 4 Listening

SB Page 24 Part 2, Listening Cassette Lesson 76. Wb Lesson 76, Ex 2.

Step 5 Listen, write and draw

Step 6 Writing

Step 7 rhyme

Part 5 Play the tape and let the students listen and repeat.

Step 8 Checkpoint 19

Go through Checkpoint 19 in the usual way.

Step 9 Workbook

Lesson 89

Step 1 Revision

Check the writing tasks: a report about the sports meeting and the 8 sentences from Wb Lesson 88, Ex. 5

Step 2 Presentation

Say Last night I watched a movie with Zhang Ziyi in it. I think she is a famous person. Write on the Bb, Who is a famous person that you like? Why? Get the students to guess the meaning of person. In pairs, have the students discuss the question s. Then ask several students to discuss who they think is famous and why. Say It’s not just actors / actresses and musicians who are famous. What are some other things that people do to make them famous? Get the students to give suggestions such as writers, politicians.

Step 2 Read and act

SB Page 41, Part 1, Speech Cassette Lesson 89. Ask the students to find the answer to the question, Why does Jim like Bill Gates? Play the tape and have the students listen and repeat. Teach the word and phrase interested and be interested in. See if the students understand thought, technology, and best-seller from the context. In pairs have the students practice the dialogue.

Step 4 Presentation

Say I always wanted to be a teacher. Ask What do you want to be? Have a class scramble where the students ask each other, What do you want to be? Write this sentence on the Bb. Each students needs to ask 5 other students what they want to be. Then have them come back as a class and take a poll as to how many students want to be businessmen, teachers, etc. Ask Can a person do more than one thing/ Ask the students to give you some examples such as a teacher who also writes books, etc.

Step 5 Read and practise

SB Page 41, Part 2. In pairs have the students read the dialogue. Then have students make up their own dialogues based on the dialogue given. Ask several pairs to say their new dialogues for the class. Be sure that you ask different pairs of students each time so that every student has a chance to share with the class.

Homework

Finish off the workbook exercises.

Write the answers to the interview from Wb

Lesson 89, Ex. 2 and the sentences in Ex. 3 in the exercise book.

Lesson 90

Step 1 Revision

1 Check the homework

2 Ask several students to share some of their answers from their interviews and their sentences from Wb Lesson 89, Ex. 3.

Step 2 Pre-read

SB Page 42, Part 1. In small groups have the students discuss the questions. Then have the students share their answers together. If the students don’t know much about Bill Gates, ask the students if they know what a personal computer is. Then ask if they know the names of different computer software companies. Guide them to answer Microsoft. Say Bill Gates helped Microsoft make things easier for people to use their programmes, such as Microsoft word. Help the students to guess the meaning of programme.

Step 3 Reading

SB Page 42, Part 2, Speech Cassette Lesson 90. Review how to skim a text. For Skimming, a person should read only the first and last sentence of each paragraph. Give the students three minutes to skim the test for the main idea. Point out how the text is laid out to give the students clues about the main idea. Ask the students to scan the text for the answer to the following question: Check the answer. Teach the new words. Play the tape and have the students listen and read along. Do Wb Lesson 90, Ex 1.

Step 4 Workbook

Wb Lesson 90. Exx. 2 and 3. Ex 2 can be done orally in pairs.

Before starting to do Ex. 3, get the students to revise the new words and expression s in the reading passage. After the sentences are

篇5：八年级英语下册全册教案人教版新目标 (新课标版英语八年级)

单元教学目标：

1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答.

3、There be 句型的一般将来时.4、more , less , fewer 的用法.

5、学习一般将来时态的相关知识，学会对未来进行预测.

单元重难点：

1、will构成一般将来时态的句式。 2、There be 句型的一般将来时态。

3、more , fewer , less 的用法。4、How to make predictions .

Period 1

课前准备：

教师：录音机、所学物品的图片。

学生：英语金牌学案、练习本及相关的学习用具

教学步骤：

Step 1 Leading in

1.Greetings: Welcome to school .

What’s the date today ? Who’s on duty today ?

Do you enjoy your winter holiday ?

Do you finish your Homework

Do you want to live on the moon ?

Can you guess what will happen in ten years ?

Collect the Ss’ answers and say something about their predictions .

Step 2

SB Page 2 ,1a .

1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .

2.Read each predictions to the class .Explain the new vocabulary .

3.Read the instructions .Make sure Ss know what they should do .

4.Do it by themselves .

5.Talk about the answers with the class .

Explain :一般将来时态

构成: shall/ will / be going to +动词原形

Step 3

SB Page 2 ,1b .

1.Practise reading the six predictions .

2.Read the instructions to Ss .Circle the things you hear on the recording .

3.Play the tape twice .

4.Play the tape a third time .At the same time ,check the answers .

SB Page 2 , 1c .

1、Pay attention to the dialogues .

2、Read the dialogues fluently .

3、Pairwork .Work in pairs to make predictions according to the sample .

4、Ask several pairs to share their conversations to the class .

SB Page 3 , 2a & 2b .

1、Read the predictions .

2、Read the instructions and point out the sample answer .

3、Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .

4、Check the answers .

学生探究: less , fewer 的区别。

Step 4

1、Point to the example in the sample dialogue .Practice reading .

2、Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .

Grammar Focus:

1.、Review the grammar box .Ss say the statements and responses .

2、Make summaries about “will” ,“fewer” and “less” .

Homework

1、Make predictions about yourself in 10 years .Write down 5 sentences .

2、Go over the new words .

教学反思:

Period 2

课前准备：

教师：录音机，所学物品的图片。

学生：英语金牌学案及相关的学习用具

Teaching procedures :

Step 1 Leading in

1.Greetings and free talk .

2.Check their Homework :Ask two or three Ss to speak out what they wrote down .

Step 2

1.Go over what we learnt yesterday .

2.通过三种时间的对比简略复习一般过去时与一般现在时。

Step 3 SB Page 4 , 3a .

1.Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .

2.Read the instructions .

3.Complete filling in the blanks individually .

4.Check the answers .

5.Practise reading .Then ask some Ss read them out .

SB Page 4 , 3b .

1. Look at activity 3a .Make predictions about Sally .

2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .

3. Practise reading .

4. Pairwork .Make their predictions about Sally .

Step 4

1. Write about yourself .

With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .

2. Complete the work individually .

3. Review the task .Ask a few more Ss for answers .

Homework:

Draw a picture of the city in 20 years .Describe it to the class .

教学反思:

Period 3

课前准备：

教师：录音机，所学物品的图片。

学生：英语金牌学案及相关的学习用具

Teaching procedures:

Step 1 Leading in

1. Greetings .

2. Say yourselves :five years ago , today and in five years .

3. Check the Homework.

Step 2

SB Page 5 , 1a .

1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .

2. Read the list of seven words .Explain the new words .

3. Write each word in the correct column .Check the answers.

SB Page 5 , 1b .

1. Read the words already written on the chart .

2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .

Step 3

SB Page 5 , 2a .

1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .

2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .

3. Play the tape twice .Check the answers .

SB Page 5 , 2b .

This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .

1.Read the instructions .

2. Pay attention to the sentences and the verbs in the box .

3.Play the tape and correct the answers .

Step 4

1. Read the instructions .

2. Pairwork. One is Alexis, one is Joe .

3. Point out the example in the sample dialogue .Read it to the Ss .

4. Talk about Joe’s life now , ten years ago and in ten years .

5. Ask some pairs of Ss to say their dialogues .

Homework:

1. Go over the words .

2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。

教学反思:

Period 4

课前准备：

教师：录音机，所学物品的图片。

学生：英语金牌学案及相关的学习用具

Teaching procedures

Step 1 Leading in

1. Greetings .

2. Ask two Ss to say sth about Joe .

3. Check their Homework .

Step 2

SB Page 6 , 3a .

1. Read the instructions .

2. Give Ss 3 minutes to read the passage , tick out the new words.

3. Explain the new words and practice reading .

4. Point out the chart .Read the column headings to the class .

5. Read the passage again .Write words from her answers in the correct columns below .

6. Check the answers .

7. Practise reading .

SB Page 6 , 3b .Playing a game :Who write it ?

1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .

2. Put all the Ss’ papers together .

3. Take turns reading the paper .The other Ss guess who wrote it .

Step 3

SB Page 6 , Part 4 .

1. Read the questions below .

2. Ask two Ss to read the dialogue .

3. Answer the questions .

4. Pairwork. Get your partner’s answers .

5. Share a few Ss’ conversations .

Homework

1. Finish selfcheck as their Homework

2. Go over the words in this unit .

教学反思:

Period 5

课前准备：

教师：录音机，所学物品的图片。

学生：英语金牌学案及相关的学习用具

Teaching contents:

Reading :Do you think you will have your own robot ?

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. If possible,draw a robot on the Bb or put up a picture of a robot.

Tell :What does it look like ? What can it do ?

3. Tell your partner what you know about robots .

Step 2

SB Page 8 , 1b .

1. Read the title of the passage .

2. Look at the picture together .Ask a few Ss to describe What they see .

3. Read the words and phrases in the box .Practice reading the words .

4. Circle the words you think you will read in the passage .

Step 3

SB Page 8 .

1. First let Ss scan the passage for the main idea .

2. Explain something .

（1）help sb with sth /do sth（2）do the same as …

（3）make sb do sth （4）It takes /took /will take …

3. Ask a few comprehension questions around the class .

4. Read the passage by the Ss .

Step 4

1.Go through the reading again .

How many words in 1b did you correctly predict ?

2. Go over the structures in SB Page 9 , 3b .

Make their own sentences .

Homework:

1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .

2. Go over this unit .

3. Make their own sentences .

4. What ways do you think a robot will help you and your family in the future .Write your ideas .

教学反思:

Period 6

一、根据句意用所给单词的适当形式填空。

1. Kids (not go) to school in 100 years.

2. I (fall) off the tree yesterday afternoon.

3. I'll have many different(kind) of goldfish.

4. I'll be a computer ( programme ).

5. There will be (many) people in the future.

6. I think there will be (little) pollution.

7. My life will be a lot (good) than it is now.

二、单项选择。(10分)

( ) 1. What do you think your life next month?

A. likeB. is like C. will like D. will be like

( ) 2.-Will people live to be 150 years old? -

A. Yes, there will B. No, there won' t C. Yes, they are D. Yes, they will

( ) 3. Do you have any problems in English?

A. learn B. to learn C. learning D. learned

( ) 4. I don't have a computer because I can't use it, our family doesn't have enough money.

A. butB. or C. besides D. though

( ) 5. Will you your class East Lake, Miss Gao?

A. take; to B. make; at C. carry; to D. take; near

( ) 6. Is there cleverer than you in the class?

A. somebody B. anybody C. nobody D. everybody

( ) 7. the way, do you have any film tickets? A. In B. On C. By D. To

( ) 8. Will there be any paper money 100 years?

A. after B. to C. later D. in

( ) 9. We all enjoy football. It's very interesting.

A. to play B. playing C. play D. playing the

( )10．They decided up bowling and make it a gentlemen's game again．

A．cleanB．to clean C．to give D，cleaning

三、按要求进行句型变换。(10分)

1．1. Do you think there will be robots in people's homes? (作肯定回答)

2．There will be some paper money in the future．(改为否定句)

There paper money in the future．

3．There will be less pollution in the neighborhood．(改为一般疑问句)

be less pollution in the neighborhood?

4．Our country will win the next World Cup? (提问)

country will win the next World Cup?

5．I think that he will win the game．(改为否定句) Ithink he will win the game．

四、根据汉语提示完成英语句子。(10分)

1．明天天气晴朗。There sunshine tomorrow．

2．保龄球场离我家不远。The bowling alley isn't ．

3．孩子们将用电脑在家学习。Kids will study at home .

4．今年你会怎样度过这个暑假?How will you spend your summer this year?

五、用所给动词的适当形式填空。(8分)

1．The radio says it (rain)tomorrow．

2. everything (begin)to grow in spring?

3．I think Liu Xiang (win)the game again in2008．

4．Look! They (wash)their clothes．

5．There(be) more people here yesterday.

6．Sorry，wait a moment，please．She (answer) a telephone call．

7．I (get) up very late yesterday morning.

六、重新排列下列句子，使构成一个完整的对话。(5分)

A：Will it help you learn English?

B：There will be robots in every home．

C：What will life be like in 50 years?

D：Yes，it will．

E：What will a robot do?

F：It will help people do everything they want it to do．

请按顺序排列句子 (首句已给出)

1． C 2. 3. 4. 5. 6.

教学反思:

篇6：英语初二下学期考试(新课标版八年级英语下册教案教学设计)

一、常用语

1.What would you like?

2.Would you like to have dinner with me?

3.Would you like some butter with your bread.

4.Help yourself to some soup.

5.Do you like fast food?

6.Chocolate is good for our health.--No. I don’t really agree.

7.With sugar or milk?

8.Chinese tea without anything in it.

9.Come and take a seat.

10、Today we are going to have something English

11、This is take away food! This isn’t home cooking.

12、It must be more delicious.

13、A table for two?

14、Can we sit at the table by the window?

15、May I take your order now?

16、Could we have the bill?

17、Have chicken with potatoes.

18、China is very famous for its food in the world.

19、Go along ZhongShan road, and turn right at the second crossing.

20、Go across the bridge. You’ll find the bridge on the left. It’s between the post office and the hospital.

21、You can’t miss it.

22、Go up this road to the end

23、Go on until you reach the end.

24、An old woman is standing at a street corner.

25、She seems worried.

26、He is sick in hospital.

27、is it in one of your pockets?

28、What about your inside pocket?

29、Go down this street until you reach the second traffic lights.

30、At the end of the street.

31、It’ll take you about half an hour

32、That is quite a long way!

33、We had better catch a bus.

34、Twenty minutes later in hospital, the woman finds her husband. He is still quite weak. They look around but LiuMei did not wait for their thanks.

35、The key to my bike

36、You can keep them for two weeks.

37、Help my uncle fix the machine.

38、You must be more careful. That car nearly hit you.

39、It’s dangerous! The car may hit you.

40、If you want to cross a street, you must wait for the green light. You must not cross in front of the traffic. If the light is yellow, you should wait. It is better to wait and be safe.

41、If you drive too fast, you may have an accident. If you make a lot of noise, you may disturb others. If there is a lot of traffic, you must wait. If you are not careful, a car may hit you. If the traffic light is red, you must stop.

42、When many passengers are waiting for a bus, you must stand in line and wait for your turn. When you get on the bus, you must buy ticket. If you get off the bus, you mustn’t push others. When you are in Uk, you must drive on the left. Before you cross the street, you must look left and right.

43、Why are you still in bed? You must get up and get ready for school. If you don’t go soon, you’ll be late.

44、You mustn’t eat anything until you see the doctor.

45、After you use plastic bag, you mustn’t throw them about.

46、People in USA can’t drink beer or wine before they reach 21.

47、It necessary for us to learn to wait.

48、I don’t feel very well=I am not feeling very well

49、What’s the trouble?=what’s wrong?=what’s the matter

50、What a terrible cough

51、I had a pain in my head

52、How are you felling now

53、Let me take your temperature

54、Nothing serious

55、She didn’t feel like eating anything

56、Take the medicine three times/twice/once a day

57、I had to sit down and rest every five minutes

58、There is nothing much wrong.

59、I am afraid you have a problem: you are eating too much

60、I mean you eat too much rich food and you don’t take enough exercise

61、What do I have to do if I want to be thinner?

62、You have to eat less food and take more exercise

63、Instead of them.

64、Are you coming with us?

65、I’d love to, but I am afraid……

66、Let’s go to the first island.

67、We’d better not go there

68、We’ve never been there.

69、Let’s pull it out of the water

70、The children pulled the boat up from the water.

71、Bring the picnic basket up

72、the food won’t get too hot

73、Keep it cool

74、I can hear sth.

75、Perhaps there are some dangerous animals.

76、Let’s go for a walk

77、Time for our lunch

78、get sth to eat.

79、solve this problem

80、drop the basket and run away

81、be happy to get their basket back

82、They eat up all the food very soon.

83、I didn’t join them.

84、She looks worried.

85、I can’t leave her by herself.

86、He look at me and cry harder and harder.

87、I make faces and jump like a monkey

88、I did all kinds of funny things

89、Dad is going to take me to our hometown in JIangXi

90、My parents will take Victor and me to a few cities in the south

91、They are all very interesting places.

92、Fly to the moon

93、Can you stand on your head？

94、His right hand is badly hurt, he had to draw a picture with his left hand

95、He make one of the smaller animals bring him sth. To eat

96、He tell me not to bring anything to you.

97、Look into the river

98、With these words

99、He heard someone playing his sonata in F

100、From the small house came a girl’s voice:“I can’t play any more“

101、How I wish I could hear Beethoven himself play it!

102、We can not afford to buy tickets to the concert

103、I just say it for fun.

104、In a dim candle light a girl was sitting before a piano

105、A young man was making shoes at a table near her

106、Pardon me

107、I heard the woman next door playing this music

108、I listened to her out of the window for a long time

109、The moon shine brightly in through the window

110、They listened to him silently, they both lost themselves

111、He is too young to dress himself

112、Why not take you brother out with you

113、I think it’s time for us to leave

114、Don’t leave anything behind

115、Which sport are you in=Which sport do you take part in

116、Do you take an active part in?

117、LiLei pass the stick on to Jim

118、They were neck and neck

119、At the end of the second lap, they both pass their sticks at the same time

120、He dropped his stick on the ground

121、Headteacher is going to tell us the results right now

122、It’s written by Bill Gares

123、It tell us how computer technology can solve business problems in new ways

124、It was the best-sellers on the New York times list

125、He was named William Henry after his grandfather

126、He and some of his friends doing unusual things

127、He go to Harvard University

128、He developed the Basic language for the first microcomputer

129、They improved the software to make it easier for people to use computer

130、Do you plan to get a present

131、I am not sure if that’s a good idea.

132、Bill decided to buy some medicine for them

133、Bill think that it is right for rich people to help poor people.

134、Mar Twain was a great American writer.

135、He like to tell funny stories to make people laugh, he also like playing jokes on his friends

136、He was travelling with a friend of his

137He was rather angry with the man upstairs

138、You drop your boots on the floor, it happens every night.

139、He was just falling asleep when there was a loud knock at the door

140、Please drop the other boot! I was waiting the sound of the other boot, I can’t get to sleep

141、He decided to refuse them politely.

142、I went to bed too late. I was doing my homework and forgot the time

143、My wallet dropped on the ground.

144、A woman saw it happen when she was walking past.

145、The truck was coming round the corner

146、It was carrying some large bags rice

147、He didn’t see the bag of rice until it was too late

148、Luckily he was not badly hurt

149、Don’t mention it. Don’t crowd round him

150、The girl let the traffic go again

151、As quickly she could= As soon as possible

152、With the medicine box under her arm ,Miss Zhao hurried off to look after the man

153、Mrs Beet a 38-year-old woman

156、While she was trying to pass a truck before her, she saw 157、another car coming.

158、She quickly turned her streering wheel.

159、She couldn’t stop her own car, it ran into the river.

160、He jumped into the water at once

161、He pulled her out of the window and then out of the window

162、He gave Mrs. Beet mouth-to-mouth breathing

163、She came herself

164、A new ship set off (set out) from England to America 165、on its first trip

166、There were over 2000 people

167、The trip was pleasant and people were enjoying themselves

168、He could the iceberg here and there

169、A man on watch shouted:“Iceberg in front

170、Ship hit the iceberg and came to a stop

171、Water begin to come inside and start to sink

172、Children and woman were the first to get into the 173、lifeboats

174、Please make room for me

175、There is no more room here

176、Take my place. I am not married and I have no children

177、She got out and the thankful woman joined her children

178、Soon after that, the ship sank

179、More than 1500 people lost their lives. Among those 180、was the young woman

181、It has the colours of sky

182、I jump up and stand on my toes

183、I hold my head high in the air

184、We rub our necks together

二、句型

1.so + 助动词+人称代词主格

2.pass sb. Sth=pass sth. to sb.

3.either……or

4.neither……nor

5.It seems that

6.find sb. doing sth.

7.make sb. doing sth.

8.stop doing sth.

9.It will take sb. some times to do sth.

10.had better do sth.

11.be happy to do sth.

12.remember+宾语从句

13.So + 主语 + 助动词

14.Seem +形容词

15、It necessary for sb. to do sth.

16、not until.

17、invite sb. to do sth.

18、invite sb. to ……

19、stop doing sth.

20、Take sb. To the hospital

21、He has to stay in bed when he is sick

22、Do I have to stop eating ice cream

23、No I don’t have to, but you must eat less of it

24、Feel like doing

25、Stop from doing sth.

26、Dream about that

27、Be busy doing

28、all by oneself

29、take care of sb.

30、After a while

31、Run away

32、Eat up

33、Turn off/on

34、Make faces

35、Any more

36、Afford to do sth.

37、Knock at/on

38、To one’s surprise

39、Look up

40、Leave behind

41、100-meter race

42、take an active part in

43、pass on

44、catch up with sb.

45、Fall behind sb.

46、Neck and neck

47、A moment later

48、Well done

49、Congratulations to sb. On sth

50、Not as/so……as

51、Take turns

52、Do one’s best

53、Best seller

54、Be interested in

55、In the future

56、Work out

57、Play a joke on

58、Get on well with

59、Fed up with

60、Take off

61、Be angry with

62、Play with

63、As usual

64、Mouth-to-mouth

65、Come to oneself

66、Hard-working

67、At moment

68、Set off

69、Here and there

70、On watch

71、Look out

72、Make room for

73、Take one’s place

74、Lay eggs

四、词组和词语辨析

1、a fewa bitfewlittlea little

afew修饰可数名词，表肯定，few表示否定，反义词是many。A little修是不可数名词，表肯定，little表否定，反义词是much。A bit不能直接修是不可名词，用a bit of +不可数名词=a little。 Not a bit =not……at all。 Not a little=very much。

2、botheithereither

both后面谓语动词用复数，neither.either后面谓语动词用单数

3、both andeither oreither nor

both and连接两个主语时，谓语动词采用复数形式。Either or 和 neither no连接句子两个主语时，谓语动词和nor或or 后的主语在数上和人称上保持一致。

4、agree with 和 agree to

agree with表示同意某人的意见，with后常接表示人的名词或代词。Agree to表示同意（或赞成）意见，to后多杰表示计划、建议、安排等的名词。

5、ask sb. for sth.和ask for sb./ sth.

ask for 后接某人时，意为找某人，接某物时，意为要某物。ask sb. for sth.意为向某人要某物

6、kinds of 各种各样的。

7、take a seat 请坐

8、be famous for 因…而有名

9、acrosscross hough

across是介词，强调从一定范围的一边到另一边，且在物体表面上或沿着某一条线的方向进行的动作，放在动词后。Cross 是动词，后接名词。

Through 是介词，表示的动作是在内部空间进行的，只船过沙漠、森林等。

10.arriveget toeach

arrive是不及物动词，接介词in/at + 地点名词。到小地方用at 到达地方用in。reach 是及物动词，后面直接接宾语。Get 是不及物动词后面接介词to,再和表示地点的名词连用。

11、at the end of 和to the end

at the end of表示在……末，可表示时间也可以表示地点。To the end表示到（某一终点）为止。可指时间，地点

12、be worriedworryworry about

be worried是系表结构的短语.worry可用作及物动词和不及物动词。做及物动词，意为使烦恼，后接宾语，表示人的代词或名词。做不及物动词，常与about连用。Worry about sth.

13、borrowlendkeep

borrow 表示借进，即说话人向别人借东西供自己用。Borrow sth. from sb.或Borrow sth. from somewhere。Lend表示借出，即说话人把自己的东西借给别人用。Lend sth. to sb.或lend sb. sth。keep 与一段时间连用。

14、wait for 等待

15、in time 及时

16、make one’s way to 往……走去

17、get/be lost 迷失（道路）

18、just then 正在那时

19、first of all 首先；第一

20、be readye/get ready toe/get ready for

be ready 意思是做好准备，表示一切准备就绪的状态。Be ready to和get ready to意为准备，都接动词原形。Be ready for和get ready for意思是“为……做好准备。”后接名词或代词。

21、So+助动词（be动词或情态动词）+主语。So+主语+助动词（be动词或情态动词）

So+助动词（be动词或情态动词）+主语。常用来说明前面所说的情况也同样适用于后面的人或物。该句中助动词（be动词或情态动词）必须与前句的谓语动词以及后句的主语的人称和数保持一致。So+主语+助动词（be动词或情态动词）结构意思是的确如此。表示后者赞同前者话的意见。前后句主语指的是同一事物。

22、stop to do sth. 和stop doing sth.

stop to do sth。是表示“停止做（原来做的）某事，去做另外的某事，stop doing表示是停止正在做的某事。

23、say ellspeak alk

say多只用言语表达自己的意思，强调说话内容，是及物动词。Speak做不及物动词指说话的能力和方式，做及物动词时，后接语言的名词。Talk指互相之间的谈话，做不及物动词，与介词to、with连用。Tell指把一件事或一个故事讲出来，有连续说的意思。Tell sb. (not) to do sth.

24、noisesoundvoice

noise指的是人们不愿意听的噪声，sound泛指人们可以听到的“声音”voice指说话和唱歌的声音，是不可数名词，表示不同种类的声音时，是可数的

25、much too oo much oo many

much too常用在副词或形容词前，too much修饰不可数名词。Too many修是可数名词复数。

26、look和seem

look着重于由视觉得出的印象。Seem暗示有一定根据，这种判断往往接近现实。两者后面都接形容词、名词。后面接动词不定式时，用于It seems (to do) that 结构时，只能用seem

27、look see watch read

look是不及物动词，强调看的动作，有时多用来唤起别人的注意。See用作及物动词时后接宾语，强调看的结果。Watch是及物动词，只仔细的，有目的的，全神贯注的看。看电视、看比赛习惯上用watch。

28、listenlisten tohear

listen表示有意识的听，强调听的动作。常单独使用，引起对方注意。Listen用作不及物动词，listen to强调听的动作。Hear用作及物动词也可以是不及物动词，强调听的结果

29、maybemay be

maybe是副词，意思是也许、可能，常用在句首=perhaps。May be中may是情态动词，be是动词原形，用在句中。

30、justjust nowjust then

just做刚刚的意思时，常和现在完成时连用，位于助动词后，行为动词前。Just then意思时就在那时

31、jobwork

job是可数名词，work是不可数名词，一般表示抽象意义的工作，可用a piece of work修饰。

32、in hospital in the hospital

in hospital指住院。In the hospital则是指在医院里。

33、put onwear

put on 强调动作，wear 强调状态

34、illsick

ill常用作表语，构成系表结构，也可以做定语，意思是坏的，邪恶的。Sick既可以作表语，也可以做定语意思是恶心，厌倦，不能用ill替换。

35、hundredhundreds of

hundred当他和具体数词连用时，hundred不能用复数形式，hundreds of意思是数以百计的，表示一个不具体的量或夸张的说法。

36、how long how soonhow often

how long主要是对一段时间进行提问，答句通常是for three days. how soon 是对从某个基本时间到将来某动作结束或某动作发生这段时间提问，答句通常是in+一段时间。How often用来提问某一特定时间进行某个动作的次数,答句通常是always. usually. often. sometimes. once.

37、help sb. do sth.help sb. to do sth.help sb. with sth.

help sb. do sth.和help sb. to do sth.可以互相使用。help sb. with sth.后接代词或名词。

38、hear/see sb. doing sth. 和 hear/see sb. do sth.

hear/see sb. doing sth.意思是“听见，看见某人正在做某事，表示动作正在进行。hear/see sb. do sth.意思是听见，看见某人做了某事，即动作全过程结束。

39、forget/remember to do sth和forget / remember doing sth.

forget/remember to do sth意思是忘记，记得要做某事，表示动作还没有发生。forget / remember doing sth.意思是忘记，记得曾经做过某事，表示曾经做了，而记住/忘了，这里的动名词所表示的动作已经发生过了。

40、make a noise 吵闹

41、stand in line 站在队里

42、at the head of 在……最前头

43、throw about 乱丢；抛散

44、have a good time 过的快乐

45、in fact 实际上

46、quarrel with （和某人）争吵

47、enjoy oneself 玩得快乐

48、half-way 在途中；半路上

49、feel like 和 would like.

Feel like后接名词或动词ing形式。Would like的用法是would like to do/would like sb. To do/would like sth.

50、Awake和wake

Awake是形容词，与be连用，表系表结构，wake是不及物动词，与up连用，wake up是自然的醒来； wake him up是被叫醒。

51、Sleep/fall asleep/get to sleep/go to bed。

Sleep强调睡觉的动作，是延续性动词，与时间状语连用；be asleep 表状态，是系表结构，fall sleep是动作的过程，侧重于自然入睡。Get to sleep 多用于否定句。Go to bed着重于商船准备睡觉的动作。

52、Before 和ago

Before+时间段，表示从过去某个时刻以前。时间段+ago表示从说话时刻起的若干时间以前

53、Among 和between

Among 是三者或三者以上；between用于两者之间

54、Cost /spent/pay/take

Cost只能用物或事作主语sth cost sb. Money。It takes sb. Some times to do sth。Spend的主语必须是人，spend on sth./spend doing sth。Pay 的主语必须是人，sb. Pay some money for sth./pay sb/pay for sth.

55、Fell off/fell down

Fell off是从某个地方摔下来。Fell off her bike. Fell down 是摔倒的意思

篇7：新课标英语八年级上册教案

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 .

Step 2 Pre-task(任务前活动)SB Page 13 , 1a .

1. Read the instructions to the students .

2. Read the sentences and ask a student to read the sentences to the class .

3. Write NI , I , VI for each statement .

4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .

Talk about the answers with the class .

Step 3 While-task(任务中活动)SB Page 13 , 2a .

1. Read the instructions .Make sure the Ss understand what they should do .

2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .

3. Play the tape twice .Ss check the problem they hear .

4. Play the tape again ,Ss correct the answers .

SB Page 13 , 2b .

1.Read the instructions .Make sure Ss understand what they should pay attention to .

2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .

3. Play the recording again .Ss write their answers .

4. Play the recording again ,one sentence by one sentence .Check the answers .

Step 4 Post-task(任务后活动)SB Page 13 , 2c .

1.Point out the example in the sample dialogue .Ss practice reading .

2. Pairwork: What do you think Erin should do ?

3. Share their conversations with whole class .

Homework(家庭作业) :

You left your Homework(家庭作业) at home ,what should you do ? Please give your advice .

教学后记:

篇8：新课标八年级英语的教案

新课标八年级英语的教案

一、教学设计

1、教材的地位及作用：

第二册第六单元第一节课，本单元围绕Where’s the … ? It’s next to the … ?这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点。通过学习的Where’s the … ? It’s next to the … ?进一步加深对询问/指点方向的语法现象的理解和运用。同时通过Where’s the … ? It’s next to the … ?在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。

2、教学目标：(知识目标、能力目标、德育目标)

知识目标：

(1)学习、掌握Where’s the … ? It’s next to the … ?

(2)学习单词bank, theatre … 。

能力目标：提高学生听、说、读、写及知识自学的综合能力。

德育目标：教育学生热爱生活。

确立教学目标的依据：

根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

3、重点与难点：

重点：学习询问/指点方向Where’s the … ? It’s next to the … ?

难点：句型Where’s the … ? It’s next to the … ?在实际生活中的应用。

确立重点与难点的依据：

根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：

根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到街区里。同时激发学生学习兴趣，使学生在参与询问/指点方向的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

三、教学方法：

通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

四、教学手段：

主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：

1、新课导入

为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里?当学生猜出去农场时，我们便“上车”，一路欢歌去农场。随着“嘎”的刹车声，电脑打出农场全景，给学生一种身临其境的感觉，导入正课。

2、新课的讲解

本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在街区问路为主线，通过询问/指点方向的句型Where’s the … ? It’s next to the … ?在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

3、反复操练和巩固应用

为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。

4、反馈练习

本课的又一次高潮是将游戏与练习有机结合，融为一体。设计15个街区模型，让一对对学生上街问路，并配有本课的重点Where’s the … ? It’s next to the … ?使学生在玩中进一步体会到句型Where’s the … ?It’s next to the … ?在实际生活中的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。

5、归纳总结

本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动听的节奏。进一步巩固，加强对本课内容的理解和运用。

6、展示板书

Unit 6 Lesson 21

Language points:

1. Look at the picture.

look at 看 look through 查看 look up 向上看 look out 向外看 look over复习

2.the post office.

合成词：(1)写成一个单词：bookshop. (2) 写成开放式：post office (3) 用连字符连接：pencil-box.

3. next to 紧挨

4. in front of 反义词 behind

5. excuse me 的用法：

(1)引起别人注意 (2)请求让路 (3)向人问路或打听消息

6. Thank you all the same.

all the same 仍然

六.教学评价

教学评价是整个教学过程中的一个不可分割的重要组成部分。本课是在《新课程标准》理念指导下的较能体现“自主、合作、探究”的学习方式，它较之传统教学方式相比有一个很大的区别--能使每一个学生都能积极地参与到课堂学习及课外活动中去。与之同时，带来的问题是：人是千差万别的.，每个人接受知识、获取知识的方式与快慢都有可能与别人存在明显的差异，这是客观存在的现象，更是完全自然的现象，这也就决定了在学习成效上存在明显的差别。有的学生发展较快，有的学生发展较慢，教师如果用一把尺子来量每一个学生所取得的成绩，势必是不合理、不科学的。为此，教师要对每一个学生的实际水平与课堂中在小组中的表现作深入的了解，为他们定一个“水平线”，并坚信每一个学生都能在原有基础上超越这条线，只要有点滴的进步，哪怕是隐性的，也要给予大张旗鼓的表扬与激励，让他们充分体验合作的乐趣，充分享受成功带来的快感。这样的评价，比量化的评价更有效果，比一刀切的评价更有针对性与实际意义;这样的评价，可以激起部分学生再接再厉，可以燃起部分学生“奋发”的欲望;这样的评价，不一定要形成文字，只要教师心中有一把可长可短的尺子。

本课以“小组合作学习”，作为一种教学方法、教学模式，绝不是一种简单的形式，不应该成为一种外部强加的过程，而应该是一个内部需要的自然过程。“合作”二字，对于未来的社会、二十一世纪的人才而言，是必需的;“小组合作学习”，对于未来的课堂可能更是必需的。因此，我们必须对其作一些思考，哪怕只是瀚海中的一朵小小的浪花，也是有价值的。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。

篇9：新课标英语八年级上册教案

一、教学目标：

1.语言知识目标：

(1)复习所学的重难点句型及句式结构。

(2)总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。

(3)练习运用所学的句型及句式结构。

(2.情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点

1.教学重点：

(1)用所学的功能语言交流假期去了什么旅行。

(2)复习运用本课时出现的新词汇。

(2.教学难点：

(1)复合不定代词someone, anyone, something, anything等的用法。

(2)阅读填空能力的提高。

三、教学过程

ⅰ. warming- up and revision

1. free talk: ask ss the questions: where did you go on vacation?

ss try to answer the questions.

2. review the usage of “复合不定代词”

ⅱ. grammar focus.

1.学生阅读grammar focus中的句子，然后做填空练习。

1.你去了什么地方去度假?

XXXXXX XXXXXX you go on XXXXXXXXXXX?

2.我去了纽约市。

i XXXXXXX XXXXXXX new york city.

3.你和什么人别一起去的吗?

XXXXXX XXXXXX go out with XXXXXXXX?

4.不，没有别人在这儿。每个人都在度假。

no. XXXX XXXXXX was here.

XXXXXXXX was on XXXXXXXXX.

… (其余试题见课件部分)

3.学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

ⅲ. try to find

一、复合不定代词总结：

1. some, any, no, every与-one, -thing可以组成八个不定代词，他们分别是：

someone, XXXXXXXX XXXXXXX XXXXXXXX XXXXXXXXXX XXXXXXXXXX XXXXXXXXXXXXXX。

2.带some的复合不定代词常用于肯定句中;带any的复合不定代词常用于否定句或一般疑问句中。例如：

我想吃点东西。 i’d like XXXXXXXXXXXXX to eat.

今天有人给我打电话吗?

did XXXXXXXX call me today?

3.当形容词修饰不定代词时，应放在其后面。例如：这本书里有什么新东西吗?

is there XXXXXXXXXX XXXXXXX in this book?

今天没有什么特别的事。

there’s XXXXXXXXXXX XXXXXXXX today.

4.由some, any, no, every构成的复合不定代词作主语时，都作单数看待，其谓语动词用单数第三人称形式。例如：

something is wrong with my watch.

well, everyone wants to win.

nobody knows what the future will be like.

there is something for everyone at greenwood park.

5.除no one以外，其他复合不定代词都写成一个词。

二、学生们读上面的探究试题，并合作探究完成。

三、看大屏幕，校对答案。

ⅳ. practice

work on 3a:

1. let ss look at the conversation in 3a. first let one student read the words in the box.

2. tell ss to read the conversation and fill in the blanks.

3.方法指导：

首先，应通读对话，掌握短文大意;其次，回顾一下刚才学习的有关复合不定代词的用法。

然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”。其他类似。

学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

explanation :反身代词

work on 3b:

1. tell ss to fill in the blanks in the e-mail message with the words in the box.

2.方法指导：

首先，应通读全文，掌握短文大意;其次，回顾一下刚才学习的有关复合不定代词的用法。

学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

ⅴ. group work

1. work on 3c: ask your group questions about their vacation. then tell the class your results.

2. fill in the blanks according to the answers.

3. try to make a report in each group. then let one student read the report to the class.

(最后，可以经学生们评议来推举最有能力的小组)

ⅵ. exercises

1. if time is enough, do some more exercises on big screen.

用恰当的不定代词填空。

XXXXXXXXX found mr. li’s keys and gave them back to him yesterday.

2. ─did you see XXXXXXXXXXX in the big box?

─ no, i didn’t. there’s XXXXXXXXXXX in it.

XXXXXXXXX helped the little boy. he did it himself.

4. my watch doesn’t work. XXXXXXXXXXX is wrong with it.

5. ─hello, XXXXXXXXXXX!

─hello, mr. smith!

6. ─how’s it going, jack?

─great! XXXXXXXXXXXX is going well.

7. ─did you go to the beach with

XXXXXXXXXXX?

─yes. i went there with my cousin.

homework

1.背诵grammar focus部分。

2.复习复合不定代词及反身代词的用法。

板书设计

section a 2 grammar focus-3c

anyone, someone, everyone, something, anything, nothing

did you go out with anyone?

no. no one was here. everyone was on vacation.

did you buy anything special?

yes, i bought something for my father.

no, i bought nothing.

how was the food? everything tastes good.

section b 1 1a-2e

一、教学目标：

1.语言知识目标：

(1)能掌握以下单词：decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry

(2)能掌握以下句型：

① where did…?

② what did…?

③ how was…? / how were…?

④ did she/he…?

2.情感态度价值观目标：

学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。

二、教学重难点

1.教学重点：

(1)掌握本课时出现的.生词及表达方式。

(2)进行听力训练，提高综合听说能力。

(3)阅读短文，获得相关信息，提高学生们的综合阅读能力。

2.教学难点

1.听力训练

2.阅读2b部分的短文并完成相关要求。

三、教学过程

ⅰ. warming- up and revision

1. daily greeting.

2. check the homework. let some ss report where did they go on vacation.

3. review the “复合不定代词”

4. review the “反身代词”

5. show a movie of paragliding.

ⅱ. writing

work on 1a:

1. point to the six words. delicious, expensive, exciting, cheap, terrible, boring

2. read the words and let ss read after the teacher.

3. point to the last picture and say: this is a cake. it’s delicious. then do the same thing for all six pictures.

4. let ss match each word with a picture. then check the answers with the students.

…

work on 1b:

1. explain the meaning of “ j words” and “ l words.”

2. let ss discuss the words they know and write them down on the line.

3. let some ss read out their words to the class. (or let some ss write their words on the blackboards.)

ⅲ. listening

work on 1c:

1. t: now let's work on 1c. first, let one student read the questions aloud. make sure all the ss know the meanings of the questions.

2. play the recording for the first time. ss only listen.

3. then play the recording for the second time. ss listen and answer the questions.

4. then play the recording for the third time for the ss to check the answers.

5. ss listen to the tape and circle the words and phrases they hear.

6. check the answers: (look at the big screen.)

work on 1d:

1. tell ss this time they have to write down what lisa said about her vacation, the people, the fun park, the food and the store.

2. then play the recording for the second time. ss listen and write down the words.

3. then play the recording for the third time for the ss to check the answers.

在完成1d部分时要注意听的重点是放在lisa对这五个方面的事情所做评价，因此应听清楚那些形容词。

ⅳ. pair work

1. tell ss to ask and answer about lisa’s vacation. begin your questions with the following sentences. for example:

where did you go on vacation?

i went to new york city.

did you go with anyone?

yes, i did.

2. ss work in pairs and ask and answer about lisa’s vacations.

3. let some pairs come to the front and ask and answer in pairs.

ⅴ. discussion

1. tell ss to work in groups. discuss the questions together.

what do people usually do on vacation?

what activities do you find enjoyable?

2. give ss some possible answers:

people usually go to some places of interest for vacation.

i find fishing enjoyable.

3. ss discuss the two questions. write down their answers. let some group report their answers.

vi. reading

work on 2b:

1. t: now we’ll read jane’s diary entries about her vacation and answer the questions.

did jane have a good time on monday?

what about on tuesday?

2. ss read the diary quickly and find the answers to the questions.

3. check the answers with the ss.

work on 2c:

1. let some ss read jane’s diary entries again. fill in the chart.

2. let ss look at the chart first. then let them read and fill in the chart.

3. check the answers. (look at the big screen.)

work on 2d:

1. tell ss they should read the conversation about jane’s trip to penang again and use the information in the diary entries.

2. ss read the conversation about jane’s trip to penang first then try to fill in the blanks.

3.方法指导：首先，应读通读整个对话一遍，理解对话的大意;然后，认真阅读有空格的上下句的内容，结合日记的内容，确定空格处的内容。最后，再通读一遍对话，综合日记的内容看每个空格处是否贴切。

3. ss read carefully and try to write down the words in the blanks.

4. check the answers with the class.

work on 2e:

1.告诉学生们这篇日记是jane在七月十八日又一次参观了penang hill后，所写的。读日记，并用括号中单词的正确形式填空。

2.方法指导：首先，再次明确这是一篇日记，因此应用一般过去时态;然后，通读一遍日记的内容，了解大体内容;最后，综合每句的内容，用括号中动词的正确的形式填空。

3. ss read the diary and try to fill in the blanks.

4. check the answers. (look at the big screen)

5.对动词一般过去时的规则形式与不规则形式，再复习一遍。

homework

用所给动词的适当形式填空。

my mother XXXXXX (buy) a new schoolbag for me yesterday.

when XXXXX you XXXXX (start) to learn english?

my aunt XXXXXX (take) us to dinner at a restaurant but the food XXXXXXX (is) not good at all.

when i XXXXXXX (am) in america, i XXXXXXX (make) a lot of new friends.

they XXXXXXX (have) a great sale last weekend.

篇10：新课标英语八年级上册教案

(一)知识

1.掌握如何礼貌地发出、接受、拒绝邀请：Canyou come to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

2.掌握如何谈论自己或别人必须做的事情：Ihave to ...

(二)能力

能够根据日程表中的计划安排自己的活动。

(三)情感

礼貌地发出、接受、拒绝邀请，礼貌地与人交流。

三、教学重点

礼貌地发出、接受、拒绝邀请。Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

四、教学难点

根据日程表中的计划安排自己的活动并对邀请做出适当回答。

五、教学媒体

电脑、投影仪、邀请卡片

六、教学过程

1.动画导入，激发学生的学习兴趣：

教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。

2.完成任务，合作学习：

教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。

任务一：Planning abirthday party.

让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。

任务二：Writing aninvitation card.

学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式。

任务三：统计聚会人数。

学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。

group member

Yes / No

reasons

完成任务可能要用到的语言结构：

We are going to have apicnic. Can you come?

When is it going tostart?

I’m sorry. I haveto....

3.拓展学习：

学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的特色，能联系拓展所学的知识。

七、评价方法

可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。

①课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。

②合作学习情况：与小组成员共同努力，很好地完成学习任务。

③知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。

八、板书设计

九、达标测试

一、选词填空

1.根据句意，用方框内的词的正确形式填空

have a rest play there bebe busy practice be free listen to

1. Can they XXXXXXXXXXthe music in the classroom?

2. I’m sorry. TomorrowI’m XXXXXXXXXX soccer and having a math lesson.

3. He has got a badheadache. Let himXXXXXXXXXXXXXX.

4.XXXXXXXXXX a

篇11：新目标英语八年级下册教案

一、指导思想

以九年义务教育教材及《新课程标准》为指导，培养学生听说、读写能力，获得英语基础知识和为交际初步运用英语的能力，形成良好积极的学习习惯。强化英语学科整体知识的综合、运用和应试水平。提高学生在交际活动中运用语言的能力。

二、教学目标

在本学期的教学中，要求培养学生对英语学习的积极性和自信心;能把每一个topic的对话打到脱口而出。能听懂对话和故事;能主要在大展示环节参扮演各种角色活动。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力;寓教于乐，使学生培养良好的外语学习习惯，为将来的学习打下坚实的基础。

三、学情分析

八年级大部分学生基础比较差，学习欠主动，对英语的兴趣不浓，而且这两个班基础薄弱，尖子生少，差生面广，需要付出很大的努力。

四、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。学生用书是教材的核心，它是按单元编排的，每个单元六、七页。每个单元围绕一个话题开展听、说、读、写活动。本教材共12单元，包括两个复习单元

五、教学方法

1、教师和学生间的活动。

2、学生和学生间的活动。教师组织学生分组讨论问题或自编对话表演艺术。

六、具体实施

1、认真钻研教材，备好、上好每一节课，向45分钟要质量。

2、课堂上尽量使用英语以及直观教具，给学生创造良好的教学环境。

3、每单元测试一次，试卷全收全改，做好讲评工作.

4、要求学生坚持每天背诵几句经典句子，每单元背诵一两课经典文章，坚持大声朗读课文，改善语音语调，增强四会技能技巧。

5、提高学生的学习兴趣，发挥学生的主观能动性。

6、积极进行教学改革，提高教学质量。

7、实施“任务型”的教学途径，培养学生综合运用语言运用能力。

8、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

9、加强对学生学习策略的指导，为他们终身学习奠定基础。

七、教学内容安排

1、Weeks1-2

Topic 1 , Unit 5 Why all the smiling faces?

2、Week 3

Topic 2 ,Unit 5 I feel better now.

3、Week 4

Topic3 , Unit 5 Many things can affect our feelings.

4、Week 5

Topic 1 , Unit 6 We’re going on a spring field trip.

5、Week 6

Topic 2 ,Unit 6 How about exploring the Ming Tombs?

6、Week 7

Topic 3 , Unit 6 Bicycles are popular.

7、Week 8

Review of Units 5-6

8、Week 9

Topic 1 ,Unit 7 We are preparing for a food festival.

9、Week10

Topic 2 , Unit 7 Cooking is fun!

10、Week11

Topic 3 , Unit 7 Welcome to our food festival!

11、Week12

Review of Unit 7

12、Week13

Topic 1 , Unit 8 What a nice coat!

13、Week14

uniforms.

14、Week15

15、Week16

16、Week17

17、Week18

Different jobs require different

3 , Unit 8 Let’s go and watch the fashion show.

Topic 2 , Unit 8 Topic Review of Unit 8 Review of Units 7-8 Review of Units 5-8

篇12：新目标英语八年级下册教案

一、学情分析

八年级大部分学生基础比较差，学习欠主动，对英语的兴趣不浓，而且这两个班基础薄弱，尖子生少，差生面广，需要付出很大的努力。

二、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。学生用书是教材的核心，它是按单元编排的，每个单元六、七页。每个单元围绕一个话题开展听、说、读、写活动。本教材共12单元，包括两个复习单元。

三、教学目标

四、教学措施

1.教师组织学生分组讨论问题或自编对话表演艺术。

2.认真钻研教材，备好、上好每一节课，向45分钟要质量。

3.课堂上尽量使用英语以及直观教具，给学生创造良好的教学环境。

4.每单元测试一次，试卷全收全改，做好讲评工作.

5.要求学生坚持每天背诵几句经典句子，每单元背诵一两课经典文章，坚持大声朗读课文，改善语音语调，增强四会技能技巧。

6.提高学生的学习兴趣，发挥学生的主观能动性。

7.积极进行教学改革，提高教学质量。

8.实施“任务型”的教学途径，培养学生综合运用语言运用能力。

9.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

10.加强对学生学习策略的指导，为他们终身学习奠定基础。

篇13：仁爱版英语八年级下册教案

一、教学目标

1. 教学目标

1) knowledge objects知识目标

in this unit, students learn to talk about personal traits and how to compare people. 学习谈论人的个性特征和如何比较人的个性特征。

learn the rules of changing adjectives into comparative degree. help to use comparative degree to compare two people. 学习把形容词变比较级的规则, 帮助他们用形容词的比较级比较两个人。

2) ability objects能力目标

to train the students ability of listening, speaking, reading and writing. to train the students ability of communicative competence. 培养学生听说读写和交际能力。

3) moral objects德育目标

to have students understand people have quite different traits, but they should overcome the bad habits and keep good healthy habits. to encourage students to be brave, honest, kind people. 让学生理解不同的人有不同的个性，他们要改变不良习惯，保有健康习惯。鼓励学生要勇敢，诚实，友善。

2. 学习完成任务所需要的语言：

1) 复习表示个性特征形容词：tall, thin, short, longhair, short hair, funny, serious, outgoing

2) 其他词汇：different, hair, heavy, heavier, quiet, quieter, same, serious, shorter, taller, thinner, twin, wild, wilder, calmer, smart, smarter, more than, more athletic , more popular, twin, both, be good at

3) 句子：学习用比较级比较人

tina is taller than tara.

pedro is funnier than paul.

tom is more athletic than sam.

we're both short.

is that sam?

no, that's tom.

he has shorter than tina.

is that tara?

no, it isn't. tara's shorter than tina.

3. 完成课本第31页1a, 1b, 1c, 2a, 2b, 2c和grammar focus的教学任务。

二、教学环节

1. lead in and revision

t: i'm very glad to see you again. do you remember what adjective words can describe people? 大家还记得我们以前学过的描述人的形容词吗?(出示幻灯片图片，让学生按座次依次说出描述人的形容词，所说单词顺序为：funny / humorous, easygoing / outgoing, serious, quiet, generous / mean, friendly / unfriendly, moody, smart, kind, shy, tall / short, thin / heavy, long hair /short hair)

(老师叫4-5个学生上台，描述学生的特征) t: what does tom look like?

s1: he is very fat.

t: what about sally?

s2: she is thin and has long hair.

t: would you say something about bill?

s3: i think he is funny.

t: make a simple drawing of a boy and a girl on the board. make the boy tall and make the girl a little taller than the boy. write the name judy under the girl and the name bobby under the boy. then compare judy and bobby and ask students to repeat the sentences: bobby is tall. judy is tall, too. judy is taller than bobby.

(拿两把尺子，比较长度) then bring out two rulers of different length. t: this is a ruler. it's bobby's. (longer) this is judy's ruler. (long) bobby's ruler is longer than judy's.

2. new words

(call two students who are good at basketball to stand up and ask the students) t: do you think they're good basketball players?

ss: yes, we do.

t: who are athletic?

ss: both.

t: who are more athletic?

ss: victor is.

(把“athletic”写在黑板上。write “athletic” on the bb. 引导学生将该词变比较级。) t: how to change it into comparative degree?

s1: more athletic.

t: see the picture on the screen. (athletic – more athletic 读该词和该比较级的读音。) ok. read after me. “athletic, more athletic”.

ss: athletic, more athletic.

(看屏幕，比较郑秀文和张柏芝的头发长度。) t: look at the two photos of the singers, say something about their hair.

s1: sammy has shorter hair than miss zhang.

s2: miss zhang has longer hair than sammy.

show some new words on the screen. and change them into comparative degrees.

more adv. (构成含有三个或三个以上音节的大多数形容词及副词的比较级)更;更多的，更大的

than adj. (后接表示比较级的第二部分)比

calm adj. (心情)镇静的;无忧虑的

wild adj. 卤莽的;轻率的

read the new words to students and ask them to repeat. t: more.

s1: more.

t: than.

s2: than.

t: calm.

s3: calm.

t: wild.

s4: wild.

3. 1a

t: now please open your books at page 31. first, look at the picture. how many people are there in the picture?

ss: nine.

t: please tell me their names?

s: yeah. pedro and paul, tom and sam, tara and tina.

t: very good! maybe they're having a concert. there are three teachers under the stage. do you see the twins?great! who is taller, pedro or paul? ask the students to repeat the following sentences:

tina is wilder than tara.

tara is calmer than tina.

sam is wilder than tom.

sam has longer hair than tom.

tom is calmer than sam.

tom has shorter hair than sam.

pedro is heavier than paul.

paul is thinner than sam.

tell students to draw lines between the words of the opposite meanings. for example, tall and short. ask students to do this activity individually. then check the answers. answers: tall-short , longhair - short hair, thin-heavy, calm – wild (this activity introduces the key vocabulary.)

篇14：八年级英语下册6-10单元教案

人教版八年级英语下册6-10单元教案

Unit 6 How long have you been collecting shell ? Teaching goals: 1. Words and expressions in this unit . 2. 现在完成进行时的用法。 3. Patterns: How long have you been doing sth ? I have been doing sth since … . I have been doing sth for … (period of time) . 4. 谈论人们做某事持续多长时间。 5. 谈论人们的业余爱好。 Important and difficult points: 1. Words and expression in this unit . 2. 现在完成进行时的用法以及与现在进行时和过去进行时的`区别。 Teaching aids: teaching cards , pictures , a tape recorder . Period 1 Teaching procedures : Step 1 Leading in Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in 2003.Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat . Repeat the activity with other students . Step 2 Pre-task SB Page 44 , 1a . 1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago . 2. Have Ss work in groups of four . 3. Ask the class each question and call on several different students to answer . Step 3 While-task SB Page 44 , 1b . 1. Play the recording and get Ss to fill in the chart . 2. Correct the answers . SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class. SB Page 45 , 2a & 2b . 1. Read the instructions and have Ss know what to do . 2. Play the recording .Ss write down their answers . 3. Correct the answers . Step 4 Post-task SB Page 45 , 2c . 1. Read the example in sample dialogue in activity 2c . 2. In pairs,role play the interview between Alison and the reporter . 3. Ask two pairs to say their conversations to the class . Step 5 Grammar Focus SB Page 45 , grammar focus . 1. Review the grammar box . 2. Explain that in these sentences “since” comes before a date and “for” before a period of time . 3. Ask What is the difference between “How long did you skate ?”and “How long have you been skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment . Step 6 Homework Review the present perfect progressive . 教学后记: Period 2 Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c. Teaching procedures: Step 1 Leading in Ask some students the questions: How long did you skate ?How long have you been studying English ? Step 2 Pre-task SB Page 46 , 3a . 1. Ask Ss to read the passage and fill in the table . 2. Check the answers . SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers . Step 3 While-task SB Page 47 , 1a & 1b . 1. Ask different students to say the items they see in the picture . 2. Ask students to write the names of things they collect and things they would like to correct in the chart . 3. Ask some students to read their lists to the class . 4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why . 5. Ask several pairs to say their conversations to the class . SB Page 47 , 2a & 2b . 1. Read the instructions and let the students know what to do . 2. Play the recording and get students to fill in the chart . 3. Correct the answers . Step 4 Post-task SB Page 47 , 2c . 1. Ask two students to read the example in the sample dialogue . 2. Have students practice conversations in pairs . 3. Ask two pairs to say their conversations to the class . Step 5 Homework SB Page 46 , Part 4 . 1. Read the instructions and ask two students to read the dialogue . 2. Make sure students understand what they need to do . 3. Have students complete the work in groups of four after class . 教学后记: Period 3 Teaching contents: Section A 3a,3b,4a,4b,selfcheck. Teaching procedures: Step 1 Leading in Check the homework .Ask on group of students to share their conversations with the class . Step 2 Pre-task SB Page 48 , 3a . 1. Ask some different students to tell what they see in the picture . 2. Read the instructions and make sure students know what to do . 3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description. 4. Correct the answers . Step 3 While-task SB Page 48 , 3b . 1. Read the instruction to make sure students know what to do . 2. Ask students to complete the message ,writing about Bob ,Marcia or Liam in activity 2a . 3. Ask some students to read their messages to the class . SB Page 48 , 4a . 1. Ask two students to read the dialogue. 2. Ask a student the same questions but let him answer with his own hobbies . 3. In groups of four ,have students complete the work . 4. Ask two groups of students to share their conversations . SB Page 48 , 4b . 1. Point to the questions and ask a student to read them to the class . 2. In groups of four ,get students discuss each question . 3. Read the four questions one by one and ask each group to say their answers to the class . Step 4 Post-task SB Page 49 , Selfcheck , Part 1. 1. Ask students to fill in the blanks on their own . 2. Ask one student to write the answers on the Bb . 3. Correct the answers . 4. Ask some different students to make sentences with the words given . SB Page 49 , Selfcheck , Part 2 . Ask students to complete the letter on their own .Then ask on student to read his letter to the class . Step 5 Homework Have students write their letters on their exercise books . 教学后记: Period 4 Teaching contents: Reading:I’ve been studying history in China . Teaching procedures : Step 1 Before reading SB Page 50 , Section 1 . 1. In groups of four ,get students to discuss the three questions . 2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know . Step 2 While reading SB Page 50 , Section 2 . 1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand . 2. Let students read the passage again for detail . Step 3 After reading SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences . SB Page 51 , Section 3 , 3b & 3c . 1. In groups of three ,let students practice the sample conversations first ,then make their own conversations . 2. Ask two groups of students to present their own conversations in front of the class . Step 4 Go for it 1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas . 3. In the same way ,do with the right part of the chart . Step 5 Homework 1. Remember the words and expressions in this unit . 2. Review the present perfect progressive . 教学后记: Unit 7 Would you mind turning down the music ? Analysis of Unit 7 Teaching goals: 1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。 2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。 Important points : A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to

篇15：人教版八年级英语下册复习教案

单元教学目标：

1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答.

3、There be 句型的一般将来时. 4、more , less , fewer 的用法.

5、学习一般将来时态的相关知识，学会对未来进行预测.

单元重难点：

1、will 构成一般将来时态的句式。2、There be 句型的一般将来时态。

3、more , fewer , less 的用法。4、How to make predictions .

第一课时

教学步骤：

Step 1 Leading in(导入话题，激活背景知识)(导入话题，激活背景知识)

1.Greetings: Welcome to school .

What’s the date today ? Who’s on duty today ?

Do you enjoy your winter holiday ?(你喜欢你的寒假吗?)

Do you finish your Homework(家庭作业) (你完成你的假期作业了吗?)

Do you want to live on the moon ?(你想去月球吗?)

Can you guess what will happen in ten years ?(你能猜出十年后将会发生什么吗?)

Collect the Ss’ answers and say something about their predictions .

Step 2 Pre-task(任务前活动)

SB Page 2 ,1a .

1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .

2.Read each predictions to the class .Explain the new vocabulary .

3.Read the instructions .Make sure Ss know what they should do .

4.Do it by themselves .

5.Talk about the answers with the class .

Explain :一般将来时态

构成: will / be going to +动词原形=

Step 3 While-task(任务中活动)

SB Page 2 ,1b .

1.Practise reading the six predictions .

2.Read the instructions to Ss .Circle the things you hear on the recording .

3.Play the tape twice .(放录音，两次)

4.Play the tape a third time .At the same time ,check the answers .

SB Page 2 , 1c .

1、Pay attention to the dialogues .

2、Read the dialogues fluently .

3、Pairwork .Work in pairs to make predictions according to the sample .

4、Ask several pairs to share their conversations to the class .

SB Page 3 , 2a & 2b .

1、Read the predictions .

2、Read the instructions and point out the sample answer .

3、Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .

4、Check the answers .

学生探究: less , fewer 的区别。

Step 4 Post-task(任务后活动)

1、Point to the example in the sample dialogue .Practice reading .

2、Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .

Grammar Focus:

1.、Review the grammar box .Ss say the statements and responses .

2、Make summaries about “will” ,“fewer” and “less” .

Homework(家庭作业)(家庭作业)：

1、Make predictions about yourself in 10 years .Write down 5 sentences .

2、Go over the new words .

教学后记:

篇16：人教版八年级英语下册复习教案

第二课时

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识) (导入)

1.Greetings and free talk .

2.Check their Homework(家庭作业) :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)

Step 2 Pre-task(任务前活动)

1.Go over what we learnt yesterday .(复习昨天所学的知识)

2.通过三种时间的对比简略复习一般过去时与一般现在时。

Step 3 While-task(任务中活动)

SB Page 4 , 3a .

1.Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .

2.Read the instructions .

3.Complete filling in the blanks individually .

4.Check the answers .

5.Practise reading .Then ask some Ss read them out .

SB Page 4 , 3b .

1. Look at activity 3a .Make predictions about Sally .

2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .

3. Practise reading .

4. Pairwork .Make their predictions about Sally .

Step 4 Post-task(任务后活动)

1. Write about yourself .

With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .

2. Complete the work individually .

3. Review the task .Ask a few more Ss for answers .

Homework(家庭作业) :

Draw a picture of the city in 20 years .Describe it to the class .

教学后记:

篇17：人教版八年级英语下册复习教案

第三课时

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

1. Greetings .

2. Say yourselves :five years ago , today and in five years .

3. Check the Homework(家庭作业).

Step 2 Pre-task(任务前活动)

SB Page 5 , 1a .

1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .

2. Read the list of seven words .Explain the new words .

3. Write each word in the correct column .Check the answers.

SB Page 5 , 1b .

1. Read the words already written on the chart .

2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .

Step 3 While-task(任务中活动)

SB Page 5 , 2a .

1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .

2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .

3. Play the tape twice .Check the answers .

SB Page 5 , 2b .

This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .

1.Read the instructions .

2. Pay attention to the sentences and the verbs in the box .

3.Play the tape and correct the answers .

Step 4 Post-task(任务后活动)

1. Read the instructions .

2. Pairwork. One is Alexis, one is Joe .

3. Point out the example in the sample dialogue .Read it to the Ss .

4. Talk about Joe’s life now , ten years ago and in ten years .

5. Ask some pairs of Ss to say their dialogues .

Homework(家庭作业):

1. Go over the words .

2. 写一篇50 个单词左右的小短文，预测与展望未来我们的学习和生活。

教学后记:

篇18：仁爱版英语八年级下册教案

I. 教学目标:

1. 掌握本课关于天气的生词和短语;

2. 学习和了解怎样谈天气;

3. 掌握There be句型的时态和结构变化。

II.自主学习：

1. 拼读生词。

2. 回顾并整理有关天气的词汇和句子。

3. 朗读课文，完成Ex 1。

4. 阅读理解：朗读课文，完成任务：

1) What is Danny doing ?

2) Why is today’s weather strange?

3) Talk about the weather today.

5. 找出文中重点内容并展示在黑板上。

6. 整理自己的知识难点。

7. 结合图标，猜测“Dig In”中有关天气状况的词汇。

III. 释疑解惑：

1. on the radio: 在播音; 通过广播

2. 10°C：ten degrees centigrade

3. It is going to rain. 天要下雨。

4. There be

e.g. There is a child near the door.

---Is there a child near the door?

There is not a child near the door.

There are some books on the desk.

There ___ (be)a pen and some books on the desk.

There will be lots of fresh meat tomorrow.

5. be scared of ≈ be afraid of: I am scared of thunder.

6. 观察下列单词的构成：afternoon, sunset, sunrise, thunderstorm, etc. 要求学生总结结论，并完成Ex 3。

IV. 当堂检测：

1. 根据句意及首字母或汉语提示填空：

1) I was caught in the rain in a ___________(阵雨) on my way to school.

2) In Britain, the sun ______(落下)much later in summer.

3) We need to know the ________(准确的) time.

4) They are talking about s________ and sunset.

5) Please don’t go out this afternoon. There will be a heavy t________.

2. 单项选择：

1)Jane wanted to learn English _____ the radio.

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

2) _____ is the temperature today?

A. What B. How C. How many D. How much

3) Don’t be _____ the young man.

A. scared to B. scared of C. angry to D. angry of

4) ---- Do you think it will be cool tomorrow?

---- _____. It has been too hot for a week.

5) There _____ be a rain the day after tomorrow.

A. shall B. are going to C. is going D. will

V. 任务布置：

1. 整理笔记，复习本课知识点;

2. 运用相关句式，口头练习天气预报的播报;

3. 完成《练习册》L1作业;

4. 按照既往要求，预习L2，初步完成Ex1 & Ex2.

篇19：仁爱版英语八年级下册教案

一、教学目标

1. 教学目标

1) knowledge objects知识目标

in this unit, students learn to talk about personal traits and how to compare people. 学习谈论人的个性特征和如何比较人的个性特征。

2) ability objects能力目标

to train the students ability of listening, speaking, reading and writing. to train the students ability of communicative competence. 培养学生听说读写和交际能力。

3) moral objects德育目标

2. 学习完成任务所需要的语言：

1) 复习表示个性特征形容词：tall, thin, short, longhair, short hair, funny, serious, outgoing

3) 句子：学习用比较级比较人

tina is taller than tara.

pedro is funnier than paul.

tom is more athletic than sam.

we're both short.

is that sam?

no, that's tom.

he has shorter than tina.

is that tara?

no, it isn't. tara's shorter than tina.

3. 完成课本第31页1a, 1b, 1c, 2a, 2b, 2c和grammar focus的教学任务。

二、教学环节

1. lead in and revision

(老师叫4-5个学生上台，描述学生的特征) t: what does tom look like?

s1: he is very fat.

t: what about sally?

s2: she is thin and has long hair.

t: would you say something about bill?

s3: i think he is funny.

(拿两把尺子，比较长度) then bring out two rulers of different length. t: this is a ruler. it's bobby's. (longer) this is judy's ruler. (long) bobby's ruler is longer than judy's.

2. new words

(call two students who are good at basketball to stand up and ask the students) t: do you think they're good basketball players?

ss: yes, we do.

t: who are athletic?

ss: both.

t: who are more athletic?

ss: victor is.

(把“athletic”写在黑板上。write “athletic” on the bb. 引导学生将该词变比较级。) t: how to change it into comparative degree?

s1: more athletic.

t: see the picture on the screen. (athletic – more athletic 读该词和该比较级的读音。) ok. read after me. “athletic, more athletic”.

ss: athletic, more athletic.

(看屏幕，比较郑秀文和张柏芝的头发长度。) t: look at the two photos of the singers, say something about their hair.

s1: sammy has shorter hair than miss zhang.

s2: miss zhang has longer hair than sammy.

show some new words on the screen. and change them into comparative degrees.

more adv. (构成含有三个或三个以上音节的大多数形容词及副词的比较级)更;更多的，更大的

than adj. (后接表示比较级的第二部分)比

calm adj. (心情)镇静的;无忧虑的

wild adj. 卤莽的;轻率的

read the new words to students and ask them to repeat. t: more.

s1: more.

t: than.

s2: than.

t: calm.

s3: calm.

t: wild.

s4: wild.

3. 1a

t: now please open your books at page 31. first, look at the picture. how many people are there in the picture?

ss: nine.

t: please tell me their names?

s: yeah. pedro and paul, tom and sam, tara and tina.

t: very good! maybe they're having a concert. there are three teachers under the stage. do you see the twins?great! who is taller, pedro or paul? ask the students to repeat the following sentences:

tina is wilder than tara.

tara is calmer than tina.

sam is wilder than tom.

sam has longer hair than tom.

tom is calmer than sam.

tom has shorter hair than sam.

pedro is heavier than paul.

paul is thinner than sam.

仁爱版英语八年级下册教案

篇20：新目标英语八年级下Unit 3-4教案-新课标[]

Unit3 What were you doing when the UFO arrived ?

Teaching goals :

1. Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .

2. when , while 引导的时间状语从句。

3. 学习过去进行时态。

4. 利用知识谈论过去发生的事情。

5. 复习过去式，学会讲故事。

6. 了解一些自然科学知识和社会科学知识。

Important and difficult points:

1. when , while 引导的时间状语从句。

2. 学习过去进行时态。

Teaching aids : a tape-recorder , cards .

Period 1

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

3. Dictate the words in Unit 2 .

Step 2 Pre-task

SB Page 18 , 1a .

1. Point to the sentences .Read the sentences .Explain what each one means .

2. Look at the picture .Point out the six people .Match the statements with the people in the picture .

3. Check the answers .

4. Practice reading .

Step 3 While-task

SB Page 18 , 1b .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Look at the dialogue in the picture .

Explain :

过去进行时态的构成: was / were + doing .

用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。

I was standing in front of the library when the UFO arrived .

3. Play the tape twice . Circle the correct responses .

4. Check the answers .

Step 4 Post-task

Talk about what people were doing when the UFO arrived .

Step 5 While-task

SB Page 19 , 2a .

1. Read the sentences .Make sure the Ss understand what they mean .

2. Play the tape twice .Order these statements .

3. Play the tape again ,correct the answers .

SB Page 19 , 2b .

1. Read the instructions .

2. Play the recording .Write “when” or “while” on each line .

3. Play the recording again ,correct their answers .

Notice: when / while

※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .

Step 6 Post-task

SB Page 19 , 2c .

1. Point ort the picture .Ask what each person is doing .

2. Groupwork : Ask “What was …doing when the UFO arrived ?”

3. Ask a group to say its conversation to the class .

Step 7 Grammar Focus

Review the grammar box by asking some students to read the sentences .

Homework :

1. Go over the words in this unit

2. 用介词或介词短语填空。

① They were talking the phone .

② I was the barber’s chair .

③ The boy was walking the street when a UFO landed .

④ I had a very unusual experience Sunday .

⑤ The alien visited the Museum Flight .

教学后记:

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

Step 2 While-task

SB Page 20 , 3a .

1. Read the instructions .

2. Read the e-mail by the Ss first .Number the pictures in the correct order .

3. Explain something .

4. Practice reading and listen to the tape .

SB Page 20 , 3b .

Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .

If necessary , do it as homework .

SB Page 20 , Part 4 .

What were you doing at these times last Sunday ?

1. Read the sample dialogue in the box .

2. Look at the table .Read the times for the Ss .

3. Pairwork : Talk about what they were doing at different times .

4. Write down your answers .

5. Practice reading .

Step 3 Post-task

Make an interview .

Interview two classmates in your class and write down their answers .Begin like this :What were you doing at … ?

I was … .

Homework :

Cover the story in 3a .Try to retell the story .

教学后记:

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

Step 2 Pre-task

SB Page 21 , 1c .

1. Look at the pictures .Please say something about the picture .

2. Read the sentences and explain the new words .

3. Match the sentences with the pictures .

4. Check the answers .

Step 3 While-task

SB Page 21 , 2a & 2b .

1. Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .

2. Play the recording the first time .Ss only listen .

3. Play the recording a second time .Check the phrases they hear on the recording .

4. Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .

5. Play the tape again and correct the answers .

Step 4 Post-task

SB Page 21 , 2c .

Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence .

① While John was walking to school , he saw a cat in a tree .

② While John was climbing the tree , a man saw him .

③ While the man was calling the police , a woman called the newspaper .

④ While the newspaper reporter was taking photos ,the cat went up the tree again .

Ss can say them out by themselves .

Homework :

SB Page 23 , Selfcheck , Parts 1and 2 .

教学后记:

Period 4

Teaching procedures:

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework : Correct the answers .

Step 2 Pre-task

SB Page 22 , Part 3 .

1. Read the instructions ,pointing to the article and the list of questions .

2. Scan the passage for the main idea .

T: Who found Linda’s dog ? (the police officer’s dog )

3. Read the questions by the Ss .Make sure they understand them .

4. Play the recording .Ss listen carefully .

5. Write answers to the questions .

6. Practice reading .

7. Correct the answers .

Step 3 While-task

SB Page 22 , 4a .

1. Read the instructions .

2. Look at the pictures .Discuss in groups .

3. Ask students to explain what is happening in each picture .

4. Complete the work on their own .Remind them to use times in their stories .

5. Share their stories .(If someone can’t finish it in class ,do it as homework .)

Step 5 Post-task

SB Page 22 , 4b .

1. Read the instructions .

2. Read the times .

3. Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :

A: Where were you at … ?

B: I was in the park .

A: What were you doing there ?

B : … .

4. Show the role-plays to the class .

Homework :

1. Finish Selfcheck , Part 3 .

2. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子。

Time Action

Linda Me

8:00 am read English play football

12:00 am have lunch read newspaper

2:00 pm have a rest play computer games

4:00 pm play basketball sleep

6:00 pm do homework watch TV

教学后记:

Period 5

Teaching procedures:

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

Step 2 Pre-task

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

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

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 :

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:

Unit 4 He said I was hard-working .

Teaching goals:

1. Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .

2. Patterns: What did your math teacher say ?

He said he could speak three languages .

3. 直接引语和间接引语的转换。

4. 写成绩报告单，并能将自己的成绩报告给他人。

Important and difficult points :

1. 新的词汇和习语。

2. 个人Report card 的写作。

3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。

Teaching aids : teaching cards , pictures and a tape recorder .

Period 1

Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .

Teaching procedures :

Step 1 Leading in

Ask several Ss what they are going to do after school .Write their sentences on the Bb .

Step 2 Pre-task

Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?

Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .

Repeat this process with the other sentences on the Bb .

Step 3 While-task

SB Page 26 , 1a .

1. Ask a student to read the four questions .

2. point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .

3. Repeat with the other pictures .

SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .

SB Page 26 , 1b .Play the recording and correct the answers .

Step 4 Post-task

SB Page 27 , 2a & 2b .

1. Ask several Ss to read these sentences .

2. Play the recording .Ss circle their answer .

3. Check the answers .

Step 5 Grammar Focus

1. Review the grammar box by ask Ss to say the statements .

2. Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .

Step 6 Homework

用she/he said 将直接引语改为间接引语。

1. I am a clever girl . 2. I am having lunch at school .

3. I can dance well . 4. I play football every day .

5. I don’t like my younger brother .

教学后记:

Period 2

Teaching contents :SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .

Teaching procedures :

Step 1 Leading in

Check the homework .Ask several students to read their sentences to the class .

Step 2 Pre-task

SB Page 28 , 3a .

1. Read the article to the class .

2. Ask Ss to fill in the blanks on their own .

3. Correct the answers .

SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .

Step 3 While-task

SB Page 29 , 1a .

1. Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .

2. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .

SB Page 29 , 2a & 2b .

1. Read the instructions to Ss .Make sure they know what to do .

2. Play the recording two or three times .Correct the answers .

Step 4 Post-task

SB Page 29 , 2c .

Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .

Step 5 Homework

SB Page 28 , 3b .Ask Ss to write anything they want .

教学后记:

Period 3

Teaching contents: SectionB 3a , 3b , 3c , 4 , selfcheck .

Teaching procedures :

Step 1 Leading in

Check the homework .Ask several students to read their episodes to the class .

Step 2 Pre-task

SB Page 30 , 3a .

1. Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .

2. Correct the answer .

SB Page 30 , 3b .

1. Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .

2. Ask a student to read his or her completed letter to the class .Orally correct any mistakes .

Step 3 While-task

SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .

SB Page 30 , Part 4 .

1. Get Ss to make up their teachers comments .

2. Pairwork. In pairs ,talk about their report cards .

3. Ask several pairs to share their conversations .

Step 4 Post-task

SB Page 31 ,Selfcheck ,Part 1.

1. Ask Ss to fill in the blanks on their own .

2. Correct the answers.

3. Have Ss make sentences with the words .

SB Page 31 , Selfcheck , Part 2 .

1. Ask Ss to read the story .

2. In pairs ,have Ss to make conversations according to the story .

3. Ask some Ss to share their conversations with the class .

Step 5 Homework

Ask students to write their conversations on their exercise books .

教学后记:

Period 4

Teaching contents: Reading :She said helping others changed her life .

Teaching procedures :

Step 1 Leading in

Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .

Step 2 Pre-task

SB Page 32 , Section 2 .

1. Have Ss read the passage first for meaning .

2. Ask Ss to read it again and fill in the blanks .

3. Check the answers .

Step 3 While-task

SB Page 33 , Section 3 , 3a .

1. Ask Ss to read through again to find the relevant information for Yang Lei’s students .

2. Ask Ss to complete the information under “you” , saying what is true for their own lives .

3. Have Ss discuss their answers with their partner .

SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .

SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .

Step 4 Post-task

SB Page 33 , Section 4 .

1. Have a class discussion about the work each organization does .

2. Ask some Ss to say which organization they would like to work for and why .

Step 5 Homework

Write the summary of the reading on their exercise books .

教学后记:

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