八年级英语上册教案反思集锦4篇。
老师提前规划好每节课教学课件是少不了的，每个老师对于写教案课件都不陌生。同时还需要每位老师都重视教案课件，这样可以避免因准备不足导致的教学事故。通过阅读“八年级英语上册教案反思”您可能会有更深刻的认识和理解，有需要的同行请品味这篇优秀的文章！
八年级英语上册教案反思 篇1
《新目标八年级上册英语教案及反思》
引言：
新目标八年级上册英语教案是教师教学的指南和教学活动的计划。通过对教案的详细编写和反思，教师可以更有效地组织教学内容和教学过程，提高学生的学习效果。在本文中，将详细讨论新目标八年级上册英语教案的编写及反思，以便教师更好地开展英语教学工作。
一、新目标八年级上册英语教案编写
1. 教学目标的设定：教师根据课程标准和学生的实际情况，确立教学目标。教学目标应具体明确，能够指导学生的学习。
2. 教学内容的安排：根据教学要求和学生的学习水平，教师将教学内容进行有机的梳理和整合，合理分配每个单元的教学时间，确保课时的充足。
3. 教学方法的选择：教师要根据教学内容和学生的学习特点，选择适合的教学方法和学习策略，使学生在积极参与中掌握知识和技能。
4. 教学过程的设计：教师将教学内容按照逻辑顺序进行分解和组织，设计出扎实的教学过程，确保教学的连贯性和系统性。
5. 学习评估的方式：教师设计科学的学习评估方式，包括形成性评价和终结性评价，以检测学生的学习情况和教学效果。
二、新目标八年级上册英语教案的反思
1. 教学目标的反思：教师要不断反思教学目标是否合适，是否能够顺利指导学生的学习，是否需要进行修正和调整。
2. 教学方法的反思：教师要关注学生的学习状态和反馈信息，及时调整教学方法，提供更合适的教学方式和策略。
3. 教学过程的反思：教师要及时反思和总结教学过程中的不足和问题，不断改进和完善教学过程，提高教学的效果。
4. 学习评估的反思：教师要审查学习评估方式的科学性和可行性，确保评估结果能够真实反映学生的学习情况。
结语：
新目标八年级上册英语教案的编写和反思是教师提高教学质量的关键环节。通过对教案的详细编写和反思，教师可以更好地组织教学内容和教学过程，提高教学效果，帮助学生更好地学习英语。然而，教案编写和反思只是教师教学的一部分，教师还需要具备扎实的英语知识、丰富的教学经验和灵活的教学方法，才能更好地为学生提供优质的英语教学。希望本文能够对教师开展新目标八年级上册英语教学工作有所启发和帮助。
八年级英语上册教案反思 篇2
新目标八年级上册英语教案及教学反思
引言：
新目标八年级上册英语教材是我在教学过程中使用的主要参考书之一。通过教学，我深刻认识到这套教材的优点和不足之处，同时也对自己的教学方法进行了反思。下面，我将详细介绍一下新目标八年级上册英语教案以及我对教学过程的反思。
一、教学目标：
在新目标八年级上册英语教学中，我的教学目标主要有以下几个方面：
1.培养学生的英语听、说、读、写的能力，提高学生的英语综合运用能力；
2.激发学生学习英语的兴趣，增加学生英语学习的主动性；
3.通过教学，培养学生的合作意识和团队合作能力；
4.教授英语知识的同时，培养学生的文化素养和跨文化交际能力。
二、教学内容：
1.词汇积累：教授每个单元的相关词汇，并帮助学生灵活运用这些词汇进行口语表达；
2.语法讲解：重点讲解每个单元的语法知识点，并通过例句和练习加深学生对语法知识的理解和应用能力；
3.听力训练：提供听力材料，帮助学生提高听力理解能力，培养学生听懂并理解英语语言的能力；
4.口语练习：通过一对一或小组对话的形式，让学生有机会进行口语练习，提高他们的口语表达能力；
5.阅读理解：布置阅读材料，训练学生的阅读理解能力，并可以引导学生进行相关的讨论和写作；
6.写作训练：教授写作的基本技巧和方法，并通过写作练习提高学生的写作能力。
三、教学方法：
在教学过程中，我采用了多种教学方法，以培养学生不同层次的英语运用能力，提高教学效果。例如：
1.任务型教学法：通过设置任务，让学生在完成任务的过程中进行英语语言的运用和实践，激发学生的学习兴趣；
2.合作学习法：让学生在小组内进行合作学习，相互帮助和交流，提高学生的合作意识和团队精神；
3.多媒体辅助教学法：利用投影仪、录音机等多媒体教具，给学生呈现多样化的学习资源，增强学生的学习效果；
4.情境教学法：通过设置真实的生活情境，让学生在模拟的情境中进行英语对话练习，培养学生实际运用英语的能力。
四、教学反思：
在教学过程中，我也对自己的教学进行了反思，并进行了适时的调整。首先，我发现学生在词汇记忆方面存在一定的困难，因此我增加了词汇记忆的练习，例如通过单词游戏、单词拼写等方式，让学生更加主动地参与词汇的记忆。其次，我注重了学习方法的指导，教给学生一些实用、高效的学习方法，让他们能够在学习英语的过程中更加自主地学习和思考。最后，我也注意到一些学生在口语表达方面存在一定的困难，因此我增加了一些口语练习的机会，并对学生进行指导和纠正。
总结：
通过对新目标八年级上册英语教案及教学反思的总结，我认识到教学思路及方法的重要性，同时也意识到了自己教学中的不足之处。通过不断的调整和完善，我相信我能够更好地利用新目标八年级上册英语教材，更好地完成教学任务，提高学生的英语能力和综合素质。最后，我也期待着新的教学挑战和成果，为学生的英语学习之路继续努力。
八年级英语上册教案反思 篇3
教案反思是教学过程中非常重要的一个环节，能够帮助教师更好地了解教学的不足之处，并及时纠正，从而提高教学质量。以下是一些有关八年级英语上册教案反思的建议：
1. 确定教学目标：在开始教学之前，教师应该清楚地确定教学目标，以便在课堂上引导学生朝着特定的方向前进。例如，教学目标可以包括提高学生的词汇量、提高听力技能、提高阅读理解能力等。
2. 设计有趣的教学内容：有趣的教学内容可以吸引学生的注意力，让他们更加积极地参与课堂活动。教师可以通过使用图片、视频、游戏等多媒体形式来设计教学内容。
3. 提供充分的练习机会：在课堂上，教师应该提供充分的练习机会，让学生通过练习来巩固所学知识。例如，教师可以设计单词拼写和阅读理解练习等。
4. 鼓励小组合作：小组合作可以帮助学生更好地理解知识点，并且可以培养学生的团队合作能力。教师可以在教学过程中鼓励小组合作，并设定奖励机制来激励学生。
5. 关注学生的反馈：在课堂结束后，教师应该关注学生的反馈，了解他们是否掌握了所学知识。如果教师发现学生需要更多练习，教师应该及时进行补充。
总结起来，教案反思可以帮助教师更好地了解教学的不足之处，并及时纠正，从而提高教学质量。
八年级英语上册教案反思 篇4
新目标八年级上册英语教案及反思
引言：
英语作为一门重要的国际交流语言，对于学生的学习和发展具有重要意义。《新目标八年级上册英语教案及反思》是一个对于教学内容和教学方法进行详细分析和总结的文献。本文将从教案的编写和反思两个方面进行详细阐述。
一、教案编写
教案是教师进行教学活动前的准备工作，对于教学的顺利进行起到了重要的指导作用。编写一份优秀的教案需要教师对课程的理解和掌握，针对学生的实际情况进行针对性的设计。
1. 教学目标的确定
教师首先要明确教学目标，即期望学生通过本课程能够达到的学习效果。目标要具体明确，可以包括知识、能力和情感态度等方面的目标。
2. 教学内容的选择
根据教学目标，教师需要选择恰当的教学内容。英语教学内容多样化，包括听、说、读、写等方面。教师需要根据学生的实际水平和学习需求，确定适宜的教学内容。
3. 教学过程的设计
教学过程设计是教案的关键部分。教师需要充分考虑学生的特点，以及他们在不同阶段的学习需求。合理的教学过程安排可以促使学生的积极参与，提高学习效果。
4. 教学方法的选择
教学方法是教师促使学生达到教学目标的重要手段。教师可以采取多种教学方法，如直观教学法、情境教学法、小组合作学习等，培养学生的学习兴趣和学习能力。
5. 教具和教材的利用
教具和教材是教师课堂教学的重要辅助工具。教师要善于选用教具和教材，帮助学生更好地理解和掌握知识。
二、教案反思
教案反思是教师对于教学活动进行自我评价和总结的过程，旨在提高教学效果和教师的教学水平。
1. 教学目标的合理性分析
教师可以对教学目标进行分析和评价，看是否能够真正达到预期的效果。如果发现目标设定不合理，可以进行相应的调整和改进。
2. 教学内容的适应性检验
教学内容是否适应学生的学习需求和水平是教师反思的一项重要内容。通过自我评价，教师可以发现不足之处，进一步完善和改进教学内容。
3. 教学过程的效果评估
教学过程是否有效、学生是否能够充分参与等是教师需要关注的问题。通过教学反思，教师可以找出问题所在，采取相应的措施提高教学过程的效果。
4. 教学方法的评估和调整
教学反思可以让教师对自己使用的教学方法进行评估和调整。教学方法是否能够达到预期的效果、是否需要改进等都需要教师进行综合考虑。
5. 教具和教材的评价和选择
教具和教材的选择是否合理、是否能够帮助学生更好地理解和掌握知识，是教师反思的一个重要方面。教师可以根据学生的实际情况，进行适当的选择和调整。
结语：
《新目标八年级上册英语教案及反思》是一本对于教学内容和教学方法进行详细分析和总结的文献，它对于提高教师的教学水平和指导学生的学习具有重要意义。教师应该根据教案编写和反思的要求，不断提高自己的教育教学能力，为学生的学习和发展提供更好的支持和帮助。
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人教版八年级英语上册教案精选8篇
编辑今天为大家精心挑选了一篇与“人教版八年级英语上册教案”相关的文章。教案课件是老师在课堂上非常重要的课件，这就要老师好好去自己教案课件了。教师要注重教案的细节方能做好课堂教学。本文内容仅供您的参考！
人教版八年级英语上册教案(篇1)
U1.fix one’s attention/ eyes on集中注意力于
3.at first sight; lose one’s sight; at the sight of ;catch sight of;
out of one’s sight/beyond one’s sight/ in one’s sight
景色，景象（可数，常用复数）The sunrise is a beautiful sight.
4. have an appetite for (knowledge) 求知欲
7.on purpose故意地; for the purpose of 为了…的目的
9. supply sth to/for sb; supply sb with sth
provide sth for sb; provide sb with sth
10.look out! = watch out!
11.be involved in (trouble) 卷入,忙于
12. the private/ state enterprise (私营/国营)企业
a spirit of enterprise 进取精神, 事业心
13. abandoned practice抛弃了的，废弃了的做法
14.a large amount of/ amounts of +u.n
15.experiment with/ on (animals)用…做实验
16.You deserve punishment/ punishing/ to be punished.
18.be designed to do / for sth/sb专为…设计的，打算
19.在脑海中出现某种想法A good idea occurred to me.
It occurred to me that…
22.lead a cosy life; a cosy little house
人教版八年级英语上册教案(篇2)
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
1.Greetings and free-talk .
2.Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)SB Page 24 , Groupwork .
1.Arrange the Ss in small groups .Ask them to look at the pictures and talk
about the events .Encourage students to say how historical events affected their
lives .
2.Tell the Ss to help each other with vocabulary they might need and don’t
know .
Step 3 While-task(任务中活动)
1.Reading strategy :The title can be helpful for you to understand a text
.It is also a good idea to read the first sentence of each paragraph before
reading .
2.Read the title ,which gives an indication of the content of the reading
.Think of one question they think might be answered in the reading .
3.Play the recording , Ss listen . 4.Ask Ss to read the story out to the
class .
5.Ask Ss to comment on whether their questions in the previewing stage were
answered .
Step 4 Post-task(任务后活动)SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished
,ask Ss to swap their book with a partner for correction .
Homework(家庭作业) :
Write about an event that you remember well .Give dates and say why you
remember it ,and what you were doing at the time when you heard the news .
教学后记:
第六课时：测试课
一、单项选择。
( )1. What ____ you ____ when she came in?
A. did, do B. are, doing C. do, do D. were, doing
( )2. The girl is ill. She’s ______.
A. in hosp
人教版八年级英语上册教案(篇3)
Unit 1 Where did you go on vacation?
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc
能掌握以下句型：
① -Where did you go on vacation? -I went to the mountains.
② -Did you go with anyone? -Yes, I did./No, I didn’t.
2) 能了解以下语法：
-复合不定代词someone, anyone, something, anything等 的用法。
-yourself, myself等反身代词的用法。
3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
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。
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) 掌握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) yourself, myself等反身代词的用法。
1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows
something a person did in the past.
3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
1. Point to the picture on the screen.
2. Play the recording the first time.
3. Play the recording a second time.
Listen to the recording and write numbers of the names in the right boxes of the picture.
4. Check the answers.
1. Point out the sample conversation.
2. Now work with a partner. Make your own conversation about the people in the picture.
3. Ss work in pairs. As they talk, move around the classroom and give any help .
4. Let some pairs act out their conversations.
1. Tell Ss they will hear a conversation about three students’ conversations.
2. Play the recording the first time. Ss listen and fill in the chart.
3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”
4. Check the answers with the Ss.
1. Let two Ss read the conversation between Grace, Kevin and Julie.
2. Let Ss work in pairs and try to role-play the conversation.
3. Ask some pairs to act out their conversations.
1. First let Ss read the conversation and match the people and places they went.
2. Let Ss act out the conversations in pairs.
3. Some explanations in 2d.
Homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
B: Yes, I did. / No, I didn’t.
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等不定代词的用法。
3）能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。
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。
Ⅱ. Grammar focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
一、复合不定代词总结：
二、学生们读上面的探究试题，并合作探究完成。
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.
1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.
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.
1. If time is enough, do some more exercises on big screen.
1. 背诵Grammar focus 部分。
2. 复习复合不定代词及反身代词的用法。
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, etc.
② What did…?
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。
2. 阅读2b部分的短文并完成相关要求。
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.
Work on 1c:
1. T: Now let's work on 1c. 2. Play the recording for the Ss listen.
Work on 1d:
1. Tell Ss this time they have to write down .
2. Then play the recording for the second time.
1. Tell Ss to ask and answer about Lisa’s vacation.
2. Ss work in pairs and ask and answer about Lisa’s vacations.
1. Tell Ss to work in groups. Discuss the questions together.
2. Give Ss some possible answers:
3. Ss discuss the two questions.
Work on 2d:
1. Tell Ss they should read the conversation about Jane’s trip to Penang 2. Ss read the conversation about Jane’s trip to Penang
用所给动词的适当形式填空。
1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运用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和不规则变化。
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，
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。
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。
1. Tell Ss they went to one of these places of interest last summer vacation.
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.
4. Check the answers.
Work on 3b: Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.
Work on 3c:
1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.
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.
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.
1. Tell Ss what they should in this activity.
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.
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。
Unit 2 How often do you do exercise？
1) 能掌握以下单词：housework, hardly, ever, hardly ever, once, etc.
能掌握以下句型：
① -What does he do on weekends? -He usually watches TV.
② -How often do you watch TV? -I watch TV every day.
③ -Does he go shopping? -No, he never go shopping.
2) 能了解以下语法：频度副词及一般现在时简单谈论周末活动情况。
1) 对6个频度副词细微差异的理解及使用。
2) 弄清一般现在时在不同人称下动词形式及提问的变化。
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。
Talk about your last weekend’s activities.
1. “What do you usually do on weekends? ” I usually …… on weekends.
2. 教师出示动词卡片 watch TV，read books，exercise，swim, play football、go shopping、 go to movies让学生回答。
3. 点击鼠标屏幕上出现频率副词及相关的百分比。
always (100%)usually(80%) often (30-50%)
sometimes (20%) hardly ever(5%) never (0%)
领读频率副词，让学生快速认读。
1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.
2. Let some Ss read out their activities. Let other Ss add more activities.
1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.
2. Tell Ss to listen and write the letters from the picture above on the line below.
3. Play the tape for the first time. Ss listen and fill in the blanks.
4. Play the tape for the second time for the Ss to check the answers.
1. Act out the conversation with a student.
2. Let Ss talk about the pictures in 1a in pairs.
3. Let some Ss act out their conversations.
Work on 2a:
1. Let Ss read the phrases in the chart.
2. Tell Ss that Cheng Tao is taking about how often he does these activities.
3. Play the recording for the second time for the Ss to check the answers.
Work on 2b:
1. Tell Ss they will hear the recording again.
2. Ss listen and math the activities with the phrases.
3. Check the answers.
1. Ask one student how often he/she watch TV as a model.
T: Hi, S1. How often do you watch TV?
S1: I watch TV every day.
2. Let one student read the activities in the chart.
3. Ss work with their partners. Then ask some pairs to act out their conversations.
1. Read the conversation by themselves, then match the activity with the right time.
2. Let the Ss read the conversation after you.
3. Ss work with a partner and act out the conversation.
Homework:
Act out the conversation after class.
1) 复习运用频率词汇及询问活动频率。
2) 一般现在时态的熟练运用。
2. 情感态度价值观目标：
通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。
1. 教学重点：
1) -How often do you /does he(she)….? -He usually…
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。
1. Ask and answer some oral questions on how often exercise.
2. Check the homework and have a dictation of some new words.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
2. 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。
Tell Ss try to find the answers.
他们通常在周未锻炼吗？
___ they often ________ on weekends?
她一周上网二次吗？
_____ she _____ the Internet twice a week?
1. Tell Ss to make questions.
2. Then try to ask and answer questions about the questions.
3. Ask some Ss to ask and answer with their partners in front of the class.
1. Let Ss work in groups of six or eight.
2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the chart.
3. Ask their group mates the questions and fill in the chart.
4. Try to make a report about their partners.
Do a survey: What does he/she do on weekends?
1) 能掌握以下单词：percent，online , etc.
2) 能掌握以下句型：
not …at all The best way to … is …. such as…
2. 情感态度价值观目标：
了解其他学生们的日常生活情况，让学生们知道应如何安排日常生活。
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) 阅读2b部分的短文并完成相关要求。
1. Daily greeting.
2. Check the homework. Let some Ss report what he/she does on weekends.
1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy.
2. Work on 1a. Read the words with the pictures then match the words with the pictures.
1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy”
2. Check the answer with the Ss.
3. Ask and answer questions about the pictures on 1a.
Work on 1c:
1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions.
3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences.
4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers.
5. Check the answers:
1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.
2. Let some Ss tell their answers.
1. T: Read the passage quickly and find the answers to the two questions:
How many kinds of free time activities are mentioned in the passage?
What is the best way to relax?
2. Read the passage carefully and complete the pie chart below.
Ss read the passage and try to fill in the pie chart. Then check the answers together.
1. T: Now let’s read through the five questions.
2. Ss read carefully and try to find the answers to the questions.
3. Check the answers with the class.
Work on 2d:
1. T: Now let’s make some sentences with the percentages using always, usually or sometimes.
2. Ss read the passage again and try to make some new sentences. Check the answers with each others.
Work on 2e:
1. Let Ss read through the activities in the chart first.
2. Ss work in groups.
1. 读2b中的短文。
2. 根据2e的调查结果写一个报告。
1) 复习询问或谈论别人饮食。
2) 能够运用所给的提示，完成对某人饮食习惯的描写。
3) 总结回顾所有的频率副词，并学会运用所学的频率副词。
2. 情感态度价值观目标：
1) 通过小组活动，培养学生们的合作意识和团队精神。
2）提倡合理安排自己的生活，养成良好的生活习惯。
1. 教学重点：
1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。
2) 能运用一些相关资料对他人进行好习惯与坏习惯的调查。
2. 教学难点：
能运所给的提示词来描写个人的饮食起居等方面的习惯。
1. Have a dictation of the new words and expressions.
2. Let some Ss read the passage in 2b.
3. Check the homework.
1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.
2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits.
1. Look at the information in the chart and complete the report.
2. Ss read the passage then fill in the blanks with the words in the box.
3. Check the answers.
Work on 3b:
1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never.
2. Then let some Ss show their chart to the class.
Work on 3c:
1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.
2. Check the compositions and let some Ss read their compositions.
1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier?
2. Read the quiz and the chart first and make sure all the students know how to take the health quiz.
3. Work in groups and take the quiz in your group. See who is healthier?
1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。
2. Let some Ss read aloud their chart. Then try to write five sentences using the information above.
3. Make sure they use the correct forms of the verbs.
1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.
2. Ss read the conversations and try to fill in the blanks.
3. Check the answers:
usually, How often, Hardly, How often, once a; never
4. Let Ss practice the conversation with their partner.
1. Review Section B.
2. Write a short passage your father or mother’s good habits or bad habits.
Unit 3 I’m more outgoing than my sister.
1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working，etc.
2) 能掌握以下句型：
Tina is taller than Tara.
Sam has longer hair than Tom.
3) 能掌握以下语法：
形容词或副词比较级形式的构成。
表示两者进行比较的句式结构。
2. 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
1. 教学重点：
1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：
He has shorter hair than Sam.
She also sings more loudly than Tara.
Ask Ss to write down as many adj. about people as possible. Check the adj.
Give Ss an example by comparing Old Henry and Santa Claus.
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
e.g. The apples are bigger than the pears.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Ask Ss to compare with their partners and find out the differences.
e.g. She is heavier than me. I am more outgoing than her.
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.
Play the recording and check the answers.
2. Work on 2b.
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
1. Read the conversation first and try to match the people with the right things.
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标：
学会与朋友友好相处，培养乐观，积极向上的性格。
1. 教学重点：
1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：
1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
1. Ask some Ss compare he/she with his/her desk mates.
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
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
两者进行比较, 表示“一方比另一方更……”的句型：
两者进行比较, 表示“一方与另一方一样……”的句型：
Work on 3a:
1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。
3. 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。
4. 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。
Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. “I was two years ago.”
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.
1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, etc.
2) 能掌握以下句型：
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
3) 阅读短文获得正确的信息的能力。
4) 阅读短文并能完成相关任务。
2. 情感态度价值观目标：
了解人与人之间的差异性，了解自己对朋友的看法。
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) 阅读2b部分的短文并完成相关要求。
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her father and mother are like.
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Work on 1a:
Read each description to the class and ask the Ss to repeat.
What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four.
2. Ss try to write their own sentences.
1. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.
2. Ss listen to the tape and fill in the chart.
1. Work in groups. Make a conversation using information in the chart.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Write the comparative forms of the following adjectives.
2. Ss work in a group. Check each other’s answers.
3. Let some Ss read their sentences.
1. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.
2. Check the answers with the Ss.
1. Let Ss read the sentences in 2c. Make sure they know the meaning .
2. Let Ss read the passages again and judge these sentences are True or False.
3. Ss read and find the answers to the questions.
4. Check the answers.
1. Ss try to write their sentences.
2. Let some Ss read aloud their sentences to the class.
1. Let some Ss translate the sentences into Chinese.
2. Give the Ss an example. Ss think about it and try to tell something.
3. Let some Ss talk about it.
1. Read the passages after class.
2. Make sentences with the phrase below:
as long as, be different from, bring out, be similar to, etc.
1) 掌握下列词汇：primary, primary school, information
2) 复习如何对两者进行比较。
3) 总结回顾形容词或副词的比较级形式。
2. 情感态度价值观目标：
1) 能了解人与人之间的差异性，能做到相互理解相互学习。
2) 能正确看待自己和他人的优缺点，学人之长，补己之短。
1. 教学重点：
1) 能运用所学的知识对事物或人物进行对比。
2) 能正确运用形容词或副词的比较级形式。
2. 教学难点：
能根据提示信息，对两个人物或事物进行对比。
1. Have a dictation of the new words and expressions.
2. Let some Ss read their passages to the class.
3. Ask some Ss to compare themselves and their friends.
1. Show some pictures of the students of your class. Describe the Ss.
2. Let some Ss describe the student in the big screen.
1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.
2. Ss try to write these sentences.
3. Check the answers.
Work on 3b:
1. Think of your friends. Make notes about two of your friends.
2. Give some examples: popular, outgoing, serious, hard-working,etc.
3. Check the answers with each other.
Work on 3c:
1. Write two paragraphs describing your friends.
2. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.
1. Ask the questions about the ad.
What do the English Study Center need?
Should the student be outgoing?
2. Let Ss read the ad and answer the questions.
3. Let Ss think about what the student like?
Give Ss some examples:
He/She should be outgoing. He/She should be good with children.
4. Tell Ss to compare two of their classmates. They can use the real names.
5. Ss talk with their partners and compare two of their classmates.
1. Look at the chart. Let one student read the words in the box first.
2. Tell Ss to put the words in the correct columns in the chart.
3. Ss work by themselves and then check the answers with the Ss.
1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.
2. Ss work by themselves and fill in the blanks.
3. Check the answers with the Ss.
1. Have a writing test.
2. Ss write the sentences quickly and see who writes best.
3. Encourage some Ss to work harder.
1. Review Section B.
2. Write about six sentences about their parents. Compare them.
Unit 4 What’s the best movie theater?
1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket,etc.
能掌握以下句型：
① It has the biggest screens.
② It’s the most popular.
2) 能了解以下语法：
掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物。
1. 教学重点：
1) 形容词及副词最高级形式的构成。
2) 用形容词或副词的最高级形式来描述人或事物。
2. 教学难点：
用形容词或副词的最高级形式来描述人或事物。
向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。
Learn the new words.
1. How do you choose which movie theater to go to?
2. Ss discuss with their partners and write the words in the box in the chart.
1. T: Tell Ss to read the sentences in the chart.
2. Play the recording for the Ss to listen and match the statement with the right movie theaters.
3. Play the recording again. Check the answers with the Ss.
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Work on 2a and 2b.
1. Role-play the conversation.
2. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Homework:
写六个句子来说一下你们班的“最……”。
1) 学习掌握下列词汇：worse, service, pretty, menu, act
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。
4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。
2. 教学难点：
1) 掌握一些特殊形容词或副词的最高级形式。
2) 运用形容词和副词的最高级形式来描述人物或事物。
Answer some questions.
1. 学生阅读Grammar Focus中的句子，然后做练习：
2. 学生们根据记忆，看大屏幕来完成填空练习。
一、形容词和副词的最高级形式的构成：
1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。
2. 最后，由各小组长来说一说他们小组所做的总结。
二、用最高级来描述人物或事物的句型小结：
1. A + be + the 形容词最高级 + 表示范围的介词词组
2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）
Work on 3a:
1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.
1. 让学生们阅读表格中词语，并记忆这些词语的形式。
2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。
1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。
2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况。
If time is enough, do some more exercises on big screen.
谈论一下自己班级的“班级之最” Who’s the tallest? (the ...)
1) 能掌握以下单词：creative, performer, talent，etc.
2) 能掌握以下句型：
① Who was the best performer？
② All these shoes have one thing in common.
2. 情感态度价值观目标：
了解一些选秀节目的实质及目的，正确对待生活中的一些歌星。
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). 阅读2b部分的短文并完成相关要求。
1. T: Show some movie theater or restaurant in the neighborhood .
2. Talk about the clothes stores or food stores in your neighborhood.
1. Ss listen to the recording carefully and try to fill in the blanks.
2. Play the recording again and check the answers with the class.
1. Work in groups.
2. Make a model for the Ss.
1. Let Ss read the passage quickly .
2 Ss read the passage quickly and find the answers to the questions.
1. T: Now let’s work on 2c.
2. Ss read carefully and try to find the answers to the questions.
1. T: Read the passage again.
2. Ss find the superlatives in the passage.Try to write their sentences.
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成2e中的调查，并写出一个调查报告。
1) 复习形容词及副词的比较的构成规则。掌握生词crowded。
2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。
3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。
2. 情感态度价值观目标：
让学生认识到每个人都有自身的特长、优点和特点。
人教版八年级英语上册教案(篇4)
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on
the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good
idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two
students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book
.
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do
.
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
英语八年级上册unit6教案
人教版八年级英语上册教案(篇5)
Skill focus 听 Listen for matching people with the music they like
说 Talk about opinions about music
读 Read a passage about music for information
写 Write a biography of a composer
You like western classical music, don’t you? Yes, I do.
Who’s your favourite classical composer? Beethoven.
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
词汇 1. 重点词汇:
pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure
Ⅱ. Teaching materials analyzing 教材分析
本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家--约翰施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。
Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。
Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ Teaching plans for each period分课时教案
Unit 1 You like western classical music, don’t you?
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Enable the students to listen to different types of music and learn tag questions.
Help the students to learn how to listen to and talk about different types of music and describe music.
Teaching important/difficult points 教学重难点
Learn some new words and expressions, learn tag questions.
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
T: There are many different kinds of music. Let’s look at the pictures.
Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.
One sample conversation:
S1: What kind of music do you like?
Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
T: Listen again and match the words with the music.
Check the answers with the students and then play the tape again to make the students correct their answers.
In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Listen to the tape and ask the students to fill in the blanks of Activity 4.
T: Let’s check your answers with your friends.
T: Now, let’s listen again and check your answers.
Go through the answers with the students.
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.
One sample conversation:
S1: They’re listening to western classical music.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to
6. The music Tony is listening is by Strauss.
7. Sally doesn’t like pop music.
8. Daming likes rap music.
At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.
In the end, count the number of stars with the whole students to see which side is winner.
In this procedure, practice some words and expressions in Activity Five by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.
T: Work in pairs. Ask and answer questions in Activity 6.
One sample conversation:
S1: What’ s the capital of Shandong Province?
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step 6 Pronunciation and speaking
In this procedure, listen to the tape and pay attention to the tone of tag questions.
T: In the dialogue, there are some tag questions, can you find them?
Help the students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.
Play the tape and help the students to find out the usage of tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
T: What about checking information?
Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.
In this procedure, work in pairs, describe opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.
T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
One sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
Ask some pairs to make a conversation before the class.
Homework:
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Unit 2 Project Hope has built many schools
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.
Help the students read the passage for information and write a passage about a composer with the information given.
Teaching important/difficult points 教学重难点
Some new words and important sentences.
Develop the skills for reading for information
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
S2. Classical is serious.
…
T: Do pair work, ask and say your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.
One sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
Ask some pairs to make a conversation before the class.
In this procedure, make the students familiar with some new words of some instruments, using pictures.
T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano
Use pictures to help the students answer. Present the new words: organ, trumpet,
Ask the students to read these words. Make sure they understand the meaning of each word.
T: Look at pictures on page 36, match the pictures with the words.
In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help the students to say some famous musician, in Chinese is OK.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?
T: There were also two great musicians in Vienna….
S: Johann Strauss and Mozart.
T: Well done. Today, let’s come to know the two great musicians.
T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.
Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.
In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.
T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
When the students are reading, walk up and down to see if the students have any difficulties in reading.
T: Now, work in pairs, ask and answer the questions.
Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.
In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.
2. at the age of: He went to school at the age of 7.
3. called: He has a boy called Tom.
4. Not only…but also: He not only read this book, but also remember the book.
In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.
Give some key words and ask the students to have a report.
Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.
T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
One possible version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in…
Ask two students to have a report.
Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Homework:
1. Learn and remember the new words and important sentences.
2. Read the passage for several times.
3. Practice writing.
maybe, phone, instrument, of course, loud, record, own, century
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Enable the students to understand the tag questions and use them.
Students can find information of a passage. Develop listening and speaking skills.
Teaching important/difficult points 教学重难点
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式
In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.
Have a dictation of some new words and expressions.
Ask some students to read the passage about the composer of Xian Xinghai.
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
One sample conversation:
S1: You like rock music.
S1: He has written ten new songs this year.
T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.
Give the students a few minutes to write the correct answers.
T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.
Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask the students to answer. Go through the answers with the students.
In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.
Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.
One sample conversation:
S1: What type of music is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
T: Let’s look at Activity 5. Please add these words to the correct column.
Check the students’ answers. Then go through suggested answers with the students.
One possible version:
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.
Ask one student to write the answer on the blackboard. Then check the students’ answers.
In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.
T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.
After reading, ask students to answer the questions.
T: Let’s ask and answer the questions in pairs.
One sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.
In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask the students to listen carefully.
T: Have you got it? Please ask and answer the questions in pairs.
One sample conversation:
S1: Where does Amy study?
Go through the answers with the students.
In this procedure, ask the students to read the passage to know something about the orchestra.
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
One sample conversation:
S1: What kind of music do you like best?
S2: Because it is lively and fast.
S1: Do you like classical music?
Ask some pair to act before the class.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.
One sample version:
S1: I like pop music. It’s lively and modern.
I don’t like rock music, because it’s too noisy
T: Please report your discussion to us.
One sample version:
S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
1. Revise this Module.
反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含义及用法：
not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。
He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。
not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。
Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。
维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。
父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。
青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。
1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。
1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。
莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。
爵士乐（jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。
古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。
蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。
流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。
歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于15）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.
摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。
电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。
①It's t________ in England to eat turkey on Christmas Day.
②John is s________ because his dog has died.
③She's a l________ child and everyone likes him.
④What f________ it will be when we all go on holiday together.
⑤I can't work in here it's too n________.
⑥Our children have grown up and have children of their o________.
⑦While we play tennis what will the r________ of you do?
⑧Her face was s________ as she told us the bad news.
①-Jack hasn’t paid for the school things, has he?
-______. His father will pay for him.
A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t
②Your father has been to Guangzhou twice, ______?
A. has he B. hasn’t he C. doesn’t he D. isn’t he
③She’s an Australian, ______?
A. hasn’t she B. isn’t she C. doesn’t she D. is she
④He has never visited the Great Hall of the People, ______?
A. hasn’t he B. has he C. does he D. doesn’t h
⑤Lucy, you clean the blackboard today, ______?
A. do you B. did you C. will you D. can you
⑥Mr. Green went to Shenzhen on business last wee, ______?
A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he
⑦John can hardly understand Chinese, ______ he?
A. can’t B. doesn’t C. can D. does
⑧- weather! It’s raining!
-Bad luck! We have to stay at home all day.
A. What fine B. How fine C. How bad D. What bad
Keys:
(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious
人教版八年级英语上册教案(篇6)
Unit1 Where did you go on vacation?
12.have a good time 玩得高兴Xk b 1.C om
19. one bowl of… 一碗……
28. buy sth. for sb. / buy sb. sth. 为某人买某物
29. taste + adj. 尝起来……
30. look+adj. 看起来……
32.seem+（to be）+ adj. 看起来……
33. arrive in+大地点 / arrive at+小地点 到达某地
35. try doing sth. 尝试做某事 /
37. forget doing sth. 忘记做过某事/
45. Why not do. sth.? 为什么不做……呢？
46. so+adj.+that+从句 如此……以至于……
47. tell sb. (not) to do sth. 告诉某人（不要）做某事
Unit2 How often do you exercise?
15 have dance and piano lessons 上舞蹈课和钢琴课
20 not…at all 一点儿也不……
29 How about…? ......怎么样？/ ……好不好？
31 How many+可数名词复数+一般疑问句？ ……有多少……?
32 主语+find+that从句. ……发现……
33 spend time with sb. 和某人一起度过时光
34 It’s+ adj.+ to do sth. 做某事的……的。
37 What’s your favorite……? 你最喜爱的……是什么？
38 the best way to do sth. 做某事的最好方式
Unit3 I’m more outgoing than my sister.
2. as…as… 与……一样……
19. be good at 擅长…… wwW. x kB 1.c Om
21. have fun doing sth. 享受做某事的乐趣
25. as+adj./adv.的原级+as 与……一样……
26. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。
大多数形容词和副词有三个等级：1）原级（不作比较），修饰词very,so,too,pretty,really；2）比较级，表示“较……”或“更……”的意思（两者之间进行比较）, 标志词than,A or B,of the two, 修饰词much,a lot,a little；3）最高级，表示“最……”的意思（三者或三者以上作比较），形容词最高级前面一般要加定冠词the，后面可带in（of）短语来什么比较的范围。 形容词和副词的比较级和最高级规则变化： 构 成 方 法 原 级 比 较 级 最 高 级 单音 节词 和部 分双 音节 词 一般在词尾加-er或-est high short higher shorter highest shortest 以字母e词尾的词，加-r或-st late fine later finest latest finest
重读闭音节词词尾只有一个辅音字母时，先双写辅音字母，再加-er或-est hot big thin fat hotter bigger thinner fatter hottest biggest thinnest fattest
以“辅音字母+y”结尾的双音节词，先把“y”改为“i”，再加 -er或-est funny easy early funnier easier earlier funniest easiest earliest
多音节词和部分双音节词 在词前加more或most beautiful athletic outgoing more beautiful more athletic more outgoing most beautiful most athletic most outgoing
形容词和副词的比较级和最高级不规则变化：
far farther（更远） further（更深远） farthest(最远) furthest（最深远）
as…(原级)as与……一样……
Liming is as tall as Jim. Jack runs as fast as Tom. Lily is not as/so tall as Lucy. =Lily is shorter than Lucy.
Unit4 What’s the best movie theater?
6. 10 minutes by bus 坐公共汽车10分钟的路程
10. more and more…… 越来越……
16. play a role in… 在……方面发挥作用/有影响
21. Can I ask you some…? 我能问你一些……吗？
22. How do you like…? 你认为……怎么样？
23. Thanks for doing sth. 因做某事而感谢。
24. What do you think of…? 你认为……怎么样?
27. play a role in doing sth 在做某事方面扮演重要的角色
Unit5 Do you want to watch a game show?
9. have a discussion about 就……讨论
16. interesting information 有趣的资料
26. How about doing…? 做……怎么样？
28. try one’s best to do sth. 尽力做某事动词不定式做宾语
Unit6 I’m going to study computer science.
5. send…to… 把……送到……
Unit7 Will people have robots?
3. live to do 200 years old 活动200岁
18. will+动词原形 将要做……
19. fewer/more+可数名词复数 更少/更多……
20. less/more+不可数名词 更少/更多……
23. such+名词（词组） 如此……
24. play a part in doing sth. 参与做某事 w W w.x K b 1. c o m
25. There will be + 主语+其他 将会有……
26. There is/are +sb./sth.+doing sth.有……正在做某事
27. make sb. do sth.
30. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。
Unit8 How do you make a banana milk shake?
pour…into…把……倒入……
put…into…把……放入……
a piece of一片/张/段/首……
cover…with…用……覆盖……
how many+可数名词复数 多少……
how much+不可数名词 多少……
It’s time (for sb.)+to do sth. 到（某人）做某事的时间了 First…Next…Then…Finally 首先……接下来……然后…….最后……
Unit9 Can you come to my party?
18. at the end of this month这个月末
26. study for a test为考试学习新|课 |标| 第| 一|网
33. invite sb. to do sth.邀请某人做某事
34. what引导的感叹句结构：What+a/an+adj.+可数名词单数（+主语+谓语）！ What+adj.+名词复数/不可数名词（+主语+谓语）！ help sb.（to）do sth.帮助某人做某事
36. see sb. do sth.
37. see sb.doing sth.
38. the best way to do sth.做某事最好的方式
39. have a surprise party for sb.为某人举办一个惊喜派对
40. look forward to doing sth.期盼做某事
42. What’s today?今天是什么日子？
43. What’s the date today?
44. What day is it today?
Unit10 If you go to the party,you’ll have a great time!
15. give sb. some advice 给某人提一些建议
18. travel around the world 环游世界
25. be angry at/about sth. 因某事生气
29. the first step 第一步 新 课 标 第 一 网
38. advise sb. to do sth. 劝告某人做某事
39. It’s best (not) to do sth. 最好（不）做某事
人教版八年级英语上册教案(篇7)
3. I’m sorry, I can’t. 对不起，我不能。
6. (That’s) too bad. 那是太糟糕了。
7. How about you, Jenny?
8. What about you, Wilson?
那你呢，Wilson?
9. I’d love to. 我愿意。
为考试做准备。
11. 11. Sorry, I must ...
对不起，我必须......
13. I can’t. I might have to ...
16. I can’t either. 我也不能。
2. I’m sorry, I’m not free.
很抱歉，我没空。
I might have to ...我也许必须......
3. I’ll buy ... = I will buy...
5. (否定)I’m afraid not.
6. (肯定) I’m afraid so.
我恐怕是这样。
9. I’m not available. 我没空。
11. Good luck!祝你好运!
12. It sounds great. 这听起来太棒了。 (It sounds + adj.)
14. See you then./ See you. 再见。
I’d love to come.
That’s really too bad.
5. What’s today? 今天几号星期几?
3. is leaving (Be + Ving) “现在进行时表将来”将要离开
7. have a surprise party for sb. 为某人举办一场惊喜派对
10. any of ...
13. think of sth.考虑......
15. without + Ving/n./pron.
16. so that ...
18. hear from sb.
1. like ... a lot 非常喜欢......
2. help sb. to do sth.
8. bring sb. to sp.
1. thanks so much for doing sth. 非常感谢做某事
3. at the end of (this month )在(这个月)末
9. let me know (let sb. do sth.)让我知道
3. the opening of ... ......的开幕式
6. invite sb,. to do sth.
人教版八年级英语上册教案(篇8)
.Words & phrases : keep out , loud , argue , What’s wrong ? football ,
either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I
do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn
how to give these people advice –to tell people what we think they should do
.
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns
.
4.Explain . 5. Talk about the answers with the class .Practice reading
.
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss
circle the problems they hear .Play the tape a third time .Check the answers
.
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do
.
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s
friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape
again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b
.
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the
differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice
.
教学后记:
人教版八年级英语上册教案(精选7篇)
本文聚焦于与“人教版八年级英语上册教案”相关的主题。每个老师上课需要准备的东西是教案课件，现在着手准备教案课件也不迟。编写好的教案让教学过程更加有序高效。请阅读，或许对你有所帮助！
人教版八年级英语上册教案 篇1
Unit1 Where did you go on vacation?
12.have a good time 玩得高兴Xk b 1.C om
19. one bowl of… 一碗……
28. buy sth. for sb. / buy sb. sth. 为某人买某物
29. taste + adj. 尝起来……
30. look+adj. 看起来……
32.seem+（to be）+ adj. 看起来……
33. arrive in+大地点 / arrive at+小地点 到达某地
35. try doing sth. 尝试做某事 /
37. forget doing sth. 忘记做过某事/
45. Why not do. sth.? 为什么不做……呢？
46. so+adj.+that+从句 如此……以至于……
47. tell sb. (not) to do sth. 告诉某人（不要）做某事
Unit2 How often do you exercise?
15 have dance and piano lessons 上舞蹈课和钢琴课
20 not…at all 一点儿也不……
29 How about…? ......怎么样？/ ……好不好？
31 How many+可数名词复数+一般疑问句？ ……有多少……?
32 主语+find+that从句. ……发现……
33 spend time with sb. 和某人一起度过时光
34 It’s+ adj.+ to do sth. 做某事的……的。
37 What’s your favorite……? 你最喜爱的……是什么？
38 the best way to do sth. 做某事的最好方式
Unit3 I’m more outgoing than my sister.
2. as…as… 与……一样……
19. be good at 擅长…… wwW. x kB 1.c Om
21. have fun doing sth. 享受做某事的乐趣
25. as+adj./adv.的原级+as 与……一样……
26. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。
大多数形容词和副词有三个等级：1）原级（不作比较），修饰词very,so,too,pretty,really；2）比较级，表示“较……”或“更……”的意思（两者之间进行比较）, 标志词than,A or B,of the two, 修饰词much,a lot,a little；3）最高级，表示“最……”的意思（三者或三者以上作比较），形容词最高级前面一般要加定冠词the，后面可带in（of）短语来什么比较的范围。 形容词和副词的比较级和最高级规则变化： 构 成 方 法 原 级 比 较 级 最 高 级 单音 节词 和部 分双 音节 词 一般在词尾加-er或-est high short higher shorter highest shortest 以字母e词尾的词，加-r或-st late fine later finest latest finest
重读闭音节词词尾只有一个辅音字母时，先双写辅音字母，再加-er或-est hot big thin fat hotter bigger thinner fatter hottest biggest thinnest fattest
以“辅音字母+y”结尾的双音节词，先把“y”改为“i”，再加 -er或-est funny easy early funnier easier earlier funniest easiest earliest
多音节词和部分双音节词 在词前加more或most beautiful athletic outgoing more beautiful more athletic more outgoing most beautiful most athletic most outgoing
形容词和副词的比较级和最高级不规则变化：
far farther（更远） further（更深远） farthest(最远) furthest（最深远）
as…(原级)as与……一样……
Liming is as tall as Jim. Jack runs as fast as Tom. Lily is not as/so tall as Lucy. =Lily is shorter than Lucy.
Unit4 What’s the best movie theater?
6. 10 minutes by bus 坐公共汽车10分钟的路程
10. more and more…… 越来越……
16. play a role in… 在……方面发挥作用/有影响
21. Can I ask you some…? 我能问你一些……吗？
22. How do you like…? 你认为……怎么样？
23. Thanks for doing sth. 因做某事而感谢。
24. What do you think of…? 你认为……怎么样?
27. play a role in doing sth 在做某事方面扮演重要的角色
Unit5 Do you want to watch a game show?
9. have a discussion about 就……讨论
16. interesting information 有趣的资料
26. How about doing…? 做……怎么样？
28. try one’s best to do sth. 尽力做某事动词不定式做宾语
Unit6 I’m going to study computer science.
5. send…to… 把……送到……
Unit7 Will people have robots?
3. live to do 200 years old 活动200岁
18. will+动词原形 将要做……
19. fewer/more+可数名词复数 更少/更多……
20. less/more+不可数名词 更少/更多……
23. such+名词（词组） 如此……
24. play a part in doing sth. 参与做某事 w W w.x K b 1. c o m
25. There will be + 主语+其他 将会有……
26. There is/are +sb./sth.+doing sth.有……正在做某事
27. make sb. do sth.
30. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。
Unit8 How do you make a banana milk shake?
pour…into…把……倒入……
put…into…把……放入……
a piece of一片/张/段/首……
cover…with…用……覆盖……
how many+可数名词复数 多少……
how much+不可数名词 多少……
It’s time (for sb.)+to do sth. 到（某人）做某事的时间了 First…Next…Then…Finally 首先……接下来……然后…….最后……
Unit9 Can you come to my party?
18. at the end of this month这个月末
26. study for a test为考试学习新|课 |标| 第| 一|网
33. invite sb. to do sth.邀请某人做某事
34. what引导的感叹句结构：What+a/an+adj.+可数名词单数（+主语+谓语）！ What+adj.+名词复数/不可数名词（+主语+谓语）！ help sb.（to）do sth.帮助某人做某事
36. see sb. do sth.
37. see sb.doing sth.
38. the best way to do sth.做某事最好的方式
39. have a surprise party for sb.为某人举办一个惊喜派对
40. look forward to doing sth.期盼做某事
42. What’s today?今天是什么日子？
43. What’s the date today?
44. What day is it today?
Unit10 If you go to the party,you’ll have a great time!
15. give sb. some advice 给某人提一些建议
18. travel around the world 环游世界
25. be angry at/about sth. 因某事生气
29. the first step 第一步 新 课 标 第 一 网
38. advise sb. to do sth. 劝告某人做某事
39. It’s best (not) to do sth. 最好（不）做某事
人教版八年级英语上册教案 篇2
.Words & phrases : keep out , loud , argue , What’s wrong ? football ,
either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I
do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn
how to give these people advice –to tell people what we think they should do
.
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns
.
4.Explain . 5. Talk about the answers with the class .Practice reading
.
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss
circle the problems they hear .Play the tape a third time .Check the answers
.
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do
.
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s
friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape
again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b
.
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the
differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice
.
教学后记:
人教版八年级英语上册教案 篇3
Skill focus 听 Listen for matching people with the music they like
说 Talk about opinions about music
读 Read a passage about music for information
写 Write a biography of a composer
You like western classical music, don’t you? Yes, I do.
Who’s your favourite classical composer? Beethoven.
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
词汇 1. 重点词汇:
pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure
Ⅱ. Teaching materials analyzing 教材分析
本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家--约翰施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。
Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。
Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ Teaching plans for each period分课时教案
Unit 1 You like western classical music, don’t you?
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Enable the students to listen to different types of music and learn tag questions.
Help the students to learn how to listen to and talk about different types of music and describe music.
Teaching important/difficult points 教学重难点
Learn some new words and expressions, learn tag questions.
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
T: There are many different kinds of music. Let’s look at the pictures.
Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.
One sample conversation:
S1: What kind of music do you like?
Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
T: Listen again and match the words with the music.
Check the answers with the students and then play the tape again to make the students correct their answers.
In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Listen to the tape and ask the students to fill in the blanks of Activity 4.
T: Let’s check your answers with your friends.
T: Now, let’s listen again and check your answers.
Go through the answers with the students.
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.
One sample conversation:
S1: They’re listening to western classical music.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to
6. The music Tony is listening is by Strauss.
7. Sally doesn’t like pop music.
8. Daming likes rap music.
At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.
In the end, count the number of stars with the whole students to see which side is winner.
In this procedure, practice some words and expressions in Activity Five by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.
T: Work in pairs. Ask and answer questions in Activity 6.
One sample conversation:
S1: What’ s the capital of Shandong Province?
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step 6 Pronunciation and speaking
In this procedure, listen to the tape and pay attention to the tone of tag questions.
T: In the dialogue, there are some tag questions, can you find them?
Help the students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.
Play the tape and help the students to find out the usage of tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
T: What about checking information?
Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.
In this procedure, work in pairs, describe opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.
T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
One sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
Ask some pairs to make a conversation before the class.
Homework:
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Unit 2 Project Hope has built many schools
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.
Help the students read the passage for information and write a passage about a composer with the information given.
Teaching important/difficult points 教学重难点
Some new words and important sentences.
Develop the skills for reading for information
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
S2. Classical is serious.
…
T: Do pair work, ask and say your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.
One sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
Ask some pairs to make a conversation before the class.
In this procedure, make the students familiar with some new words of some instruments, using pictures.
T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano
Use pictures to help the students answer. Present the new words: organ, trumpet,
Ask the students to read these words. Make sure they understand the meaning of each word.
T: Look at pictures on page 36, match the pictures with the words.
In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help the students to say some famous musician, in Chinese is OK.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?
T: There were also two great musicians in Vienna….
S: Johann Strauss and Mozart.
T: Well done. Today, let’s come to know the two great musicians.
T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.
Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.
In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.
T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
When the students are reading, walk up and down to see if the students have any difficulties in reading.
T: Now, work in pairs, ask and answer the questions.
Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.
In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.
2. at the age of: He went to school at the age of 7.
3. called: He has a boy called Tom.
4. Not only…but also: He not only read this book, but also remember the book.
In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.
Give some key words and ask the students to have a report.
Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.
T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
One possible version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in…
Ask two students to have a report.
Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Homework:
1. Learn and remember the new words and important sentences.
2. Read the passage for several times.
3. Practice writing.
maybe, phone, instrument, of course, loud, record, own, century
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Enable the students to understand the tag questions and use them.
Students can find information of a passage. Develop listening and speaking skills.
Teaching important/difficult points 教学重难点
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式
In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.
Have a dictation of some new words and expressions.
Ask some students to read the passage about the composer of Xian Xinghai.
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
One sample conversation:
S1: You like rock music.
S1: He has written ten new songs this year.
T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.
Give the students a few minutes to write the correct answers.
T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.
Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask the students to answer. Go through the answers with the students.
In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.
Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.
One sample conversation:
S1: What type of music is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
T: Let’s look at Activity 5. Please add these words to the correct column.
Check the students’ answers. Then go through suggested answers with the students.
One possible version:
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.
Ask one student to write the answer on the blackboard. Then check the students’ answers.
In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.
T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.
After reading, ask students to answer the questions.
T: Let’s ask and answer the questions in pairs.
One sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.
In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask the students to listen carefully.
T: Have you got it? Please ask and answer the questions in pairs.
One sample conversation:
S1: Where does Amy study?
Go through the answers with the students.
In this procedure, ask the students to read the passage to know something about the orchestra.
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
One sample conversation:
S1: What kind of music do you like best?
S2: Because it is lively and fast.
S1: Do you like classical music?
Ask some pair to act before the class.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.
One sample version:
S1: I like pop music. It’s lively and modern.
I don’t like rock music, because it’s too noisy
T: Please report your discussion to us.
One sample version:
S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
1. Revise this Module.
反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含义及用法：
not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。
He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。
not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。
Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。
维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。
父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。
青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。
1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。
1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。
莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。
爵士乐（jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。
古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。
蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。
流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。
歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于15）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.
摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。
电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。
①It's t________ in England to eat turkey on Christmas Day.
②John is s________ because his dog has died.
③She's a l________ child and everyone likes him.
④What f________ it will be when we all go on holiday together.
⑤I can't work in here it's too n________.
⑥Our children have grown up and have children of their o________.
⑦While we play tennis what will the r________ of you do?
⑧Her face was s________ as she told us the bad news.
①-Jack hasn’t paid for the school things, has he?
-______. His father will pay for him.
A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t
②Your father has been to Guangzhou twice, ______?
A. has he B. hasn’t he C. doesn’t he D. isn’t he
③She’s an Australian, ______?
A. hasn’t she B. isn’t she C. doesn’t she D. is she
④He has never visited the Great Hall of the People, ______?
A. hasn’t he B. has he C. does he D. doesn’t h
⑤Lucy, you clean the blackboard today, ______?
A. do you B. did you C. will you D. can you
⑥Mr. Green went to Shenzhen on business last wee, ______?
A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he
⑦John can hardly understand Chinese, ______ he?
A. can’t B. doesn’t C. can D. does
⑧- weather! It’s raining!
-Bad luck! We have to stay at home all day.
A. What fine B. How fine C. How bad D. What bad
Keys:
(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious
人教版八年级英语上册教案 篇4
3. I’m sorry, I can’t. 对不起，我不能。
6. (That’s) too bad. 那是太糟糕了。
7. How about you, Jenny?
8. What about you, Wilson?
那你呢，Wilson?
9. I’d love to. 我愿意。
为考试做准备。
11. 11. Sorry, I must ...
对不起，我必须......
13. I can’t. I might have to ...
16. I can’t either. 我也不能。
2. I’m sorry, I’m not free.
很抱歉，我没空。
I might have to ...我也许必须......
3. I’ll buy ... = I will buy...
5. (否定)I’m afraid not.
6. (肯定) I’m afraid so.
我恐怕是这样。
9. I’m not available. 我没空。
11. Good luck!祝你好运!
12. It sounds great. 这听起来太棒了。 (It sounds + adj.)
14. See you then./ See you. 再见。
I’d love to come.
That’s really too bad.
5. What’s today? 今天几号星期几?
3. is leaving (Be + Ving) “现在进行时表将来”将要离开
7. have a surprise party for sb. 为某人举办一场惊喜派对
10. any of ...
13. think of sth.考虑......
15. without + Ving/n./pron.
16. so that ...
18. hear from sb.
1. like ... a lot 非常喜欢......
2. help sb. to do sth.
8. bring sb. to sp.
1. thanks so much for doing sth. 非常感谢做某事
3. at the end of (this month )在(这个月)末
9. let me know (let sb. do sth.)让我知道
3. the opening of ... ......的开幕式
6. invite sb,. to do sth.
人教版八年级英语上册教案 篇5
Unit 1 Where did you go on vacation?
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc
能掌握以下句型：
① -Where did you go on vacation? -I went to the mountains.
② -Did you go with anyone? -Yes, I did./No, I didn’t.
2) 能了解以下语法：
-复合不定代词someone, anyone, something, anything等 的用法。
-yourself, myself等反身代词的用法。
3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
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。
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) 掌握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) yourself, myself等反身代词的用法。
1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows
something a person did in the past.
3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
1. Point to the picture on the screen.
2. Play the recording the first time.
3. Play the recording a second time.
Listen to the recording and write numbers of the names in the right boxes of the picture.
4. Check the answers.
1. Point out the sample conversation.
2. Now work with a partner. Make your own conversation about the people in the picture.
3. Ss work in pairs. As they talk, move around the classroom and give any help .
4. Let some pairs act out their conversations.
1. Tell Ss they will hear a conversation about three students’ conversations.
2. Play the recording the first time. Ss listen and fill in the chart.
3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”
4. Check the answers with the Ss.
1. Let two Ss read the conversation between Grace, Kevin and Julie.
2. Let Ss work in pairs and try to role-play the conversation.
3. Ask some pairs to act out their conversations.
1. First let Ss read the conversation and match the people and places they went.
2. Let Ss act out the conversations in pairs.
3. Some explanations in 2d.
Homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
B: Yes, I did. / No, I didn’t.
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等不定代词的用法。
3）能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。
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。
Ⅱ. Grammar focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
一、复合不定代词总结：
二、学生们读上面的探究试题，并合作探究完成。
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.
1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.
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.
1. If time is enough, do some more exercises on big screen.
1. 背诵Grammar focus 部分。
2. 复习复合不定代词及反身代词的用法。
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, etc.
② What did…?
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。
2. 阅读2b部分的短文并完成相关要求。
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.
Work on 1c:
1. T: Now let's work on 1c. 2. Play the recording for the Ss listen.
Work on 1d:
1. Tell Ss this time they have to write down .
2. Then play the recording for the second time.
1. Tell Ss to ask and answer about Lisa’s vacation.
2. Ss work in pairs and ask and answer about Lisa’s vacations.
1. Tell Ss to work in groups. Discuss the questions together.
2. Give Ss some possible answers:
3. Ss discuss the two questions.
Work on 2d:
1. Tell Ss they should read the conversation about Jane’s trip to Penang 2. Ss read the conversation about Jane’s trip to Penang
用所给动词的适当形式填空。
1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运用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和不规则变化。
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，
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。
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。
1. Tell Ss they went to one of these places of interest last summer vacation.
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.
4. Check the answers.
Work on 3b: Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.
Work on 3c:
1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.
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.
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.
1. Tell Ss what they should in this activity.
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.
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。
Unit 2 How often do you do exercise？
1) 能掌握以下单词：housework, hardly, ever, hardly ever, once, etc.
能掌握以下句型：
① -What does he do on weekends? -He usually watches TV.
② -How often do you watch TV? -I watch TV every day.
③ -Does he go shopping? -No, he never go shopping.
2) 能了解以下语法：频度副词及一般现在时简单谈论周末活动情况。
1) 对6个频度副词细微差异的理解及使用。
2) 弄清一般现在时在不同人称下动词形式及提问的变化。
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。
Talk about your last weekend’s activities.
1. “What do you usually do on weekends? ” I usually …… on weekends.
2. 教师出示动词卡片 watch TV，read books，exercise，swim, play football、go shopping、 go to movies让学生回答。
3. 点击鼠标屏幕上出现频率副词及相关的百分比。
always (100%)usually(80%) often (30-50%)
sometimes (20%) hardly ever(5%) never (0%)
领读频率副词，让学生快速认读。
1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.
2. Let some Ss read out their activities. Let other Ss add more activities.
1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.
2. Tell Ss to listen and write the letters from the picture above on the line below.
3. Play the tape for the first time. Ss listen and fill in the blanks.
4. Play the tape for the second time for the Ss to check the answers.
1. Act out the conversation with a student.
2. Let Ss talk about the pictures in 1a in pairs.
3. Let some Ss act out their conversations.
Work on 2a:
1. Let Ss read the phrases in the chart.
2. Tell Ss that Cheng Tao is taking about how often he does these activities.
3. Play the recording for the second time for the Ss to check the answers.
Work on 2b:
1. Tell Ss they will hear the recording again.
2. Ss listen and math the activities with the phrases.
3. Check the answers.
1. Ask one student how often he/she watch TV as a model.
T: Hi, S1. How often do you watch TV?
S1: I watch TV every day.
2. Let one student read the activities in the chart.
3. Ss work with their partners. Then ask some pairs to act out their conversations.
1. Read the conversation by themselves, then match the activity with the right time.
2. Let the Ss read the conversation after you.
3. Ss work with a partner and act out the conversation.
Homework:
Act out the conversation after class.
1) 复习运用频率词汇及询问活动频率。
2) 一般现在时态的熟练运用。
2. 情感态度价值观目标：
通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。
1. 教学重点：
1) -How often do you /does he(she)….? -He usually…
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。
1. Ask and answer some oral questions on how often exercise.
2. Check the homework and have a dictation of some new words.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
2. 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。
Tell Ss try to find the answers.
他们通常在周未锻炼吗？
___ they often ________ on weekends?
她一周上网二次吗？
_____ she _____ the Internet twice a week?
1. Tell Ss to make questions.
2. Then try to ask and answer questions about the questions.
3. Ask some Ss to ask and answer with their partners in front of the class.
1. Let Ss work in groups of six or eight.
2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the chart.
3. Ask their group mates the questions and fill in the chart.
4. Try to make a report about their partners.
Do a survey: What does he/she do on weekends?
1) 能掌握以下单词：percent，online , etc.
2) 能掌握以下句型：
not …at all The best way to … is …. such as…
2. 情感态度价值观目标：
了解其他学生们的日常生活情况，让学生们知道应如何安排日常生活。
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) 阅读2b部分的短文并完成相关要求。
1. Daily greeting.
2. Check the homework. Let some Ss report what he/she does on weekends.
1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy.
2. Work on 1a. Read the words with the pictures then match the words with the pictures.
1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy”
2. Check the answer with the Ss.
3. Ask and answer questions about the pictures on 1a.
Work on 1c:
1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions.
3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences.
4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers.
5. Check the answers:
1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.
2. Let some Ss tell their answers.
1. T: Read the passage quickly and find the answers to the two questions:
How many kinds of free time activities are mentioned in the passage?
What is the best way to relax?
2. Read the passage carefully and complete the pie chart below.
Ss read the passage and try to fill in the pie chart. Then check the answers together.
1. T: Now let’s read through the five questions.
2. Ss read carefully and try to find the answers to the questions.
3. Check the answers with the class.
Work on 2d:
1. T: Now let’s make some sentences with the percentages using always, usually or sometimes.
2. Ss read the passage again and try to make some new sentences. Check the answers with each others.
Work on 2e:
1. Let Ss read through the activities in the chart first.
2. Ss work in groups.
1. 读2b中的短文。
2. 根据2e的调查结果写一个报告。
1) 复习询问或谈论别人饮食。
2) 能够运用所给的提示，完成对某人饮食习惯的描写。
3) 总结回顾所有的频率副词，并学会运用所学的频率副词。
2. 情感态度价值观目标：
1) 通过小组活动，培养学生们的合作意识和团队精神。
2）提倡合理安排自己的生活，养成良好的生活习惯。
1. 教学重点：
1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。
2) 能运用一些相关资料对他人进行好习惯与坏习惯的调查。
2. 教学难点：
能运所给的提示词来描写个人的饮食起居等方面的习惯。
1. Have a dictation of the new words and expressions.
2. Let some Ss read the passage in 2b.
3. Check the homework.
1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.
2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits.
1. Look at the information in the chart and complete the report.
2. Ss read the passage then fill in the blanks with the words in the box.
3. Check the answers.
Work on 3b:
1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never.
2. Then let some Ss show their chart to the class.
Work on 3c:
1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.
2. Check the compositions and let some Ss read their compositions.
1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier?
2. Read the quiz and the chart first and make sure all the students know how to take the health quiz.
3. Work in groups and take the quiz in your group. See who is healthier?
1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。
2. Let some Ss read aloud their chart. Then try to write five sentences using the information above.
3. Make sure they use the correct forms of the verbs.
1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.
2. Ss read the conversations and try to fill in the blanks.
3. Check the answers:
usually, How often, Hardly, How often, once a; never
4. Let Ss practice the conversation with their partner.
1. Review Section B.
2. Write a short passage your father or mother’s good habits or bad habits.
Unit 3 I’m more outgoing than my sister.
1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working，etc.
2) 能掌握以下句型：
Tina is taller than Tara.
Sam has longer hair than Tom.
3) 能掌握以下语法：
形容词或副词比较级形式的构成。
表示两者进行比较的句式结构。
2. 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
1. 教学重点：
1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：
He has shorter hair than Sam.
She also sings more loudly than Tara.
Ask Ss to write down as many adj. about people as possible. Check the adj.
Give Ss an example by comparing Old Henry and Santa Claus.
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
e.g. The apples are bigger than the pears.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Ask Ss to compare with their partners and find out the differences.
e.g. She is heavier than me. I am more outgoing than her.
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.
Play the recording and check the answers.
2. Work on 2b.
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
1. Read the conversation first and try to match the people with the right things.
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标：
学会与朋友友好相处，培养乐观，积极向上的性格。
1. 教学重点：
1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：
1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
1. Ask some Ss compare he/she with his/her desk mates.
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
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
两者进行比较, 表示“一方比另一方更……”的句型：
两者进行比较, 表示“一方与另一方一样……”的句型：
Work on 3a:
1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。
3. 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。
4. 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。
Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. “I was two years ago.”
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.
1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, etc.
2) 能掌握以下句型：
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
3) 阅读短文获得正确的信息的能力。
4) 阅读短文并能完成相关任务。
2. 情感态度价值观目标：
了解人与人之间的差异性，了解自己对朋友的看法。
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) 阅读2b部分的短文并完成相关要求。
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her father and mother are like.
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Work on 1a:
Read each description to the class and ask the Ss to repeat.
What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four.
2. Ss try to write their own sentences.
1. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.
2. Ss listen to the tape and fill in the chart.
1. Work in groups. Make a conversation using information in the chart.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Write the comparative forms of the following adjectives.
2. Ss work in a group. Check each other’s answers.
3. Let some Ss read their sentences.
1. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.
2. Check the answers with the Ss.
1. Let Ss read the sentences in 2c. Make sure they know the meaning .
2. Let Ss read the passages again and judge these sentences are True or False.
3. Ss read and find the answers to the questions.
4. Check the answers.
1. Ss try to write their sentences.
2. Let some Ss read aloud their sentences to the class.
1. Let some Ss translate the sentences into Chinese.
2. Give the Ss an example. Ss think about it and try to tell something.
3. Let some Ss talk about it.
1. Read the passages after class.
2. Make sentences with the phrase below:
as long as, be different from, bring out, be similar to, etc.
1) 掌握下列词汇：primary, primary school, information
2) 复习如何对两者进行比较。
3) 总结回顾形容词或副词的比较级形式。
2. 情感态度价值观目标：
1) 能了解人与人之间的差异性，能做到相互理解相互学习。
2) 能正确看待自己和他人的优缺点，学人之长，补己之短。
1. 教学重点：
1) 能运用所学的知识对事物或人物进行对比。
2) 能正确运用形容词或副词的比较级形式。
2. 教学难点：
能根据提示信息，对两个人物或事物进行对比。
1. Have a dictation of the new words and expressions.
2. Let some Ss read their passages to the class.
3. Ask some Ss to compare themselves and their friends.
1. Show some pictures of the students of your class. Describe the Ss.
2. Let some Ss describe the student in the big screen.
1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.
2. Ss try to write these sentences.
3. Check the answers.
Work on 3b:
1. Think of your friends. Make notes about two of your friends.
2. Give some examples: popular, outgoing, serious, hard-working,etc.
3. Check the answers with each other.
Work on 3c:
1. Write two paragraphs describing your friends.
2. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.
1. Ask the questions about the ad.
What do the English Study Center need?
Should the student be outgoing?
2. Let Ss read the ad and answer the questions.
3. Let Ss think about what the student like?
Give Ss some examples:
He/She should be outgoing. He/She should be good with children.
4. Tell Ss to compare two of their classmates. They can use the real names.
5. Ss talk with their partners and compare two of their classmates.
1. Look at the chart. Let one student read the words in the box first.
2. Tell Ss to put the words in the correct columns in the chart.
3. Ss work by themselves and then check the answers with the Ss.
1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.
2. Ss work by themselves and fill in the blanks.
3. Check the answers with the Ss.
1. Have a writing test.
2. Ss write the sentences quickly and see who writes best.
3. Encourage some Ss to work harder.
1. Review Section B.
2. Write about six sentences about their parents. Compare them.
Unit 4 What’s the best movie theater?
1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket,etc.
能掌握以下句型：
① It has the biggest screens.
② It’s the most popular.
2) 能了解以下语法：
掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物。
1. 教学重点：
1) 形容词及副词最高级形式的构成。
2) 用形容词或副词的最高级形式来描述人或事物。
2. 教学难点：
用形容词或副词的最高级形式来描述人或事物。
向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。
Learn the new words.
1. How do you choose which movie theater to go to?
2. Ss discuss with their partners and write the words in the box in the chart.
1. T: Tell Ss to read the sentences in the chart.
2. Play the recording for the Ss to listen and match the statement with the right movie theaters.
3. Play the recording again. Check the answers with the Ss.
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Work on 2a and 2b.
1. Role-play the conversation.
2. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Homework:
写六个句子来说一下你们班的“最……”。
1) 学习掌握下列词汇：worse, service, pretty, menu, act
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。
4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。
2. 教学难点：
1) 掌握一些特殊形容词或副词的最高级形式。
2) 运用形容词和副词的最高级形式来描述人物或事物。
Answer some questions.
1. 学生阅读Grammar Focus中的句子，然后做练习：
2. 学生们根据记忆，看大屏幕来完成填空练习。
一、形容词和副词的最高级形式的构成：
1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。
2. 最后，由各小组长来说一说他们小组所做的总结。
二、用最高级来描述人物或事物的句型小结：
1. A + be + the 形容词最高级 + 表示范围的介词词组
2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）
Work on 3a:
1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.
1. 让学生们阅读表格中词语，并记忆这些词语的形式。
2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。
1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。
2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况。
If time is enough, do some more exercises on big screen.
谈论一下自己班级的“班级之最” Who’s the tallest? (the ...)
1) 能掌握以下单词：creative, performer, talent，etc.
2) 能掌握以下句型：
① Who was the best performer？
② All these shoes have one thing in common.
2. 情感态度价值观目标：
了解一些选秀节目的实质及目的，正确对待生活中的一些歌星。
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). 阅读2b部分的短文并完成相关要求。
1. T: Show some movie theater or restaurant in the neighborhood .
2. Talk about the clothes stores or food stores in your neighborhood.
1. Ss listen to the recording carefully and try to fill in the blanks.
2. Play the recording again and check the answers with the class.
1. Work in groups.
2. Make a model for the Ss.
1. Let Ss read the passage quickly .
2 Ss read the passage quickly and find the answers to the questions.
1. T: Now let’s work on 2c.
2. Ss read carefully and try to find the answers to the questions.
1. T: Read the passage again.
2. Ss find the superlatives in the passage.Try to write their sentences.
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成2e中的调查，并写出一个调查报告。
1) 复习形容词及副词的比较的构成规则。掌握生词crowded。
2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。
3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。
2. 情感态度价值观目标：
让学生认识到每个人都有自身的特长、优点和特点。
人教版八年级英语上册教案 篇6
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
1.Greetings and free-talk .
2.Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)SB Page 24 , Groupwork .
1.Arrange the Ss in small groups .Ask them to look at the pictures and talk
about the events .Encourage students to say how historical events affected their
lives .
2.Tell the Ss to help each other with vocabulary they might need and don’t
know .
Step 3 While-task(任务中活动)
1.Reading strategy :The title can be helpful for you to understand a text
.It is also a good idea to read the first sentence of each paragraph before
reading .
2.Read the title ,which gives an indication of the content of the reading
.Think of one question they think might be answered in the reading .
3.Play the recording , Ss listen . 4.Ask Ss to read the story out to the
class .
5.Ask Ss to comment on whether their questions in the previewing stage were
answered .
Step 4 Post-task(任务后活动)SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished
,ask Ss to swap their book with a partner for correction .
Homework(家庭作业) :
Write about an event that you remember well .Give dates and say why you
remember it ,and what you were doing at the time when you heard the news .
教学后记:
第六课时：测试课
一、单项选择。
( )1. What ____ you ____ when she came in?
A. did, do B. are, doing C. do, do D. were, doing
( )2. The girl is ill. She’s ______.
A. in hosp
人教版八年级英语上册教案 篇7
U1.fix one’s attention/ eyes on集中注意力于
3.at first sight; lose one’s sight; at the sight of ;catch sight of;
out of one’s sight/beyond one’s sight/ in one’s sight
景色，景象（可数，常用复数）The sunrise is a beautiful sight.
4. have an appetite for (knowledge) 求知欲
7.on purpose故意地; for the purpose of 为了…的目的
9. supply sth to/for sb; supply sb with sth
provide sth for sb; provide sb with sth
10.look out! = watch out!
11.be involved in (trouble) 卷入,忙于
12. the private/ state enterprise (私营/国营)企业
a spirit of enterprise 进取精神, 事业心
13. abandoned practice抛弃了的，废弃了的做法
14.a large amount of/ amounts of +u.n
15.experiment with/ on (animals)用…做实验
16.You deserve punishment/ punishing/ to be punished.
18.be designed to do / for sth/sb专为…设计的，打算
19.在脑海中出现某种想法A good idea occurred to me.
It occurred to me that…
22.lead a cosy life; a cosy little house
教案范本: 八年级语文上册教学反思其八
做好教案课件是老师上好课的前提，按要求，每个教师都应该在准备教案课件。只有提前准备好教案课件工作，才能充分实现教学意图。该从哪些方面，哪些角度来写自己的教案课件呢？小编特地为大家精心收集和整理了“教案范本: 八年级语文上册教学反思其八”，供您参考，希望能够帮助到大家。
《桃花源记》为传世佳作。我非常喜欢作者描绘的如真似幻的美好社会。对于这篇古文学习，我认为朗读是首要的，更是必要的。古人云：“书读百遍，其义自见。”是有道理的。那么这篇课文究竟能给同学们哪些知识和能力呢？我认为，通过对课文的分析，主要有以下几个方面值得学习：一、继续巩固同学们课外通过查资料预习的方式自我解决问题的能力。二、对文章的总体感知能力。通过反复朗读，感知课文大意。结合课文注释，加深对课文的理解。再通过对作者及写作背景的了解，对课文有更深一步的理解。这时能发现问题，那就是学有所获的表现。三、对古文知识点的识与记。巧妇难为无米之炊。学习文言文，必须进行一定数量的文言知识的积累。而这篇课文的文言知识点又主要表现在三个方面：其一，古今异义词；其二，一词多义；其三，文言句式中的省略句式，在本文表现突出，要在翻译时根据意译的方式适当补出来。我认为通过对全文的背诵，是对文言知点识记的最好方法。
本文的教学我的设想是以学生朗读与自学为主，教师点拔为辅。在教学中我先带着学生疏通文中的'字词句，再把桃花源记的美景与文字结合起来，引导学生去探讨本文的思想内容和主旨。这节课上有大多数学生能积极投入到教学中，对本文比较感兴趣。只有一些后进生还不能进入状态。还有给学生朗读的时间不够充裕。如果学生能主动就课文思想内容作更进一步地探讨，结合现实社会进行反思，那就锦上添花了。
[精]八年级上册英语教案系列7篇
我为了达到绝佳体验制作了这份令人满意的“八年级上册英语教案”。每位老师不可或缺的课件是教案课件，因此老师最好能认真写好每个教案课件。制作好的教案是实现优质教学的有力保障。相信你参阅以后一定会有所收获！
八年级上册英语教案 篇1
Module 8 Around town
Unit1 How do I get to the Forbidden City？（1-4）教学设计
外研版八年级（上）
一、教材分析：
本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。
二、学情分析：
学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。
三、教学目标： （Teaching aims）
1、Knowledge Objects
a. Key vocabulary ____ bank， market， supermarket， pool， swimming pool，
square， structures， left， right， opposite， chairman，
between， turn， corner， along
b. Key structures ____ How do I get to&hellip；？
Can you tell me the way to&hellip；.？
Go straight ahead.
Go along&hellip；../Go across&hellip；.
Turn left into&hellip；.
It&rsquo；s opposite&hellip；/on the corner of&hellip；/
between&hellip；and...
ity Objects
To understand the conversation of giving directions
To understand the sentences telling positions
To learn how to give directions
l Objects
Students can help the others.
四、教学重、难点：
学生能熟练运用本节课重点句型。
五、教材分析：
本单元是在通过日常的问候和交谈后，自然引出。
六、策略与方法：
1.教法：
（1）直观教学法：借用多媒体展示画面，给学生直观的感觉，创建真实的语言环境，引导学生在情景中学习语言，在学习新的语言知识后，创造地运用语言。
（2）开展多种类型的任务活动，提供给学生合作交流的时间和空间，促使学生为完成任务和同学进行合作以及为完成任务进行探究性学习。
（3）听说法：借用大量的听力材料训练学生的听力能力；通过创设形式多样的活动情景，培养学生的口语表达能力。
2.学法：
通过学生的观察和生活实际，让他们在电教设备的帮助下，在模拟现实的环境中，运用合作交流、互相探究等多种学习方法，促进同学互相帮助，为学生创建助人为乐、积极向上的和谐氛围。
七、教学准备：
制作本课多媒体课件 。
八、教学思路：
由学生已知的知识引入到新的知识，由学生描述熟悉的线路来激发学生的学习兴趣。
九、教学流程：
导入&rarr；教学单词&mdash；呈现&rarr；语言点学习&rarr；操练&rarr；巩固。
本节课在多媒体的辅助下，直观生动地呈现给学生学习语言的需要图片，为学生搭建了一个很大的语言练平台，在导入环节中，通过图片，使学生轻松愉快学习有关地点的词汇，学生积极参与对话练习。在课堂中教师设计了一个轻松愉快的接近生活的语言环境，充分体现了学生开口说英语的欲望。利用师生互动 、生生互动形式，调动学生学习积极性，轻松愉快地学习知识，达到了教学目的。
八年级上册英语教案 篇2
Unit 1 Where did you go on vacation?
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc
能掌握以下句型：
① -Where did you go on vacation? -I went to the mountains.
② -Did you go with anyone? -Yes, I did./No, I didn’t.
2) 能了解以下语法：
-复合不定代词someone, anyone, something, anything等 的用法。
-yourself, myself等反身代词的用法。
3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
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。
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) 掌握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) yourself, myself等反身代词的用法。
1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows
something a person did in the past.
3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
1. Point to the picture on the screen.
2. Play the recording the first time.
3. Play the recording a second time.
Listen to the recording and write numbers of the names in the right boxes of the picture.
4. Check the answers.
1. Point out the sample conversation.
2. Now work with a partner. Make your own conversation about the people in the picture.
3. Ss work in pairs. As they talk, move around the classroom and give any help .
4. Let some pairs act out their conversations.
1. Tell Ss they will hear a conversation about three students’ conversations.
2. Play the recording the first time. Ss listen and fill in the chart.
3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”
4. Check the answers with the Ss.
1. Let two Ss read the conversation between Grace, Kevin and Julie.
2. Let Ss work in pairs and try to role-play the conversation.
3. Ask some pairs to act out their conversations.
1. First let Ss read the conversation and match the people and places they went.
2. Let Ss act out the conversations in pairs.
3. Some explanations in 2d.
Homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
B: Yes, I did. / No, I didn’t.
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等不定代词的用法。
3）能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。
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。
Ⅱ. Grammar focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
一、复合不定代词总结：
二、学生们读上面的探究试题，并合作探究完成。
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.
1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.
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.
1. If time is enough, do some more exercises on big screen.
1. 背诵Grammar focus 部分。
2. 复习复合不定代词及反身代词的用法。
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, etc.
② What did…?
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。
2. 阅读2b部分的短文并完成相关要求。
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.
Work on 1c:
1. T: Now let's work on 1c. 2. Play the recording for the Ss listen.
Work on 1d:
1. Tell Ss this time they have to write down .
2. Then play the recording for the second time.
1. Tell Ss to ask and answer about Lisa’s vacation.
2. Ss work in pairs and ask and answer about Lisa’s vacations.
1. Tell Ss to work in groups. Discuss the questions together.
2. Give Ss some possible answers:
3. Ss discuss the two questions.
Work on 2d:
1. Tell Ss they should read the conversation about Jane’s trip to Penang 2. Ss read the conversation about Jane’s trip to Penang
用所给动词的适当形式填空。
1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运用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和不规则变化。
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，
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。
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。
1. Tell Ss they went to one of these places of interest last summer vacation.
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.
4. Check the answers.
Work on 3b: Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.
Work on 3c:
1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.
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.
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.
1. Tell Ss what they should in this activity.
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.
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。
Unit 2 How often do you do exercise？
1) 能掌握以下单词：housework, hardly, ever, hardly ever, once, etc.
能掌握以下句型：
① -What does he do on weekends? -He usually watches TV.
② -How often do you watch TV? -I watch TV every day.
③ -Does he go shopping? -No, he never go shopping.
2) 能了解以下语法：频度副词及一般现在时简单谈论周末活动情况。
1) 对6个频度副词细微差异的理解及使用。
2) 弄清一般现在时在不同人称下动词形式及提问的变化。
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。
Talk about your last weekend’s activities.
1. “What do you usually do on weekends? ” I usually …… on weekends.
2. 教师出示动词卡片 watch TV，read books，exercise，swim, play football、go shopping、 go to movies让学生回答。
3. 点击鼠标屏幕上出现频率副词及相关的百分比。
always (100%)usually(80%) often (30-50%)
sometimes (20%) hardly ever(5%) never (0%)
领读频率副词，让学生快速认读。
1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.
2. Let some Ss read out their activities. Let other Ss add more activities.
1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.
2. Tell Ss to listen and write the letters from the picture above on the line below.
3. Play the tape for the first time. Ss listen and fill in the blanks.
4. Play the tape for the second time for the Ss to check the answers.
1. Act out the conversation with a student.
2. Let Ss talk about the pictures in 1a in pairs.
3. Let some Ss act out their conversations.
Work on 2a:
1. Let Ss read the phrases in the chart.
2. Tell Ss that Cheng Tao is taking about how often he does these activities.
3. Play the recording for the second time for the Ss to check the answers.
Work on 2b:
1. Tell Ss they will hear the recording again.
2. Ss listen and math the activities with the phrases.
3. Check the answers.
1. Ask one student how often he/she watch TV as a model.
T: Hi, S1. How often do you watch TV?
S1: I watch TV every day.
2. Let one student read the activities in the chart.
3. Ss work with their partners. Then ask some pairs to act out their conversations.
1. Read the conversation by themselves, then match the activity with the right time.
2. Let the Ss read the conversation after you.
3. Ss work with a partner and act out the conversation.
Homework:
Act out the conversation after class.
1) 复习运用频率词汇及询问活动频率。
2) 一般现在时态的熟练运用。
2. 情感态度价值观目标：
通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。
1. 教学重点：
1) -How often do you /does he(she)….? -He usually…
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。
1. Ask and answer some oral questions on how often exercise.
2. Check the homework and have a dictation of some new words.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
2. 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。
Tell Ss try to find the answers.
他们通常在周未锻炼吗？
___ they often ________ on weekends?
她一周上网二次吗？
_____ she _____ the Internet twice a week?
1. Tell Ss to make questions.
2. Then try to ask and answer questions about the questions.
3. Ask some Ss to ask and answer with their partners in front of the class.
1. Let Ss work in groups of six or eight.
2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the chart.
3. Ask their group mates the questions and fill in the chart.
4. Try to make a report about their partners.
Do a survey: What does he/she do on weekends?
1) 能掌握以下单词：percent，online , etc.
2) 能掌握以下句型：
not …at all The best way to … is …. such as…
2. 情感态度价值观目标：
了解其他学生们的日常生活情况，让学生们知道应如何安排日常生活。
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) 阅读2b部分的短文并完成相关要求。
1. Daily greeting.
2. Check the homework. Let some Ss report what he/she does on weekends.
1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy.
2. Work on 1a. Read the words with the pictures then match the words with the pictures.
1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy”
2. Check the answer with the Ss.
3. Ask and answer questions about the pictures on 1a.
Work on 1c:
1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions.
3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences.
4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers.
5. Check the answers:
1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.
2. Let some Ss tell their answers.
1. T: Read the passage quickly and find the answers to the two questions:
How many kinds of free time activities are mentioned in the passage?
What is the best way to relax?
2. Read the passage carefully and complete the pie chart below.
Ss read the passage and try to fill in the pie chart. Then check the answers together.
1. T: Now let’s read through the five questions.
2. Ss read carefully and try to find the answers to the questions.
3. Check the answers with the class.
Work on 2d:
1. T: Now let’s make some sentences with the percentages using always, usually or sometimes.
2. Ss read the passage again and try to make some new sentences. Check the answers with each others.
Work on 2e:
1. Let Ss read through the activities in the chart first.
2. Ss work in groups.
1. 读2b中的短文。
2. 根据2e的调查结果写一个报告。
1) 复习询问或谈论别人饮食。
2) 能够运用所给的提示，完成对某人饮食习惯的描写。
3) 总结回顾所有的频率副词，并学会运用所学的频率副词。
2. 情感态度价值观目标：
1) 通过小组活动，培养学生们的合作意识和团队精神。
2）提倡合理安排自己的生活，养成良好的生活习惯。
1. 教学重点：
1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。
2) 能运用一些相关资料对他人进行好习惯与坏习惯的调查。
2. 教学难点：
能运所给的提示词来描写个人的饮食起居等方面的习惯。
1. Have a dictation of the new words and expressions.
2. Let some Ss read the passage in 2b.
3. Check the homework.
1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.
2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits.
1. Look at the information in the chart and complete the report.
2. Ss read the passage then fill in the blanks with the words in the box.
3. Check the answers.
Work on 3b:
1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never.
2. Then let some Ss show their chart to the class.
Work on 3c:
1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.
2. Check the compositions and let some Ss read their compositions.
1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier?
2. Read the quiz and the chart first and make sure all the students know how to take the health quiz.
3. Work in groups and take the quiz in your group. See who is healthier?
1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。
2. Let some Ss read aloud their chart. Then try to write five sentences using the information above.
3. Make sure they use the correct forms of the verbs.
1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.
2. Ss read the conversations and try to fill in the blanks.
3. Check the answers:
usually, How often, Hardly, How often, once a; never
4. Let Ss practice the conversation with their partner.
1. Review Section B.
2. Write a short passage your father or mother’s good habits or bad habits.
Unit 3 I’m more outgoing than my sister.
1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working，etc.
2) 能掌握以下句型：
Tina is taller than Tara.
Sam has longer hair than Tom.
3) 能掌握以下语法：
形容词或副词比较级形式的构成。
表示两者进行比较的句式结构。
2. 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
1. 教学重点：
1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：
He has shorter hair than Sam.
She also sings more loudly than Tara.
Ask Ss to write down as many adj. about people as possible. Check the adj.
Give Ss an example by comparing Old Henry and Santa Claus.
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
e.g. The apples are bigger than the pears.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Ask Ss to compare with their partners and find out the differences.
e.g. She is heavier than me. I am more outgoing than her.
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.
Play the recording and check the answers.
2. Work on 2b.
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
1. Read the conversation first and try to match the people with the right things.
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标：
学会与朋友友好相处，培养乐观，积极向上的性格。
1. 教学重点：
1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：
1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
1. Ask some Ss compare he/she with his/her desk mates.
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
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
两者进行比较, 表示“一方比另一方更……”的句型：
两者进行比较, 表示“一方与另一方一样……”的句型：
Work on 3a:
1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。
3. 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。
4. 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。
Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. “I was two years ago.”
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.
1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, etc.
2) 能掌握以下句型：
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
3) 阅读短文获得正确的信息的能力。
4) 阅读短文并能完成相关任务。
2. 情感态度价值观目标：
了解人与人之间的差异性，了解自己对朋友的看法。
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) 阅读2b部分的短文并完成相关要求。
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her father and mother are like.
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Work on 1a:
Read each description to the class and ask the Ss to repeat.
What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four.
2. Ss try to write their own sentences.
1. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.
2. Ss listen to the tape and fill in the chart.
1. Work in groups. Make a conversation using information in the chart.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Write the comparative forms of the following adjectives.
2. Ss work in a group. Check each other’s answers.
3. Let some Ss read their sentences.
1. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.
2. Check the answers with the Ss.
1. Let Ss read the sentences in 2c. Make sure they know the meaning .
2. Let Ss read the passages again and judge these sentences are True or False.
3. Ss read and find the answers to the questions.
4. Check the answers.
1. Ss try to write their sentences.
2. Let some Ss read aloud their sentences to the class.
1. Let some Ss translate the sentences into Chinese.
2. Give the Ss an example. Ss think about it and try to tell something.
3. Let some Ss talk about it.
1. Read the passages after class.
2. Make sentences with the phrase below:
as long as, be different from, bring out, be similar to, etc.
1) 掌握下列词汇：primary, primary school, information
2) 复习如何对两者进行比较。
3) 总结回顾形容词或副词的比较级形式。
2. 情感态度价值观目标：
1) 能了解人与人之间的差异性，能做到相互理解相互学习。
2) 能正确看待自己和他人的优缺点，学人之长，补己之短。
1. 教学重点：
1) 能运用所学的知识对事物或人物进行对比。
2) 能正确运用形容词或副词的比较级形式。
2. 教学难点：
能根据提示信息，对两个人物或事物进行对比。
1. Have a dictation of the new words and expressions.
2. Let some Ss read their passages to the class.
3. Ask some Ss to compare themselves and their friends.
1. Show some pictures of the students of your class. Describe the Ss.
2. Let some Ss describe the student in the big screen.
1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.
2. Ss try to write these sentences.
3. Check the answers.
Work on 3b:
1. Think of your friends. Make notes about two of your friends.
2. Give some examples: popular, outgoing, serious, hard-working,etc.
3. Check the answers with each other.
Work on 3c:
1. Write two paragraphs describing your friends.
2. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.
1. Ask the questions about the ad.
What do the English Study Center need?
Should the student be outgoing?
2. Let Ss read the ad and answer the questions.
3. Let Ss think about what the student like?
Give Ss some examples:
He/She should be outgoing. He/She should be good with children.
4. Tell Ss to compare two of their classmates. They can use the real names.
5. Ss talk with their partners and compare two of their classmates.
1. Look at the chart. Let one student read the words in the box first.
2. Tell Ss to put the words in the correct columns in the chart.
3. Ss work by themselves and then check the answers with the Ss.
1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.
2. Ss work by themselves and fill in the blanks.
3. Check the answers with the Ss.
1. Have a writing test.
2. Ss write the sentences quickly and see who writes best.
3. Encourage some Ss to work harder.
1. Review Section B.
2. Write about six sentences about their parents. Compare them.
Unit 4 What’s the best movie theater?
1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket,etc.
能掌握以下句型：
① It has the biggest screens.
② It’s the most popular.
2) 能了解以下语法：
掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物。
1. 教学重点：
1) 形容词及副词最高级形式的构成。
2) 用形容词或副词的最高级形式来描述人或事物。
2. 教学难点：
用形容词或副词的最高级形式来描述人或事物。
向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。
Learn the new words.
1. How do you choose which movie theater to go to?
2. Ss discuss with their partners and write the words in the box in the chart.
1. T: Tell Ss to read the sentences in the chart.
2. Play the recording for the Ss to listen and match the statement with the right movie theaters.
3. Play the recording again. Check the answers with the Ss.
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Work on 2a and 2b.
1. Role-play the conversation.
2. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Homework:
写六个句子来说一下你们班的“最……”。
1) 学习掌握下列词汇：worse, service, pretty, menu, act
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。
4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。
2. 教学难点：
1) 掌握一些特殊形容词或副词的最高级形式。
2) 运用形容词和副词的最高级形式来描述人物或事物。
Answer some questions.
1. 学生阅读Grammar Focus中的句子，然后做练习：
2. 学生们根据记忆，看大屏幕来完成填空练习。
一、形容词和副词的最高级形式的构成：
1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。
2. 最后，由各小组长来说一说他们小组所做的总结。
二、用最高级来描述人物或事物的句型小结：
1. A + be + the 形容词最高级 + 表示范围的介词词组
2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）
Work on 3a:
1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.
1. 让学生们阅读表格中词语，并记忆这些词语的形式。
2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。
1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。
2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况。
If time is enough, do some more exercises on big screen.
谈论一下自己班级的“班级之最” Who’s the tallest? (the ...)
1) 能掌握以下单词：creative, performer, talent，etc.
2) 能掌握以下句型：
① Who was the best performer？
② All these shoes have one thing in common.
2. 情感态度价值观目标：
了解一些选秀节目的实质及目的，正确对待生活中的一些歌星。
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). 阅读2b部分的短文并完成相关要求。
1. T: Show some movie theater or restaurant in the neighborhood .
2. Talk about the clothes stores or food stores in your neighborhood.
1. Ss listen to the recording carefully and try to fill in the blanks.
2. Play the recording again and check the answers with the class.
1. Work in groups.
2. Make a model for the Ss.
1. Let Ss read the passage quickly .
2 Ss read the passage quickly and find the answers to the questions.
1. T: Now let’s work on 2c.
2. Ss read carefully and try to find the answers to the questions.
1. T: Read the passage again.
2. Ss find the superlatives in the passage.Try to write their sentences.
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成2e中的调查，并写出一个调查报告。
1) 复习形容词及副词的比较的构成规则。掌握生词crowded。
2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。
3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。
2. 情感态度价值观目标：
让学生认识到每个人都有自身的特长、优点和特点。
八年级上册英语教案 篇3
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on
the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good
idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two
students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book
.
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do
.
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
英语八年级上册unit6教案
八年级上册英语教案 篇4
一、教材分析：
今天我说课的内容是 《join in 剑桥英语》 四年级上册第五单元 Free time 第一课时，本单元主要讲的是课余活动，而本课时主要介绍了活动单词及句型 I can.../I can’t...本课时的重点是能听、说、读 fly a kite, play football, play the guitar,play basketball,stand on my head,ride a horse 单词及词组，本课是本单元的起始课，为后面的学习埋下了伏笔。本课时是功能型的交际训练课，我采 用多样化的教学手段将听、说、玩、唱、演溶于一体，激发学生学习英语的兴趣和愿望，我把全班学生分成了小组，使学生通过小组合作 学习体验到成功的喜悦，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
二、教学处理：
我引导学生采用听、看、说、唱、演等方法来学习本课，通过听、看达 到有所思、有所得。帮助学生掌握学习重点，多表扬、勤鼓励，使不同层次的学生都有学习积极性，在能力上均有所提高。
三、教法方法：
为了顺利完成以上的各项目标，更好地突出重点、突破难点，按 照学生的认知规律，我采用了讲读、直观演示、交际、愉快教学相结 合的方法。如多媒体电化教学比较形象、直观;在教学过程中启发、引导学生思维，培养不同层次的`学生大胆用英语交际的能力。
根据本课教材的特点，我除了采用常规的教学手段外，还采用现 代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学 生学习兴趣，提高课堂效率。本课最大的特点就是充分运用了计算机 网络信息技术，把多媒体优化组合，动静结合，更能充分的发挥多媒 体深刻的表现力和良好的重现力。
1.导入设计： 在导入环节，我出示了各行各业精英的图片，让孩子们理解superstar的意思，并告诉孩子们只要努力，人人都可以成为明星，这节课要选出这节课的明星，鼓励孩子们赶快行动起来!很好的将孩子们带入了英语课堂。
四个任务由易到难循序渐进，在最后的展示环节将本节课带入高潮，为最后的写作奠定了基础。
3.趣味操练 模仿老师做动作：学生跟着我边读词组边做动作，我可能会故意 做错动作，如果学生没有跟着我做错动作，读的词组和动作一致就可 以得分，如果学生跟着我做错动作，就不能得分。 我说学生做和我做学生说：我说词组学生做相应的动作，做对得 分。我做动作学生说相应的词组，说对得分。
4.拓展运用 PPT 里出现了不同场景的图片，学生们可以用所学的功能句 I can…I can’t… 和所有活动的单词词组 draw, swim, dance, play the guitar, fly a kite, stand on my head 等，先小组讨论，再请学生说说在不 同场景中能做的和不能做的活动，也能培养学生的素质
通过本节课，网络信息资源不是一种辅助工具，而将成为基本的知 识载体、教学媒介和评价工具。在英语教学中合理运用网络信息，以 其生动、直观、形象、新颖的特征来优化英语课堂教学，使课堂学习气氛浓厚，学习氛围宽松，给学生提供更多的语言实践机会。
八年级上册英语教案 篇5
难点：教师对新句的导入 和学生对整体对话内容的把握。
B．快速回答：教师借助自己讲桌或学生课桌上的实物或图片，在学生座位空档中走动，边说边向自己面前的学生提问，要求学生较快地给以回答。提的问馊纾?/P>
Is this my / your pen? Is it black? Is it an English pen? Is it a Japanese pen? Is it a Chinese pen? Where is your/ my pen? It is over there? What colour is it? 等，可以提问前几课所学过的内容。
2．复习第28课的会话，可以师生会话地可以做两人小组活动，同桌两人问答。
本课四会掌握的句型有Where is his home? 教学方法建议如下：
A．实物问答：教师可以手指实物说：This is my pen. That’s your pen. Where’s his pen? 使同学懂得Where’s his…?的.意思和句子的音调。并在此基础上，教师借助实物连续问答：教师Where’s his pen? 学生：Its on the desk。 教师：It’s near the book. 教师：Wheres his pencil?学生：It’s in the pencil-box。教师：Its near the ruler. 然后转题，教师：Where’s his home? 自答：Its near the school. It’s not far. 教学本课句型，同时为会话教学铺路。
B．问答练习：重点练习问题Where is his home? 可以做小组问答，也可以做连锁练习。
学生A问B，B答后再问C，C答后再问D，以此类推。
C．替换练寻：做Lets practise一项中的替换练习。方法同前一课。
本课四会掌握的单词有ill和see，教学方法建议如下：
A．看图学词：教师手持男学生生病在家卧床休息的图片问学生：Whos that in the picture? 学生可以任意回答姓名。教师：Is he at schoo1? 学生：No。 Hes at home。 教师：Yes. He is ill. He’s at home. Lets go and see him. 教师借助图片和自己的动作讲解ill和see的词义。并带读几遍，同时给学生纠音。使学生掌握这两个单词的发音和词义以及在句子中的读法。
A．听会话录音：看图听录音，即看着书中会话的图画，听录音。方法同前。
B．师生会话。可以教师问，学生集体回答，然后学生集体问，教师回答。
C．Pairwork. 同桌两人会话练习。
拼拼看游戏：教师在黑板上写句子，如：Where is his home? 学生同桌两人用字母卡片
的大写字母试拼单词和完成句子。边手拼边拼读。
录音内容：
根据录音顺序，写出相应单词中所缺的句子。
朗读并抄写本课课堂练习中的单词和句子。
八年级上册英语教案 篇6
一、重点短语归纳
go on vacation去度假 go to the mountains去爬山go to the beach去海滩 stay at home待在家里 visit museums 参观博物馆 go to summer camp去参观夏令营quite a few相当多 study for为……而学习 go out出去 most of the time大部分时间
taste good尝起来很好吃 have a good time玩得高兴 of course当然 feel like给……的感觉;感受到go shopping去购物 in the past在过去 walk around四处走走 because of因为one bowl of… 一碗…… the next day第二天 drink tea喝茶 find out找出;查明 go on继续take photos照相 something important重要的事 up and down上上下下 come up出来
二、重点句型
buy sth. for sb. / buy sb. sth.为某人买某物 taste + adj. 尝起来…… look+adj. 看起来……
nothing…but+动词原形 除了……之外什么都没有 seem+(to be)+ adj. 看起来……
arrive in+大地点 / arrive at+小地点 到达某地 tell sb. (not) to do sth. 告诉某人(不要)做某事
try doing sth.尝试做某事 / try to do sth.尽力去做某事 decide to do sth.决定去做某事
forget doing sth.忘记做过某事/ forget to do sth.忘记做某事
enjoy doing sth.喜欢做某事 want to do sth.想去做某事 start doing sth.开始做某事
stop doing sth. 停止做某事 dislike doing sth. 不喜欢做某事 keep doing sth.继续做某事
Why not do. sth.?为什么不做……呢? so+adj.+that+从句 如此……以至于……
八年级上册英语教案 篇7
Unit 5 How much is it? 学习任务 1.能力目标 （1） 能够简单描述衣服、鞋子的大小，评论价格、颜色和款式，如：Its expensive\colourful. （2） 能够询问价格并做简略评价,如:How much is it? It’s…. （3） 能够听懂并发出与各种鞋类相关的简单指令,如:Put on your sneakers. 2.知识目标 （1) 掌握A 、B 部分read and write 中的单词和句子并能做到会听、说、读、写。 （2）听、说、认读A、B部分Let’s learn . Let’s talk 中的单词和句子. （3) 理解Let’s do. Let’s chant 等部分的内容. （4) 了解story time. Good to know 等部分的 内容. 3.情感、策略、文化等有关目标 （1）情感态度：能以得体的方式与人交际。 （2）文化目标： 了解英美两国与我国的衣物尺码标记的不同。 第一课时 课题：Unit 5 How much is it? A Lets learn Lets chant 教学重点：单词：colourful pretty cheap expensive 句子：It’s cheapprettyexpensivecolourful.来描述价格和颜色。 教学难点：单词expensive的读音。 根据实际情景运用本课时的四个形容词 教具准备：1、本课生词的单词卡片2、衣服的实物3、配套的教学VCD 4、配套的教学录音带5、课文配套挂图 教学过程： （一）复习（Revision） 1、Talk about the weather What’s the weather like today? What do you want to wear? 2、Show us your clothes学生们走到台前，介绍一下自己的衣服的颜色，样子。 T：“How much is it?Oh, it’s cheap.It’s expensive.It’s pretty.It’s colourful.” （二）呈现新课 （Presentation） 1、教师出示几件衣服的实物，并标出价格，说：“Guess, how much is it?” 引导学生回答价格，教师追问：“Is it cheap?Is it pretty?” 引导学生自己表述：“It’s cheapexpensivecolourfulpretty.” 教师根据学生的回答适时的出示相应的单词cheapexpensivecolourfulpretty.并进行带读，让学生进行认读练习。 2、教师出示Let’s learn部分的挂图。 T:“Look at that dress. It’s pretty. I want to buy it. It’s …yuan.” Students try to say like this. 3、观看VCD展示，跟读练习4、小组活动 学生两人一组。每个学生准备一些衣物单词的小卡片，在背面写出价格。 两人进行购物的对话练习。 教师先和一个学生进行示范（T: How much is that colourful dress? S: Very expensive. It’s …yuan. T: I want to buy it.） （三）趣味操练 （Practice） Guessing game： How much is it? 学生两人一组，运用一些衣物小卡片，猜测价格。 A: Guess, How much is it? B: It’s twenty yuan . A: No , too cheap. Guess again. B: … Let’s chant 听Let’s chant部分的歌谣，学生边说边两个人一组表演 （四）扩展性活动（Add-activities） Is it expensive? 每个小组拥有一套衣物、文具等物品的单词卡片和一套标有10-100元的几个卡片。 学生两个人一小组，一个学生任意搭配物品和价格，另一个学生进行描述：“It’s expensive…” 板书设计： Unit5 How much is it? Let’s learn：部分的挂图 第二课时 课题：Unit5 How much is it ? A Lets talk C Good to know 教学重点：句型：“Can I help you? How much is this skirt…? It’s colourful…” 教学难点：对新词的读音的指导和规范，如：“ninety-nine yuan.” 教具准备：1、本课生词的单词卡片 2、课文的配套挂图3、配套的教学VCD 4、相配套的教学录音带5、学生带来的衣服实物 教学过程 （一）复习（Revision） 1、let’s chant： 让学生边说，边两人一组表演歌谣 2、How much is your shirt? 教师找一名学生询问：Excuse me ,how much is your shirt? It’s …yuan . Is it cheap? Yes, it’s cheap and colouful. 学生们两人一组进行对话 （二）呈现新课 （Presentation） 1、教师在教室中挂上学生们带来的衣物，围绕教室挂满一圈。 2、教师和学生们进行对话的交流 T: Look at this shirt. It’s colourful. S: Yes, it’s pretty. T: How much is it? S: (请一个学生走到背面翻出价格)It’s one hundred yuan. It’s too expensive. 3、教师播放VCD，让学生观看故事，理解内容。 再看一遍，边看边模仿故事中人物的语气说一说。 分角色给VCD配音，小组练习和表演。 各小组展示 （三）趣味操练 （Practice） Group work：学生运用自己手中的卡片，进行对话和描述。 仿照Let’s talk部分中的对话。 （四）扩展性活动（Add-activities） 购物活动：教师发给每个学生1000元纸币（学生自己制作的），把教室分成四部分，组成四个服装店，每个店请一个学生扮演售货员。 让学生们仿照课文中的对话，进行购物活动。 活动完成后，小组中交流购物收获。运用How much is this skirt…? It’s cheap.等句子进行描述。 板书设计： Unit 5 How much is it? 第三课时 课题：Unit5 How much is it? A Read and write C Story time 教学重点：听说认读掌握生词：skirt shirt jacket dress T-shirt 教学难点：单词拼读；书写指导 教具准备：1、本课生词的单词卡片2、配套的教学VCD 3、相配套的教学录音带 4、学生自己的衣物5、课文主题图6、大小写字母卡片 教学过程： （一）复习（Revision） 1、Free talk What color do you like? What color is your …? 2、Let’s chant： B部分的Let’s chant.的歌谣，边说边出示单词。 （二）呈现新课 （Presentation） 1、教师准备好一些大小不一的衣服。说：“I think this skirt is pretty.”然后教师穿一下，说：“But it’s too big.”然后再拿起一件，说：“This one, it’s nice. It’s fits me well.” 2、教师请一个学生上来选衣服，指导学生运用句子：This shirt is …, but it’s too …. 3、然后多请上几个学生上来说。 4、小组活动 学生们把自己的衣服带来，在小组中每个学生轮流挑选衣服，在这一过程中运用This shirt is …, but it’s too …. 5、观看VCD，认读句子，让学生逐句认读，小组认读。 6、教师指读生词，让学生抢答认读。小组比赛拼读，抽查学生的拼读。 7、两人一小组，一个拼，一个写。单词的抄写练习。 8、出示句子的`句卡，然后学生试读，教师提示学生注意第一个单词第一个字母大写，提示学生注意标点和占格。 （三）趣味操练 （Practice） 1、拼一拼，猜一猜 教师拼一个单词，让学生迅速说出词。学生小组做游戏。 2、听一听，拼一拼 每个小组一套字母卡片，请一个学生说词，小组拼，比比谁最快。 3、教师请几个学生穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。运用句子This shirt is …, but it’s too …. （四）扩展性活动（Add-activities） 每个学生设计一套衣服，给自己的和别人的娃娃穿上，然后进行比较。运用本单元学过的句型。 板书设计： Unit5 How much is it? 第四课时 课题：Unit 5 How much is it? B Lets learn Lets do C Lets sing 教学重点：理解掌握几种鞋的单词，学会用pair of …描述鞋的数量，并在实际情境中运用。 教学难点：在实际情境中运用词汇。 教具准备：本课生词的单词卡片；教学录音带；教学VCD；各种鞋的实物和图片。 教学过程： （一）复习（Revision） 1、A部分Let’s chant：学生跟录音说一说，演一演。 2、Let’s talk：学生说一说，并进行角色表演。 3、Guessing game 教师将各种标有价钱的衣服放到一个大储物袋中，让学生猜一猜里面有什么，学生猜对后，取出并描述一下大小、价钱等。 （二）呈现新课 （Presentation） 1、教师出示大挂图，让学生结合图说一说What can you see? 引出新的各种鞋的单词。 2、通过引入情景表演，描述图中的各种鞋，引出a pair of …。 3、学生进行情景表演练习，并熟悉新的单词及a pair of …的用法。 4、出示VCD，让学生观看VCD（关掉录音），根据故事的内容给VCD配音。 5、播放VCD，学生看VCD理解含义。 6、学生分角色跟读。 小组表演、各小组展示。 7、教师放录音，发布指令，教师根据录音内容举起相应的鞋图，并做出相应的动作。学生在教师的指导下做出相应的动作，熟悉各种鞋的名称。反复练习后学生边听录音做动作边试着发布指令。 （三）趣味操练 （Practice） 教师出示各种鞋的图片，然后将一图片藏起，并询问：What are they? 学生猜到后，找到该图片，用学过的知识描述被藏起来的鞋子。 （四）扩展性活动（Add-activities） 学生运用学过的知识描述自己的鞋或其他同学的鞋。 板书设计： Unit 5 How much is it? 第五课时 课题：Unit 5 How much is it? B Lets talk Group work C Lets check 教学重点：学习新句型：How much are they? A pair of …for …. 教学难点：在情景交际中正确使用How much are they? A pair of …for ….句型。 教具准备：1、单词卡片。2、衣物图片。3、教学VCD。4、教学录音带。 教学过程 （一）复习（Revision） 1、Let’s do：教师发出口令，学生听到口令后出示图片并做出相应的动作。 2、学生说唱本单元的歌谣。 （二）呈现新课 （Presentation） 1、教师出示Let&rsqu
今日教案: 八年级上册历史教学反思(篇四)
每个老师需要在上课前弄好自己的教案课件，每位老师都需要认真准备自己的教案课件。作好了教案课件的前期准备，这样才能避免实际教学中应对不足的情况。优质的教案课件是在哪些地方有值得借鉴的地方呢？下面是小编精心收集整理，为您带来的《今日教案: 八年级上册历史教学反思(篇四)》，仅供参考，大家一起来看看吧。
今天下午按学校计划听取了一节地理课，在初一一班，孙广平老师讲了第三节《地图》，他下发了学案，学生自主学习完成的很好。作为改科的新手而然，我觉得这堂课上的算是成功的。首先，在知识的处理环节上，做到了循序渐进，由易到难，符合学生学习的规律。这节课讲了三个问题，重点分析了第一个和第三个，略处理第二个问题，对重点的把握准确，处理得当。其次，解决重点问题上，先让学生感知，再利用知识让学生解决问题，并对错误认识及时进行分析纠正，结合练习加强训练。重点得以突破。第三，注重对学生学习方法的指导，例如，学习比例尺问题，学习判断方向问题，怎样才能做到准确判断？他通过画坐标法指导学生进行确定，通过多次练习，学生对这一部分就有了较清醒的认识。以上是这一节课的优点。当然，作为一名新手，存在一些失误是无可厚非的，需要在以后的教学中加以提高。如加强专业知识的学习，再如，教法上还需改进一些，应尽量让学生多动脑，动手，动口。当然，对于这些问题，我在上课是也会出现，学生精力不集中，回答问题拖拖拉拉。完不成任务，练习题当堂课处理不完等等。
[精选教案] 八年级语文上册教学反思模板
教案课件是老师上课中很重要的一个课件，撰写教案课件是每位老师都要做的事。做足了关于教案课件的前期准备，这样才能达到预期的教学目标。你有没有关于教案课件撰写方面的苦恼呢？为满足您的需求，小编特地编辑了“[精选教案] 八年级语文上册教学反思模板”，仅供参考，希望能为您提供参考！
1、文言文教学主要从三个方面进行，这三个方面是：
文言文要重视知识的积累；文言文要以诵读为基础；文言文要注重审美鉴赏。在这一节课里，我觉得这三方面我都做到了。
2、这节课的课堂教学我觉得有不少值得我继续发扬的。
（1）教者这一方面：①课堂引入巧妙有效。由学生平时对“闲”的理解巧妙的突破了本节课的难点，也就是理解苏轼闲的特殊心境。②课堂设计以“闲”字一线贯穿，又环环相扣。对“闲”的理解逐步深入，而每一步都紧密相连。③目标明确，层次清楚。④注重教学整合度。目标整体达成，教学方法与教学手段多样，教学内容综合。⑤重视新旧知识的联系，注重学法指导。⑥重视自身的亲和度。在教学中，我态度可亲，幽默风趣，充满关爱、及时激励。⑦注重文章在提升人的精神，陶冶人的情感方面的巨大作用，让学生感悟反思。
（2）学生这一方面：①参与度。学生参与活动真实有效，学生参与活动的面达百分之九十以上。②合作度。合作学习真实有效，每个小组四个成员都积极合作讨论。③兴趣度。学生对课堂活动很感兴趣，争相抢答。④开放度。我有意识的为学生提供开放的探究和创造的空间。⑤掌握度。这一节课课堂教学的知识点，学生掌握情况良好。
3、上完这一节课，我知道这一节课的教学也留下不少遗憾，值得我好好深思后加以改正。
（1）课堂容量太大，有不少的知识点不够时间给学生好好吃透。特别是写景美的欣赏，学生一下子还没想到正面描写和侧面描写相结合，我呢，就给学生分析了，抢夺学生的思考。还有，品味“闲人”给的时间不够，学生还不能充分的透彻的理解，我就帮忙分析了，不该！
（2）不注意设计有思维梯度的问题，如果有难题需要学生解答，应该先设计有思维梯度的问题，层层推进。如在学生思考正面描写与侧面描写时，看到学生一下想不出来，我应该由浅入深地设计几个问题，让学生逐层思考，水到渠成。
（3）朗读指导不到位。我很想多一点时间给学生反复朗读体味，但看到时间紧，就没有做到，很后悔，以后不管怎样，也不能轻视朗读。我应该在学生每次读完后都给予点评知道，甚至应该范读文章。
（4）知识的上下联系不够，没有和学生构建起知识的框架。这个知识点原先在哪里出现过，要引导学生联系。学习散文的方法框架怎样？要帮助学生构建起来。
（5）缺乏脉络清楚的板书。
教案范本: 八年级上册生物教学反思330字
做好教案课件是老师上好课的前提，每个老师都需要将教案课件设计得更加完善。写好了完备的教案课件，学生才能更好地接受各知识要求。如何从优质的教案课件中借鉴有益的知识呢？小编特地为大家精心收集和整理了“教案范本: 八年级上册生物教学反思330字”，希望对您的工作和生活有所帮助。
做开发课程资源的有心人
我认为这节课最吸引人的地方是在课程开始时播放的一段录像。对于真菌的结构，学生们最不容易理解的就是"菌丝"的概念。由于菌丝和我们熟悉的动植物的器官、组织相差很远，在缺乏感性认识的情况下，就很难产生深刻的理解。另一位老师为我提供的这段录像，非常生动形象，极好地解决了这个难点。让我感叹：如果能有适宜的教学资源，学生的收获会更多，教师讲起课也更省时省力。
收集课程资源是一个长期坚持的过程。这段录像的获得是一个很偶然的机缘，但也是由于我每时每刻都注意收集才能将它很好地保存下来。曾经听到一个故事："有人向一位刚上完一节出色的公开课的特级教师提问：’您准备这节课用了多少时间？’这位教师回答：’要说时间短，我准备了十五分钟，要说时间长，我准备了一辈子。’"我觉得每一位有志于不断提高自己教学水平的老师都应当如此。
八年级上册英语教案1500字模板
学者必求师，从师不可不谨也，有经验的教师，会写出一份优秀的教案。在培养教师的综合教学能力方面，编写教案起着非常大的作用。教案如何编写快速又保证质量呢？下面是栏目小编精心收集整理，为你带来的八年级上册英语教案，供你参考和使用，请收藏和分享。
八年级上册英语教案 篇1
Module 8 Around town
Unit1 How do I get to the Forbidden City？（1-4）教学设计
外研版八年级（上）
一、教材分析：
本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。
二、学情分析：
学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。
三、教学目标： （Teaching aims）
1、Knowledge Objects
a. Key vocabulary ____ bank， market， supermarket， pool， swimming pool，
square， structures， left， right， opposite， chairman，
between， turn， corner， along
b. Key structures ____ How do I get to&hellip；？
Can you tell me the way to&hellip；.？
Go straight ahead.
Go along&hellip；../Go across&hellip；.
Turn left into&hellip；.
It&rsquo；s opposite&hellip；/on the corner of&hellip；/
between&hellip；and...
ity Objects
To understand the conversation of giving directions
To understand the sentences telling positions
To learn how to give directions
l Objects
Students can help the others.
四、教学重、难点：
学生能熟练运用本节课重点句型。
五、教材分析：
本单元是在通过日常的问候和交谈后，自然引出。
六、策略与方法：
1.教法：
（1）直观教学法：借用多媒体展示画面，给学生直观的感觉，创建真实的语言环境，引导学生在情景中学习语言，在学习新的语言知识后，创造地运用语言。
（2）开展多种类型的任务活动，提供给学生合作交流的时间和空间，促使学生为完成任务和同学进行合作以及为完成任务进行探究性学习。
（3）听说法：借用大量的听力材料训练学生的听力能力；通过创设形式多样的活动情景，培养学生的口语表达能力。
2.学法：
通过学生的观察和生活实际，让他们在电教设备的帮助下，在模拟现实的环境中，运用合作交流、互相探究等多种学习方法，促进同学互相帮助，为学生创建助人为乐、积极向上的和谐氛围。
七、教学准备：
制作本课多媒体课件 。
八、教学思路：
由学生已知的知识引入到新的知识，由学生描述熟悉的线路来激发学生的学习兴趣。
九、教学流程：
导入&rarr；教学单词&mdash；呈现&rarr；语言点学习&rarr；操练&rarr；巩固。
本节课在多媒体的辅助下，直观生动地呈现给学生学习语言的需要图片，为学生搭建了一个很大的语言练平台，在导入环节中，通过图片，使学生轻松愉快学习有关地点的词汇，学生积极参与对话练习。在课堂中教师设计了一个轻松愉快的接近生活的语言环境，充分体现了学生开口说英语的欲望。利用师生互动 、生生互动形式，调动学生学习积极性，轻松愉快地学习知识，达到了教学目的。
八年级上册英语教案 篇2
【Unit6 Enjoying Cycling】
Topic 1 We’re going on a spring field trip
Section A说课稿
一、说教材
1. 教材分析
仁爱版初中英语教材共六册,每册由四个模块组成,每个模块由单元----话题----功能---任务构成,编写思路清晰,符合学生的认识发展规律.八年级英语下册第六单元Topic1 Section A讲述了让学生学习如何用英语谈论旅游，并收集旅游信息。它由3部分组成，用1课时完成。通过学习Section A,学生可以更多的了解旅游知识并提高实际能力;动词不定式是本节课的重点语法项目。
2.教学目标
(1).知识目标
要求学生牢记Section A所有新学的四会单词.短语和重点句型;掌握不定式“to do”的用法。
(2).技能目标：
能用英语与他人谈论关于旅游的话题。培养学生提高语言交际能力,能在小组中积极与他人协作,从而开阔自己的视野,扩大知识面。
(3).情感目标
培养学生爱护大自然，热爱旅游.积极参与课堂上各种英语实践活动的兴趣。培养学生分工合作和团体协作精神。
3.教学重点和难点
(1).重点:谈论关于旅游的话题。
(2).重点和难点:不定式“to do”的用法。
二.说学情
1.学生对旅游较感兴趣,但对旅游知识了解较少。
2.学生的词汇量掌握不多。
3. 学生平时较少用英语与他人交谈并表达信息.。
三.说教法学法
按照课程改革的要求,遵循“老师由主演变导演，学生由配角变主角”的角色转换,采用把课堂交给学生的教学理论,我运用自由讨论.分组工作.结对练习.问答练习等方法,借助多媒体、录音机,图片等教学手段,设置特定的语言环境,使学生在轻松愉快的气氛中理解.运用英语。
四.说教学程序
我设计了以下的步骤来训练学生的听.说.读.写的能力,尤其是他们“说”的能力。
(一)温故知新
(1).请两位学生用上节课重点句型号，分别复述Unit 5 Topic3 Section D 1a
(2).教师与学生之间进行问答对话，让学生谈论关于他们最喜爱的旅游方式。 设计意图：巩固上节课学过的知识，为学习新课铺垫。
(二)情景导入
用多媒体展示一些关于旅游和交通的图片,来引起学生的兴趣,并由此教学本节课
的新单词,如:field ,trip ,cycle ,vehicle ,airline等。
设计意图：通过用多媒体展示学生熟悉的交通工具图片，激发学生的学习兴趣，轻松掌握新单词，顺利带入新课。
八年级上册英语教案 篇3
一、重点短语归纳
go on vacation去度假 go to the mountains去爬山go to the beach去海滩 stay at home待在家里 visit museums 参观博物馆 go to summer camp去参观夏令营quite a few相当多 study for为……而学习 go out出去 most of the time大部分时间
taste good尝起来很好吃 have a good time玩得高兴 of course当然 feel like给……的感觉;感受到go shopping去购物 in the past在过去 walk around四处走走 because of因为one bowl of… 一碗…… the next day第二天 drink tea喝茶 find out找出;查明 go on继续take photos照相 something important重要的事 up and down上上下下 come up出来
二、重点句型
buy sth. for sb. / buy sb. sth.为某人买某物 taste + adj. 尝起来…… look+adj. 看起来……
nothing…but+动词原形 除了……之外什么都没有 seem+(to be)+ adj. 看起来……
arrive in+大地点 / arrive at+小地点 到达某地 tell sb. (not) to do sth. 告诉某人(不要)做某事
try doing sth.尝试做某事 / try to do sth.尽力去做某事 decide to do sth.决定去做某事
forget doing sth.忘记做过某事/ forget to do sth.忘记做某事
enjoy doing sth.喜欢做某事 want to do sth.想去做某事 start doing sth.开始做某事
stop doing sth. 停止做某事 dislike doing sth. 不喜欢做某事 keep doing sth.继续做某事
Why not do. sth.?为什么不做……呢? so+adj.+that+从句 如此……以至于……
八年级上册英语教案 篇4
一、教学目标：
1、目标语言
重点词汇：1,want somebody to do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind of unhealthy
重点句型：-含有以上词组的11句子。
综合能力：能阅读介绍饮食习惯方面的文章
2、情感渗透
学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。
二、教学准备：
教师准备：
1， 设计课后巩固练习的幻灯片,
2，部分有关事务的幻灯片
3，录音机和磁带。
学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。
预习导航:：
1、 听单词录音，熟记Section A的新单词，并制作单图片。
2、完成1a，列出图中物品的英语单词，并识记新单词。
3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny.
4、找出并区别I you my your his her。
八年级上册英语教案 篇5
一、教师寄语
A bold attempt is half success.(勇敢的尝试是成功的一半)
二、学习目标
知识目标：
Words:
milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although,
Phrases:
junk food, as for, on weekends, no students, try to do, look after, kind of
Sentences:
1.But my mother wants me to drink it.
2.She says it’s good for my health
3.I try to eat a lot of vegetables.
4.Is her lifestyle the same as yours or different?
能力目标:
学会谈论饮食习惯。
能了解哪些饮食习惯是健康的。
能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。
情感目标:
培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，
加强人际交往，以形成良好的人际关系。
三、教学重、难点
区分How many /how much, health/healthy, different/difference
四、学习过程
Step1. Free talk
同桌练习How often do you ……?及其回答
Step 2.1.Talk about the pictures. Practice the key words.完成1a
2. Pairwork Ask the Ss to show their works and perform it.
Step 3.Listening 完成2a,2b Check the answers
Step 4.合作探究
课文解析. 3a 3b
1.Warm up and Lead in: Say something about your eating habits
Talk about their eating habits.
2. Play the recorder. Listen and read 3a
3. Answer the questions .Try to answer these questions
4. Ask the Ss to sum up the language points Sum up the language points Textbook
5. Read and finish 3b Complete the article
八年级上册英语教案 篇6
本节课讲授的内容是仁爱版教材八年级英语（上册）第三单元Topic I Section A。这一单元描述hobbies，每个话题都是与学生日常生活息息相关的内容。第一话题I love collecting stamps不单是谈论有关集邮方面的爱好，还有听音乐、做运动等。这极大地丰富了同学们的业余生活，通过谈论彼此的兴趣爱好，既学到了知识，又加深了师生之间的感情。
一、指导思想
从新课标的理念出发，贯彻面向全体学生，以学生的终身发展为本的指导思想。对原教材内容重新加以处理。力求对教学过程精心设计，采用任务型教学途径，全方位调动学生学习英语的积极性，培养他们的综合语言运用能力。
二、教学目标
1、知识与技能目标：①学会关于兴趣、爱好方面的词汇②能够运用语言谈论自己及他人的兴趣和爱好。
2、情感目标：有兴趣听英语、说英语、唱歌曲、做游戏，乐于模仿，敢于开口，积极参与，团结协作。
3、学习策略目标：能热情地与他人合作。共同完成学习任务；主动向老师和同学请教；注意力集中；积极地运用所学英语进行表达和交际。
三、教学重点及难点
1、教学重点：学生能够运用各种方式谈论兴趣、爱好、并初步认识感叹句。
2、教学难点：used to 的用法。
四、教学过程
1、课前热身，师生同唱一首歌：（调动学生的积极性，拉近师生的距离）
2、复习love，like，prefer，enjoy+v-ing结构，为新课作准备。
①教师简介家人的兴趣爱好My sister likes dancing，but she doesn`t love singing，My brother enjoys also prefers swimming。
②师生对话谈论喜欢做的事情，反复应用What do you lovelikeenjoyprefer doing？巩固用法，增进师生间了解.
3、导入：根据对话内容，教师表达Swimming is A’s ing is B’s hobby. Reading is my hobby.
教师拿出部分收集的邮票，边让学生看，边表达，Collecting stamps is my hobby， too. I love collecting stamps.导入Topic 1标题。这样创设情境，自然贴切。
4、导入1a（呈现）进行听、读、说的练习。
a.听前，提出听的任务，让学生听录音后回答问题。如：What’s Wen Wei’s hobby？ Does he often listen to rock music now？
b.然后，教师通过以旧带新，对比法呈现新pleased， colect， painting， valuable.并且推出used to 通过上下文学生会很轻松猜其含义，借助例句知其用法used to do sth.从而在一定程度上突破了难点，同时也为Section B的学习作了良好的铺垫。
c.学生朗读la，并能运用几个关键词进行角色表演。
5、组织学生两人一组编对话，谈论彼此的兴趣、爱好，学生可以利用教师为他们准备的实物（故事书、邮票、钱币等）也可随意发挥。教师应适时给予帮助和引导，最后请2~3组同学将所编对话表演出来。
6、呈现2a，3
①通过同学们编、演对话表现出的浓厚的兴趣，引出格言Interest is the best teacher。然后对学生说：I hope you can be interested in English. 进而呈现新词语，be interested in 由两个例句让学生归纳出它的用法：（板书）
②组织学生运用2a中的图片信息进行看图说话练习，进一步巩固be interested in 的用法。
③看图片3，听录音，录音放两遍，第一遍学生进行搭配练习，第二遍学生在横线上写出所听原句子，培养写的技能。
7、综合探究活动
展示8幅图
组织学生以小组为单位，采用比赛形式，在八幅图中任选其一，进行看图说话或对话练习，要求：重点运用本节呈现的语音知识，不少于5句话。准备时间不超过2分钟，表现最好的一组，给予奖励，小组研讨，培养合作精神；对话交流，提高综合语音运用能力。
a.习题巩固语言知识
b.课堂小结，知识梳理。
c.布置梯形任务作业。
板书设计：
Unit 3 Our hobbies
Topic 1 What hobbies did you use to have？
Section A
Love/like/prefer/enjoy doing sth please→pleased
be interested in sth/doing sth paint→painting
be fond of doing sth value→valuable
八年级上册英语教案 篇7
一、教材分析:
本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。
学情分析：
学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。
二、教学目标: (Teaching aims)
1、Knowledge Objects
a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,
square， structures, left, right, opposite, chairman,
between, turn, corner, along
b. Key structures ____ How do I get to…?
Can you tell me the way to….?
Go straight ahead.
Go along…../Go across….
Turn left into….
It’s opposite…/on the corner of…/
between…and...
2.Ability Objects
To understand the conversation of giving directions
To understand the sentences telling positions
To learn how to give directions
3.Moral Objects
Students can help the others.
三、教学重、难点：学生能熟练运用本节课重点句型
四、教材分析： 本单元是在通过日常的问候和交谈后，自然引出在
八年级上册英语教案 篇8
初中八年级上册英语教案篇1
名词、数词、介词和介词短语、连词、形容词、副词、冠词、动词、句子。掌握动词六种时态的构成及基本用法和被动语态，即现在进行时、一般现在时、一般过去时、一般将来时、现在完成时、过去进行时。句法包括掌握陈述句、疑问句、祈使句和感叹句的构成和基本用法，掌握简单句的五种基本句型、并列句、宾语从句、定语从句和状语从句。
阶段目标：熟练的掌握知识要点，使知识形成系统。教师传授解题技巧，提高学生的综合分析能力，提高学习成绩和学习效率。
具体思路：这一阶段我将语法分成几大块复习，应充分发挥学生的主观能动性，以教师总结为辅，学生复习为主。注重学生归纳，教师总结指导应注意事项。对学生已掌握的内容少讲或不讲，对学生不够熟练的要重点讲，在此基础上，结合所复习的语法内容，按中考题型精选练习题，使学生每天复习的知识都能够加以巩固。
重点语法内容举例：
比如在动词时态的复习中，一般现在时重点抓主语为第三人称单数的句子变 化，如将She often does her homework at home every day.变否定句和一般疑问句，作肯定、否定回答，分别对主语，宾语，定语，频度状语和地点状语提问等。
复习现在完成时，要把它同一般过去时作比较，为说明与现在完成时连用的时间状语，要求学生分清持续性动词 与非持续性动词的区别。
如在复习含有时间、条件状语从句的复合句中，若主句的谓语为一般将来时，那么从句的谓语要用一般现在时;在复习含有宾语从句的复合句中，如主句的谓语为过去时，那么从句的谓语多半用相应的过去时形式;在复习since引导的时间状语从句时，要向学生强调只要从句用了一般过去时，那么主句则一定要用现在完成时;在总结归纳重点句子时如：By the time we got there ,the bus had already gone.要对学生说明此句前面的从句用了一般过去时，那么后面的主句就要用过去完成时。
复习宾语从句时从以下几个方面入手：宾语从句的概念:宾语从句属于名词性从句，在句中作主句的宾语。!宾语从句三要素:引导词(连接词);语 序;时态 引导词：由从属连词that引导的宾语从句注：that 在句中无词汇意义，在从句中不能充当成分，在口语当中往往省略
由从属连词whether, if 引导的宾语从句“是否”，说明对陈述的事物不明确或不清楚。常用在ask, wonder, can(could) you tell me 等后。
由连接代词 Who, whom, whose, which, what 和连接where,how,why,when引导的宾从J,[代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略。
B.语序：陈述句语序 即：主句+连接词+从句(主+谓+其他)Do you remember __(他多大岁数)? C.时态：主句用现在时或将来时，从句可用任何时态.
主句用过去时，从句用与过去相关的时态。(1).从句说明的是一般真理、客观事实、自然现象、名言时，仍用现在时。2).从句中有具体时间状语，即使从句动作发生在主句动作前，仍用一般过去时。第三轮：
初中八年级上册英语教案篇2
教学目标 学习称呼语和问候语
教学重点 打招呼用语
教学难点 如何正确运用打招呼用语
教具 多媒体、录音机 课时 1
教学课程 1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1) 练习打招呼问好。
(2) 练习感谢他人。
(3) 练习告别语Goodbye。
4. Practise
1)Work in pairs part7 and part8
2) Complete the sentences.
Daming, ______ ______, please(请坐)
_____,______ (同学们好)
______(你好).Jack.
_______,_______ (谢谢), Miss Li.
_______(再见), Lucy.
5. Conclude
6. Homework
Complete part5 and part 6 个人修改
课后评价
初中八年级上册英语教案篇3
一、总体目标
1、加强课堂教学改革，真正转变课堂教学方式，提高学生的学习能力，争取把课堂变成学生学习的乐园。
2、做好中考总复习工作，抓好尖子生，提高临界生，盯住所有学生，不让一个学生漏掉，鼓励学生向目标迈进，中考争取稳中有升。
二、遵循原则
以纲为纲，以本为本的原则，着重把握中考要求及考试 范围，对《课标》和《考纲》要反复研究。关注学生的全面发展，整体提高;注重双基，夯实基础，强化学生能力。练习过程中注重精讲精练，精雕细刻，决不漏掉一个知识点。同时培养学生将所学的词汇、短语、句型、句法应用到实际中，提高日常交际能力，解决实际问题。
三、具体工作措施
加强学习，认真学习新课程标准，专研七、八、九年级五本教材，形成固定的知识体系，研究2013和2014年的考试说明，精选13和14年的中考题。
继续大练基本功，提高自己的教学能力。
实行课堂教学改革，创建新型教学模式。
走进学生家庭，走进学生的内心世界，挖掘学生的心理资源，建立新型的师生关系，既是教师，又是家长和朋友。
指导学生如何预习、听课、记笔记、复习、做作业、小结和讨论，帮助学生养成良好的学习习惯。
四、总体复习思路
1、按单元复习。通览初中教材，进行单元知识点扫描。目的是对基础知识和基本技能进行系统的复习，把好“基础关”;任务是掌握各单元知识结构，全面地复习知识点，完成理解记忆;重点是重视课标要求与教材的基础作用，强化基础知识和基本技能的训练;面向全体，面向基础。
2、语法专项复习。钻研考试标准和考试说明，进行语法、词法、句子、时态和话题专项复习。统揽初中教材中的重点语法项目，使学生从整体上把握初中教材内容。
3、题型专练，模拟演练。按照中考题型(单项选择、补全对话、句子翻译、完型填空、阅读理解和书面表达)进行题型专练，了解学生对基础知识和基本技能的掌握情况，抓住中考题型变化，确定训练方式，进行查缺补漏。最后进行几次中考模拟演练，演练之后教师要精讲精炼，在讲题上下功夫。
五、具体复习内容
第一轮：
时间安排：3月1日----4月24日
主要内容：初中教材课文中出现的单词、短语、常用句型;熟记对话和课文，理解所学语法内容。
阶段目标：完成理解性记忆内容，熟记课文中出现的单词、短语、常用句型;熟练掌握对话和课文内容，所学语法能达到一定的应用程度。
具体思路：第一轮复习应以大纲为依据，教材内容为根本，按教材的编排顺序进行单元复习。每复习一单元之前，教师布置学生认真记忆书后单词和短语;课上检验，然后让大家找出本单元的知识点，总结用法，教师再做以适当的补充;这一阶 段的复习，应充分发挥学生的主观能动性，以教师总结为辅，学生复习为主。注重学生归纳，教师总结指导应注意事项。对学生已掌握的内容少讲或不讲，对学生不够熟练的要重点讲。同时教师要根据每单元的重点内容有针对性地设计一些练习题，巩固所复习的知识点。最后，再将本单元的知识点赋予下一单元书后的单词和短语中，进行再一次检测。
具体时间安排：
3.2————3.20 结束新课(Unit13-15)
3.23————4.24 第一轮复习(全部课本1-5册)
4.27————5.31 第二轮复习 (专项复习)
6.1———6.13 第三轮复习 (模拟训练)
初中八年级上册英语教案篇4
教案
课题 Starter Module1 Unit3 课型 listeningandspeaking
教学目标 学习向别人介绍某人的用语
教学重点 This is my… She/He is …
教学难点 Be 的变化运用
教具 多媒体、录音机 课时 1
教学课程 1.Greeting.
2.Warming-up
T: This is my friend…
S: Hello, … This is my father…
T: Nice to meet you.
S: Nice to meet you, too.
3.Drills
1)复习打招呼的用语 Good morning/Good afternoon/Good evening。
2)练习询问姓名和相互间的问候。
What’s your name? I’m …
How are you? I’m fine, thank you.
3)练习向别人介绍某人This is …
4.Practise
1)Work in pairs part7
2) Listen and number
3) Write the sentences.
5.Conclude
6.Homework
Complete part3
课后评价： 个人修改
