人教版七年级上册英语教案精选。
做好教案课件是老师上好课的前提，因此在写的时候就不要草草了事了。 编制高效的教学课件有助于教师更加灵活和深入地授课，写教案课件时有哪些方面需要注意？中学范文网小编为大家找到了一篇网络上优秀的“人教版七年级上册英语教案”文章，由于此页内容丰富建议您收藏以备查阅！
人教版七年级上册英语教案(篇1)
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
教案
课题 Starter Module1 Unit2 课型 listeningandspeaking
教学目标 学习打招呼的用语，询问姓名和相互间的问候。
教学重点 打招呼用语，询问对方姓名的特殊疑问句及回答。
教学难点 一天中不同时间的打招呼用语
教具 多媒体、录音机 课时 1
教学课程 1.Greeting.
2.Warming-up
T: Good morning.What’s your name?
S: I’m … / My name is…
T: How are you?
S: Fine, thank you. And you?
T: I’m fine. too.
3.Drills
1)练习打招呼的用语 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.
4.Practise
1)Work in pairs part7
2) Listen and number
3) Write the sentences.
nclude
6.Homework
人教版七年级上册英语教案(篇2)
Starter U1 Good Morning
1. Names: 姓名与性别
英语人名中带有性别特征。从姓名基本可以看出性别。
2. Greet people
1) Good morning/ afternoon/ evening
(见面)问候语
但Good night(晚安，再见)
2) A: Nice to meet you. B: Nice to meet you, too.
3)A: How are you? B: I’m fine/ ok. Thanks.
4) Hello, Hi
3. Letters: A-H (书写，发音)
4. 字母A,E在单词中的发音及含有相应发音的字母(P S4)
字母A在单词中的发音[ei], [æ] 及含[ei]音的字母 (A, H, J, K,)
字母E在单词中的发音[i:], [e]， 及含[i:]音的字母 (B, C, D, E, G, P, T, V, Z) ;
含 [e]音的字母(F, L,M, N, S,X,Z)
Starter U2 What’s this in English?
1.介绍身边事物及中英文拼写
Eg 1) A: What’s this in English?
B: It’s a schoolbag.
A: Spell it, please. (How to spell it?)
B:s-c-h-o-o-l-b-a-g
Eg 2) A: What’s this in English?
B: It’s an orange.
A: Spell it, please. (How to spell it?)
B:o-r-a-n-g-e
Eg 3) A: What’s that in English?
B: It’s a jacket.
A: Spell it, please. (How to spell it?)
B: J-A-C-K-E-T.
补充：1) in表示“用…(语言)”。
Eg: A: What’s that in English? B:It’s a 床。
另一种表达方式：A：What’s the English for 电脑?
B：It’s a computer.
2.不定冠词a 和an(泛指一个)
元音(发音)开头的字前用an，辅音(发音)开头的字前用a
a key, a map, a picture, a book, a sheep
an apple, an orange, an egg, an umbrella, an hour, an honest man，
3.Letters: I-R (书写，发音)
4.字母A, E, I,O在单词中的发音及含有相应发音的字母(P S8)
字母I在单词中的发音[ai]、[i], 及含[ai]音的字母 ( I, Y)
字母O在单词中的发音[əu]、 [ɔ]，及含[əu]音的字母 (O)
Starter U3 What color is it?
1.辨识颜色(颜色名词;有关事务颜色的描述)
Eg: red, green, blue, orange, yellow, pink, purple, black, white, gray, brown,
2.Letters: S-Z (书写，发音)
3.元音字母(A, E, I,O, U)与辅音字母
4.字母A, E, I,O,U在单词中的发音及含有相应发音的字母(P S12)
字母U在单词中的发音[ju:]、[ʌ], 及含[ju:]音的字母(Q, U, W)
5.What疑问句及回答
Eg: 1)--What’s this? --It’s a TV.
2)--What color is it? --It’s red.
6. 介词in“在…里面”的用法
Eg: 1) E in the “evening”
U1 My name is Gina.
1. 自我介绍：
姓名： 1) I’m Gina. 2) My name is Gina.
注： 1)”姓”在后—last name， “名”在前—first name
年龄： 1) I am 12 this year. 2)I’m 12 years old this year.
2. 见面问候
1)Hello / Hi
2)Good morning/afternoon/ evening.
3)Nice to meet/see you
3.相互介绍(认识)：询问姓名 (make friends交朋友)
1) What’s you name? 2) Your name, please?
3) May I know your name?
Eg: A: Hello, I’m Gina. What’s your name?
B: My name is Cindy.
A: Hi, Cindy. Nice to meet you.
B: (Hi, Gina.) Nice to meet you too.
4.电话号码的询问与告知
Eg: 1) A: What’s your telephone number, Gina? B: It’s 281-9176
2) A: What’s her telephone number B: (Her phone number is) 806-5224
注：1)电话座机号码通常分为两部分
2)直接说每个数字，但数字0通常念为字母o。
3)如果两个相同的数字x连着出现，念double x
5.基数词(0～9):zero,one, two, three, four, five, six, seven, eight, nine
人教版七年级上册英语教案(篇3)
一、教学目标：
1. 语言知识目标：
1)
2)
① — No, I can't. / Yes, I can.
② …
③ help2.
可以培养学生的社会责任意识，为他人做自己力所
二、
1. 教学重点：
1) 能过听力训练来提高学生们听说能力。
2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can
play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano,
I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
tape again. Then try to fill in the blanks.
动作这两个方面的听清，其他作为非重点内容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
S1: Bill can play the guitar, but he can't sing.
S3: Frank can play the piano, but he can't sing or dance. S4: …
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do?
S2: What can Alan do?
Ⅶ. Reading
What's each ad's title? Now let's read the three
2. 综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。
4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now
2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情;然后，看每则广告中要求应聘者去
做什么事情;最后，综合考虑三个人的情况，做出一个选择。
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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:
人教版七年级语文济南的冬天教案
一般给学生们上课之前，老师就早早地准备好了教案课件，老师还没有写的话现在也来的及。教师制作教案是教育教学科学之道的具体实践。您的要求我们已经收到中学范文网的编辑为您整理了关于“人教版七年级语文济南的冬天教案”的资料，希望您分享本页内容与您朋友！
人教版七年级语文济南的冬天教案(篇1)
1．学习本文抓住景物特点描写景物并情景交融的写法，培养学生发现美、表现 美的能力。
2．反复诵读， 品味文章的意境美，感受文章语言的准确和生动。
3．体会作者的思想感情，培养学生热爱家乡和祖国的思想感情。
1．学习本文抓住景物特点来进行描述的方法。
2．学习本文平易自然、生动活泼 、富有表现力的语言。
朱自 清的笔下，江南的春天，风和日丽，山清水秀，草长莺飞，百花争艳；郦道元的笔下，三峡四季，风光旖旎，摇曳多姿；老舍笔下济南的冬天怎么样呢？他在《济南的秋天》里说：“上帝把夏天的艺术赐给瑞士，把春天赐给了西湖，秋和冬全给了济南。”今天，我们就来学习他的《济南的冬天》，看上帝赐给了济南什么样绝美的景致，竟那样令作者心醉神迷。
1．作家作品。
老舍（1899-1966），原名舒庆 春，自舍予，满族人，现代著名作家。代表作品有小说《骆驼祥子》、《四世同堂》和话剧《茶馆》等，散文清新优美。
2．关于济南。
位于山东境内，南面为千佛山，，东接佛懋山，西有马鞍山、四里山，形成济南的天然屏障。 他们都是“小山”，最高千佛山也只 有285米，济南的冬天与北中国其他地方的冬天气候截然不同，城内多泉水，号称“泉城”。
3．教师配乐范读，要求学生注意教师语 感的把握。
4．学生 自由读。
（1）借助工具书，扫除文字障碍，培养学生独立解决问题的能力（课件展示）
响（xiǎng）晴 着（zhuó）落 宽敞（chǎng） 贮（zhù）蓄
澄（chéng）清 髻（jì） 水藻（zǎo） 狭（xiá）窄 空灵
（2）引导学生自主讨论朗读本文方法。如语速 较慢、语调柔和、语气亲切、读出喜爱之情等等。
5．学生展示 读，可配乐。
师生共同体会朗读的情感把握。
教师提示阅读方法：粗读，把握基本内容 ；细读，理解主题，揣摩生动的描写，体会作者是如何抓住景物特征进行描述的。
1．学生默读，思考。
（1）用一句话概述对全文的总体印象。（可从不同 角度）。
（2）济南冬天的总的特征是什 么？
（3）文中具体描绘了那些景物？
（4）作者对景物怎样描写？
全文抓住了济南冬天“响晴”的特点，描写了济南的山、水 、城、雪等 景物。
文章从自己感受的角度总写“响晴”特点，然后具体描绘了济南暖冬的三个画面：阳光下的济南、雪后的山景、济南冬天的水。
学生再次默读课文，进行体会。
1．假如你是一名导游，根据刚才对课文的理解与认识，要给一个没有到过济南的人介绍济南冬天的特点，你准备怎样解说？请用自己的语言整合济南冬天的主要内容。
2．小组交流展示。
3．全班展示，教师点评。
五、小结：通过不同层次的朗读感知。我 们明确了作者抓住了济南冬天“响晴”的特点，描绘了一幅幅济南特有的冬景图，抒发了作者对济南深深的喜爱和赞美之情；导游活动，加深了我们对文章主要内容的把握与理解。
六、布置作业：细读课文，找出自己喜欢的精彩片断，揣摩、品味。
教后记：七年级的学生对于一些问题已有自己 的看法，但对文章的内容没有具备概括和分析能力。虽能初步把握文章内容，但对散文的学习方法尚不熟悉。初一学生抒情感悟较低，但刚刚学了朱自清的《春》，学生队抓住特 征有层次的进行景物描写以及情景交融这种学法有了一定的认识。在本课中将对学生作进一步的引导，加深他们对写景散文写法的指导。因此，注重课前指导，课堂引导，课后训练。
人教版七年级语文济南的冬天教案(篇2)
1.体会本文抓住特征生动描写景物的特点；
2.理解文章的写作特色；
3.体会作者对济南的冬天的喜爱之情。
二．教学重点：
1.培养学生“细致观察事物，抓住特点描述”的能力。
2.学习作者从自身感受出发，融情于景的写作方法。
三．教学难点：
1.理解通过比较的写法突出事物的特点。
老舍（1899～1966），原名舒庆春，字舍予。北京人，老舍是他最常用的笔名，现代著名作家。是语言大师，被誉为 “人民艺术家”。著名作品小说有《骆驼祥子》、《四世同堂》等和话剧《龙须沟》、《茶馆》，其中话剧《茶馆》被西方人誉为“东方舞台上的奇迹” 老舍于1929年离英回国，1930年前后来到山东，先后在济南齐鲁大学和青岛山东大学任教7年之久，对山东产生了深厚的感情，山东被称为他的“第二故乡”。《济南的冬天》是老舍1931年春天在济南齐鲁大学任教时写成的。
一髻（jì）儿 薄（báo）雪 伦敦（dūn） 贮蓄（zhù xù） 水藻（zǎo）
狭窄（zhǎi） 镶（xiān溃 澄清（chéng） 着落（zhuó） 看护（kān）
（jǐ ）济南 （lù ）露水 （dān） 单纯
(1) 济 （jì ）救济 (2)露 （lòu）泄露 (3)单 （chán） 单于
3.解词 （shàn） 姓氏
贮蓄：存放。 澄清：本课指水清澈见底。
第二层；（6）写济南冬天的水色。
1.第一自然段作者从什么角度写济南冬天“温晴”的天气特点,运用了什么手法?这一段在全文中起什么作用?
明确：从自身感受的角度来写的，采用对比方式。总起全文，为下文的具体描写做铺垫。
（北平的冬天要是不刮风，便觉得是奇迹；济南的冬天是没有风声的。）
（伦敦的冬天要是能看得见太阳，便觉得是怪事；济南的冬天是响晴的。）
（热带地方的日光永远是那么毒，响亮的天气，反有点叫人害怕；济南有温晴的天气。）
2.这里运用对比手法有什么好处呢？
明确：通过三组对比，突出济南冬天“响晴”的特点，由“奇迹”、“怪事”、“害怕”、引出赞誉“济南真算个宝地”。文章紧扣这一天气特点，描绘济南冬天的景色。
3.“济南的冬天是没有风声的”改为“没有风的”行不行，为什么？
明确：没有风声不等于没有风，只是风小而已。如果改成“没有风”，就不符合实际情况了。由此可见作者的用词是十分准确的。
写文章为什么要学会分析抓住景物的什么特征，是怎样描写景物的，为什么要这样写。这样分析才能懂得文章的主旨，对自己今后写作也会有收益的。这节课我们继续欣赏课文中济南美好景色语句，并质疑。
1.文章第一段写济南冬天温晴的天气，第二段转入写阳光朗照下的山景，这两段是怎样转过来的？（分析过渡句或过渡段）
明确：用过渡句“设若单单是有阳光，那也算不了出奇”，转而写到济南冬天的山。
2.济南的山有什么特点/济南冬天温晴的原因是什么？
明确：顺着济南的冬天是温晴的这一主线，作者具体描述了冬天的山景，1、全在天底下晒着太阳，暖和安适的睡着。2、小山把济南围了个圈儿，……把济南放在小摇篮里。突出了济南小山的像一位慈善可爱的母亲一样，呵护济南的人们，写出了济南小山围城的地理环境，表现了济南冬天的温晴的特点。
3.作者怎样写阳光朗照下的小山特别可爱？
明确：⑴拟人的句子更多，个性化更明显，如把济南老城说成是“暖和安适地睡着，只等春风来把它们唤醒”； 把济南周围的一圈小山写得很有温情，“它们安静不动地低声地说：‘你们放心吧，这儿准保暖和。’”用一连串的动词，烘托出舒适温暖的环境。
⑵“这一圈小山特别可爱，好象是把济南放在一个小摇篮里，它们安静不动说：……”用“小摇篮”比喻小山围城的地理环境，用“看护者”比喻四周的小山，加上温存体贴的安慰，写出这一圈小山的特别可爱。
⑶从人们有感受写：“面上含笑”“心中便觉得有了着落，有了依靠”，还写了人们的幻想。不仅描绘了人们的笑容，更突出了人们舒适温馨的感受。
4.第三自然段是按怎样的顺序来描写雪后的山景的？
明确：按从上到下的空间顺序，表现了薄雪覆盖的小山的秀气雅致。突出济南冬天的温晴的特点。山上----山尖----山坡----山腰----城外远山，有层 次地写出了秀美的山景。
5.“最妙的是下点小雪呀”雪后山景“妙”在何处？
明确：⑴妙在雪光、雪色：“山上的矮松越发的青黑，树尖上顶着一髻儿白花”，松的翠与雪的白相映成趣；“山尖全白了，给蓝天镶上一道银边”，如洗的蓝天与似银的白雪相映生辉；“一道儿白，一道儿暗黄，给山们穿上一件带水纹的花衣”，白雪与暗黄的.草色，组成彩色的美景。
⑵妙在雪态：“这件花衣好象被风儿吹动，叫你希望看见一点更美的山的肌肤”以动写静，写出动人的形态；“那点薄雪好象忽然害了羞，微微露出点粉色；把薄雪比喻成害羞少女，写出雪的情态。
6.这段文字是用哪些修辞手法来雪后的山景的？
明确：⑴比喻“用日本看护妇”比喻雪光；用“花衣”来比喻雪色。
⑵比喻拟人；“给山们穿上一件带水纹的花衣”“那点薄雪好象忽然害了羞，微微露出点粉色”写出了雪动人的雪态。
7.第四自然段怎样写城外的远山？
明确：用城内的狭窄来映衬城外的宽敞，用两个卧字，传神形象地照应了上文“暖和安适地睡着”。用“唐代名手画的小水墨画”来比喻城外的远山。三笔两笔就勾画了济南冬天城外远山的特点。
8.第五自然段，写济南冬天的水有什么特点？
明确：⑴水的绿：作者通过描写绿萍的绿、水藻的绿、水面柳影的绿，衬托出水的绿。由水的绿联想 到绿的精神，联想到春意盎然的生机。
⑵水的清、亮：作者描写澄清的河水，自上而下全是那么清亮，那么蓝汪汪的，整个的是块空灵的蓝水晶。
9. 这段文字还用了哪些修辞方法，有什么好处呢？
⑴拟人：“水藻真绿，把终年贮蓄的绿色全拿出来了。”“就凭这些绿的精神，水也不忍得冻上，况且那些长枝的垂柳还要在水里照个影儿呢！”把水藻、水和垂柳都人格化了，表现出济南的无限生机和在冬天里孕育着的朦胧春意。
⑵比喻：“整个的是块空灵的蓝水晶”突出了水的清亮的特征。
10.本文的写景抒情有什么特点？
文章在描写济南的冬景时，处处流露出作者的赞美之情，大致有这样几种写法：
一是直接抒发感情。如开头写“对于一个在北平住惯的人”“对于一个刚由伦敦回来的人”，通过对比，得出“济南真得算个宝地”的结论，既写出了自己的独特感受，又显得情真意切。后边还有“这一圈小山在冬天特别可爱”，“那些小山太秀气!”结尾一句蕴含着“我爱济南的冬天，我爱冬天的济南”的情意。
二是创造意境，流露深情。如，“请闭上眼睛想：一个老城……这是不是个理想的境界?”“最妙的是下点小雪呀!”“这是张小水墨画”。在优 美的意境中，表达作者赞美的真情。
三是虚实结合，展开想像，抒发热爱之情。如，“树尖上顶着一髻儿白花，好像日本看护妇”，“山尖全白了，给蓝天镶上一道银边”等，不但写出景物的外形，而且饱含喜爱的心情。
11. 篇末用“这就是济南的冬天”作结，有什么好处？
明确：最后的“这就是冬天的济南”是全文的结束语，抒发了作者对“冬天”这个特定时令里的济南的总的观感。（意思是：这温暖如春、秀丽如画、天明水净的蓝水晶的世界，就是冬天的济南啊!）这样的结尾，既和开头“济南真得算个宝地”相呼应，又点了题，抒发了作者的赞美之情，给人以回味的余地。
文章紧紧围绕“温晴”这一特点，描绘济南的山、水、天，呈现给读者一幅山清水秀、天蓝地暖的动人冬景图，抒发了作者对济南的无限热爱之情。
人教版七年级语文济南的冬天教案(篇3)
a．济南冬天独有的美景是以其突出特点“温晴”为主线贯穿全文的。
b．作者紧扣这一点，三段文字写了冬天的山景，第5段写了冬天的水色，按自下而上的顺序：水面上、空中、半空中描写水藻之绿，以衬托水之清澈、透明。
c．作者拓展想像，将天气、水色融为一体，描绘泉城鲜亮明丽的色彩。
d．文章多用比喻和拟人，形似且神似，生动贴切地表现出济南冬天的无限生机和在冬天里孕育着的朦胧春意，表达了作者喜爱赞美的深情。
e．文章以“济南的冬天”作标题，表明不同于其他地方的冬天，最后以“这就是冬天的济南”结束。其含义是：这温暖如春、秀丽如画、天明水净的蓝水晶的世界，就是冬天的济南啊!这样结尾既和开头“济南真的算是个宝地”相呼应，又点了题，抒发了作者的赞美之情，给人留下无尽的回味。
5、体验与反思
①质疑交流
想一想，为什么作者能描绘出这么精彩的画面，为什么语言能如此优美?体会在写法上与学过的课文《春》有什么相同之处?
写好文章，必须仔细观察，认真思考，经过内心感受揣摩才能成文。这两篇文章作者都写出了自己的真切感受，甚至被外界景色感动了，而写出了真情，那些比喻、拟人才那么活灵活现，富有灵性，才能达到神似。
②拓展延伸
通过学习本文，你应该想到：在生活中只有认真观察事物，作文时才能写出事物的“形”；真正用心去揣摩，才能发现和写出事物的“灵性”；真正动了感情，才能使你描写的事物真挚感人。平日里，我们要做生活的有心人，关注生活，关注周围的事物，多想多记，以丰富我们的生活积累，为写好文章打下牢固的基础。
③延伸作业
请你仔细观察你家乡冬天的景物，倾注你对家乡无限热爱之情，借鉴课文中的某些写法，将最有特点的景物写出来，自拟题目，字数不限。
6、信息反馈：
人教版七年级语文济南的冬天教案(篇4)
教学目标：
1、朗读训练，指导学生有感情地朗读课文。
2、体会本文抓住特征生动描写景物的特点，学习有目的地描写景物。
3、理解作者对济南冬天雪景的喜爱之情。
2、目标的落实，能力的延伸。
1、提问学生关于老舍的有关常识。
2、师生共同补充。
强调：1930年，作者从英国经新加坡回国，故乡的一山一水，一草一木，在老舍先生的眼里，都是那么美，都是那么温情。作为游子，他真切的感觉到了祖国的亲切与温暖。
1、学生试读文章片段。
2、教师正音正字并评点、指导、范读。
1、作者对济南的整体印象是什么？用了什么手法？
2、作者从哪几个方面描写济南冬天的景物？
明确：阳光朗照下的小山，小雪覆盖下的山景，清绿的水。
3、思考：冬天最特别之处是什么？重点讨论描写雪景一段。。
2、学生畅所欲言，教师评价点拨。
3、小结：
有人说济南“四面荷花三面柳，一城山色半城湖”，老舍用他的.含情妙笔，绘雪景，描山色，并把景物人格化了，薄雪覆盖下的山宛如娇羞的少女，栩栩如生。作者借景抒情，描绘了一幅动人的美景，抒发了对济南冬天的深深喜爱之情。
（1）、抓住特征，描写景物；层次分明，脉络清晰。
（3）、寓情于景，表达了对祖国大好河山的热爱。
1、学生当场完成片断练习，描写自己熟悉的景物，如：一马平川的田野、连绵起伏的山峦、
奔流不息的小溪、春光明媚的校园等。
2、部分学生展示自己的作品，教师适时点评。
人教版七年级语文济南的冬天教案(篇5)
严寒几乎成为一种思维定势影响着人们对冬天的感觉。那咱们济南的.冬天是不是也是这样的特点呢?下面我们带着疑问来学习2~4自然段。
1、聆听2~4段录音，感受冬季之美。
2、解决字词，交流背景。
在预习基础上排除生字词，学生竞读。再次感受文章语言美和情感美。
3、理清思路，总观冬天。带着问题以自己喜欢的方式阅读：
1、齐读2-4段，思考以下问题：
(1)这三段具体写了什么景色?分别有什么特点?
(2)说说哪些词语或句子写得好?可不可以替换?为什么?
(3)如何使文章的语言生动优美?
总结：重点体会“晒”、“睡”、“小摇篮”等词句，体悟运的比喻和拟人修辞手法的妙处。
(4)从字里行间流露出什么情感?体会对济南冬天的喜爱和赞美之情。
2、朗读课文，勾画出自己喜欢的句子，说说原因。并仿写一段。
1、有感情地朗读，回忆济南的山的景象，在这当中你最喜欢哪一处的景色，为什么?
2、对比阅读朱自清的《春》，讨论二者的在写景上的异同。
人教版七年级语文济南的冬天教案(篇6)
1、记住老舍并了解其生平。
2、了解本文的写作背景。
3、记住“济南、暖和、着落、着急、发髻、看护妇、镶边、薄雪、水藻、贮蓄、澄清、空灵”中加点字的读音，并解释、运用词语“响晴、响亮、温晴、安适、秀气、贮蓄、澄清、空灵”。
4、能够概括济南冬天的特点并说出作者所表达的感情。
5、说出作者抓住了哪些富有特征的景物来展示济南的冬天，并仿照《春》中给图画命名的形式来概括《济南的冬天》所描绘的图画。
6、分析第一自然段运用对比突出事物特征的写法。
7、给第三段分层，理清写景顺序并揣摩其写景之“妙”。
8、有感情的朗读第5段，概括济南的冬天水的特点。
【预习方案】一、读课文三遍以上，并学会圈点批注。
二、借助工具书、资料，与同伴交流，积累掌握本课的相关知识，并思考【课时学习目标】
中提到的相关问题。
【预习收获】1、学生查阅资料与工具书，了解作者相关知识，写下来。
2、济南的冬天最突出的特点是什么?课文描写了哪些景物?你认为哪些片段比较精彩?可以给这些片段怎样一个个命名?
一、整体感知，理清思路。
1、济南为何“真得算个宝地”?
2、课文写了济南冬天的哪些景物?
3、你是否觉得济南的冬天是“暖和安适”的?请讲述理由。
4、文中渗透着作者对济南的冬天怎样的感情?
5、按描写的不同景物，给文章分段，归纳大意。
二、抓住景物特征，倾注真情实感，生动细致的描写景物。
1、说出作者抓住了哪些富有特征的景物来展示济南的冬天，并仿照《春》中给图画命名的形式来概括《济南的冬天》所描绘的图画。
2、精彩语段研习，鉴赏景物描述方法。
默读第3语段，就如下内容品析研讨。请同学们自由选择进行答题。
(3)全段写“小雪”之美妙，主要通过其他的景物来进行烘托，这些景物是：
(4)文中的动词用得好，如：
(5)文中的色彩词用得好，如：
(6)文中是怎样化静为动的呢?
(7)主要运用了什么修辞方法?
(8)你在对全段的朗读要求上有什么体会?
1、《济南的冬天》作者是__，原名___，字__，是我国著名的作家，主要作品有小说____、____，话剧____、____等。
济南( ) 伦( )敦( ) 晾晒( ) 暖和( ) 唤( )醒
着( )落( ) 发jì( ) 看( )护妇 镶( )上 xiǎng( )晴
露( )出 狭窄( ) 水藻( ) zhù( )蓄 chéng( )清
设若：___________ 温晴：___________ 着落：__________ 慈善：___________
空灵：__________ 响晴：___________ 秀气：__________ 贮蓄：___________
4、对课文理解有误的一项是
A.作者抓住了济南冬天“温晴”这一特点，描述出一幅幅济南特有的动人的美景。
C.作者在描绘济南冬天具有代表性的几种事物时，巧妙地运用表示色彩的词语和确切的比喻、拟人，描绘出济南冬天的景色，流露出自己的赞美之情。
D.文章开头，作者以自己的亲身感受，通过三组对比，反衬出北平、伦敦、热带三处令人讨厌的气候。
5、文章标题“济南的冬天”，结尾却说“这就是冬天的济南”可理解为：___________
__________________________________________________________________________
以“这就是冬天的济南”作结尾有什么好处?__________________________________
__________________________________________________________________________
1、勾画你认为优美的词句和贴切的比喻、拟人句，并反复朗读体会它的妙处。
2、文中说“济南真得算个宝地”，冬天无风声，温晴，山秀又水清。你印象中的冬天是怎样的，用一两句话把它描述出来：__________________________________________________
能不能写成一篇文章呢?
1、体会文中的比喻句和拟人句对突出事物形神特点的作用。
2、与《春》在写法上的对比阅读。
3、说话训练：我当导游来讲一讲那令人向往的济南的冬天，或者说说俺家乡的冬天。
2、文中能概括济南冬天水的特征的词语是_____________、__________、__________。
在这段文字中，作者描绘了济南冬天特有的美丽景色，抒发了___________的感情。
3、“就凭这点绿的精神”中“绿的精神”指的是_________________________________
4、“水也不忍得冻上”用了_________修辞手法，济南的水冬天不结冰，是因为___________________________，而作者却说是因为①____________________________，②_________________________________表达了作者_______________________的思想感情。
5、“看吧”引导人们的视线由_________而_________地__________视。“慢慢”表现出___________的感情。“自上而下”一句又进行纵览，从________到___________，由__________和__________引出________________的清亮，蓝汪汪的。
6、“空灵的蓝水晶”用了__________修辞手法，突出济南冬天的_____________特点。
C、景色美，是少有的冬季游览胜地 D、清亮、迷人、美丽的特点。
1.默读全文，画出文中贴切且给人以美感的比喻、拟人句，并小组讨论、分析是如何写意情状、传达情韵的。
在小组讨论交流过程中，教师引导学生展开联想，体味情景交融的诗意境界。对于修辞手法的辨析，采用“替换法”即通过与改为一般表述的比较，看表达效果的不同。如：
(1)组：甲： 这一圈小山在冬天特别可爱，好像是把济南放在一个小摇篮里，它们安静不动地低 声 说：“你们放心吧，这儿准保暖和。”
乙： 这一圈小山围着济南，使济南在冬天也特别暖和。
甲句中把老城四周的小山新巧地比作“小摇篮”，写出山景的小巧秀丽，又用拟人显出感人的脉脉温晴。躺在摇篮里承受母亲体贴入微的抚爱，那当然是最暖和不过的了，而况山们还“低声地”哼着摇篮曲，秀美的睡态再现了这个“理想境界”的温暖、舒适的特点。而乙句的直白叙述则传达不出寄寓的赞美深情。
(2)组：甲： 等到快日落的时候，微黄的阳光斜射在山腰上，那点薄雪好像忽然害了羞，微微露出点粉色。
乙： 快日落时，阳光斜射在山腰上，薄雪露出点粉色。
甲句把夕阳斜照下粉色的薄雪比拟为害羞的少女，突出了雪色的娇美和小山的秀丽，情态可掬，粉色羞容以微黄斜阳相映衬，色彩鲜艳悦目。比拟把本来没有生命的、静止的东西写得活灵活现，呼之欲出。而乙句则少了那份美感。
(3)组：甲： 天儿越晴，水藻越绿，就凭这些绿的精神，水也不忍得冻上，况且那些长枝的垂柳 还 要在水里照个影儿呢!
乙： 天儿越晴，水藻越绿，水也不结冰，垂柳的长枝倒映在水中。
人格化的水藻、水和垂柳楚楚可爱。用“不忍得”写水不仅有生命的质感，而且还有一副和善心肠，为了水藻的绿，为了垂柳的倒影，仍然充满着春意。虽没直接写天气暖和，却让人感受到了温暖，传神之妙是乙句用一“倒映”所不及的。
2.训练联想能力，练习使用比喻、拟人句写形神。
提示：文学需要联想，联想对于散文尤为重要，本文不仅联想丰富，而且贵在自然、取譬精当。给学生设定熟悉的情境，如落日、乡野清晨、海滨夏夜等，让学生抓住情境特征，展开丰富的联想，以优美传神的手法状景达意。
3.本文语言朴实清新，娓娓道来，情恳辞切，除体现在比喻、拟人手法的运用，同时在遣词造句上还非常讲究，值得仔细玩味。
思考：(1)“济南的冬天是没有风声的。”去掉“声”字可以吗?为什么?
不可以。“没有风声”并不是没有风，济南的冬天只是没有那种令人战栗的呼啸的北风而已，如果去掉“声”就说成了“没有风”，那是不切合实际情况的。
(2)“山坡上卧着些小村庄，小村庄的房顶上卧着点雪”这里为什么用“卧”字?和文章什么地方相呼应?
用“卧”字传神地写出了村庄和雪的情态，表达了一种安适平静的气氛，与文章基调相调谐，有一字传神之效。和前文“一个老城，有山有水，全在天底下晒着阳光，暖和安适地睡着”相呼应。
思考：《济南的冬天》在写法上与朱自清先生的《春》有些什么相同的地方?你更喜欢哪一篇?说出理由。
提示：两篇散文都通过几幅具体生动的画面来表现特征。《春》一文运用比喻、拟人等修辞手法描绘了春草、春花、春风、春雨、迎春等五幅画面，体现了春的“新、美、力”的特点。而《济南的冬天》同样运用比喻、拟人手法，描绘了阳光下的济南全景、雪后的小山、澄清的水等画图，表现济南冬天“温晴”的特点。
三、假如你是一位导游，冬季带领游客来济南，追随老舍的足迹，请你设计一下导游词。
1、“好象是把济南放在一个小摇篮里，他们安静不动地低声地说：‘你们放心吧，这儿准保暖和’。”这句话运用的修辞手法是________、________，将小山写得象慈母般的温存,体贴,慈祥。“准”的意思是___________，“小摇篮”生动的写出了济南冬天的特点是____________________
2、作者写济南是一个理想的境界，为什么“请闭上眼睛想”?这样写有什么好处?
________________________________________________________________________
3、作者写济南人“面上含笑”和他们的幻想，目的是_________________________
______________________，济南人在冬天面上含笑是因为：________________________
4、文中“因为有这样慈善的冬天，干啥还希望别的呢”一句中“慈善”一词是用来形容_____________________________，这里把冬天当作人来写，表现了_______________的感受，这一句交代了____________________的原因。
5、“等到快日落的时候，微黄的阳光斜射在山腰上，那点薄雪好象忽然害了羞，微微露出点粉色。”这句运用的修辞手法是_______________，雪本来是白色的，这里微微露出点粉色是因为：___________________________________“微微”
以“________的冬天”为题写一篇小作文。
②仔细观察，充分展开联想与想像，抓住景物特征，模仿课文力求做到情景交融。
人教版七年级语文济南的冬天教案(篇7)
设计理念：
本单元的主题--感受自然，所选诗文为我们展示了色彩斑斓的大自然，这里有美的景物，美的情感，美的语言。《济南的冬天》是本单元的第二篇课文，是现代著名作家、人民艺术家老舍在1931年初写的一篇通过描绘济南冬天的美丽景色来抒发感情的写景散文。作者抓住济南的冬天“温晴”的特点，以山水为主要描写对象从不同角度描绘济南冬天得天独厚的美妙景致，抒发了热爱祖国山河的感情。
通过学习，引导学生反复朗读课文，把握作者笔下济南冬天的主要特点，并学习作者怎样抓住景物的特征展开细致的描写、怎样在景物描写中融入自己的情感的写法。同时，学会品味优美的语言，并注意领会拟人、比喻等修辞手法在写景中的作用。
基于本文的特点和所处单元的目标要求，我在教学中，力求学生通过反复朗读，感受，想象等方式的结合，感受充满诗情画意的冬天的济南。学习作者细致观察景物和抓住景物特点进行描写的方法，鼓励学生创造地学习，丰富自己的语言积累。
知识目标：
（1）感受济南冬天的美，体会作者热爱祖国河山的真挚感情。
（2）学习从不同角度细致观察景物，抓住景物特征进行描写的方法。
（3）品析运用比喻、拟人的修辞方法描绘景物的语句。
（4）培养自己的审美能力。
教学重难点：
（1）比喻、拟人等修辞手法的运用及描写景物的方法，以及领会作者抓住主要景物的主要特征细致描绘。
（2）体会情景交融的表达对祖国宝地济南的赞美之情。
教学准备：
（1）学生方面：布置预习课文，扫除字词障碍；利用早读时间充分熟读课文。
（2）教师方面：教师制作课件、用来听读的课文录音《济南的冬天》。
一、导入，感知“温晴”
1．导入：由“一看到冬天这个词，我就想到了……”开头，说一段话。（幻灯）
是啊，北风凛冽、天寒地冻、万木萧条、亘古沉寂是我们印象中的冬天。那么，“四面荷花三面柳，一城山色半城湖”的济南在冬天又是怎样的胜景呢？今天就让我们一起跟随老舍先生去北方感受一下济南的冬天。（板书课题、作者）本文选自描写济南的长篇散文《一些印象》，济南的冬天留给老舍怎样的印象呢？
3．感知“温晴”
（2）听录音朗读课文第一段（幻灯片有链接），找出一个词概括济南冬天的天气。（温晴）
（3）作者是怎样把这印象告诉我们的呢？
（预设：对比。和北京比，“无风”；和伦敦比，“响晴”；和热带比，“日光不毒”。）
师: 在北方居然有这样温晴的冬天，真是奇迹和怪事。下面，让我们带着好奇一起去济南感受一下吧。
二、品读，体验“温晴”
自由朗读课文2--5段，找出最能表现“温晴”这个特征的的字、词语、句子或段落。
师：请同学们放声朗读课文。捕捉阅读感受，及时做好批注。
预设1：第三段“那点薄雪好像是忽然害了羞，微微露出点粉色。”（ “害了羞”将雪赋予了人的情感，“露出点粉色”写出了济南冬天温晴的特点。其中“微微”一词最能体现出济南的冬天“温晴”的特点，而不是“热带”之热。）
预设2:“那点薄雪好像忽然害了羞”， “给山们穿上一件带水纹的花衣”， “那些小山太秀气”都是指少女。少女穿着花衣害羞的样子最漂亮。）
预设3: “风一吹，叫人希望看到更美一点的肌肤”一句，让人感觉到的不是禁锢在棉袄下的死气沉沉，而是充满着生命的活力，蕴含着朦胧的春意。一个好的比喻和拟人，不但形似，而且神似，给人无限的遐想。
预设4:“一个老城有山有水，全在天底下晒着阳光，暖和安适地睡着，只等春风来把它们唤醒”。“睡着”、“唤醒”是拟人的写法，将老城人格化，使之带有生命的感觉与意味，表现了济南“暖和安适”的特点。
预设5:“小山整把济南围了个圈儿，只是北边缺着点口儿。”
此处可引导学生体会：①为什么称“小山”?--因为千佛山主峰海拔只有285米(本地有山可与之比较)。②“圈儿”、“口儿”，将“儿”字去掉可不可以?去掉和不去掉的各朗读一遍，比较一下效果。--答案是不可以。“儿”与“小”搭配，贴切地表现出其“小”，表达出一种由衷的“喜爱之情”。
预设6:“这一圈小山在冬天特别可爱，好像是把济南放在一个小摇篮里。……”把济南比作“小摇篮”，生动形象地写出济南的可爱，给人暖和安适的感觉。
预设7:“山坡上卧着些小村庄，小村庄的房顶上卧着点雪。”“卧”字来写村庄，写雪，写它们悠闲、舒适的情态，仿佛是写活物，活灵活现。
预设8:“天儿越晴，水藻越绿，就凭这些绿的精神，水也不忍得冻上，况且那些长枝的垂柳还要在水里照个影儿呢!”“不忍得”将水人格化，使水富有了灵气，突出水的“绿”、“绿的精神”之珍贵、可爱、美丽。 “况且”表达进一步申述，或补充、追加新的理由，“还”表示范围的扩大，“况且……还”相配合，进一步突出了水“不忍冻上”的原因。
教师小结：这温暖如摇篮、秀气如少女、天明水净如蓝水晶的世界，就是冬天的济南啊!
三、体验，感受“温情”
1．师引导：济南的山水美吗？在老舍的眼里那山、那水、那阳光、那雪不仅能给人美的享受仿佛充满了灵性，正如刚才同学讲到的：小山会唱摇篮曲，薄雪覆盖下的山像害羞的姑娘，水呢，也不忍得冻上。
2．材料介入：“这里每一个角落，似乎都存在着一些生命的痕迹；每一小小的变迁，都引起一些感触；就是一风一雨也仿佛含着无限的情意似的。” --《吊济南》
师：山水风雨本是无情物，是谁赋予了济南的山山水水无限的情意？（是作者）王国维先生说：“以我观物，物皆著我之色彩”，所以，老舍眼中的济南就融入了老舍的色彩。
3．体会“温情”
师：请再次细读文章，找一找体现作者对济南无限的情意的语句。
预设：“就是下小雪吧，济南是受不住大雪的，那些小山太秀气！”老舍好像在祈求老天爷。因为他太爱济南了。叹词“吧” 表达了这种强烈的爱。如果去掉行吗？读一读，感受一下？
生齐读： A．就是下小雪吧，济南是受不住大雪的，那些小山太秀气！
B．就是下小雪，济南是受不住大雪的，那些小山太秀气！
去掉了就表达不出这种祈求的语气，也就不能表达对济南的爱了。
师：你认为这种爱应该用怎样的语气去朗读呢？ （应该温柔一点，舒缓一点。）
（提示：这样的例子很多：“呢、呀、吧”， 分析时将这些语气词去掉和不去掉的各朗读一遍，去掉可不可以? 比较一下效果。--答案是不可以，表达出作者的一种温情脉脉。这些句子一定要结合有感情地朗读。）
1．“请闭上眼睛想……这是不是个理想的境界？”循循善诱，一点没有强加于人的语势。
2．“真的，济南的人们在冬天是面上含笑的。”这是流露真情，惟恐读者不信的口气。
3．“最妙的是下点小雪呀。看吧……”以情动人，令人如同身临其境。
4．“就是下小雪吧，济南是受不住大雪的，那些小山太秀气！”由于对济南，对娇媚得似乎弱不胜衣的小山充满着热爱，这里简直是用一种祈求的口吻了。
5．“对，这是张小水墨画，也许是唐代的名手画的吧。”又是思索，又是猜测，又是同读者的商讨。
6．“看吧，由澄清的河水慢慢往上看吧……”最后步入俊秀深邃的意境，也没有忘记忠实的读者。
师小结：老舍就是把这种温情渗透进每一个字眼儿，一处景就渗出一缕情。难怪他眼中的冬天的济南是慈善的、秀气的、富有生机的。
提示：北方的冬天哪有不冷的，济南也是如此：冬季济南受蒙古冷高压控制，盛吹寒冷的偏北风，一般6～8天有一次冷空气侵入，使气温不断降低。冬季最冷月平均气温在0℃以下，极端最低温度平均在-20℃以下，整个冬季雨雪稀少，北风频吹，干燥寒冷。
这“温晴”是长期生活在北京的老舍对济南的真实感受，更是一个漂泊在外的游子回到祖国怀抱的真实感受。
5．材料介入：老舍（1899-1966），一生67年，经历坎坷，他先后在北京度过了42年，剩下的25年是：英国5年、新加坡1年，山东7年--济南4年半、青岛2年半，汉口半年、重庆7年半，美国4年。据老舍夫人回忆，老舍生前“常常怀念的是从婚后到抗战爆发，在山东度过的那几年”。特别是在济南齐鲁大学任教的四年，是老舍整个人生历程中最为自由、温馨、安定而难忘的美好时光，他称济南是“我的第二故乡”。
结束语：难怪先生毫不犹豫地把“宝地”这个词给了济南，这是老舍生命中的一块宝地，是一块富有生命的宝地。
在他一生的散文里，几乎完全没有写纽约，也几乎没有写过伦敦（写了一点留英回忆）、新加坡，写汉口、重庆、成都的极少，写青岛的有两、三篇，就是北京也写的并不多；唯独济南，他不但写了，而且一写就是一个长长的系列， 他不仅写了济南的冬天、济南的秋天，还写了济南的马车、大葱。使后来每一个想了解济南，喜欢济南的人，都不能不读读这些优美的文字。从古至今，没有一个文人雅士能对济南山水如此相熟、相知、相亲。如果济南的山水有知，仅凭这些不朽的文字，就完全可以认定是遇到一位千古知己。
老舍描写济南的系列散文《一些印象》，其他散文，如《想北平》、《五月的青岛》。
以“________的冬天”为题写一篇小作文。
②仔细观察，充分展开联想与想像，借鉴课文的某些写法，将你家乡冬天最有特点的景物写出来，力求做到情景交融。
是“温晴” ，更是“温情”
这是晚上我从空间里看到的一学生的留言:某老师，真希望您能多给我们上像12课那样的语文课。
这确是一堂自我感觉很不错的阅读教学课。
细细回想起当时上课的情景，一如济南的冬天给老舍的印象--温情，对！用“温情”一词再恰当不过了。
（一）在朗读中，感受济南冬天的“温晴”
《教学中要重视的问题》指出：“语文教学中，……要重视积累、感悟、熏陶和培养语感。”要达到这一点，朗读是实现其目标的首要途径，是最重要的一环。因为朗读的过程是学生对文本感受、理解、吸收的过程，也是想象、加工、创造的过程，是把无声语言转化为渗透自己感情、意识的有声语言，这一过程是别人替代不了的。
结合本单元总的教学目标：“在反复朗读的基础上，领略自然景物的美，领会蕴含在字里行间的感情，理解词语在上下文中的含义和作用，揣摩精彩的词语、句子和段落，还要练习精读的技能，并作适当的摘录”。
《济南的冬天》属写景散文，语言准确生动，适于朗读，所以在教学中运用诵读法教学，引导学生反复诵读课文，领略课文的感情美、景物美、语言美。
基于这样的认识，教学过程中我让学生反复朗读课文，先是老师配乐范读，学生整体感知课文；描写最精彩的段落，如第3段和末段，师生合作朗读，通过朗读，品味赏析语言；最后是展示模仿朗读，深入体验。如：“就是下小雪吧，济南是受不住大雪的，那些小山太秀气！” 和“就是下小雪，济南是受不住大雪的，那些小山太秀气！”两句比较，感受老舍心中对济南的那份“温情”不露痕迹的依附在对景物描写上，自然真挚而富有感染力的独特写法有了真切的体验，也对 “语言大师”的评价有了进一步的理解。再则，“读书百遍，其义自见”，学生自然对文本的主旨、内容、写作技巧、价值等有了一定的认识。
比如课文第一段的三个对比，就是作者从自己的生活实感中引发出来的，鲜明地突出了济南冬天的特点，洋溢着对济南冬天风光的赞美之情，“奇迹”、“怪事”、“真得算个宝地”这些词语准确地表达了作者强烈的思想感情！而要使学生真正领会到这一切的妙处，就是借助朗读。否则，那种体味是无法达到的。
（二）在品析中，感受老舍心中的“温情”。
《新课程有效课堂教学行动策略》指出，在新课程有效教学中，教师要建构符合新课程理念的教学组织观念，建立平等、自由、和谐的对话关系，在学生学习行为上“放手”，鼓励他们自主思考、自主学习、自主对话。
阅读教学就在于挖掘，对文本的挖掘、对作者的挖掘、对时代背景的挖掘、对生活的挖掘、对自我体验的挖掘。这也是新课改提高语文素养、丰富人文内涵所要求的。
所以，在教学中，我充分运用了多媒体、录音等电教手段来丰富教学，力求实现教学目标。这不仅加大了教学容量；也吸引了学生的注意，激发学习热情，又通过直接感知，促进知识的理解和巩固，符合教育学中的自觉性、直观性原则。
比如，在体悟老舍热爱济南的情感与美文意蕴时，我适时插入背景材料，让学生了解老舍一些特殊的人生经历，引导学生往深处挖掘，学生对这份“温情”--老舍对济南的独特情愫的理解，也就茅塞顿开了。
特别是在研读赏析这一环节中，我没有给学生过多的限制，而是让他们自己选择喜欢的景物、喜欢的语句段落来进行品味，给学生以较多的空间，这更进一步激发了他们的自主性和积极性。讨论中学生自己思考，互相答辩，主观能动性得到了发挥。
结尾设计“推荐阅读”，力求达到“余音绕梁，三日不绝”的效果，从情感上感染学生，并让学生下课后欲进一步接触语言大师的愿望。
这一节课，带着学生跟老舍一起走过“济南的冬天”，我分明看到学生们不仅感受到大师笔下的语言魅力，而且那份“温情”也在他们心中流淌。
[教案分享] 七年级英语上册教学反思怎么写
教案课件是老师不可缺少的工具，每个老师对于写教案课件都不陌生。有了严谨的教案课件，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？下面是小编精心为您整理的“[教案分享] 七年级英语上册教学反思怎么写”，欢迎阅读，希望您能够喜欢并分享！
上了两周的新课，学习了预习单元。预习单元总共有3个单元。第一单元的内容有26个字母，包括读法和书写。我和学生共同学习了26个字母，基本上所有学生都能掌握，只有两三个小写字母不规范，例如，d，f，g，t，y等等。
第二单元的内容有见面时打招呼，包括早上，下午和晚上。可能是因为小学时已经学过，所以基本上都会。同时本单元还有重要句型是问物体的：whatisthis？Itis…。学生掌握的很好，也很流畅。
第三单元主要是问物体的颜色：whatcolorisit？Itis…。学生对颜色很感兴趣，所以接受起来比较容易，我也让学生拿自己的学习用品来进行对话，学生说起对话得心应手。
从课堂上学生的反应来看，绝大部分学生都很专心。认真。举手回答问题很积极，还有很多学生连续举手两三次。当然，也有两个学生不太爱张口，王涛和郭成与，回答问题声音小，速度慢。我尽力帮助，提醒他们，使他们能完整的回答问题，以树立他们的信心，同时还照顾他们的自尊心。
七年级上册济南的冬天教案精选
我们从网络上精心整理了《七年级上册济南的冬天教案》。作为老师的任务写教案课件是少不了的，每个老师都要认真写教案课件。只有教案课件写的越好，需要的时间当然也会越长。欢迎你阅读与收藏！
七年级上册济南的冬天教案 篇1
1.体会本文抓住特征生动描写景物的特点；
2.理解文章的写作特色；
3.体会作者对济南的冬天的喜爱之情。
二．教学重点：
1.培养学生“细致观察事物，抓住特点描述”的能力。
2.学习作者从自身感受出发，融情于景的写作方法。
三．教学难点：
1.理解通过比较的写法突出事物的特点。
老舍（1899～1966），原名舒庆春，字舍予。北京人，老舍是他最常用的笔名，现代著名作家。是语言大师，被誉为 “人民艺术家”。著名作品小说有《骆驼祥子》、《四世同堂》等和话剧《龙须沟》、《茶馆》，其中话剧《茶馆》被西方人誉为“东方舞台上的奇迹” 老舍于1929年离英回国，1930年前后来到山东，先后在济南齐鲁大学和青岛山东大学任教7年之久，对山东产生了深厚的感情，山东被称为他的“第二故乡”。《济南的冬天》是老舍1931年春天在济南齐鲁大学任教时写成的。
一髻（jì）儿 薄（báo）雪 伦敦（dūn） 贮蓄（zhù xù） 水藻（zǎo）
狭窄（zhǎi） 镶（xiān溃 澄清（chéng） 着落（zhuó） 看护（kān）
（jǐ ）济南 （lù ）露水 （dān） 单纯
(1) 济 （jì ）救济 (2)露 （lòu）泄露 (3)单 （chán） 单于
3.解词 （shàn） 姓氏
贮蓄：存放。 澄清：本课指水清澈见底。
第二层；（6）写济南冬天的水色。
1.第一自然段作者从什么角度写济南冬天“温晴”的天气特点,运用了什么手法?这一段在全文中起什么作用?
明确：从自身感受的角度来写的，采用对比方式。总起全文，为下文的具体描写做铺垫。
（北平的冬天要是不刮风，便觉得是奇迹；济南的冬天是没有风声的。）
（伦敦的冬天要是能看得见太阳，便觉得是怪事；济南的冬天是响晴的。）
（热带地方的日光永远是那么毒，响亮的天气，反有点叫人害怕；济南有温晴的天气。）
2.这里运用对比手法有什么好处呢？
明确：通过三组对比，突出济南冬天“响晴”的特点，由“奇迹”、“怪事”、“害怕”、引出赞誉“济南真算个宝地”。文章紧扣这一天气特点，描绘济南冬天的景色。
3.“济南的冬天是没有风声的”改为“没有风的”行不行，为什么？
明确：没有风声不等于没有风，只是风小而已。如果改成“没有风”，就不符合实际情况了。由此可见作者的用词是十分准确的。
写文章为什么要学会分析抓住景物的什么特征，是怎样描写景物的，为什么要这样写。这样分析才能懂得文章的主旨，对自己今后写作也会有收益的。这节课我们继续欣赏课文中济南美好景色语句，并质疑。
1.文章第一段写济南冬天温晴的天气，第二段转入写阳光朗照下的山景，这两段是怎样转过来的？（分析过渡句或过渡段）
明确：用过渡句“设若单单是有阳光，那也算不了出奇”，转而写到济南冬天的山。
2.济南的山有什么特点/济南冬天温晴的原因是什么？
明确：顺着济南的冬天是温晴的这一主线，作者具体描述了冬天的山景，1、全在天底下晒着太阳，暖和安适的睡着。2、小山把济南围了个圈儿，……把济南放在小摇篮里。突出了济南小山的像一位慈善可爱的母亲一样，呵护济南的人们，写出了济南小山围城的地理环境，表现了济南冬天的温晴的特点。
3.作者怎样写阳光朗照下的小山特别可爱？
明确：⑴拟人的句子更多，个性化更明显，如把济南老城说成是“暖和安适地睡着，只等春风来把它们唤醒”； 把济南周围的一圈小山写得很有温情，“它们安静不动地低声地说：‘你们放心吧，这儿准保暖和。’”用一连串的动词，烘托出舒适温暖的环境。
⑵“这一圈小山特别可爱，好象是把济南放在一个小摇篮里，它们安静不动说：……”用“小摇篮”比喻小山围城的地理环境，用“看护者”比喻四周的小山，加上温存体贴的安慰，写出这一圈小山的特别可爱。
⑶从人们有感受写：“面上含笑”“心中便觉得有了着落，有了依靠”，还写了人们的幻想。不仅描绘了人们的笑容，更突出了人们舒适温馨的感受。
4.第三自然段是按怎样的顺序来描写雪后的山景的？
明确：按从上到下的空间顺序，表现了薄雪覆盖的小山的秀气雅致。突出济南冬天的温晴的特点。山上----山尖----山坡----山腰----城外远山，有层 次地写出了秀美的山景。
5.“最妙的是下点小雪呀”雪后山景“妙”在何处？
明确：⑴妙在雪光、雪色：“山上的矮松越发的青黑，树尖上顶着一髻儿白花”，松的翠与雪的白相映成趣；“山尖全白了，给蓝天镶上一道银边”，如洗的蓝天与似银的白雪相映生辉；“一道儿白，一道儿暗黄，给山们穿上一件带水纹的花衣”，白雪与暗黄的.草色，组成彩色的美景。
⑵妙在雪态：“这件花衣好象被风儿吹动，叫你希望看见一点更美的山的肌肤”以动写静，写出动人的形态；“那点薄雪好象忽然害了羞，微微露出点粉色；把薄雪比喻成害羞少女，写出雪的情态。
6.这段文字是用哪些修辞手法来雪后的山景的？
明确：⑴比喻“用日本看护妇”比喻雪光；用“花衣”来比喻雪色。
⑵比喻拟人；“给山们穿上一件带水纹的花衣”“那点薄雪好象忽然害了羞，微微露出点粉色”写出了雪动人的雪态。
7.第四自然段怎样写城外的远山？
明确：用城内的狭窄来映衬城外的宽敞，用两个卧字，传神形象地照应了上文“暖和安适地睡着”。用“唐代名手画的小水墨画”来比喻城外的远山。三笔两笔就勾画了济南冬天城外远山的特点。
8.第五自然段，写济南冬天的水有什么特点？
明确：⑴水的绿：作者通过描写绿萍的绿、水藻的绿、水面柳影的绿，衬托出水的绿。由水的绿联想 到绿的精神，联想到春意盎然的生机。
⑵水的清、亮：作者描写澄清的河水，自上而下全是那么清亮，那么蓝汪汪的，整个的是块空灵的蓝水晶。
9. 这段文字还用了哪些修辞方法，有什么好处呢？
⑴拟人：“水藻真绿，把终年贮蓄的绿色全拿出来了。”“就凭这些绿的精神，水也不忍得冻上，况且那些长枝的垂柳还要在水里照个影儿呢！”把水藻、水和垂柳都人格化了，表现出济南的无限生机和在冬天里孕育着的朦胧春意。
⑵比喻：“整个的是块空灵的蓝水晶”突出了水的清亮的特征。
10.本文的写景抒情有什么特点？
文章在描写济南的冬景时，处处流露出作者的赞美之情，大致有这样几种写法：
一是直接抒发感情。如开头写“对于一个在北平住惯的人”“对于一个刚由伦敦回来的人”，通过对比，得出“济南真得算个宝地”的结论，既写出了自己的独特感受，又显得情真意切。后边还有“这一圈小山在冬天特别可爱”，“那些小山太秀气!”结尾一句蕴含着“我爱济南的冬天，我爱冬天的济南”的情意。
二是创造意境，流露深情。如，“请闭上眼睛想：一个老城……这是不是个理想的境界?”“最妙的是下点小雪呀!”“这是张小水墨画”。在优 美的意境中，表达作者赞美的真情。
三是虚实结合，展开想像，抒发热爱之情。如，“树尖上顶着一髻儿白花，好像日本看护妇”，“山尖全白了，给蓝天镶上一道银边”等，不但写出景物的外形，而且饱含喜爱的心情。
11. 篇末用“这就是济南的冬天”作结，有什么好处？
明确：最后的“这就是冬天的济南”是全文的结束语，抒发了作者对“冬天”这个特定时令里的济南的总的观感。（意思是：这温暖如春、秀丽如画、天明水净的蓝水晶的世界，就是冬天的济南啊!）这样的结尾，既和开头“济南真得算个宝地”相呼应，又点了题，抒发了作者的赞美之情，给人以回味的余地。
文章紧紧围绕“温晴”这一特点，描绘济南的山、水、天，呈现给读者一幅山清水秀、天蓝地暖的动人冬景图，抒发了作者对济南的无限热爱之情。
七年级上册济南的冬天教案 篇2
严寒几乎成为一种思维定势影响着人们对冬天的感觉。那咱们济南的.冬天是不是也是这样的特点呢?下面我们带着疑问来学习2~4自然段。
1、聆听2~4段录音，感受冬季之美。
2、解决字词，交流背景。
在预习基础上排除生字词，学生竞读。再次感受文章语言美和情感美。
3、理清思路，总观冬天。带着问题以自己喜欢的方式阅读：
1、齐读2-4段，思考以下问题：
(1)这三段具体写了什么景色?分别有什么特点?
(2)说说哪些词语或句子写得好?可不可以替换?为什么?
(3)如何使文章的语言生动优美?
总结：重点体会“晒”、“睡”、“小摇篮”等词句，体悟运的比喻和拟人修辞手法的妙处。
(4)从字里行间流露出什么情感?体会对济南冬天的喜爱和赞美之情。
2、朗读课文，勾画出自己喜欢的句子，说说原因。并仿写一段。
1、有感情地朗读，回忆济南的山的景象，在这当中你最喜欢哪一处的景色，为什么?
2、对比阅读朱自清的《春》，讨论二者的在写景上的异同。
七年级上册济南的冬天教案 篇3
本文是老舍在济南齐鲁大学任教时所写的一篇情辞并茂的写景散文。文章生动形象地描写了冬天的济南气候温和、度冬如春、美丽如画的景色，抒发了对祖国山河的热爱之情。全文思路清晰，安排有序。先总提济南冬天“温晴”的特点，再从济南的山、水两方面写出济南冬天的这一特点，最后以一句简明有力而耐人寻味的话结束全文。寓情于景，情景交融是本文写作的一个特点。优美的意境中，表达出作者赞美的真情。
1.知识技能目标：
①通过文章阅读学生能理解和运用“响晴、温情、设若、空灵、澄清、清亮”等词语 ②学生能在阅读中积累文中优秀语句
2.能力方法目标：
①在反复阅读过程中能理解分析文中描绘济南冬天美景的精妙，感悟景物描写中情与景的融合。
同学们，北国的寒冬多是朔风怒号、
冰封雪飘，江南的冬天温柔可人，那么地处中原的济南呢?它有一番怎么别致的性格呢?老舍在《济南的秋天》里曾这样说过：“上帝把夏天的艺术赐给瑞士，把春天赐给西湖，秋和冬全赐给了济南。”今天，就让我们一起走进《济南的冬天》去见证老舍先生的评判。
1.看课文解释①后补充：老舍的主要作品有小说《骆驼祥子》，话剧《茶馆》等，写该文时，作者就在山东济南任教。
2.题目限制了地方和时令，济南的冬天有什么可写的呢?先看课文，把有关描写济南冬天的词句划出来。
a.济南的冬天有哪些特点?第一段是通过什么方法来写出济南冬天的特点的?
让学生感受一下北国的冬天那千里冰封、万里雪飘的情形，然后让学生猜想一下济南的冬天该有什么特殊呢?
阅读第一段，找出特点及方法：“无风声，无重雾，无毒日。”“和北平、伦敦、热带对比，赞美济南的冬天”设疑引入，激发兴趣
b.文中哪一个词写出了济南的冬天独具一格的风貌?
【补充：统观全文可以看出“温晴”“宝地”两词是贯穿全文的主线，“温晴”偏重特点，“宝地”偏重感觉】
3.课文顺着济南的冬天是“温晴”的这一主线，具体从哪两个方面来描述冬天的?
4.作者描写“山景”和“水色”分别有哪些段落?
5.老舍的文章中多有亲切优美的语句，同学们能从这篇文章中举出一些吗?
“请闭上眼睛想：……这是不是个理想的境界?”这句话循循善诱，一点没有强加于人的语势。你能看出这句话还有什么作用吗?
6.这一段向读者展示了一幅怎样的图画?
7.济南冬天的山水是美的，那它的水又美在哪里呢?
(济南冬天的山山水水都是美的、可爱的，能说说你最喜欢哪一段描写吗?)
1.齐读第三段，就如下内容品析研讨。请同学们自由选择进行答题：
①.全段的中心句是：
②.全段写“小雪”之美妙，主要通过其他的景物进行烘托，这些景物是：()
⑤.文中是通过什么方法化静为动的呢?
2.朗读指导：这一段不仅要读好描写部分，而且要读好首尾两句，其中：“最、呀、就、吧、太”是充分凝聚了作者情感的。
“温”“绿”“蓝”――向人们展现的是一幅“空灵水晶图”
树尖用“顶”，山尖用“镶”，山坡用“穿”，山腰用“露”，几个字各得其所
主要技巧是运用了比喻、拟人的手法结合具体的语言环境，培养学生的综合概括能力
让学生在阅读过程中提高对于祖国文字的理解能力，感受祖国语言文字的魅力
3.这里老舍先生又给我们描绘了一幅美好的图画――雪霁初晴图。下面我们再次朗诵体味这一段。
4.济南城山美水也美，它素有泉城的美称。所谓“家家泉水，户户垂柳”“一城山色半城湖”就是对济南的写照。
这里老师把其它写山景和水色的段落就留给同学们用类似的方法去分析研讨。
五、揣摩优美语句，品析遣词造句。
本文语言朴实清新，娓娓道来，情恳辞切，除了体现在比喻，拟人手法的运用上，同时在遣词造句上还非常讲究，值得玩味。
思考：1、“济南的冬天是没有风声的.”去掉“声”字可以吗?
2、“山坡上卧着些小村庄，小村庄的房顶上卧着点雪。”这里为什么用“卧”字?和文章什么地方想呼应?
七、课堂小结：
济南的冬天是美的，老舍先生笔下的冬天更美。掩卷细味那淡雅的水墨画浸蕴“温晴”，更觉神韵。绘山景描水色。“这就是冬天的济南”，嘎然而止，似乎意犹未尽，话犹未了。
八、布置作业：
济南的冬天是温晴的，白马湖的冬天是多风的……祖国的宽阔辽远，形成了不同地区人们眼里不同的冬天，我们的家乡的冬天有什么特点昵?请以“家乡的冬天”为题目写一篇小作文，文体不限。根据老师的指导进行朗诵体味
不可以。“没有风声”不是没有风，济南的冬天只是没有那种令人战栗的呼啸北风而已，如果去掉“声”就说成了“没有风”，那是不切合实际情况的
a.用“卧”字传神地写出了村庄和雪的情态，表达了一种安适平静的气氛，与文章是调相调谐，有一字传神之效
b.和前文“一个在城，有山有水，全在天底下晒着阳光，暖和安适地睡着”相呼应
阅读夏沔尊《白马湖之冬》完成有关问题培养学生在反复朗读中感受济南冬天之美
总结回顾，加深感受
加强写作训练，感受加深家乡之美，从而达到对家乡、对祖国的热爱之情
1、课堂练习：完成打印好的阅读材料夏沔尊的《白马湖之冬》完成有关问题
2、课后练习：紧扣家乡冬天的特点，完成以“家乡的冬天”为题目写一篇小作文
思路《济南的冬天》是老舍在济南任教时所写的一篇情辞并茂的写景散文。教读本文时，要引导学生学习课文选取特别角度描绘冬天的方法，理清线索，理解作者是如何精心炼词造句的。重点赏识课文的意境美，丰富学生的体验，激发联想想象思维。老舍先生是语言大师，在词语的选用上十分讲究，因此在教读中要根据写景散文的特点，指导学生在反复朗读中充分体味用词之美。品读文中比喻和拟人写法的运用及其表达效果，有助于培养学生的语言素养。
七年级上册济南的冬天教案 篇4
学习目标：
1、感知课文内容，把握作者的感情。
2、学习作者抓住景物特征展开描写，情景交融的写法。
3、体会拟人、比喻等修辞方法在写景中的作用，品味优美的语言。
4、培养学生的审美能力。
教学重点：
1、感知课文内容，把握作者的感情。
3、体会拟人、比喻等修辞方法在写景中的作用，品味优美的语言。
教学难点：
学习作者抓住景物特征展开描写，情景交融的写法。
课前准备：
1、布置学生预习课文，给课文生难字注音。
教学目的：
1、感知课文内容，把握作者的感情。
2、学习作者抓住景物特征展开描写，情景交融的写法。
教学过程：
一、新课导入：同学们，喜欢冬天吗?能说说对广东的冬天的印象吗(阳光、树木、花草、温度)?那济南究竟是一个怎样迷人的地方，今天，我们就来追随现代作家老舍的足迹，去感受“济南的冬天”。
二、作者简介：老舍(1899—1966)，原名舒庆春，作品：小说《骆驼祥子》《四世同堂》，话剧《茶馆》、《龙须沟》等。
镶上(xiāng)圈儿(quān)薄雪(báo)看护(kān)贮蓄(zhù)
水藻(zǎo)澄清(chéng)一髻白花(jì)狭窄(zhǎi)
1、在扫清生难字的基础上，速读全文，思考下列问题：
(A写出了济南的冬天温晴的特点B写阳光下的山C写小雪下的山D写外城下的山
(2)文中写了哪三幅山景图，还写了水色，各突出了什么特点?(抓关键词概括)(投影图片)
(3)作者抓住景物特征展开描写，文中大量运用了哪些修辞方法?有什么作用?
(拟人、比喻)(形象生动的写出了济南冬天的温晴，也表达了作者对济南冬天的喜爱之情)
2、欣赏第一、第二自然段：
(1)济南的冬天天气的特点是什么?课文用什么写作方法写济南的天气特点的?
(2)为什么说济南是个“宝地”?找出奠定全文感情基调的句子?
(济南的冬天无风声、无重雾、无毒日，天气“温晴”;济南天是慈善的，有美丽的山景;冬天水不结冰，水是绿色的。四面环山，像在“小摇篮里”，┅┅)
(3)作者从山、水写济南的温晴，阳光下的山是怎样的(抓住关键的词语)?
(4)第二段中，作者写得情景交融，济南的人们也一样喜爱，找出相应的关键词语。
五、小结:本文抓住济南冬天温晴的特点，“济南真得算个宝地”把我们带进了济南美的冬天美的世界，文章着重描绘了济南冬天的山和水。
[精选教案] 七年级上册教学设计模板
每个老师为了上好课需要写教案课件，每个老师都需要将教案课件设计得更加完善。只有优秀的教案课件，这样才能避免实际教学中应对不足的情况。网络有没有优质的教案课件以资借鉴呢？下面是小编精心收集整理，为您带来的《[精选教案] 七年级上册教学设计模板》，仅供参考，大家一起来看看吧。
分析教材：
人教版《义务教育课程标准实验教科书 生物学》七年级上册中的“致同学们”一节，很好地体现了学生学习的主体地位；教科书内容文字优美、流畅，意在提高学生的文学修养；从身边的生物选材，同时紧跟生物科学发展的时代脉搏，既贴近学生生活，拉近与学生间的距离，又避免了因知识的陈旧而产生的乏味感。从标题、文字到选材都充分体现了面向全体学生，以学生发展为中心，提高其生物科学素养，突出学生学习的主体地位，激发学生自主地、探究地学习等教育新理念。
分析学生：
本校学生大多数来自农村，开学初在校军训一周，所以对一些生物现象和校园环境是比较熟悉的，此年龄阶段的学生比较活泼，好奇心较强，这些对教学是有利的。但他们对新学校的具体情况仍然较陌生，师生间存在一定的距离，加之普遍班额偏大，习惯了以前的被动接受式学习，这些都不利于新的教学方式，给教学增加了难度。
教学设想：
本节课是一门学科的亮相课，根据新课程和学生的特点，要想达到激发学生热爱本学科，调动其积极性、主动性、参与性，着重实现情感态度价值观目标的目的，就应该营造一种和谐民主平等的课堂氛围，所以课前放点音乐，以缩小师生间距离。但和谐民主并不等于自由散漫，因此课前也应制订相宜的课堂纪律规则和设计形成性评价条例，记录学生的表现，便于组织教学。
同时充分利用学生的生活经验及学校的课程资源开展教学，调动其主动性、参与性，激发学生学习生物学的兴趣。创设问题情境，以改变学生的学习方式，即变被动接受式为主动探究式学习。
另外，再引入报刊有关科技发展方向及课改方面的信息，让学生明白提高生物科学素养的重要性和课改的必要性。最大限度地争取学生在教学中的积极配合。
基于本节课的问题较多，应首先把学生暂时分成几个组，暂定小组长，以后根据学生素质的个体差异作合理的调整，并说明小组长轮流当，然后让每个小组选三个问题进行讨论，讨论结果由组长或者代表汇报。同时要非常重视如何组织教学，要求学生在课堂上积极思考，踊跃发言，讨论时声音不宜过大，别人发言时其他人认真倾听，学会尊重他人，同时指出这也是获取知识的途径之一。这种做法有利于转变学生的学习方式。课堂规则和每节课对学生的表现作出评价是课堂调控的重要手段，要充分运用好。
教学目标：
1.情感态度价值观目标：激发学生学习生物学的兴趣；养成关注生活和社会的良好习惯；初步提高生物科学素养及转变学习方式。
2.能力目标：训练思维、表达能力。
3.知识目标：初步了解有关生物学方面的信息及发展前景。
教学重点：
实现情感态度价值观目标
材料器具：
藤缠树的标本、磁带（校园歌曲）、录音机
教学实施步骤：
1. 引入：放一首歌曲《校园的早晨》。
（使学生进入情境，感受到课堂氛围的和谐、轻松愉快，缩短师生间的情感距离，尽量体现师生间的民主平等的关系。）
2.涉及报刊有关信息：列举事例，如：成都七中学生童一在世界生物知识奥林匹克竞赛中获一等奖，说明我国学生基础知识扎实，但我国获诺贝尔奖的人却没有，为什么？
（让学生明白今年课程改革的重要性以及上课方式，培养目标学习方式的变化。让学生转变学习观念。）
3.给学生提出当今科技两大革命之一有生命科学技术革命。
（为能让学生感受到学习生物知识的重要性打下伏笔。激发学生学习的热情。）
4.欣赏：师生共同阅读课程《致同学们》的第一、二段，欣赏这两段话。
（提高文学修养，感受大自然的美，激发学生爱生物的情感。）
5.探讨：从学生生活实际及学校具体情况出发，创设问题情境，让学生思考：学校目前面临的问题并需迫切解决的问题有哪些？
学生分组讨论：（体现学生自主、合作地探究式学习。）
a) 学校的垃圾问题，用哪些方法解决？哪种方法最好？分析原因。
b) 学校的厕所问题，怎样解决？哪种方案最好？（想象）
c) 出示：藤缠树的标本。学生受到启发，发现学校某些树木、花草长势不好，原因是什么？
（如果学生知道不多，留待以后学习生物知识后解答，并将知识应用到实际中，改变此现象。）
d) 学校的沟渠问题，污染较严重，怎样解决？什么途径最好？
e) 学校食堂周围的树干与其他区域的树干比较，有什么不同？为什么？
f) 校园内麻雀数量比前几年有所增加，为什么？
g) 为什么政府要制订《禁止焚烧秸杆》的措施？
h) 今年天气的变化造成粮食的减产，说明什么问题？
i) 关注学生自身：有的同学长得健康结实，而有的同学长得瘦弱，你知道原因吗？你能简单回答你是怎样由小长到大的吗？你希望自己能在原有的基础上长得更健壮吗？更聪明吗？
j) 列举我校前任校长的肾衰竭疾病，探讨疾病问题，器官移植问题？
6.拓展：教师启发，通过平常看报、看电视、看书、听广播或在网上查询的资料，谁能说说除了刚才我们讨论的问题以外，你还知道关于生物学的其它方面的知识吗？
（在此引导学生找到获取知识的方法，学会查资料，改变学习方式。学生回答不全，教师补充。如：人类基因组计划等。）
7.结束语：同学们，你们觉得生物知识有用吗？作为一个二十一世纪的现代公民，是否应该了解这方面的知识呢？是否应该具备获取知识的方法和能力呢？
对本节课同学们的表现作评价：
因为本节课是第一节课，学生第一次分组完成不同的讨论项目，然后进行表达交流，所以无论对与错，应首先给予充分的鼓励，通过交流，辩清正误，这样可以使学生保持积极思考，积极发言的高昂激情，否则参与的积极性容易受到打击，以致影响以后的教学。为此本节课的评价的侧重点放在情感态度价值观目标上比例占80%；能力目标（体现在思维和表达能力方面）占15%；知识目标占5%。
课后反馈：
本节课达到了预想的目标，上课参与回答问题的学生占三分之二以上。为了进一步了解学生，课后布置一篇题目为《你喜欢生物科学吗？》的文章，谈谈自己对生物学的肤浅认识。通过作业反馈，全班53名学生有52名答喜欢。多数学生感悟较深：原来生物学有这么大的用处，认识到提高生物科学素养的重要性，大大激发了学生学习生物学的兴趣。体现了学生自主、合作参与、探究知识的学习方式。
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
[推荐教案] 七年级上册教案wps文本
每个老师不可缺少的课件是教案课件，每位老师应该设计好自己的教案课件。只有优秀的教案课件，这样学生才能高效地掌握知识点。你是否在寻找合适的教案课件呢？下面是小编为大家整理的“[推荐教案] 七年级上册教案wps文本”，希望对您的工作和生活有所帮助。
创意说明：叶圣陶先生说过，“教材，不过是个例子”。在这堂课上，不仅要把这个例子读透，还要达到举一反三。学生在课堂上不仅积累了优美的语言，还积累了学习诗歌的方法。
教学步骤：
一、范读、跟读、朗读等，利用多种形式朗读诗歌，直至背下来。
二、讨论交流。
1.你最喜欢哪句诗?为什么?2.你不懂的诗句是哪些?3.你读出了哪几幅画面?4.你认为本诗营造了一种什么氛围?
三、引读：美国狄金森的《秋景》。
1.你读出了几幅画面?2.交流你已领悟到的美点。例：浆果的面颊多么丰满(写出丰收之景)。3.两首诗表达的思想感情有什么共同之处?(都表达了对秋天的热爱与赞美之情)4.你更喜欢哪一首?为什么?
