不管制定什么類型的教案，都要圍繞教學(xué)目標(biāo)進(jìn)行思考，只有認(rèn)真記錄教案，我們才能進(jìn)一步提升自己的教學(xué)水平，以下是范文社小編精心為您推薦的八年級(jí)上新目標(biāo)英語(yǔ)教案7篇，供大家參考。
八年級(jí)上新目標(biāo)英語(yǔ)教案篇1
為了提高效率，取得良好的復(fù)習(xí)效果，我們決定以單詞、課文、知識(shí)點(diǎn)為抓手，重點(diǎn)復(fù)習(xí)6—10單元。以單元為單位進(jìn)行復(fù)習(xí)，每天復(fù)習(xí)一個(gè)單元，注重基礎(chǔ)知識(shí)及綜合能力。教師認(rèn)真總結(jié)，認(rèn)真?zhèn)湔n，上好每一節(jié)課，爭(zhēng)取最好的復(fù)習(xí)效果。具體復(fù)習(xí)計(jì)劃如下：
一、復(fù)習(xí)的主要目標(biāo)：
1、通過(guò)每個(gè)單元逐一、細(xì)致地復(fù)習(xí)，使學(xué)生將本學(xué)期學(xué)到的知識(shí)系統(tǒng)化，讓學(xué)生熟練地掌握基本的單詞、詞組和句型。
2、通過(guò)背誦、默寫(xiě)、做練習(xí)、歸納總結(jié)等不同的方法，調(diào)動(dòng)學(xué)生復(fù)習(xí)的主動(dòng)性和積極性，養(yǎng)成課前認(rèn)真默寫(xiě)，課上專心聽(tīng)講，考后積極反思，尋找缺漏等良好的習(xí)慣。
二、復(fù)習(xí)的主要策略：
1、狠抓單詞、短語(yǔ)。把學(xué)生分為6人一小組，要求學(xué)生熟記單詞，每個(gè)同學(xué)每天在小組長(zhǎng)那里默寫(xiě)一單元單詞(c層學(xué)生只默寫(xiě)黑體單詞)，教師負(fù)責(zé)督促檢查。26號(hào)舉行單詞檢測(cè)，成績(jī)計(jì)入素質(zhì)報(bào)告冊(cè);另外，6人總單詞數(shù)在前3名的小組(共五組)假期里免抄單詞的作業(yè)。
2、利用好早自習(xí)與中午激情英語(yǔ)朗讀時(shí)間，熟讀課文內(nèi)容，甚至背誦，重點(diǎn)是課文3a的內(nèi)容。我們打算在21日第八節(jié)課時(shí)進(jìn)行激情英語(yǔ)分層考試，檢測(cè)對(duì)課文的朗讀或背誦的熟練程度。其內(nèi)容是：p6b、p7a、p12c、p14b、p15c、p20b、p22a、p30a、p31c、p36b、p38a、p46c、p48b、p54c、p56a、p64b、p65a、p70a、p72b、p80c，只進(jìn)行口試，成績(jī)計(jì)入素質(zhì)報(bào)告冊(cè)。
3、加強(qiáng)聽(tīng)力和筆頭練習(xí)。每個(gè)單元根據(jù)復(fù)習(xí)的內(nèi)容讓學(xué)生在自習(xí)課上完成一張練習(xí)卷，給教學(xué)提供反饋信息。 4、及時(shí)評(píng)講，及時(shí)改正，及時(shí)補(bǔ)差，使每個(gè)學(xué)生在原有基礎(chǔ)上有所提高。
緊張的復(fù)習(xí)工作即將展開(kāi)，我們將以學(xué)生為主體，一切從實(shí)際出發(fā)，順利完成復(fù)習(xí)任務(wù)，讓所有的學(xué)生都有不同程度的進(jìn)步與提高，并為今后的英語(yǔ)學(xué)習(xí)打下基礎(chǔ)。八年級(jí)下冊(cè)英語(yǔ)教學(xué)工作計(jì)劃篇2
一、學(xué)生分析
八年級(jí)的學(xué)生對(duì)英語(yǔ)學(xué)習(xí)興趣整體有所下降，容易出現(xiàn)兩極分化。所以本學(xué)期應(yīng)注意抓好后進(jìn)生的工作。教師應(yīng)該面向全體學(xué)生，以學(xué)生的發(fā)展為宗旨，始終把激發(fā)學(xué)生的學(xué)習(xí)興趣放在首位，注意分層教學(xué)，引導(dǎo)學(xué)生端正學(xué)習(xí)態(tài)度，掌握良好的學(xué)習(xí)方法，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。 二、目的要求
1、根據(jù)學(xué)生的特點(diǎn)以及英語(yǔ)學(xué)習(xí)的規(guī)律，采用有效的教學(xué)手段和教學(xué)方法。創(chuàng)設(shè)生動(dòng)活潑的語(yǔ)境，讓學(xué)生運(yùn)用所學(xué)語(yǔ)言開(kāi)展活動(dòng)。
2、本學(xué)期要著重注意培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，以保證課堂大容量、高密度、快節(jié)奏訓(xùn)練的展開(kāi)，還要注重培養(yǎng)學(xué)生的自學(xué)能力，指導(dǎo)及鼓勵(lì)他們多使用工具書(shū)。 3、從學(xué)生實(shí)際出發(fā)，充分發(fā)揮學(xué)生的主體作用，進(jìn)一步加強(qiáng)對(duì)學(xué)生的學(xué)法指導(dǎo)。
4、充分利用直觀教具和現(xiàn)代化的教學(xué)手段，注重現(xiàn)代技術(shù)與學(xué)科之間的整合，多設(shè)計(jì)教學(xué)情景，以練為主的原則，抓好基礎(chǔ)訓(xùn)練，注重培養(yǎng)學(xué)生直接用英語(yǔ)表達(dá)思想的能力，擴(kuò)大課堂容量，提高課堂效率。
5、認(rèn)真鉆研教材，掌握每單元的教學(xué)目的和要求，正確地把握教材的重點(diǎn)和難點(diǎn)，根據(jù)的學(xué)生年齡特點(diǎn)及班級(jí)的實(shí)際情況，精心設(shè)計(jì)教學(xué)程序，選擇適當(dāng)?shù)慕虒W(xué)方法，認(rèn)真?zhèn)湔n。
三、具體措施
1、在課堂和作業(yè)布置上體現(xiàn)知識(shí)的梯度，擴(kuò)大照顧面。 2、引導(dǎo)學(xué)生找出適合自己的學(xué)習(xí)方法，把握好學(xué)習(xí)的各個(gè)環(huán)節(jié)，讓他們能養(yǎng)成自覺(jué)學(xué)習(xí)英語(yǔ)的習(xí)慣。
3、突出學(xué)生主體，尊重個(gè)體差異，讓學(xué)生在老師的指導(dǎo)下構(gòu)建知識(shí)，提高技能，磨練意志，活躍思維，展現(xiàn)個(gè)性，發(fā)展心智和拓展視野。
4、實(shí)施“一幫一”活動(dòng)，讓成績(jī)好的同學(xué)帶動(dòng)差生，同時(shí)亦監(jiān)督差生每天的作業(yè)完成情況和背誦情況。 5、建立英語(yǔ)學(xué)習(xí)小組，并以小組為單位開(kāi)展各種活動(dòng)。同時(shí)，整合家長(zhǎng)的力量，讓家長(zhǎng)在周末期間監(jiān)督學(xué)生聽(tīng)磁帶、讀課文。
6、通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)等形式，進(jìn)行大量的語(yǔ)言操練和練習(xí)。
7、每天利用固定時(shí)間進(jìn)行閱讀訓(xùn)練，使學(xué)生能盡快掌握閱讀技巧，培養(yǎng)閱讀興趣，從整體上提高學(xué)生掌握語(yǔ)言知識(shí)的能力。
8、注重過(guò)程評(píng)價(jià)，促進(jìn)學(xué)生發(fā)展，建立能激勵(lì)學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力發(fā)展的評(píng)價(jià)體系。該評(píng)價(jià)體系由形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)構(gòu)成。在教學(xué)過(guò)程中以形成性評(píng)價(jià)為主，注重培養(yǎng)和激發(fā)學(xué)生的積極性和自信心。
四、教學(xué)中應(yīng)注意的問(wèn)題
1、在英語(yǔ)教學(xué)過(guò)程，應(yīng)注意教養(yǎng)學(xué)生綜合運(yùn)用英語(yǔ)的能力。在培養(yǎng)學(xué)生閱讀能力的同時(shí)，注意加強(qiáng)聽(tīng)、說(shuō)技能的訓(xùn)練。能過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)技能的綜合訓(xùn)練，促進(jìn)學(xué)生綜合運(yùn)用英語(yǔ)的能力。逐步具有運(yùn)用英語(yǔ)進(jìn)行交際的能力。 2、在設(shè)計(jì)教學(xué)活動(dòng)的過(guò)程中，教師應(yīng)考慮活動(dòng)目標(biāo)明確、簡(jiǎn)潔，活動(dòng)形式避免單一，注意廣度和深度。 3、活動(dòng)資源的選擇要適合學(xué)生，資源的利用要合理化。
八年級(jí)上新目標(biāo)英語(yǔ)教案篇2
unit 1 will people have robots ?
teaching goals:
1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句、否定句、疑問(wèn)句及回答.
3. there be 句型的一般將來(lái)時(shí).
4. more , less , fewer 的用法.
5. 學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí)，學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).
6. 對(duì)five years ago ,today ,in five years 簡(jiǎn)潔回顧與展望的方式，貼近實(shí)際符合學(xué)生心理，激發(fā)學(xué)習(xí)興趣.
7. 通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài)、一般現(xiàn)在時(shí)態(tài)，鞏固一般將來(lái)時(shí).
important and difficult points :
1. will構(gòu)成一般將來(lái)時(shí)態(tài)的句式。
2. there be 句型的一般將來(lái)時(shí)態(tài)。
3. more , fewer , less 的用法。
4. how to make predictions .
period 1
teaching procedures:
step 1 leading in
1. greetings: welcome to school .
what’s the date today ? who’s on duty today ?
do you enjoy your winter holiday ?
do you finish your homework ?
do you want to live on the moon ?
can you guess what will happen in ten years ?
collect the ss’ answers and say something about their predictions .
step 2 pre-task
sb page 2 ,1a .
1. look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .
2. read each predictions to the class .explain the new vocabulary .
3. read the instructions .make sure ss know what they should do .
4. do it by themselves .
5. talk about the answers with the class .
explain :一般將來(lái)時(shí)態(tài)
構(gòu)成: will / be going to +動(dòng)詞原形
step 3 while-task
sb page 2 ,1b .
1. practise reading the six predictions .
2. read the instructions to ss .circle the things you hear on the recording .
3. play the tape twice .
4. play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1. pay attention to the dialogues .
2. read the dialogues fluently .
3. pairwork .work in pairs to make predictions according to the sample .
4. ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1. read the predictions .
2. read the instructions and point out the sample answer .
3. play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4. check the answers .
學(xué)生探究: less , fewer 的區(qū)別。
step 4 post-task
1. point to the example in the sample dialogue .practice reading .
2. look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1. review the grammar box .ss say the statements and responses .
2. make summaries about “will” ,“fewer” and “l(fā)ess” .
homework:
1. make predictions about yourself in 10 years .write down 5 sentences .
2. go over the new words .
教學(xué)后記:
period 2
teaching procedures :
step 1 leading in
1. greetings and free talk .
2. check their homework :ask two or three ss to speak out what they wrote down .(教師作出適當(dāng)?shù)脑u(píng)價(jià))
step 2 pre-task
1. go over what we learnt yesterday .
2. 通過(guò)三種時(shí)間的對(duì)比簡(jiǎn)略復(fù)習(xí)一般過(guò)去時(shí)與一般現(xiàn)在時(shí)。
step 3 while-task
sb page 4 , 3a .
1. point to the three picture and say :this is sally .the first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the future .
2. read the instructions .
3. complete filling in the blanks individually .
4. check the answers .
5. practise reading .then ask some ss read them out .
sb page 4 , 3b .
1. look at activity 3a .make predictions about sally .
2. point to the example in the sample dialogue .ask two ss to read the dialogue to the class .
3. practise reading .
4. pairwork .make their predictions about sally .
step 4 post-task
1. write about yourself .
with the help of the sample of sally .we can write sth about ourselves five years ago ,today and in five years .
2. complete the work individually .
3. review the task .ask a few more ss for answers .
homework :
draw a picture of the city in 20 years .describe it to the class .
教學(xué)后記:
period 3
teaching procedures :
step 1 leading in
1. greetings .
2. say yourselves :five years ago , today and in five years .
3. check the homework.
step 2 pre-task
sb page 5 , 1a .
1. look at the form and read the headings to the class .make sure the ss know what they mean .
2. read the list of seven words .explain the new words .
3. write each word in the correct column .check the answers.
sb page 5 , 1b .
1. read the words already written on the chart .
2. groupwork: think about what we learned before .write some words in the chart above .divide the class into groups of four ,let them have a competition .
step 3 while-task
sb page 5 , 2a .
1. look at the pictures carefully .can you guess what we’ll listen ?talk about them .
2. read the instructions .we’ll listen to 3 conversations .number the pictures 1-3 .
3. play the tape twice .check the answers .
sb page 5 , 2b .
this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years .
1. read the instructions .
2. pay attention to the sentences and the verbs in the box .
3. play the tape and correct the answers .
step 4 post-task
1. read the instructions .
2. pairwork. one is alexis, one is joe .
3. point out the example in the sample dialogue .read it to the ss .
4. talk about joe’s life now , ten years ago and in ten years .
5. ask some pairs of ss to say their dialogues .
homework:
1. go over the words .
2. 寫(xiě)一篇50個(gè)單詞左右的小短文，預(yù)測(cè)與展望未來(lái)我們的學(xué)習(xí)和生活。
教學(xué)后記:
period 4
teaching procedures:
step 1 leading in
1. greetings .
2. ask two ss to say sth about joe .
3. check their homework .
step 2 while-task
sb page 6 , 3a .
1. read the instructions .
2. give ss 3 minutes to read the passage , tick out the new words.
3. explain the new words and practice reading .
4. point out the chart .read the column headings to the class .
5. read the passage again .write words from her answers in the correct columns below .
6. check the answers .
7. practise reading .
sb page 6 , 3b .playing a game :who write it ?
1. ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. put all the ss’ papers together .
3. take turns reading the paper .the other ss guess who wrote it .
step 3 post-task
sb page 6 , part 4 .
1. read the questions below .
2. ask two ss to read the dialogue .
3. answer the questions .
4. pairwork. get your partner’s answers .
5. share a few ss’ conversations .
homework:
1. finish selfcheck as their homework .
2. go over the words in this unit .
教學(xué)后記:
period 5
teaching contents:
reading :do you think you will have your own robot ?
teaching procedures :
step 1 leading in
1. greetings and free talk .
2. if possible,draw a robot on the bb or put up a picture of a robot.
tell :what does it look like ? what can it do ?
3. tell your partner what you know about robots .
step 2 pre-task
sb page 8 , 1b .
1. read the title of the passage .
2. look at the picture together .ask a few ss to describe what they see .
3. read the words and phrases in the box .practice reading the words .
4. circle the words you think you will read in the passage .
step 3 while-task
sb page 8 .
1. first let ss scan the passage for the main idea .
2. explain something .
help sb with sth /do sth
do the same as …
make sb do sth
it takes /took /will take …
3. ask a few comprehension questions around the class .
4. read the passage by the ss .
step 4 post-task
1. go through the reading again .
how many words in 1b did you correctly predict ?
2. go over the structures in sb page 9 , 3b .
make their own sentences .
homework:
1. to make sure the ss understand the passage .and i want to know whether they’re careful in the class ,let ss translate the passage into chinese .
2. go over this unit .
3. make their own sentences .
4. what ways do you think a robot will help you and your family in the future .write your ideas .
教學(xué)后記:
unit 2 what should i do ?
teaching goals :
1. words & phrases : keep out , loud , argue , what’s wrong ? football , either , except , themselves , include ,etc .
2. 情態(tài)動(dòng)詞could /should 的用法。
3. why don’t you … ?結(jié)構(gòu)表建議的運(yùn)用。
4. 如何談?wù)搯?wèn)題及提出建議。
5. 在處理問(wèn)題中學(xué)會(huì)自省與人際交往。
important and difficult points :
1. should /could 情態(tài)動(dòng)詞的用法。
2. 如何提出建議。
teaching aids : a tape recorder5 , cards .
period 1
teaching procedures :
step 1 leading in
1. greetings and free talk .
2. check the homework .
step 2 pre-task
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 .
導(dǎo)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
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
sb page 10 , 1c .
look at the problems in activity 1a and make conversations .
step 5 while-task
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
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:
1. go over the words .
2. my clothes are out of style ,what should i do ? please give the advice .
教學(xué)后記:
period 2
teaching procedures :
step 1 leading in
1. greeting and free talk .
2. check the homework .collect the students’ advice .write it down on the bb .
step 2 pre-task
1. review the differences between “could /should” .
2. learn the new words in page 12 .
step 3 while-task
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
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
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 .
homework :
將下列短語(yǔ)或句型譯為漢語(yǔ)
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
教學(xué)后記:
period 3
teaching procedures:
step 1 leading in
1. greetings and free talk .
2. check the homework .
step 2 pre-task
sb page 13 , 1a .
1. read the instructions to the students .
2. read the sentences and ask a student to read the sentences to the class .
3. write ni , i , vi for each statement .
4. “what is important to you when you choose clothes ?”write one or more of their statements to the class .
talk about the answers with the class .
step 3 while-task
sb page 13 , 2a .
1. read the instructions .make sure the ss understand what they should do .
2. read the three sentences in the box .you will be listening to a radio advice program .they will be talking about one of these problems .
3. play the tape twice .ss check the problem they hear .
4. play the tape again ,ss correct the answers .
sb page 13 , 2b .
1. read the instructions .make sure ss understand what they should pay attention to .
2. look at the chart .there are three persons ,kim , nicole , emilio .who will give erin some advice ?what are they ? read each name for the class .
3. play the recording again .ss write their answers .
4. play the recording again ,one sentence by one sentence .check the answers .
step 4 post-task
sb page 13 , 2c .
1. point out the example in the sample dialogue .ss practice reading .
2. pairwork: what do you think erin should do ?
3. share their conversations with whole class .
homework :
you left your homework at home ,what should you do ? please give your advice .
教學(xué)后記:
period 4
teaching procedures :
step 1 leading in
1. greetings & free talk .
2. check the homework :i left my homework at home ,what should i do ? share some students’ advice .
step 2 while-task
sb page 14 , 3a .
1. scan this letter ,underline the problem .
2. read the letter again , tick out the new words .
3. explain something :
except=but 除…之外（不包括在內(nèi)）
besides 除…之外（包括在內(nèi)）
all the students went to the park except him .
lucy and lily will come to the party besides me .
find out = learned 了解到 find 找到
i just find out there is a dance tomorrow .
4. listen to the recording .ss practice reading .
sb page 14 , 3b .
1. pairwork: give some advice to the lonely kid in 3a .
2. suppose you’re mary .write the letters on your own .
3. read the letters to the class .
sb page 14 , part 4 .
1. read the problem in the box .
2. two students read the dialogue .
3. pairwork : think them over and give your advice .
4. groupwork: see which classmate has the best advice .
step 3 post-task
sb page 15 , selfcheck .
1. fill in the blanks with the words given .try to make your own sentences with the words .
2. read the letter to aunt chen’s advice column and then write some advice .
homework :
what’s your problem ? please write your own letter to an advice column .
教學(xué)后記:
period 5
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework :read the letter out in the class ,the other ss give their advice .
step 2 pre-task
1. what after-school activities can you think of .write what you do and what you don’t do .
2. sb page 16 , 1b .read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
step 3 while-task
sb page 16 .
1. read the passage quickly and get the main idea .
2. listen to the recording .circle the words in the box in 1b .
3. explain something :
busy enough
it’s time for sth .
the + 姓s : 夫婦/一家
sb page 17 , 3a .
1. read these statements .
2. pairwork: number each pair 1-5 around the class .ask each pair to discuss only the question with their number .
3. after a while .all pairs with the same number from a group and compare ideas .
4. after five minutes .each group report their ideas to the class .
homework :
1. write four sentences using one of the words from 1b in each sentence .
2. are you or your friends under pressure ? do a survey to find out .
教學(xué)后記:
unit 3 what were you doing when the ufo arrived ?
teaching goals :
1. words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .
2. when , while 引導(dǎo)的時(shí)間狀語(yǔ)從句。
3. 學(xué)習(xí)過(guò)去進(jìn)行時(shí)態(tài)。
4. 利用知識(shí)談?wù)撨^(guò)去發(fā)生的事情。
5. 復(fù)習(xí)過(guò)去式，學(xué)會(huì)講故事。
6. 了解一些自然科學(xué)知識(shí)和社會(huì)科學(xué)知識(shí)。
important and difficult points:
1. when , while 引導(dǎo)的時(shí)間狀語(yǔ)從句。
2. 學(xué)習(xí)過(guò)去進(jìn)行時(shí)態(tài)。
teaching aids : a tape-recorder , cards .
period 1
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework .
3. dictate the words in unit 2 .
step 2 pre-task
sb page 18 , 1a .
1. point to the sentences .read the sentences .explain what each one means .
2. look at the picture .point out the six people .match the statements with the people in the picture .
3. check the answers .
4. practice reading .
step 3 while-task
sb page 18 , 1b .
1. read the instructions .make sure the ss understand what they should do .
2. look at the dialogue in the picture .
explain :
過(guò)去進(jìn)行時(shí)態(tài)的構(gòu)成: was / were + doing .
用法:表示過(guò)去某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作，一般用時(shí)間狀語(yǔ)來(lái)表示。
i was standing in front of the library when the ufo arrived .
3. play the tape twice . circle the correct responses .
4. check the answers .
step 4 post-task
talk about what people were doing when the ufo arrived .
step 5 while-task
sb page 19 , 2a .
1. read the sentences .make sure the ss understand what they mean .
2. play the tape twice .order these statements .
3. play the tape again ,correct the answers .
sb page 19 , 2b .
1. read the instructions .
2. play the recording .write “when” or “while” on each line .
3. play the recording again ,correct their answers .
notice: when / while
※ when comes before a quick action that happens only once .the word “while” comes from an action that continues for some time .
step 6 post-task
sb page 19 , 2c .
1. point ort the picture .ask what each person is doing .
2. groupwork : ask “what was …doing when the ufo arrived ?”
3. ask a group to say its conversation to the class .
step 7 grammar focus
review the grammar box by asking some students to read the sentences .
homework :
1. go over the words in this unit
2. 用介詞或介詞短語(yǔ)填空。
① they were talking the phone .
② i was the barber’s chair .
③ the boy was walking the street when a ufo landed .
④ i had a very unusual experience sunday .
⑤ the alien visited the museum flight .
教學(xué)后記:
period 2
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework .
step 2 while-task
sb page 20 , 3a .
1. read the instructions .
2. read the e-mail by the ss first .number the pictures in the correct order .
3. explain something .
4. practice reading and listen to the tape .
sb page 20 , 3b .
cover the story .look at the pictures and take turns to tell the story . i think this activity is hard to most of the students .
if necessary , do it as homework .
sb page 20 , part 4 .
what were you doing at these times last sunday ?
1. read the sample dialogue in the box .
2. look at the table .read the times for the ss .
3. pairwork : talk about what they were doing at different times .
4. write down your answers .
5. practice reading .
step 3 post-task
make an interview .
interview two classmates in your class and write down their answers .begin like this :what were you doing at … ?
i was … .
homework :
cover the story in 3a .try to retell the story .
教學(xué)后記:
period 3
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework .
step 2 pre-task
sb page 21 , 1c .
1. look at the pictures .please say something about the picture .
2. read the sentences and explain the new words .
3. match the sentences with the pictures .
4. check the answers .
step 3 while-task
sb page 21 , 2a & 2b .
1. read the things in the chart below .they will help ss to guess what you will heard .hear six things in the chart .
2. play the recording the first time .ss only listen .
3. play the recording a second time .check the phrases they hear on the recording .
4. listen again .pay attention to the persons who did each thing in the chart above .match the phrases with the persons .
5. play the tape again and correct the answers .
step 4 post-task
sb page 21 , 2c .
pairwork : read the sample dialogue in the box .talk about the people in activity 2a .s1 begins a sentence with the word “while” ,s2 complete the sentence .
① while john was walking to school , he saw a cat in a tree .
② while john was climbing the tree , a man saw him .
③ while the man was calling the police , a woman called the newspaper .
④ while the newspaper reporter was taking photos ,the cat went up the tree again .
ss can say them out by themselves .
homework :
sb page 23 , selfcheck , parts 1and 2 .
教學(xué)后記:
period 4
teaching procedures:
step 1 leading in
1. greetings and free-talk .
2. check the homework : correct the answers .
step 2 pre-task
sb page 22 , part 3 .
1. read the instructions ,pointing to the article and the list of questions .
2. scan the passage for the main idea .
t: who found linda’s dog ? (the police officer’s dog )
3. read the questions by the ss .make sure they understand them .
4. play the recording .ss listen carefully .
5. write answers to the questions .
6. practice reading .
7. correct the answers .
step 3 while-task
sb page 22 , 4a .
1. read the instructions .
2. look at the pictures .discuss in groups .
3. ask students to explain what is happening in each picture .
4. complete the work on their own .remind them to use times in their stories .
5. share their stories .(if someone can’t finish it in class ,do it as homework .)
step 5 post-task
sb page 22 , 4b .
1. read the instructions .
2. read the times .
3. pairwork : one is the police officer ,the other is the bicycle thief .begin like this :
a: where were you at … ?
b: i was in the park .
a: what were you doing there ?
b : … .
4. show the role-plays to the class .
homework :
1. finish selfcheck , part 3 .
2. 運(yùn)用過(guò)去進(jìn)行時(shí)態(tài)when / while 來(lái)描述上個(gè)星期日兩人不同的動(dòng)作，寫(xiě)出五個(gè)正確的句子 。
time action
linda me
8:00 am read english play football
12:00 am have lunch read newspaper
2:00 pm have a rest play computer games
4:00 pm play basketball sleep
6:00 pm do homework watch tv
教學(xué)后記:
period 5
teaching procedures:
step 1 leading in
1. greetings and free-talk .
2. check the homework .
step 2 pre-task
sb page 24 , groupwork .
1. arrange the ss in small groups .ask them to look at the pictures and talk about the events .encourage students to say how historical events affected their lives .
2. tell the ss to help each other with vocabulary they might need and don’t know .
step 3 while-task
1. reading strategy :the title can be helpful for you to understand a text .it is also a good idea to read the first sentence of each paragraph before reading .
2. read the title ,which gives an indication of the content of the reading .think of one question they think might be answered in the reading .
3. play the recording , ss listen .
4. ask ss to read the story out to the class .
5. ask ss to comment on whether their questions in the previewing stage were answered .
step 4 post-task
sb page 25 , 3a .
read the four events and match them to the correct dates .when finished ,ask ss to swap their book with a partner for correction .
homework :
write about an event that you remember well .give dates and say why you remember it ,and what you were doing at the time when you heard the news .
教學(xué)后記:
unit 4 he said i was hard-working .
teaching goals:
1. vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2. patterns: what did your math teacher say ?
he said he could speak three languages .
3. 直接引語(yǔ)和間接引語(yǔ)的轉(zhuǎn)換。
4. 寫(xiě)成績(jī)報(bào)告單，并能將自己的成績(jī)報(bào)告給他人。
important and difficult points :
1. 新的詞匯和習(xí)語(yǔ)。
2. 個(gè)人report card 的寫(xiě)作。
3. 直接引語(yǔ)轉(zhuǎn)換間接引語(yǔ)中，注意一些關(guān)鍵動(dòng)詞的變化和人稱代詞的變化。
teaching aids : teaching cards , pictures and a tape recorder .
period 1
teaching contents:sectiona 1a,1b,1c,2a,2b,2c,grammar focus .
teaching procedures :
step 1 leading in
ask several ss what they are going to do after school .write their sentences on the bb .
step 2 pre-task
say, these ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
write the words “he said” and “she said” on the bb .say,we can use the words “he said” and “she said” to tell your friend like this :he/she said he/she was going to play basketball after school .get the ss to repeat .
repeat this process with the other sentences on the bb .
step 3 while-task
sb page 26 , 1a .
1. ask a student to read the four questions .
2. point out the tv screens in the picture .ask one student to read what the person says in the first picture .then ask another student :what did she/he say ? help to answer :she/he said she/he was having a surprise party for lana on friday night .
3. repeat with the other pictures .
sb page 26 , 1c .pairwork.first ss work in pairs ,then ask some pairs to present their dialogues to the class .
sb page 26 , 1b .play the recording and correct the answers .
step 4 post-task
sb page 27 , 2a & 2b .
1. ask several ss to read these sentences .
2. play the recording .ss circle their answer .
3. check the answers .
step 5 grammar focus
1. review the grammar box by ask ss to say the statements .
2. explain: in each case ,the direct speech talks about present situations and the reported speech talks about past situations .
step 6 homework
用she/he said 將直接引語(yǔ)改為間接引語(yǔ)。
1. i am a clever girl . 2. i am having lunch at school .
3. i can dance well . 4. i play football every day .
5. i don’t like my younger brother .
教學(xué)后記:
period 2
teaching contents :sectiona 3a ,3b ,4 ,sectionb 2a ,2b ,2c .
teaching procedures :
step 1 leading in
check the homework .ask several students to read their sentences to the class .
step 2 pre-task
sb page 28 , 3a .
1. read the article to the class .
2. ask ss to fill in the blanks on their own .
3. correct the answers .
sb page 28 , part 4 .ss work in groups of four to complete the role plays .ask a few ss to show their role plays to the class .
step 3 while-task
sb page 29 , 1a .
1. read the sentences to the class and teach new words .then ask ss to check the sentences that are true for themselves .
2. ask one student to read each sentence to the class and ask ss to raise their hands if they checked that answer .
sb page 29 , 2a & 2b .
1. read the instructions to ss .make sure they know what to do .
2. play the recording two or three times .correct the answers .
step 4 post-task
sb page 29 , 2c .
pairwork . in pairs ,get ss to choose a report card from activity 2b to talk about .then ask some pairs to present their dialogues .
step 5 homework
sb page 28 , 3b .ask ss to write anything they want .
教學(xué)后記:
period 3
teaching contents: sectionb 3a , 3b , 3c , 4 , selfcheck .
teaching procedures :
step 1 leading in
check the homework .ask several students to read their episodes to the class .
step 2 pre-task
sb page 30 , 3a .
1. read the instructions and ask ss to read the letter on their own and write alan’s name on his report in activity 2b .
2. correct the answer .
sb page 30 , 3b .
1. get ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2. ask a student to read his or her completed letter to the class .orally correct any mistakes .
step 3 while-task
sb page 30 , 3c .ask ss to write their own report cards .while ss work ,walk around and offer assistance if necessary .
sb page 30 , part 4 .
1. get ss to make up their teachers comments .
2. pairwork. in pairs ,talk about their report cards .
3. ask several pairs to share their conversations .
step 4 post-task
sb page 31 ,selfcheck ,part 1.
1. ask ss to fill in the blanks on their own .
2. correct the answers.
3. have ss make sentences with the words .
sb page 31 , selfcheck , part 2 .
1. ask ss to read the story .
2. in pairs ,have ss to make conversations according to the story .
3. ask some ss to share their conversations with the class .
step 5 homework
ask students to write their conversations on their exercise books .
教學(xué)后記:
period 4
teaching contents: reading :she said helping others changed her life .
teaching procedures :
step 1 leading in
ask ss to think of people who need help and write some ideas .then discuss with their partner .
step 2 pre-task
sb page 32 , section 2 .
1. have ss read the passage first for meaning .
2. ask ss to read it again and fill in the blanks .
3. check the answers .
step 3 while-task
sb page 33 , section 3 , 3a .
1. ask ss to read through again to find the relevant information for yang lei’s students .
2. ask ss to complete the information under “you” , saying what is true for their own lives .
3. have ss discuss their answers with their partner .
sb page 33 , section 3 , 3b . in pairs ,ask and answer the questions .
sb page 33 , section 3 , 3c .have ss write a summary of the reading and share the summaries in groups of five .
step 4 post-task
sb page 33 , section 4 .
1. have a class discussion about the work each organization does .
2. ask some ss to say which organization they would like to work for and why .
step 5 homework
write the summary of the reading on their exercise books .
教學(xué)后記:
unit 5 if you go to the party , you’ll have a great time !
teaching goals:
1. words and expressions in this unit .
2. target language :
are you going to the party ?
yes , i am . i’m going to wear my jeans .
if you do , you’ll have a great time .
you should wear your cool pants .
3. 掌握現(xiàn)在進(jìn)行時(shí)態(tài)表示將來(lái)(present progressive as future ).
4. 學(xué)習(xí)條件狀語(yǔ)從句: if + will .
5. 進(jìn)一步了解情態(tài)動(dòng)詞should的用法.
6. 學(xué)習(xí)談?wù)撘蚬P(guān)系.
7. 做出決定是否做某事.
important and difficult points :
1. 學(xué)習(xí)運(yùn)用be going to 和will構(gòu)成的一般將來(lái)時(shí)。
2. if 引導(dǎo)的條件狀語(yǔ)從句。
teaching aids : teaching cards , a tape recorder .
period 1
teaching contents:sectiona 1a,1b,1c,2a,2b,2c,grammar focus .
teaching procedures :
step 1 leading in
draw two pictures on the bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .then talk about the pictures with ss and write down the sentence “if you get up late , you will not catch the early bus .”read the sentences ,ss repeat .
repeat with other sets of pictures .
step 2 pre-task
sb page 34 , 1a .
1. point out the pictures and ask ss to tell what they see .
2. ask some students to read the statements and responses .
3. have ss match the statements and responses on their own .
step 3 while-task
sb page 34 , 1b .
1. play the tape and get ss to check their answers to activity 1a .
2. talk about the answers together .
sb page 34 , 1c .
1. ask two ss to read the example in the sample in activity 1c.
2. in pairs , get ss to talk about what happened in the pictures .
3. ask some pairs to present their conversations to the class .
sb page 35 , 2a & 2b .
1. read the instructions .make sure the students know what to do .
2. play the recording .ss listen and write down their answers .
3. correct the answers .
step 4 post-task
sb page 35 , 2c .
1. ask two students to read the sample dialogue .
2. in pairs ,get the students to role play the conversation between andrea and her friend .
3. ask a few pairs of students to practice their conversations for the class .
step 5 grammar focus
sb page 35 , grammar focus .
1. review the grammar focus .ask ss to say the statements and responses .
2. ask ss to work in small groups .ask each group to write down as many sentences like those in the grammar focus as they can.
3. ask some groups to share their sentences with the class .
homework :
have ss write their sentences on their exercise books.
教學(xué)后記:
period 2
teaching contents: sectiona 3a,3b,4,sectionb 1,2a,2b,2c.
teaching procedures:
step 1 leading in
ask some students to make sentences with if .
step 2 pre-task
sb page 36 , 3a .
1. first ,let ss read the notice from the principal .
2. read the dialogue to the class saying bland when come to a blank line .
3. get ss read the notice again and fill in the blanks .
4. correct the answers .
step 3 while-task
sb page 36 , 3b .
1. ask some students to read out the sample dialogue and the words in the box .
2. in pairs , let ss have a conversation about the rules .
3. get some pairs to say their conversations to the class .
sb page 36 , part 4 .
1. read the instructions and ask ss to complete the work in pairs .
2. ask a few students to share their conversations .
step 4 post-task
sb page 37 , part 1 .
ask students to complete the work on their own .then do a quick check to see which things are most important to students in the class .
sb page 37 , 2a & 2b .
1. read the instructions and play the recording .
2. ss listen and write down their answers .
3. correct the answers .
sb page 37 , 2c .
in pairs , get ss to role play a conversation according to the information in activity 2b .
homework:
have ss write their conversations on their exercise books.
教學(xué)后記:
period 3
teaching contents :sectionb 3a , 3b , 3c , 4 , selfcheck .
teaching procedures :
step 1 leading in
check the homework .ask a few students to present their dialogue to the class .
step 2 pre-task
sb page 38 , 3a .
1. read the instruction and ask students to read the article first for the meaning .
2. let ss read the article again and complete the chart .
3. check the answers .
step 3 while-task
sb page 38 , 3b .
1. read the instructions .ask ss to look back at activity 2a and 2b to get ideas for the letter .
2. ask ss to complete the letter on their own .
3. ask some students to read their completed letters to the class .
sb page 38 , 3c .
1. ask two different students to read the two sets of sentences in the examples .
2. have ss write about their own plans .
3. ask several students to read their sentences to the class .
step 4 post-task
sb page 38 , part 4.
1. read the instructions and then have a student read the example .
2. ask the whole class to practice doing the exercise together .
3. ask ss to work in groups of four or five .then let several groups to say their stories to the class .
step 5 selfcheck
sb page 39 , selfcheck part 1 .
1. ask ss to fill in the blanks on their own .
2. check the answers .
3. ask ss to make their own sentences with the words given .
sb page 39 , selfcheck part 2. have ss fill in the blanks on their own .correct the answers .
step 6 homework
have students write the sentences in part 2 on their exercise books .
教學(xué)后記:
review of units 1-5
teaching contents: review of units 1-5(sb page 40-43) .
teaching procedures:
step 1 leading in
sb page 40 , 1a .ask ss to do the crossword individually .correct the answers .
sb page 40 , 1b .
1. have ss understand what they need to do by explaining the example .
2. ask ss to do the activity in pairs .
3. ask several pairs to share their clues with the class .let the other students guess the answer .
step 2 pre-task
sb page 41 , 2a & 2b .
1. read the instructions and let ss know what to do .
2. play the recordings of conversations 1-4 .
3. correct the answers .
sb page 41 , 2c .
1. replay the second dialogue about the school fire .
2. ask two pairs of students to practice the sample dialogue for the class .
3. ss complete the task .
step 3 while-task
sb page 42 , part 3 .
1. remind ss to write in sentences .
2. ask some ss for their suggestions .
sb page 42 , part 4 .
1. ask a few ss about things they like to do ,tell ss to write five things they do .
2. ask ss to share their activities with their partner .
3. ask ss to share the answers with their partner .
step 4 post-task
sb page 42 , part 5 .
1. ask ss to rank the signs in order of importance .
2. ask ss for their answers .
sb page 43 , part 6 .
1. explain to ss that aliens landed at your school the week before .ask ss to interview several people and write down what the people said .
2. instruct ss to turn the quotes they have into reported speech in their magazine article .let ss do activity on their own .monitor and provide support as required .
step 5 homework
sb page 43 , part 7 .have ss complete the questionnaire .
教學(xué)后記:
unit 6 how long have you been collecting shell ?
teaching goals:
1. words and expressions in this unit .
2. 現(xiàn)在完成進(jìn)行時(shí)的用法。
3. patterns: how long have you been doing sth ?
i have been doing sth since … .
i have been doing sth for … (period of time) .
4. 談?wù)撊藗冏瞿呈鲁掷m(xù)多長(zhǎng)時(shí)間。
5. 談?wù)撊藗兊臉I(yè)余愛(ài)好。
important and difficult points:
1. words and expression in this unit .
2. 現(xiàn)在完成進(jìn)行時(shí)的用法以及與現(xiàn)在進(jìn)行時(shí)和過(guò)去進(jìn)行時(shí)的區(qū)別。
teaching aids: teaching cards , pictures , a tape recorder .
period 1
teaching procedures :
step 1 leading in
ask one of the students the question: liu ziyang, when did you study english ?help the student answer: i studied english in .say,in this unit we’re going to talk about how long we’ve been doing things .then ask :liu ziyang, how long have you been studying english ?help him to answer : i have been studying english since 2003./i have been studying english for two years .get ss to repeat .
repeat the activity with other students .
step 2 pre-task
sb page 44 , 1a .
1. ask a student to read the three questions ,and answer the questions as example like this: i started class at 9:00 .i slept for ten hours . i have been skating for five hours/ i have been skating since five years ago .
2. have ss work in groups of four .
3. ask the class each question and call on several different students to answer .
step 3 while-task
sb page 44 , 1b .
1. play the recording and get ss to fill in the chart .
2. correct the answers .
sb page 44 , 1c .in pairs ,get the students to ask and answer .then ask some pairs to say their conversations to the class.
sb page 45 , 2a & 2b .
1. read the instructions and have ss know what to do .
2. play the recording .ss write down their answers .
3. correct the answers .
step 4 post-task
sb page 45 , 2c .
1. read the example in sample dialogue in activity 2c .
2. in pairs,role play the interview between alison and the reporter .
3. ask two pairs to say their conversations to the class .
step 5 grammar focus
sb page 45 , grammar focus .
1. review the grammar box .
2. explain that in these sentences “since” comes before a date and “for” before a period of time .
3. ask what is the difference between “how long did you skate ?”and “how long have you been skating?” .explain that “did” question means that the person has stopped doing the action .the “have you been” question shows that the person is continuing to do the action at the present moment .
step 6 homework
review the present perfect progressive .
教學(xué)后記:
period 2
teaching contents: sectiona 3a,3b,4,sectionb 1a,1b,2a,2b,2c.
teaching procedures:
step 1 leading in
ask some students the questions: how long did you skate ?how long have you been studying english ?
step 2 pre-task
sb page 46 , 3a .
1. ask ss to read the passage and fill in the table .
2. check the answers .
sb page 46 , 3b .read the instructions and ask ss to complete the task .correct the answers .
step 3 while-task
sb page 47 , 1a & 1b .
1. ask different students to say the items they see in the picture .
2. ask students to write the names of things they collect and things they would like to correct in the chart .
3. ask some students to read their lists to the class .
4. in pairs ,let students tell their partner what they collect and what they would like to collect .say why .
5. ask several pairs to say their conversations to the class .
sb page 47 , 2a & 2b .
1. read the instructions and let the students know what to do .
2. play the recording and get students to fill in the chart .
3. correct the answers .
step 4 post-task
sb page 47 , 2c .
1. ask two students to read the example in the sample dialogue .
2. have students practice conversations in pairs .
3. ask two pairs to say their conversations to the class .
step 5 homework
sb page 46 , part 4 .
1. read the instructions and ask two students to read the dialogue .
2. make sure students understand what they need to do .
3. have students complete the work in groups of four after class .
教學(xué)后記:
period 3
teaching contents: section a 3a,3b,4a,4b,selfcheck.
teaching procedures:
step 1 leading in
check the homework .ask on group of students to share their conversations with the class .
step 2 pre-task
sb page 48 , 3a .
1. ask some different students to tell what they see in the picture .
2. read the instructions and make sure students know what to do .
3. ask students to read the e-mail on their own and then draw lines matching each snow globe with its description.
4. correct the answers .
step 3 while-task
sb page 48 , 3b .
1. read the instruction to make sure students know what to do .
2. ask students to complete the message ,writing about bob ,marcia or liam in activity 2a .
3. ask some students to read their messages to the class .
sb page 48 , 4a .
1. ask two students to read the dialogue.
2. ask a student the same questions but let him answer with his own hobbies .
3. in groups of four ,have students complete the work .
4. ask two groups of students to share their conversations .
sb page 48 , 4b .
1. point to the questions and ask a student to read them to the class .
2. in groups of four ,get students discuss each question .
3. read the four questions one by one and ask each group to say their answers to the class .
step 4 post-task
sb page 49 , selfcheck , part 1.
1. ask students to fill in the blanks on their own .
2. ask one student to write the answers on the bb .
3. correct the answers .
4. ask some different students to make sentences with the words given .
sb page 49 , selfcheck , part 2 . ask students to complete the letter on their own .then ask on student to read his letter to the class .
step 5 homework
have students write their letters on their exercise books .
教學(xué)后記:
period 4
teaching contents: reading:i’ve been studying history in china .
teaching procedures :
step 1 before reading
sb page 50 , section 1 .
1. in groups of four ,get students to discuss the three questions .
2. ask a speaker from one group to tell the class what the group knows .help to complete any missing dynasties and famous characters the class should know .
step 2 while reading
sb page 50 , section 2 .
1. ask students to read the passage silently once for general meaning .ask students if there is anything they don’t understand .
2. let students read the passage again for detail .
step 3 after reading
sb page 51 , section 3 , 3a .ask students to scan the text for information to complete the sentences .
sb page 51 , section 3 , 3b & 3c .
1. in groups of three ,let students practice the sample conversations first ,then make their own conversations .
2. ask two groups of students to present their own conversations in front of the class .
step 4 go for it
1. direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss .
2. ask students to share their ideas .
3. in the same way ,do with the right part of the chart .
step 5 homework
1. remember the words and expressions in this unit .
2. review the present perfect progressive .
教學(xué)后記:
unit 7 would you mind turning down the music ?
analysis of unit 7
teaching goals:
1. 學(xué)習(xí)would you mind doing sth ?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。
2. 本單元圍繞“歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。
important points :
a: would you mind doing sth ?
b: i’m sorry .i’ll do it right away .
a: would you mind not doing sth ?
b: sorry. we’ll go and play in the park .
difficult points :
比較: would you mind (not) doing sth ?
could you please do sth ?
please do sth .
you have to do sth .
structures:
would you mind cleaning your room ?
i’m sorry .i’ll do it right away .
would you mind moving your bike ?
no, not at all .i’ll do it right away .
period 1
teaching procedures:
step 1 assign the task
write the following requests on the bb :
can you give me the book ?
please give me the book .
would you mind giving me your book .
explain that the last example is a very polite way of making a request .
step 2 warm up section a(1a-1c)
sb page 52 ,1a .
1. point to the four requests in the box .say each phrase to the class and ask the ss to repeat it .
2. point to the picture .ask ss to write the letter of each request in the correct place in the picture .
3. correct the answers .
sb page 52 ,1b .
1. point to the list of requests in activity 1a.play the recording the first time .ss only listen .
2. play the recording a second time .correct the answers .
sb page 52 ,1c.
1. ask two students to read the words in the sample dialogue in activity 1c. say, you’ll work with your partner .make requests .
2. ask two pairs to say their conversations to the class .
step 3 pre-task section a (2a-2c)
sb page 53 ,2a .
1. read the instructions with the students .play the recording the first time .ss only listen .
2. play the recording a second time .ask ss to write the number of each conversation .
3. correct the answers.
sb page 53 , 2b .
1. point out the five responses in activity 2b .ask different ss to read each one to the class .
2. play the recording .this time ask ss to fill in the letters of the pictures in front of the responses .
3. correct the answers .
sb page 53 , 2c .
ask two ss to read the words in the sample dialogue .say, make conversations like this about the information above .
step 4 grammar focus
1. review the grammar box .ask students to say the statements and responses .
2. ask students to talk about the differences among the different sentences .
exercise: 漢譯英:
a) 你介意把門關(guān)上嗎？好的，我馬上就辦。
b) 你介意把收音機(jī)關(guān)小點(diǎn)兒聲嗎？不，一點(diǎn)也不。
c) 請(qǐng)不要在教室里大聲說(shuō)話好嗎？對(duì)不起。
教學(xué)后記:
period 2
teaching procedures :
step 1 pre-task
sb page 54 , 3a .
1. read the instructions .point to the pictures .ask ss to explain what is happening in each picture .
2. point to the note .ask ss to read the note and fill in answers .
3. check the answers .
sb page 54 , 3b .
1. read the instructions .point out the list of requests and commands in the box .
2. ask ss to make conversation like the sample dialogue .
3. ask several pairs to say one of their conversations to the class .
sb page 54 , part 4.
1. ask ss to complete the work in groups .
2. ask a few students to share the sample conversation .
homework : 完成對(duì)話
a: mind up ? you to help me in the kitchen .
b: ok .i’ll get up right . do i have to the dishes .
a: yes , and you have to help me dinner .
b: ok . when i finish , you help me my homework ?
a: sure .
教學(xué)后記:
period 3
teaching procedures :
step 1 assign task
teach the new words .
sb page 55 , 1a .
1. read the instruction and ask ss to read each situation and think about the two questions .
2. ask some students to share their answers with the class .ask other students whether they agree with the opinions or not .
sb page 55 , 1b .
1. help the students understand that something that is unpleasant or something that bothers you is annoying .
2. then ask the students to number the ideas from most annoying to least annoying .
3. ask the class to vote on the most annoying item on the list .
sb page 55 , 2a .
1. read the instructions .play the r4ecording .this time ss only listen .answer any questions they have about the recording .
2. play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .
3. correct the answers .
sb page 55 , 2b .
1. say , listen to the three conversations again .this time write the situations ,problems and solutions in the chart .
2. point out the sample answers .play the recording again .ask ss to fill in the answers on their own .you may need to pause the tape from time to time to allow students to write answers in their books.
3. check the answers .
sb page 55 , 2c .
1. read the instructions .point out the problems in activity 2b .
2. ask one or two students to say the conversations to the class .
step 2 while-task
sb page 56 , 3a.
1. read the article to the class .ask ss which words they don’t understand. write these words on the board .
2. ask students to underline the things that are annoying .then have the students circle what people do when something annoying happen.
3. correct the answers with the class .
sb page 56 , 3b .
1. look at each picture with the class .ask different students to tell what is happening in each picture .
2. read the instructions and ask students to complete the activity on their own .
3. check the answers .
sb page 56 , part 4 .
1. this activity provides speaking ,listening and writing practice using the target language .
2. ask students to complete the work in groups .
教學(xué)后記:
period 4
teaching procedures:
step 1 self check
sb page 57, part 1 .
1. ask ss to fill in the blanks on their own .check the answers.
2. ask ss to make their own sentences with the words ,preferably sentences that are meaningful .
sb page 57, part 2 .
1. ask the students what might be annoying in the picture .
2. ask the students to write the letter on their own .
3. ask a few students to share their letters .
step 2 while-reading
sb page 58 , section 1 .
1. read the title .ask the students to predict what they think the article is about based on the article .
2. look at the picture .ask students to describe what is happening in the picture .
sb page 58 , section 2 .
1. encourage ss to use the reading strategy of scanning for specific information .
2. ask ss to read the article carefully once time .then ask ss to raise their hands and say which words and sentences they don’t understand .encourage ss to read in contest ,guessing the meaning of words and phrases from the other words around them.
3. ask the ss to read the article again for comprehension .
sb page 58 , section 3 .
1. complete the task .ss can work individually or in pairs .
2. check the answers .
3. practice students’ speaking and listening skills .
homework: 詞組翻譯
1. 控制你的聲音 2. 熄滅 3. 例如
4. 在公共場(chǎng)所 5. 撿起垃圾 6. 實(shí)際上
7. 排隊(duì) 8. 變得氣惱
教學(xué)后記:
unit 8 why don’t you get her a scarf ?
analysis of unit 8
teaching goals :
1. 掌握如何表達(dá)應(yīng)該給別人買什么禮物，掌握如何建議別人買禮物的表達(dá)法，掌握如何比較物品的品質(zhì)。
2. 通過(guò)學(xué)習(xí)如何贈(zèng)送禮物，對(duì)比中西方文化的不同。
important points :
1. what should i get sb ?
2. why don’t you get/buy sb sth ?
3. what about /how about sth ?
4. it’s/they are too + adj .
5. present perfect tense .
difficult points :
1. too + adj : 太…
2. adj + enough :足夠
sructures:
1. what should i get my sister ?
2. why don’t you get a camera ? hat’s too expensive .
3. how about some tennis balls ? hey are too cheap .
4. what about a watch ? that’s too personal .
5. what’s the best present you have ever received ? a bike .
period 1
teaching of new lesson
step 1 assign the task
in this unit students learn to compare qualities .
sb page 60 , 1a .
1. ask ss to read the list of gifts and any words they don’t understand .use simple drawings or use the words in other sentences to explain their meaning .
2. point to the column heads and ask ss to write the name of each gift under one or more other gifts you can think of ? add them to the chart .
3. discuss the answers .
sb page 60 , 1b .
1. point out the picture and the gifts in the second boy’s thought bubbles .ask ss to say the name of each gift .
2. then ask a pair of students to read the conversation .
3. play the recording the first time .ss only listen .
4. then play the recording a second time .number the sentences from 1 to 4 .
5. check the answers .
sb page 60 , 1c .
1. read the instructions and then have ss work in pairs .
2. check the answers by calling on several different pair of students to say their conversations to the class .
step 2 warm up
sb page 61 , 2a .
1. point out the chart and read the instructions .say , you will hear three conversations .after each conversation , put a check after the name of the person who is going to receive the gift .
2. play the recording and ask ss to make checkmarks in the chart .
3. check the answer .
sb page 61 , 2b .
1. point out the suggestions and comments .review the meaning of any terms students are not sure of .
2. point out the sample answers .
3. play the recording several times .fill in the suggestions and comments on this chart .
4. correct the answers .
sb page 61 , 2c .
1. ask two students to read the example in the sample dialogue in activity 2c .say , please work with your partner .
2. ask one or tow pairs of students to say their answers to the class .
step 3 grammar focus
review the grammar box .ask students to say the statements and responses .
exercise –designing for period 1: 漢譯英
1. 我該給爸爸什么樣生日禮物？照相機(jī)怎么樣？那太貴了！
2. 為什么你不給媽媽買一條圍巾呢？那不夠有趣。
教學(xué)后記
period 2
teaching of new lesson
step 1 pre-task
sb page 62 , 3a .
1. point out the chart in activity 3a .review the meaning of any words ss don’t understand .
2. ask ss to work in pairs .
3. point out the example in the sample dialogue .then complete the first question and answer exchange with a student .
4. ask the pairs to continue on their own .move around the room checking the progress of the pairs .
5. correct the answers .
sb page 62 , 3b .
1. read the instruction .say ,this activity is just like activity 3qa .but this time you are going to talk about real gifts that you have received .
2. ask a pair of students to read the example in speech bubbles to the class .ask several other students to do this .
3. then ask ss to work in pairs .as they talk , move around the room checking progress and offering language support as needed .
step 2 while-task
sb page 62 , part 2 .
1. read the instructions .ss can practice several times .
2. ask two students to read the dialogue .
3. ask ss to complete the work in pairs .
4. ask a few students to share the sample conversation .
exercise designing for period 2: 完成對(duì)話
a: what’s the best vera has ever ?
b: a bracelet .
a: when vera it ?
b: his tenth birthday .
a: who it to him ?
b: his grandma .
a: a lucky guy !
教學(xué)后記:
period 3
teaching of new lesson
step 1 assign task
sb page 63 , 1a .
1. this activity reviews earlier vocabulary and introduces some new words .
2. point out the pet shop in the picture .ask different students to point to and say the names of the animals they see there .
3. read the instructions .ask ss to write the names of the animals in the picture in the correct parts of the diagram .
4. discuss the answers .
sb page 63 , 1b .
1. ask a student to read the example in the sample dialogue .
2. ask ss to do the activity in small groups .
3. ask different students of each group to tell the class what is the most unusual pet and most popular pet .
sb page 63 , 2a & 2b .
1. point out the write-on lines on front of each pet .say , you will listen to the recording and write your answers on these lines .
2. read the instructions and answer any questions students may have.
3. play te recording .
4. correct the answers .
sb page 63 , 2c .
1. read the instructions for the activity
2. point to the example .ask two students to read the questions and answers to the class .
3. then have ss work in pairs .
4. check the answers by calling on different pairs to do one question and answer each .
step 2 while-task
sb page 64 , 3a .
1. read the story to the class .after you finish ,ask if ss have any questions about the words or phrases on the article .
2. say ,now read the story again .write the answers to the two questions .
3. check the answers .
sb page 64 , 3b .
1. point to the picture and read the instructions .
2. point out the list of good and bad things about hamster .
3. ask ss to finish the writing on their own .ask ss work , move around the classroom checking the work .
4. ask a student to read his or her completed article to the class .
sb page 64 , 3c .
1. read the instructions .
2. remind ss not to say the name of the animal they are writing about on their articles .
3. ask ss to write their articles on their own .
sb page 64 , part 4 .
1. read the instructions .ask if any students have pets .if so ,ask about the advantages and disadvantages of such pets .
2. ask a few groups to share their lists .
教學(xué)后記:
period 4
teaching of new lesson
step 1 self check
sb page 65 , part 1 .
1. ask ss to fill in the blanks on their own .
2. check the answers .
3. ask ss to make their own sentences with the words ,preferably sentences that are meaningful .
sb page 65 , part 2 .
1. read the instructions .
2. ask ss to read the passage on their own .
3. ask ss to work on their own .
4. ask a few groups to share their lists .
step 2 while-reading
1. ask ss what english songs they like best .then look at the picture .ask ss to describe what is happening in the picture .
2. read the reading strategy with the students. encourage ss to use it to read the story .
3. ask ss to read the article once .ask ss to raise their hands and say which words and sentences they don’t understand .
4. ask ss to read the article again for comprehension .
sb page 67 , 3a .
1. ss complete the task .remind them to look at the story again for extra help .
2. check the answers .
sb page 67 , 3b & 3c .
1. read the instructions with the students .
2. ss complete the task .
3. check the answers .
exercise designing for period 4 : 按要求寫(xiě)出下列單詞
1. cheap(反義詞) 2. interesting(反義詞)
3. person(形容詞) 4. lucky(名詞)
5. friend(形容詞) 6. agree(反義詞)
7. good(最高級(jí)) 8. usual(反義詞)
9. care(副詞) 10. spend(過(guò)去式)
教學(xué)后記:
unit 9 have you ever been to an amusement park ?
teaching goals :
1. 掌握如何表達(dá)現(xiàn)在完成時(shí)。
2. 對(duì)比現(xiàn)在完成時(shí)，一般過(guò)去時(shí)和現(xiàn)在進(jìn)行時(shí)表將來(lái)的用法。
3. 描述某人曾經(jīng)去過(guò)哪些有趣的地方。
important and difficult points :
1. 現(xiàn)在完成時(shí)態(tài)。
2. so 和neither 的區(qū)別。
3. have been to sw 與have gone to sw 的區(qū)別。
structures :
have you ever been to an aquarium ?
yes , i’ve been to an aquarium .
no ,i haven’t .
no ,i’ve never been to an aquarium .
i’ve never been to a water park . neither have i .
functions : talk about past experiences .
period 1
teaching of new lesson :
step 1 assign the task
new language
have you ever been to europe ?
yes ,i have . / no , i’ve never been to europe .
in this unit ,students learn to talk about past experiences in the other way .
step 2 warm up section a (1a-1c)
sb page 68 , 1a .
1. read each of the words and phrases at the top of the page to the class .
2. read the instructions .
3. do a quick check to see where ss would like most to visit .
sb page 68 , 1b .
1. read the instructions .
2. point out the sample answer .
3. play the recording .ask ss to check off their answers .
sb page 68 , 1c .
1. read the instructions for the activity .
2. point to the example in the sample dialogue .ask two students to read the dialogue to the class .
3. then have ss work in pairs .
4. check the answers by calling on several different pairs of students to say their conversations to the class .
step 3 pre-task
sb page 69 , 2a .
1. read the instructions .
2. point to the map ,play the recording and ask ss to circle pla
八年級(jí)上新目標(biāo)英語(yǔ)教案篇3
教 案 正 文 隨堂記錄unit 9 when was he born ?teaching goals:1. learn to use “be born” to ask sb sth2. 掌握一般過(guò)去時(shí)態(tài)的以how long , when , where 等疑問(wèn)詞開(kāi)頭的特殊疑問(wèn)句.3. 能用有關(guān)的形容詞來(lái)描述人，并能用一般過(guò)去時(shí)來(lái)談?wù)撌熘?、敬佩的人?period 1teaching procedures :step 1 leading ingreeting .ask ss when they were born and which sports stars they like.step 2 pre-tasksb page53,1a &1b.ask ss to make a list of international sports stars they know.show some sports stars photos to ssask :t: who’s that ? s: that’s … .t:when was he born ? s: she was born in … .pairwork :make conversations .
八年級(jí)上新目標(biāo)英語(yǔ)教案篇4
八年級(jí)英語(yǔ)unit 9 self check復(fù)習(xí)學(xué)案
section b 3a-- self check
一、 學(xué)習(xí)目標(biāo)：
掌握p57-58單詞，背寫(xiě)3a,掌握本節(jié)的詞組和重點(diǎn)句子。
二、預(yù)習(xí)目標(biāo)：
自讀單詞和3a，完成表格。
三、預(yù)習(xí)檢測(cè)：
寫(xiě)出漢語(yǔ)：1. a well—known chinese pianist
2. hum songs 3. pieces of music
4. began to learn the accordion 5. at the age of four
6. started to learn to the piano 7. took part in
8. won first prize
9. in the 70—year history of the competition
四、導(dǎo)學(xué)：
take part in“ 參與、參加”后接某項(xiàng)活動(dòng)。
many students took part in the cleaning.
join指加入某黨派、團(tuán)體、人群、游戲等。
my mother joined the party in 1986.
五、課堂檢測(cè)：
i) 用所給詞的正確形式填空
1. she ______ (be) born in 1985.
2. _____ you _____(see) your father an hour ago.
3. she ______(have) a short rest when he got home.
4. he_____ (not come) to school yesterday because he was ill.
5. david beckham is a ________(talent) football player.
6. his father is good at ________(skate).7，the old man is still_____(live)
ii) 按要求完成句子
1. she was born in 1973.(畫(huà)線提問(wèn))
2. he stopped playing football because of his sore back.(畫(huà)線提問(wèn))
3. she toured the u.s when she was fourteen.(畫(huà)線提問(wèn))
4. jim was born in america.(否定句)
iii) 根據(jù)漢語(yǔ)完成句子
1. 我哥哥花費(fèi)他所有的業(yè)余時(shí)間玩電腦游戲.
my brother spends______ ______ ______ _____ on computer games.
2. 我爺爺15歲時(shí)就開(kāi)始在工廠上班.
my grandfather started to work in a factory______ _______ _____ ______
3. 他是一個(gè)不一般的人. he is an ______ ______.
4. 馬丁娜.辛吉斯是一位杰出的網(wǎng)球手.
martina hingis is _____ ______ tennis player.
5. 他不是一個(gè)慈愛(ài)和藹的人。
he is not a ______ or ______ person.
iv)改錯(cuò)
1. many people had a cold because the bad weather. _________
2. dalin has a history of more than 100—years old. __________
3. mary win first prize in the school singing competition last year._______
教學(xué)后記 ：
unit 9 復(fù)習(xí)學(xué)案
一、 學(xué)習(xí)目標(biāo)：
掌握本單元單詞，記憶重點(diǎn)句型，能用過(guò)去時(shí)寫(xiě)出描述活動(dòng)的的短文。
二、重點(diǎn)短語(yǔ)：
1. 一位很棒的乒乓球運(yùn)動(dòng)員
1. 國(guó)際體育明星
2. 花費(fèi)某些時(shí)間做某事
4. 花費(fèi)某些時(shí)間在某事上
5. 一位出名的中國(guó)鋼琴家
6. 幾首音樂(lè)
7. 開(kāi)始學(xué)習(xí)手風(fēng)琴
8. 在4歲時(shí)
9. 參加
10. 得獎(jiǎng)
11. 在70年的比賽歷史上
12. 因?yàn)?。?！?/p>
三、重點(diǎn)句型：
1. 當(dāng)你開(kāi)始學(xué)習(xí)英語(yǔ)時(shí)你多大?_________________________________
2. 我怎樣才能變得著名?__________________________________
3. 他停止了踢足球因?yàn)樗谋程?。_______________________________________
4. 約翰在演講比賽中獲了獎(jiǎng)。_________________________
5. 當(dāng)他是一個(gè)小男孩時(shí)，他就能哼唱很難的幾首曲子。
______________________________________________________
6. 李云迪參加了在波蘭的第14界國(guó)際鋼琴比賽。
________________________________________________
7. 他獲得了小組第一。_______________________________________
8. 他是有著70 年歷史的這項(xiàng)大賽上第一個(gè)獲此獎(jiǎng)項(xiàng)的中國(guó)鋼琴家。
_________________________________________________________________
9. 這個(gè)活著的人是學(xué)生還是教師?________________________________
10.他把所有的空閑時(shí)間花在了他的孫子上________________________
11. 他1982年出生在重慶。________________________________________
12. 莫扎特在四歲時(shí)開(kāi)始寫(xiě)音樂(lè)。__________________________________
13. 他太累了走不動(dòng)了。__________________________________________________
14. 杰克1964年出生在美國(guó)。__________________________________________________
檢測(cè)：按要求轉(zhuǎn)換句式
1.they did their homework last night.(改為否定句)
they _________ __________ their homework last night.
2.i was born on june 22, 1984.(劃線部分提問(wèn))__________ __________ __________ born?
3.she went to bed at nine last night. (就劃線部分提問(wèn))
__________ __________ __________ she __________ to bed last night.
4.we lived in london for about three years.(就劃線部分提問(wèn))
__________ __________ __________ you __________ in london.
5.she got there at 8:00.i got there at 8:00, too.(合句)___got there ___ ___ ______ time.
教學(xué)后記
八年級(jí)上新目標(biāo)英語(yǔ)教案篇5
一、學(xué)情分析
八年級(jí)大部分學(xué)生基礎(chǔ)比較差，學(xué)習(xí)欠主動(dòng)，對(duì)英語(yǔ)的興趣不濃，而且這兩個(gè)班基礎(chǔ)薄弱，尖子生少，差生面廣，需要付出很大的努力。
二、教材分析
這套教材采用任務(wù)型語(yǔ)言教學(xué)模式，融匯話題、交際功能和語(yǔ)言結(jié)構(gòu)，形成了一套循序漸進(jìn)的生活化的學(xué)習(xí)程序。學(xué)生用書(shū)是教材的核心，它是按單元編排的，每個(gè)單元
六、七頁(yè)。每個(gè)單元圍繞一個(gè)話題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)活動(dòng)。本教材共12單元，包括兩個(gè)復(fù)習(xí)單元。
三、教學(xué)目標(biāo)
在本學(xué)期的教學(xué)中，要求培養(yǎng)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的積極性和自信心;能把每一個(gè)topic的對(duì)話打到脫口而出。能聽(tīng)懂對(duì)話和故事;能主要在大展示環(huán)節(jié)參扮演各種角色活動(dòng)。通過(guò)訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)，使學(xué)生掌握最基本的語(yǔ)言知識(shí)和語(yǔ)言技能，從而培養(yǎng)學(xué)生初步運(yùn)用英語(yǔ)進(jìn)行交際的能力;寓教于樂(lè)，使學(xué)生培養(yǎng)良好的外語(yǔ)學(xué)習(xí)習(xí)慣，為將來(lái)的學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。
四、教學(xué)措施
1.教師組織學(xué)生分組討論問(wèn)題或自編對(duì)話表演藝術(shù)。
2.認(rèn)真鉆研教材，備好、上好每一節(jié)課，向45分鐘要質(zhì)量。
3.課堂上盡量使用英語(yǔ)以及直觀教具，給學(xué)生創(chuàng)造良好的教學(xué)環(huán)境。
4.每單元測(cè)試一次，試卷全收全改，做好講評(píng)工作.
5.要求學(xué)生堅(jiān)持每天背誦幾句經(jīng)典句子，每單元背誦一兩課經(jīng)典文章，堅(jiān)持大聲朗讀課文，改善語(yǔ)音語(yǔ)調(diào)，增強(qiáng)四會(huì)技能技巧。
6.提高學(xué)生的學(xué)習(xí)興趣，發(fā)揮學(xué)生的主觀能動(dòng)性。
7.積極進(jìn)行教學(xué)改革，提高教學(xué)質(zhì)量。
8.實(shí)施“任務(wù)型”的教學(xué)途徑，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言運(yùn)用能力。
9.在教學(xué)中根據(jù)目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)，吸引和組織他們積極參與，學(xué)生通過(guò)思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。
10.加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，為他們終身學(xué)習(xí)奠定基礎(chǔ)。
八年級(jí)上新目標(biāo)英語(yǔ)教案篇6
一、指導(dǎo)思想
以“英語(yǔ)課程標(biāo)準(zhǔn)”為宗旨，適應(yīng)新課程改革得需要，面向全體學(xué)生，提高學(xué)生得人文素養(yǎng)，增強(qiáng)實(shí)踐能力與創(chuàng)新精神。正確把握英語(yǔ)學(xué)科特點(diǎn)，積極倡導(dǎo)合作探究得學(xué)習(xí)方式。培養(yǎng)學(xué)生積極地情感態(tài)度與正確得人生價(jià)值觀，提高學(xué)生綜合素質(zhì)，為學(xué)生全面發(fā)展與終身發(fā)展奠定基礎(chǔ)。
二、全期教學(xué)總目標(biāo)
學(xué)生應(yīng)有較明確得英語(yǔ)學(xué)習(xí)動(dòng)機(jī)與積極主動(dòng)得學(xué)習(xí)態(tài)度。能聽(tīng)懂教師對(duì)有關(guān)熟悉話題得陳述并能參與討論。能讀供七至八年級(jí)學(xué)生閱讀得簡(jiǎn)單讀物與報(bào)紙雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目得運(yùn)用適當(dāng)?shù)瞄喿x策略。能與她人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能在學(xué)習(xí)中互相幫助，克服困難。能合理計(jì)劃與安排學(xué)習(xí)任務(wù)，積極探索適合自己得學(xué)習(xí)方法。在學(xué)習(xí)與日常交際中能注意到中外文化得差異。
三.教材簡(jiǎn)要分析
?仁愛(ài)英語(yǔ)》八年級(jí)(下冊(cè))，全書(shū)共有四個(gè)單元，共12個(gè)話題。本教材各單元話題靈活，貼近生活實(shí)際。本冊(cè)書(shū)將學(xué)習(xí)得一些語(yǔ)
八年級(jí)英語(yǔ)下冊(cè)教學(xué)工作計(jì)劃
法知識(shí)點(diǎn)有：一般將來(lái)時(shí)、過(guò)去進(jìn)行時(shí)、間接引語(yǔ)、時(shí)間狀語(yǔ)從句、條件狀語(yǔ)從句等。
四、學(xué)情簡(jiǎn)要分析
本學(xué)期我擔(dān)任二年級(jí)一班英語(yǔ)教學(xué)，共有學(xué)生人數(shù)63人。通過(guò)一年半得英語(yǔ)學(xué)習(xí)，大多數(shù)學(xué)生已能聽(tīng)懂有關(guān)熟悉話題得語(yǔ)段與簡(jiǎn)短得故事，能與教師或同學(xué)就熟悉得話題交換信息，能讀懂短篇故事，能寫(xiě)便條與簡(jiǎn)單得書(shū)信。但由于各種因素得影響，學(xué)生發(fā)展參差不齊。有少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)很吃力而自暴自棄，有得因此擾亂課堂次序，這給教學(xué)帶來(lái)不少困難。
五、提高教學(xué)質(zhì)量得可行措施及教改措施五 一、面向全體學(xué)生，注重素質(zhì)教育。 二、以學(xué)生為主體，尊重學(xué)生個(gè)體差異。 三、采用活動(dòng)途徑，倡導(dǎo)體驗(yàn)與參與。 四、開(kāi)發(fā)課程資源，拓展學(xué)用渠道。 具體來(lái)說(shuō)：
1、認(rèn)真專研教材與課標(biāo)，精心備課，認(rèn)真上好每一堂課。確定每堂課得基礎(chǔ)內(nèi)容，預(yù)備內(nèi)容與拓展內(nèi)容，滿足不同層次學(xué)生得不同需求。
2、充分利用現(xiàn)有得現(xiàn)代化教學(xué)設(shè)備，加強(qiáng)直觀教學(xué)，提高課堂效率。
八年級(jí)英語(yǔ)下冊(cè)教學(xué)工作計(jì)劃
3、多與學(xué)生溝通，了解學(xué)生學(xué)習(xí)狀況與需求，及時(shí)改進(jìn)教學(xué)中存在得問(wèn)題與不足。
4、積極開(kāi)展豐富多彩得英語(yǔ)活動(dòng)，提高學(xué)生興趣。如英語(yǔ)演講比賽、單詞聽(tīng)寫(xiě)比賽、朗讀比賽、英語(yǔ)手抄報(bào)比賽、學(xué)唱英文歌曲，課前五分鐘活動(dòng)等。
5、注重個(gè)別輔導(dǎo)，在面向全體學(xué)生得基礎(chǔ)上，培優(yōu)補(bǔ)差。 6、不斷學(xué)習(xí)，加強(qiáng)自身素質(zhì)與業(yè)務(wù)能力得提高。 六.教學(xué)進(jìn)度安排 unit 1 第一周----第四周 unit 2 第五周---第九周 半期復(fù)習(xí) 第十周
unit 3 第十一周---第十四周 unit 4 第十五周---第十八周 期末復(fù)習(xí) 第十九---第二十周
八年級(jí)上新目標(biāo)英語(yǔ)教案篇7
教學(xué)目標(biāo)
通過(guò)本單元的學(xué)習(xí)，學(xué)生們應(yīng)會(huì)：“年月日”(dates, months and years) 和“季節(jié)”(seasons) 的表達(dá), 以及不同季節(jié)的特點(diǎn)、自然現(xiàn)象的描述等。
學(xué)會(huì)1—12月份和的四季英語(yǔ)名稱，以及1—31的序數(shù)詞。有關(guān)各國(guó)季節(jié)的變化，自然現(xiàn)象的描述和信件的基本寫(xiě)法，也是本課的主要內(nèi)容。
語(yǔ)音學(xué)習(xí)
/ n / n nk / n / ng /ng / ng / nk / nk nc
詞匯學(xué)習(xí)
掌握
l 41 date season write down january march june july august december spring last
l 42 weather warm come out heavily crop really snow snowman all the year round
l 44 true nearly unlike opposite
語(yǔ)法學(xué)習(xí)
1.學(xué)會(huì)序數(shù)詞，并用于“年月日的表達(dá)。”
2.反意問(wèn)句的基本用法。
3.介詞in, on 和at與時(shí)間的搭配和一些特殊用法。
教學(xué)生一個(gè)順口溜，也許對(duì)對(duì)記憶介詞的用法有些幫助。
年用in月用in星期也用in
有年有月還用in
如果遇到年月日，千萬(wàn)記住要用on。
日常交際用語(yǔ)
which is the second / fourth / month of the year? february / april.
when is spring / summer / autumn / winter / in china? it lasts from march to may.
what is the date today? it’s december the 20th, 2001.
what’s the weather like in spring / summer / autumn / winter in your hometown? it’s very warm and windy.
the days get warmer, and the nights get longer.
which season do you like best? summer.
why? because i can swim in the river.
教學(xué)建議
本單元主要是圍繞兩個(gè)話題開(kāi)展教學(xué)活動(dòng)。即 “日期”和“季節(jié)”。主要的語(yǔ)言項(xiàng)目是序數(shù)詞，月份的名稱和反意疑問(wèn)句及回答。
在41課中，12個(gè)月份和四季的英語(yǔ)名稱，1—31的序數(shù)詞，一般現(xiàn)在時(shí)和一般過(guò)去時(shí)的有關(guān)日期的提問(wèn)及回答都是比較難掌握的。第42課是閱讀課。講的是杭州的一中學(xué)生王偉給他的加拿大朋友的一封信。信中描述了杭州的四季。文章前的三個(gè)討論題可讓學(xué)生自由發(fā)揮，開(kāi)展討論。第43顆主要是學(xué)會(huì)運(yùn)用反意疑問(wèn)句。第三部分，看圖說(shuō)話可供條件極好的班級(jí)使用。這一部分主要練習(xí)四季特征的描述。可鍛煉學(xué)生的語(yǔ)言組織能力和表達(dá)能力。
第44課為綜合實(shí)踐課。提供了語(yǔ)音，聽(tīng)力，說(shuō)話和閱讀四個(gè)方面的材料。其中說(shuō)話部分要求學(xué)生真實(shí)地回答問(wèn)題，復(fù)習(xí)了反意問(wèn)句及有關(guān)問(wèn)句，并給學(xué)生提供了自由發(fā)揮的空間。閱讀部分通過(guò)兩個(gè)國(guó)家的氣候?qū)Ρ葦⑹龊臀暮蟮膬煞鶊D畫(huà)，給學(xué)生們談?wù)摎夂蛱峁┝怂夭摹?/p>
重難點(diǎn)分析
本單元的重點(diǎn)是學(xué)習(xí)并掌握反意疑問(wèn)句的用法和介詞in, on, at的用法。難點(diǎn)是反意疑問(wèn)句的兩種不同形式及答語(yǔ)。
1.表示季節(jié)、月份、日期、天氣狀況的詞，能很流利地運(yùn)用這些詞談?wù)摷竟?jié)和天氣狀況。
2.日期的提問(wèn)和回答。
3.有關(guān)be動(dòng)詞和行為動(dòng)詞最基本的反意問(wèn)句及回答。
4.介詞in, on以及at和時(shí)間的搭配。
重點(diǎn)詞組和短語(yǔ)分析
thank sb. for sth.為某事感謝某人
ask sb. about sth. 就某事詢問(wèn)某人
come out (花)開(kāi);發(fā)(芽);出來(lái);出現(xiàn)
rain heavily 下大雨
a busy season 繁忙的季節(jié)
harvest time 收獲季節(jié)
help sb. with sth. 在某事上幫助某人
work on the farm 在農(nóng)場(chǎng)工作
make a snowman 做雪人
all the year around 一年四季
at this time of the year 一年中的這個(gè)時(shí)候
in much of china在中國(guó)的這個(gè)時(shí)候
last from...to... 從……延續(xù)到……
go on to... 延續(xù)到……
warm clothes 暖和的衣服
the best time 最好的時(shí)節(jié)
日常交際分析
本單元的交際用語(yǔ)主要是關(guān)于天氣狀況和季節(jié)的，現(xiàn)將有關(guān)這兩方面的詞匯和句型總結(jié)如下：
1.詞匯
1) spring, summer, autumn, winter
2) january, february, march, april, may, june, july, august, september, october, november, december
2. 句型和短語(yǔ)
1) it is... in winter/summer. ...
2) it is/lasts from . . . to . . . .
3) go on to...
4) come after
5) it/the weather is .. ., isnt it?
6) at a bad time of year
7) at this time/that time of year
8) be different from
9) whats the weather like...?
詞匯教學(xué)建議
以舊代新 在學(xué)習(xí)12個(gè)月份的時(shí)候，先讓學(xué)生復(fù)習(xí)已學(xué)過(guò)的幾個(gè)月份。用下面的表格引出以下新單詞：
___________ __february__ ___________
___april_____ ___may____ __________
____________ ___________ _september_
__october___ ____________ ___________
也可采用以四季劃分的方式排列12個(gè)月份。
1.符合發(fā)音規(guī)律的單詞
三月、六月和七月建議老師先讓學(xué)生們仔細(xì)聽(tīng)三個(gè)單詞的讀音，推測(cè)出它們是什么字母。必要時(shí)可寫(xiě)出音標(biāo)。相信學(xué)生們是可以拼出單詞的。也可寫(xiě)出單詞，讓學(xué)生自己讀。
2.可用遷移的方法教單詞
autumn august february january september november december
3.教學(xué)生月份的簡(jiǎn)寫(xiě)
月份的簡(jiǎn)寫(xiě)一般是前三個(gè)字母。如：january jan. february feb.
april apr.等。
用掛歷讓學(xué)生看月份的縮寫(xiě)。
語(yǔ)法教學(xué)建議
1. 利用值日生報(bào)告學(xué)習(xí)日期的表達(dá)。
值日生報(bào)告制度是老師們常用的訓(xùn)練學(xué)生口語(yǔ)的方式。此方法簡(jiǎn)單易行，深受老師和同學(xué)們的喜愛(ài)。學(xué)習(xí)本單元大約在一月份，可利用這一段時(shí)間反復(fù)復(fù)習(xí)日期的表達(dá)。重點(diǎn)是兩類問(wèn)題;what day is it today? what day was yesterday? 和 what is the date today? what was the date yesterday? 并以完全和縮略兩種形式，把每天的日期都寫(xiě)在黑板上，如january 20th, 2003, jan. 20th, 2003, 也可讓值日生自己寫(xiě)，以加深學(xué)生們的印象。
2. 利用常見(jiàn)句型，練習(xí)反意疑問(wèn)句。
先讓學(xué)生觀察一些句子，老師可事先用投影寫(xiě)好一些句子，條件較好的班級(jí)也可由老師口頭朗讀這些句子，如：
it’s fine today, isn’t it? yes, it is.
you’re from japan, aren’t you? yes, i am.
讓學(xué)生總結(jié)反意問(wèn)句的構(gòu)成，以及它的回答方式。
日常交際用語(yǔ)建議
1.讓學(xué)生相互詢問(wèn)生日，朋友的生日、父母的生日、值日生報(bào)告等，練習(xí)年月日的表達(dá)。
教學(xué)完日期的表達(dá)方法后，應(yīng)要求值日生每天進(jìn)行這樣的問(wèn)答：what’s the date today? what was the date yesterday?等。這是復(fù)習(xí)鞏固日期表達(dá)法的最好的途徑。
2.通過(guò)編對(duì)話、描述等練習(xí)四季天氣的表達(dá)。
可利用書(shū)上的彩圖，教師平時(shí)要從畫(huà)報(bào)上選擇一些圖片，做為補(bǔ)充。這項(xiàng)工作也可發(fā)動(dòng)學(xué)生幫助完成。還可利用南北半球的氣候差異做比較將會(huì)引起學(xué)生的興趣。指著中國(guó)和澳大利亞的地圖讓學(xué)生自己根據(jù)教材內(nèi)容進(jìn)行總結(jié)其差異及各自季節(jié)特點(diǎn)。
which month is the coldest / hottest in china / australia?
can australians have snow on new year’s day?
反意疑問(wèn)句
反意疑問(wèn)句(the disjunctive question)又叫附加疑問(wèn)句，它表示提問(wèn)的人對(duì)所提的事有一定的看法，但沒(méi)有把握，需要對(duì)方來(lái)證實(shí)。反意疑問(wèn)句由兩部分組成：前一部分是一個(gè)陳述句，表示提問(wèn)者的看法。后一部分是一個(gè)簡(jiǎn)短的附加疑問(wèn)句，對(duì)前部分陳述句中所陳述的內(nèi)容提出疑問(wèn)。反意疑問(wèn)句后半部分的附加疑問(wèn)句應(yīng)與前部分的陳述句在人稱以及時(shí)態(tài)上保持一致。反意疑問(wèn)句的基本結(jié)構(gòu)有以下兩種：
1.陳述部分肯定式+疑問(wèn)部分否定式?
2.陳述部分否定式+疑問(wèn)部分肯定式?
例：they work hard, don’t they?
she was ill yesterday, wasn’t she?
you didn’t go, did you?
he can’t ride a bike, can he?
大多數(shù)反意疑問(wèn)句的結(jié)構(gòu)是和上面所說(shuō)的一樣，但也有些特殊的反意疑問(wèn)句：
一、當(dāng)陳述部分的主語(yǔ)是i, everyone, everything, nobody等詞時(shí)，后面的附加疑問(wèn)句一般這樣來(lái)表示：
1. i am a student, aren’t i ?
2. everyone is in the classroom, aren’t they?
3. everything begins to grow in spring, doesn’t it?
4. nobody will go, will they?
二、當(dāng)陳述部分有never, seldom, hardly, few, little 等含有否定意義的詞語(yǔ)時(shí)，附加疑問(wèn)句多用肯定式。如：
1. he has never been to(去過(guò)、到過(guò)) nanchang, has he?
2. there are few apples in the basket, are there?
3. he can hardly swim, can he?
4. they seldom come late, do they?
三、當(dāng)陳述部分是i think加賓語(yǔ)從句時(shí)，后面的附加疑問(wèn)句應(yīng)和賓語(yǔ)從句中的人稱和時(shí)態(tài)保持一致。如：
i think chickens can swim, can’t they?
i think lucy is a good girl, isn’t she?
四、當(dāng)陳述部分有had better時(shí)，附加疑問(wèn)句應(yīng)用hadn’t開(kāi)頭。如：
you’d better get up early, hadn’t you?
五、當(dāng)陳述部分是祈使句時(shí)，附加疑問(wèn)句部分有不同的形式，并多使用肯定來(lái)表示有禮貌的請(qǐng)求。如：
let’s go out for a walk, shall we?
注意：let us go out for a walk, will you?
turn on the radio, will you?
六、反意疑問(wèn)句的回答用yes或no，但是當(dāng)陳述部分是否定式，附加疑問(wèn)句部分是肯定句時(shí)，答語(yǔ)中使用yes或no則應(yīng)根據(jù)事實(shí)來(lái)決定，事實(shí)是肯定的用yes，事實(shí)是否定的就用no。如：
they don’t work hard, do they? 他們工作不太努力，是嗎?
簡(jiǎn)略回答：
yes, they do. 不，他們工作努力。
no, they don’t. 是的，他們工作不努力。
另外，朗讀反意疑問(wèn)句時(shí)要注意：前面的陳述部分通常用降調(diào)朗讀，而后面的附加疑問(wèn)句部分則要根據(jù)說(shuō)話人的口氣來(lái)定：如果是很客氣地要求對(duì)方回答，就用升調(diào)朗讀，如果只表示一種語(yǔ)氣上的強(qiáng)調(diào)，則用降調(diào)朗讀。
分析in, on 和at 的用法
表示年、月、季節(jié)、星期等用in: in a year / season / month / week / the morning / the afternoon / the evening /
they have four classes in the morning, and they have no classes in the afternoon.
表示日、日期、某一天的早晨、下午等用on: on a day / date, on sunday / saturday on wednesday morning, on the evening of march 7th, 2002
it rained heavily on the evening of june 20th.
表示幾點(diǎn)、某個(gè)時(shí)刻用at：at eight / two / half past one / at this time yesterday / at this time of year / at that time / at present
he was watching tv at this time yesterday.
零介詞：this year, last time, next month, the next day，all the year round, all the day, the whole day等。
their family are going to fly to london next month.
at 還有一些特殊的用法，如：at work, at table，at hand, at once, at last, at home, at the same time
at once 立刻
his father telephoned him to return home at once.
at hand 不遠(yuǎn)，快到
autumn is nearly over. winter is at hand.
at most 最多
he looks very old, but in fact he is forty at most.
日期的表達(dá)與詢問(wèn)
日期表達(dá)
由于書(shū)寫(xiě)習(xí)慣的不同，英語(yǔ)里日期的寫(xiě)法也有差異。美國(guó)人習(xí)慣先說(shuō)日期后說(shuō)月份，英國(guó)人則習(xí)慣先說(shuō)月份后說(shuō)日期，但年份均是放在最后。書(shū)寫(xiě)日期時(shí)，可用阿拉伯?dāng)?shù)字表示，也可用序數(shù)詞的縮略式(1st 、2nd 、4th )表示，但是年份只能用阿拉伯?dāng)?shù)字。如1999年3月2日可表達(dá)為2 (nd) march, 1999(讀作the second of march, nineteen ninety-nine)或march 2(nd), 1999(讀作march the second, nineteen ninety-nine)。
日期詢問(wèn)
1.幾月幾日的詢問(wèn)方法
a. what’s the date (today)?
b. what was the date yesterday (last monday…)?
其回答方式是：it’s (it was) …
2.星期幾的詢問(wèn)方法
a. what day is today (tomorrow)?
b. what day is it today (tomorrow)?
c. what day of the week is it today?
這種句子中可用today, tomorrow等名詞作主語(yǔ)，也可用代詞it作主語(yǔ)。其回答方式是：it’s (it was) …
對(duì)話實(shí)例
a: what day is today?
b: it’s sunday.
a: what was the date yesterday?
b: it was september 10th, teachers’ day.
