第一篇：外研社八年級英語教案

外研社《新標準英語》八年級

劉家堯學校 呂善友

Module1 Unit2 No one knew who I was.教材分析：

本模塊以friendship為主題，結合friendship展開聽、說、讀、寫的活動。友誼是教育著重培養(yǎng)的情感內容之一，所以在培養(yǎng)學生語言認知能力的同時應該注意情感能力的培養(yǎng)。在開展聽力和和閱讀任務時注意評論等活動的設計，從而培養(yǎng)學生的綜合應用能力。同時本模塊主要語法是學習賓語從句，在處理對話和課文后，教師要注意精講和針對性練習，培養(yǎng)學生能力。

一、教學目標

1、知識目標

掌握本課詞匯：Gift , far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at that moment, pass, touch, bright, day by day, matter, believe.2、能力目標

To train the students to read the story in the way they should, that is to grasp the 5 wh-questions.Master: I believe that......No one knew who I was.3、情感目標

培養(yǎng)學生的人際智能。

二、教學策略

培養(yǎng)學生在大量語言信息中搜集發(fā)現(xiàn)知識重點，教師及時提供練習，做到及鞏固提高能力。運用小組合作。

三、教學內容

1、the early autumn, be afraid to , worry about, turn back, make sb do sth, touch of, start to, make friends with, smile at sb，2、I believe that......No one knew who I was.四、教學重點

文章中的短語及賓語從句

五、教學手段

多媒體，錄音機，六、教學步驟

Step1 創(chuàng)設情境，導入新課

這是課前活動，可以激活學生對本單元內容的學習興趣，教師引導學生回答Activety1中的四個問題，尤其是最后一個問題。讓學生來發(fā)表自己的看法，從而鍛煉學生。

在閱讀之前教師對本課單詞進行倆倆檢查單詞。

Step2 師生互動，學習探究

1、聽錄音完成Activety3、4，鞏固所學單詞。

2、對照學案，學生對文章進行精讀。

教師對課文中的重點難點進行點撥。

導學案知識內容：

重點短語(例句：用多媒體展示）

（1）the early autumn，（2）be afraid to ,（3）worry about，（4）turn back，（5）make sb do sth，（6）touch of, start to,（7）make friends with，（8）smile at sb，句型

I believe that......No one knew who I was.導學案點撥：（教師點撥）

一.賓語從句的定義

置于動詞、介詞等詞性后面起賓語作用的從句叫賓語從句。賓語從句的語序必須是陳述語序。謂語動詞、介詞、動詞不定式，v.-ing形式后面都能帶賓語從句。有些形容詞（afraid,sure,glad等）之后也可以帶賓語從句。

二.賓語從句中引導詞的用法

在復合句中作主句的賓語，引導詞有： 連詞：that(that 常可省略),whether, if 代詞：who, whose, what ,which 副詞：when ,where, how, why 等。

（一）that引導的賓語從句（在非正式場合that可以省略）可跟that從句做賓語的動詞有：

say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。

例句：The boy believes that he will travel through space to other planets.注意事項：當主句謂語動詞是 think, believe, suppose, expect 等詞，而賓語從句的意思是否定時，常把否定轉移至主句表示。

例句：I don’t think it is right for him to treat you like that.在以下情況中that不能省略

? 當句中的動詞后接多于兩個由that引導的賓語從句時，第一個that可省，但后面的that不可省。

例句：He said(that)you were too young to understand the matter and that he was asked not to tell you.? 當主句的謂語動詞與that賓語從句之間有插入語時，that一般不可省。

例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap.? 當that從句是雙賓語中的直接賓語時，that不可省。

例句：I can’t tell him that his mother died.注意事項：許多帶復合賓語的句子，that引導的賓語從句經常移到句子后部，而用it作形式賓語。例句：I find it necessary that we should do the homework on time.（二）由whether,if 引導的賓語從句 由whether(if)引導的賓語從句，實際上是一般疑問句演變而來的。意思是“是否”。賓語從句要用陳述句語序。一般說來，在賓語從句中whether與if可以互換使用，但在特殊情況下if與whether是不能互換的。

例句：I wonder whether(if)they will come to our party.只能用whether，不能用if引導的賓語從句

? 在帶to的不定式前

例句：We decided whether to walk there.? 在介詞的后面

例句：I’m thinking of whether we should go to see the film.? 在動詞后面的賓語從句時

例句：We discussed whether we had a sports meeting next week ? 直接與or not連用時

例句：I can’t say whether or not they can come on time.只能用if不能用whether引導的賓語從句

? if引導條件狀語從句，意為“如果”

例句：The students will go on a picnic if it is sunny.? if引導否定概念的賓語從句時

例句：He asked if I didn’t come to school yesterday.?? 引導狀語從句even if（即使）和as if（好象）時

例句：He talks as if he has known all about it.（三）連接代詞和連接副詞引導的賓語從句

這樣的賓語從句實際上是由特殊疑問句變化而來的，賓語從句要用陳述句語序。用于這種結構的動詞常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。

英語中的連接代詞有：who,whom,whose,which,what,在句中擔任主語、賓語、定語或者表語。例句：Can you tell me whom you are waiting for? 英語中的連接副詞有：when,where,why,how，在句中擔任狀語的成分。例句：None of us knows where these new parts can be bought.三.賓語從句的語序

賓語從句的語序是陳述句語序即：連接代詞/副詞+主語+謂語+其他成分。例句如下：

?? I don’t know what they are looking for.?? Could you tell me when the train will leave? ?? Can you imagine what kind of man he is? 四.賓語從句的時態(tài)

?? 主句是一般現(xiàn)在時，從句根據(jù)實際情況使用任何時態(tài)。

例句：The headmaster hopes everything goes well.?? 主句是過去時態(tài)，從句須用過去時態(tài)的某種形式。

例句：She was sorry that she hadn’t finished her work on time.?? 當賓語從句表示的是一個客觀真理或者事實時，即使主句是過去時，從句也用一般現(xiàn)在時態(tài)。

例句：The teacher told his class that light travels faster than sound.五.賓語從句的特點

?? 賓語從句可以作及物動詞、介詞及形容詞的賓語。?? 賓語從句的語序一律用陳述句語序。

?? 連接詞that引導賓語從句在句中無詞義，不充當句子成份，多數(shù)情況下可以省略。

?? whether 和 if 都可引導賓語從句，但 whether后可緊跟or not；whether從句可作介詞的賓語。?? 如果從句太長，可以用形式賓語it.Step3 合作交流，鞏固提高

1、教師精選練習，針對本課內容進行鞏固練習。

2、達標練習。（教師針對本課所學內容，尤其是是新語法:賓語從句。在導學案中設計語法專項練習，對學生進行鞏固測試。）Step4 拓展延伸（暨課后作業(yè)）

Writing：寫一篇改變你的生活的一件事或一個人。

課后反思:學習英語的途徑不要局限于課堂，本課內容較多，教師在授課時要整合教材內容可以進行刪減，我針對自己學生的特點，針對本課內容對學生進行了聽、說、讀、寫練習，課后加強對學生的監(jiān)控指導，學生對本節(jié)課內容掌握還比較熟練。

第二篇：外研社版高一英語教案

教學目標

Knowledge and ability ob jective(知識與技能目標)

To help students to develop r eading, listening and speaking skills

To help students to develop the skill of commu nication

To help students to understand the infinitive and its usage.Process and method objective(過程與方法目標)

1.Collaborative learning approach

2.To help the students use the grammar to do some exercises.Emotion, attitude and values objective(情 感、態(tài)度與價值觀的目標)

To help students to understand the different cultural customs of foreign countries.教學重難點

To help students to develop r eading, listening and speaking skills

To help students to develop the skill of commu nication

To help students to understand the infinitive and its usage.教學過程

Procedure:

Step 1 Review the vocabulary

1.to start with= to begin with 首先

2.on the bus 在車上

by bus 乘車

3.practise doing 練習做

4.think to oneself 心里想

5.come into one’s head 想到。。，產生(某想法)

=come into one’s mind

=occur to sb.=occur to one’s mind

6.What a shame 真遺憾!多可惜啊!

7.feel shame at 對。。感到羞恥，遺憾

feel ashamed of

8.small talk 閑談，聊天

9.get started 開始

10.on the right track 做對了，摸著門路了

11.have fun doing/it’s fun doing 做某事很有趣

ADDITIONAL READING

1.social manners 社交禮儀

2.feel guilty 感到內疚

3.show up 到場，露面

4.reach out to 與。。聯(lián)系

5.as soon as possible 盡可能快的6.on time 準時

7.lead to 導致

Step 2 the infinitive

a.帶to的不定式結構

1.能直接跟帶to的不定式結構的動詞主要有: want, ask, tell, hope,learn, try, decide, forget, remember, like ,love, stop, go, come等。

2.動詞不定式的否定形式是在不定式前直接加not,即not to do sth.。例如:

Jim told me not to wake up Kate.吉 姆告訴我別叫醒凱特。

b.不帶to的不定式結構

以下幾種情況使用不帶to的動詞不定式:

1.在固定詞組had better之后。注意:had better的否定形式是had better n ot do sth.。例如:

Yo u had better go home now.你最好現(xiàn)在回家。

It's cold outside.You'd better not go out.外面很冷,你最好不要出去。

2.在let, make, see, feel, watch, hear等感官或使役動詞后,要跟不帶to的動詞不定式作賓語補足語。例如:

I made them give me the money back.我迫使他們把錢還給我。

I didn't see you come in.我沒看見你進來。

3.在引導疑問句的why not之后。

“Why not+不帶to的不定式”是Why don't you do…的省略,可以 用來提出建議或勸告。例如:

Why not go with us。為什么不和我們一起去呢。

Why not take a holiday。=Why don't you take a holiday。為什么不休個假呢。

第三篇：外研社五年級下冊英語教案

Module 1 Unit 1 We lived in a small house.【教學目標】

（一）知識目標：

1.New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady 2.New sentences：There were/weren’t?.We lived?many years ago.There are?.We live?now.（二）能力目標：

1.能根據(jù)情境正確使用There be??,We lived?many years ago.We live?now.句型談論生活、學習中的事物

2.培養(yǎng)學生聽、說、讀、寫的能力。

（三）情感目標：使學生體驗學習，參與，合作，競爭的樂趣。

比較過去和現(xiàn)在的生活，體會我們現(xiàn)在生活的幸福，激發(fā)學生愛國，愛親人的情懷，并培養(yǎng)學生熱愛生活，積極向上的思想 【教學重點】

新單詞和新句型的教學與運用。

【教學難點】如何讓學生在課堂上學會“There be?,We lived?many years ago.We live?now.”句型，并能在生活中靈活運用該句型。【學情分析】

五年級的學生，有了一定的語言積累，此課教學內容形象生動，運用句型對過去和現(xiàn)在的生活變化進行對比，學生學習積極性高。There be在第五冊第五模塊重點學習過，學生有較強的理解力和表達力，為Therebe的過去否定式的學習打下基礎。個別單詞television過于難記憶，學困生更加費勁，需要教師多激發(fā)他們的學習積極性 【教師準備】錄音機、教學掛圖、單詞卡、兩幅對比強烈的圖畫 學生準備：搜集老照片。【教學程序】

一． Warming up（熱身復習）1.Greeting 2.Talking about: holiday and changing of you.二． Leading in(課文導入)T: In the winter holiday, you had a lot of changes.Now you are older and cleverer.I am very glad to see your changes.And write ?changing? on the blackboard.Tell students ?Everything is changing.No change, no progresses.三． New teaching（課文教學）

1.Show some old photos and say: Look, life was very different many years ago.But how was it different? Today, we will learn how to compare past and present life.2.3.a.b.c.d.4.5.Listen to the tape and underline the new words.Teach the new words.Show some new word cards.Correct pronunciation.Practise new words in different kinds of method.Explain important phrases.Listen to the tape-recorder and read follow it.Act out text.四． Practise（練習）1.Pay attention to SB unit1 part2 and copy them to make sentences.2.完成運用任務1：Show some pictures.Make some students find different in them and describe in English.3.4.完成運用任務2 describe past and present life 完成運用任務3 五． Summary and homework.(總結與家庭作業(yè))1.Summary（總結）

T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.” 2.a.b.Today’s homework（家庭作業(yè)）

Listen and read Unit1 three times, try to recite and act.Compare two photos and write differences.板書設計: Module 1 Changing Unit 1 We lived in a small house.weren?t lived small are 練習：

單項選擇（10分）

1（）There weren’t ___buses..A.some B.any C.one 2()We lived ___ a small house.A at B in Con 3()Yesterday I watched TV ____my grandchildren.A and B with C to 4()Thank you for____ me.A help B helping C helped 5()She ____ TV every day.A watching B watched C watches.6()It?s a programme ___ monkeys.A about B for C in 7()She ____ have a bike last year.A doesn?t B didn?t C don?t 8()My mother worked ____the fields.A in B on C at 9()---___do you go to school every day?---I go to school by bus.A How B What C When 10()There ___ three books on the desk one hour ago.A was B were C are 教學反思： live big Unit 2 She didn?t have a television.（一）教學目標： 知識目標：

(1)新單詞fire, radio telephone, field, hope(2)音標教學，字母組合ai/ay, al/au, ar 的發(fā)音規(guī)則。

（3）目標句She didn’t have a television.She worked in the fields.技能目標：模仿課文語音語調，并能運用到生活當中與同伴進行準確的交流；使學生能在真實語言環(huán)境中用英語進行交流，從而，學會表達過去的事情。

情感目標：使學生樂于張口說英語，培養(yǎng)學生學習英語的積極性，樹立學習英語的自信心和成就感。培養(yǎng)學生的合作意識和競爭意識，鼓勵學生大膽展示才能，體驗成就感。通過今昔對比，教育學生珍惜現(xiàn)在沒好的幸福生活，努力學習.教學程序：

一．Warming up.（熱身復習）1.2.3.Greetings.Act out last text.Free talk: Compare ?Old China and New China.?

二．Lead in（課文導入）

Yesterday, Lingling saw the programme about China, she missed her grandmother very much.So she writes a letter for Daming, tells about that programme and her feeling.三．New teaching.1.a.b.c.2.3.a.（課文教學）

Show some questions.What programme did Lingling watch last night? What was the old lady?s life like many years ago? Who does Lingling miss? Listen to the tape-recorder and find answers.Learn new words.Show some object and cards.b.c.4.Correct pronunciation.Practise new words in different kinds of method.Listen to the tape-recorder and act out it.四．Practise（練習）1.Play a game.Put nine cards on the desk.Two students use cards to make dialogue.For example: A: Where was he/she seven days ago? B: He/She was …

A: What did he/she do there? B: He/She …

2、完成運用任務1：SB第二單元活動2

3、完成運用任務2:SB第二單元活動5

4、完成運用任務3：通過畫畫，給同學說說自己家鄉(xiāng)的變化或者給筆友寫一封信說說自己家鄉(xiāng)的變化。

5、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。

五．Homework（家庭作業(yè)）

Introduce the great changes of our hometown/school/home.板書設計：

Unit 2 She didn?t have a television.She didn?t have a television.She worked in the fields.練習：句型轉換 1 She was a teacher.（變一般疑問句）________ _________ a teacher? 2 They will fly kites.（變否定句）They________ fly kites.3 They should cook vegetables.（變否定句）They ________ cook vegetables 4 He visited the British Museum yesterday.（變?yōu)橐话銓頃r態(tài)）________________________________________________________ 5 There were many buses.（變?yōu)橐话悻F(xiàn)在時態(tài)）

教學反思：

Module 2 Unit 1 She learnt English.一、教學目標：

1、知識目標： 1）目標語句：

Did your grandma learn English? Yes,she did.He is learning English now.2）單詞：learnt these dancer

2、能力目標：

能用英語來詢問過去所發(fā)生的事情以及他人過去和 現(xiàn)在的狀態(tài)。

3、情感目標：

激發(fā)學生的學習熱情，進行文明禮儀教育，感染學 生，對其進行中華美德孝 順的教育。

二、教學重難點：

能聽懂Did your grandma learn English? 這類語句，并能口頭運用He is learning English now.說明自己想要表達的過去和現(xiàn)在的狀態(tài)。用英語描述過去和現(xiàn)在的變化。

三、教學用具：

Tape recorder, CAI, some cards

四、教學方法：真實任務教學法、情景教學法、小組合作教學法

五、教學程序

一、Warming—up（熱身復習）Greeting: T: Hello, Good morning, class.S: Good morning, teacher.T: How are you today? S: We are well.T: What day is today? S: Thursday.T: Are you ready for your English class? S: Yes.We are ready.Game: Review the past tense of some verbs.二、New teaching（課文教學）1.Use some pictures to learn important sentences.Did you/he /she …..? Yes, I/she/he did.No, didn?t.He is doing …….2.Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases.Teacher guides to learn by all kinds of methods.3.4.Listen and repeat Act out the test.(Give Ss some minutes to practise.)

三、Practice and consolidate.（練習與鞏固）1.2.Show two pictures and have Ss describe(use the important sentences)Do activity 3.Have Ss look it , give some minutes to practise in pairs ,then act it out.四、Task—fulfilling（任務完成）

1、完成運用任務1：說說爺爺奶奶退休前的工作及語言學習情況；

2、完成運用任務2：談論昨天一家人的活動；

五、Sum the lesson and homework Try to describe the other persons to your parents.板書設計：

Unit 1 She learnt English.She learnt English.Did she learn any foreign languages？ Yes,she did./No,she didn?t.He is learning English now.練習： 按要求寫單詞.live(過去式)______________ city(復數(shù))____________ be(過去式)____________ do(過去式)_____________ talk(現(xiàn)在分詞)___________ dance(名詞)___________ learn(過去式)___________ come(現(xiàn)在分詞)_______________ 英漢互譯

在田地里______________ be tired___________________ 努力學習______________ teach Chinese______________ 讀書_________________ by school bus______________ 做蛋糕_______________ foreign languages_______________ 談論_________________ learn English___________________ 教學反思：

Unit 2 Mr Li was a teacher.一、教學目標： 1.知識目標

（1）能熟練聽說，認讀本課對話內容。

（2）運用本課的詞匯和句型談論人物過去和現(xiàn)在的情況和活動。

2、技能目標

通過學習能較好的掌握如何用過去式談論人物過去和現(xiàn)在的情況

3、情感目標

（1）能樂于開口說英語；（2）能良好的與同伴溝通、合作；（3）積極參與課堂活動。

二、教學重點

本課的詞匯class, study, hard, retired, 句型Ten years ago, Mr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He?s teaching Mr Li.三、教學難點

能夠在實際生活中靈活的運用本課的詞匯和句型談論人物過去和現(xiàn)在的情況和活動。

四、教學用具

情境教學法、游戲教學法、多媒體課件、錄音機、磁帶、教學卡片。

五、教學程序

一、Warming—up（熱身復習）Greeting : Free talk Game: “What did he do?”

二、Lead---in（課文導入）

Teacher has a student stand in the front of the class.T: Ten years ago ,I was a student.Now, I am a teachet.Ok, let?s come to the text.三、New teaching（課文教學）1.Important words and sentences ① Listen and underline the new words.Teacher uses all kinds of methods to guide.② ③ 2.Show some pictures and let Ss describe them.Listen and repeat Practice in pairs(1)Show a picture of sports player have Ss say out the differences between the pictures.(use the important sentences)（2）Show three pictures and have Ss compare.四、.Practice（練習）

1、Have Ss listen and repeat.Put these words on the Bb.Let them find the similar pronunciation.Follow the tape two times.2、完成運用任務1：SB第二單元活動5

3、完成運用任務2：告訴同學自己五年前的生活與現(xiàn)在生活的不同之處。

4、Say a poem Look.Listen and follow the tape.Then say together with actions.5、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。

五、Summary and homework（總結與家庭作業(yè)）

1、Have Ss sum this lesson.Teacher gives complement.2、Write the mutation in your life.板書設計

Unit 2 Mr Li was a teacher.Mr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He?s teaching Mr Li.練習

選詞填空。who what where do did 1---_______were you last night?---I was at school.2---________is the old lady?---She?s my grandma.3---________ ________she do yesterday?---She learnt English.4----__________they watch TV every day?---No, they don?t.教學反思：

Module 3Unit 1 She had eggs and sausages 一．教學目標

1、知識目標:（1）識別本課中的單詞：egg , email ,sandwich, traditional,delicious。書寫fish egg(2）聽懂目標語句What did she have for lunch?口頭運用She had sandwiches.這類語句回答有關詢問。

2．技能目標：朗讀課文正確，語音語調準確、流利、有感情。

3、情感目標：讓學生在有趣的活動中體會課堂教學的樂趣，并了解英國的飲食習慣。

三、教學重點：

認讀新詞；理解、運用新句型；朗讀發(fā)音正確，語音語調準確、流利、有感情。

四、教學難點：

單詞的識讀sandwich delicious traditional

五、教具：食物圖片、單詞卡片、短語卡片、錄音機

六、教學程序

一、Warm up:（熱身復習）T: Hello, boys and girls.S: Hello, teacher.T: What?s your favourite food?

S: My favourite food is…

二、Presentation:（介紹 課文導入）

T: I had bread this morning, what did you have? Ss: I had rice/milk/noodles…

T: We always have rice, noodles, and dumplings for meals.They are Chinese food.Do you know English food? Ss: Talk about English food which they know.T: Tell the student Daming get an email from Lingling.It?s talk about English food.Now let?s see what Lingling introduces.Then write the title.三、Teach new lesson:（課文教學）

Step1 Show them some new word cards and teach them the pronunciation.Step2 Open their books;listen to the tape for the first time, ask the students to find out the new words and the name of the food.And explain some English eating habits.Step3 Give the student some questions:

1、2、What did Daming have got? What did Lingling have for breakfast/lunch/dinner? Listen to the tape for the second time, ask the students to answer the question, and then check the answer together.Step4 Ask the students to see the pictures and play the tape, the students read after it.At last the students read the text in pairs.四、Practice（練習）

1、Ask the student to see the third part of the text.Use the sentences to make dialogues in pairs.2、完成運用任務1：SB第一單元活動3

3、完成運用任務2：列出昨晚的食譜，說說自己喜歡或不喜歡的食品。

五、Homework（家庭作業(yè)）

Go over the text.Pay attention to the important sentences and the name of the food.板書設計：

Unit 1 She had eggs and sausages What did she have for breakfast/lunch/dinner? She had… 練習： 按要求寫單詞.give(過去式)______________ city(復數(shù))____________ drink(過去式)____________ sing(名詞)_____________eat(現(xiàn)在分詞)___________ study(過去式)___________ dangerous(反義詞)___________ shop(現(xiàn)在分詞)_______________ know（同音詞）.wear(同音詞)same（反義詞）3 用動詞的正確形式填空（5分）

1).Many years ago, she_________(cook)on a fire.2).Let?s______________(go)to the supermarket.3).He ____________(do)her homework last night.4).They ________(be)going to cook English food.5).Lingling had a sandwich because she-(like)hamburgers 教學反思：

Unit2 Sam ate six hamburgers 一、Teaching aims:

1、認知目標: Words：ate hamburger gave tonight Sentence：What did you eat/drink last night? I ate/drank…

What are you going to eat/drink tonight? I am going to eat/drink

2、能力目標：通過兩個不同時間的單詞(last night, tonight)的比較，使學生根據(jù)不同時間選擇不同的時態(tài)，同時注意動詞適當形式的變化。

3、情感目標 : 讓學生了解中西方飲食的差異，并表達好自己的喜好，提高與其他同學的交 流。

二、Teaching key and difficult points: words and sentence

三、Teaching tools: Pictures , cards a record

四、教學程序

一、Warmer:（熱身復習）T: Hello.Ss: Hello teacher.T: What did you have for breakfast this morning? Ss: I had…

T: What?s your favourite food? Ss: My favourite food is…

二、Presentation:（介紹）

Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions.T: Let?s see how many hamburgers Sam can eat.Then write the title on the board.三、Teach new lesson:（課文教學）

Step1 T: Take out some new word cards.Ask students to try to read out them, and then teach them these words.Step2 Put on a letter of this unit.Ask students to see the letter and at the same time to listen to the tape.For the first time the students should draw a line under the new words.Then ask them to try to answer these questions:1、2、3、Who ate hamburgers? Who had a sandwich? What is mum going to cook tonight? Step3 Play the tape, the students should read after it.Then check the answers.Step4 Ask the students to see the second part.Use the food to make some dialogues.Students do it in pairs.To see which group is the best.Step5 Game 將全班分成幾組，教師出示有關食物的卡片，要求學生看到食物后馬上造句，哪組有一名學生先站起來，就算哪組先搶達到。搶到的小組每人要迅速造一個句子，只要有一個成員沒有完成造句，就不得分，最后哪組搶達最多，造句最多，教師發(fā)給每個成員一枚粘貼作為獎勵。

四、Practice（練習）

1、完成運用任務1：SB第二單元活動5

2、完成運用任務2：給外國朋友發(fā)電子郵件，說說中國的飲食文化；

3、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。

五、Summary and homework（總結與家庭作業(yè)）

1、先讓學生總結一下本節(jié)課學到了什么，老師對總結不完整的部分加以補充。

2、模仿課文寫一封信給自己的好朋友或同學 板書設計：

Unit2 Sam ate six hamburgers Sam ate six hamburgers He likes hamburgers very much.What did you eat/drink last night? What are you going to eat/drink? 練習設計： 單項選擇。

1（）I’ve got __email from Lingling.A a B an C one 2()She ___ an English breakfast yesterday.A has B have C had 3()What __ she ___ yesterday evening? A did, have B did, has C does, have 4()They had noodles ___ lunch.A on B in C for 5()Lingling ___ English food very much.A.likes B.like C.liked 6()What___ Daming__ to eat tonight? A are, going B.is, going C does, go 7()He ____ eat hamburgers tonight.A does go to B is going to C are going to 8()She __ one apple to dog every day.A give B gives C gave 9()He __ fish last night.A ate B eat C eating 10()---____ Amy___ Chinese food ?---Yes, she does.A.Did, miss B.Does, missed C Does ,miss 教學反思：

Module 4Unit 1 Let?s make a home library.教學目標: 知識目標：

1、掌握單詞：

library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,librarycard,ask,wrong,dear.2、掌握句型：

let?s make a home library.These are all books about science.技能目標：

學生能運用所學語言提出建議，說明能做的事情。情感目標：

1、學生能積極運用所學英語進行表達和交流，并對一般的建議作出適當?shù)姆磻?/p>

2、通過小組競賽活動，培養(yǎng)學生的團結協(xié)作精神和競爭意識。教學重點難點: 掌握單詞：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong,dear.掌握句型：let’s make a home library.These are all books about science.教學程序

Step1 ：Warming up（熱身復習）1、Sing a song ２、Play a guessing game Step2 ：Presentation（介紹）

T: I need a book about English food.What can I do? Ss: You can buy the book.T: I can have it in the library.學生可能不知道library這個詞，這時教師板書該單詞，領讀單詞，請學生跟讀。

T: Amy和Lingling 昨天也去了圖書館，我們一起來聽聽她們?yōu)槭裁唇钑窃鯓咏璧摹?/p>

Step3 Teach new lesson（課文教學）

1、2、教師將本課的掛圖貼在黑板上，播放課文錄音，請學生邊聽邊理解課文大意。教師再次播放錄音，請學生邊聽邊用筆勾畫出課文中的生詞、短語以及不熟悉的句子，并根據(jù)上下文和圖片猜生詞的意思。

3、4、教師將生詞寫在黑板上，為同學示范發(fā)音，并逐個講解。教師播放錄音，請學生跟讀、模仿語音語調

Step4： Practice（練習）

1、讓學生四人一組，分別扮演Amy, Lingling, librarian, 和Ms Smart，進行對話表演。教師請幾組學生上臺表演，比一比哪組表演的最生動，并發(fā)給每人一個小貼紙以獎勵。

2、完成運用任務1：SB第一單元活動3

3、完成運用任務2：自行設計百貨超市，運用Where are…, please? They are…練習如何在某地找到某物

Step5 Summary and homework1、2、請同學們看課文掛圖，大體描述課文中在圖書館的對話內容。熟讀課文并記憶重點單詞和句型。

3、Ask them to make up a dialogue with the new drills and new words.板書設計：

Unit 1 Let?s make a home library.Let?s make a home library.練習： 按要求寫單詞.find(過去式)_______lady(復數(shù))____________ bring(過去式)____________ dance(名詞)_____________study(現(xiàn)在分詞)___________ use(過去式)___________ easy(反義詞)___________ write(現(xiàn)在分詞)_______________ too（同音詞）.I(同音詞)3 翻譯下列短語。

傳統(tǒng)的中國食物_________________ 有關計算機的書_______________ 列車信息_________________ 圖書證______________ 帶回來____________ make an e-card_____________ in two week?s time___________________ be good at___________ listen to music_________ find out_____________ 4 用動詞的正確形式填空（5分）

1)Sam _________(get up)early this morning.2)Lingling _________(drink)some milk now.3)We_______(live)in a small house last year.4)-What ____(do)you do tomorrow?-I _______(work)in the office.5)She ______(want)to help students.教學反思:

Unit 2 We can find information from books and CDs.教學目標: 知識目標：

1、掌握單詞：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong,dear.2、掌握句型：let’s make a home library.These are all books about science.技能目標：學生能運用所學語言提出建議，說明能做的事情。情感目標：

1、學生能積極運用所學英語進行表達和交流，并對一般的建議作出適當?shù)姆磻?2、通過小組競賽活動，培養(yǎng)學生的團結協(xié)作精神和競爭意識。教學重點難點:

1、掌握單詞：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong,dear.2、掌握句型：let’s make a home library.These are all books about science.課前準備：多媒體、PPT 教學程序

Step1 Warming up（熱身復習）

1、2、Sing a song Show the pictures, ask the students to make up dialogues.Step2 Presentation（介紹）

T: Today we will learn how to research the message what we need.學完之后，大家要試著通過各種途徑來查詢信息。Step3 Teach new lesson（課文教學）

1、T: Take out a dictionary and say: “This is a dictionary”.Ask the students say the word one by one.Tell the student we can find out about words in a dictionary.As the same way, teach them the other new words.2、Play the tape the student should read the text after the tape.Then they should practice the text in groups or pairs.Help the student to grasp the sentence: “You should find out about… in / on…” Ask some groups to read in pairs.Step4 practice（練習）

1、教師請幾組學生自主上臺表演對話，比比看哪組表達的最流利，交流的最自如，好的予以獎勵。

2、完成運用任務1：SB第二單元活動5

3、完成運用任務2：組織學生制作電子賀卡送給父母、老師或同學

4、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。Stpe5 Summary（小結）

T: What have we learnt this class? Step6 Homework（家庭作業(yè)）

According to this class, do activity book practice 1.板書設計：

Unit 2 We can find information from books and CDs.We can find information from books and CDs.ie igh ir die high girl lie night shirt 練習： 單項選擇。

1（）The timetable ___ ___ the wall.A are, on B is, in C is, on 2()Please bring ___the book __ two week?s time.A back, in B on, in C about, after 3()It?s easy ___ a computer.A on B in C with 4()Let?s___ to the library.A go B going C went 5()Where___ the books about food? A is B are C were 6()There __ any cars or buses.A.were B.weren?t C wasn?t 7()Here?s a card ___ you.A on B to C for 8()She didn?t__ a radio.A.had B.have C has 9()He gave a present __ his Mum.A in B for C to 10()Can I have your library card, please?-----_________ A Yes, I can.B No, I can?t C Yes, here you are.教學反思：

Module 5 Unit 1 It?s big and light.一、教學目標

1.知識目標：能夠聽、說、認讀單詞light, broken, heavy, pocket(s)；掌握目標句型：It’s big and light.及其It’s got …wheel(s)….；理解句子It will be easy for you等；

2.能力目標：會用It’s + 形容詞句型來描述一個事物的特征，進行對比，并作出選擇。

3.情感目標：繼續(xù)培養(yǎng)學習英語的興趣，在語境中運用英語，體驗英語學習的樂趣；培養(yǎng)理性的購物心理，即“適合自己的就是最好的”。

二、教學重點

會用It’s + 形容詞句型來描述一個事物的特征，進行對比，作出選擇。

三、教學難點

單詞heavy/light/broken/pocket(s)的發(fā)音及其描述事物特It’s+形容詞句型。

四、教學準備 1.白板課件、100易學習軟件、單詞卡片、小組活動卡片等。2.課前將學生分為4大組，每有一名同學回答問題或表演，加一星，依次累計。

五、教學程序

Step1 Warming up（熱身復習）

1、Sing a song

2、Show the pictures, ask the students to make up dialogues.Stept2.Leading and new words（導入和新單詞）

Today we?re going to learn how to describe something use big, small, tall, short, fat, thin and so on.Take out your bag.Whose bag is big?(Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words.Have the students understand and remember them.At last, try to make sentences with these words.Step3.Text teaching(課文教學)Open the book and listen to the tape recorder , listen again and repeat,(show ppt= power point)look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).What?s the black bag like?(4).What?s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms.Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions.At last give the answers on the screen.Read the text in groups, in pairs, one by one, boy and girl.Try to retell.Step4.Practice（練習）

1、Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags.Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice.2.完成運用任務1：SB第一單元活動3

3、完成運用任務2：創(chuàng)設一個購物情境，用不同的形容詞來描述事物的特征。Stept5.Homework（家庭作業(yè)）1.畫一個你喜歡的包，然后用英語描述它 2.Describe animals.3、Games: Draw yourself.(Draw a picture of yourself and try to describe.)板書設計：

Module 5 Unit1 It?s big and light.P1 porcket P2 broken It?s got… It has…

練習：

為I欄找出正確的答語

教學反思：

P3 heavy P4 light Unit 2 It?s too big for you.一、教學目標：

1.知識目標：能讀并書寫單詞：hard 掌握并運用句型：It’s too big for you.Try this one in white.2.能力目標：能運用所學的形容詞描述事物特征并表達自己的看法。3.情感目標：培養(yǎng)孩子的小組合作意識。

二、教學重難點： 1.能讀并書寫單詞：hard 2.掌握并運用句型：It’s too big for you.Try this one in white.3.能動所學過的形容詞來描述事物特征，表達自己的看法。

三、教具準備：多媒體課件、單詞卡片、實物。

四、教學程序

Step1.Warmer（熱身活動）

(Look at the screen)Can you use it? Review the words and make sentences with them.I you we she he they it me you us her him them it Step2.Words and leading（單詞和導入）

Take out a picture of a coat, and say: I have got a red coat and a blue coat.Point to the picture and: The red one is too big for me, the blue one is too small for me.Have the students make sentences with you, we, she, he, they, it.They can use have got and has got.Explain hard is difficult(hard = not easy).What does Lingling want to buy? Step3.Test teaching.(課文教學)Play the tape.Listen and answer the questions(Show ppt)1.2.What does Lingling want to buy? What can you see on it? 3.4.5.What color does Lingling buy at last? What color does Lingling like? Why does she change her mind to buy another color? At last, please the students act the dialogue.Step4.Practice（練習）

Show the pictures.Have the students look, say and write.Make sentences with: It?s … for….Draw it on the board.Then the students write the sentences on their exercise book.1.Show the ppt.Play the tape.Have the students listen and underline the same pronounce, and then do the AB.2.完成運用任務1：SB第二單元活動5

4、完成運用任務2：創(chuàng)設一個購物情境，用不同的形容詞來描述事物的特征。

5、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。Step5.Learn to sing.（學習歌曲）

Listen to the tape for several times.Try to sing and do the actions.Step6.Homework：（家庭作業(yè)）Describe your bag.板書設計：

UNIT 2 It?s too big for you.It?s …for…;It?s too big for you.Try this one in whiter.練習：

按所給單詞的適當形式填空。1)There are lots of _______(bus).2)Thank you for_______(dance)to us.3)She danced in lots of ______(cities).4)He______________(teach)English now.5)Ten years ago, he _________(teach)Chinese.6)He ________(live)there with his three children.7)He should ______(study)hard.教學反思：

Module 6 UNIT 1 I went there last year.一、教學目標： 1.知識目標

能聽懂、會說并認讀單詞： photo, stay, week, parent 能聽懂、會說并認讀下列句子：When did you go to…? We went there ….Did you go with …? Yes, I did./ No, I didn?t.2.能力目標

在情景中運用When did you go to…? We went there ….Did you go with …? Yes, I did./ No, I didn’t.來談論旅游經歷。3.情感目標

開拓學生視野，增長學生的人文地理知識，激發(fā)學生熱愛祖國大好河山的情感。

二、教學重、難點： 1.教學重點

認讀單詞photo, stay, week, parent 認讀和運用句子: When did you go to …? We went there last year.Did you go with your mother and father? Yes, I did./ No, I didn’t.2.教學難點

在情景中熟練運用所學重點句型來談論自己和他人的旅游經歷。

三、教學用具：

多媒體課件、單詞卡片、日歷、照片等。

四、教學程序

Step1.Warmer（熱身活動）

1、Sing a song

2、Show the pictures, ask the students to make up dialogues.Step 2: leading（導入）

(Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow)Say the names of famous places in China and England Step 3: Take out many photos and new words（出示照片并學習新單詞）Introduce: This is a photo(舉一張).These are photos(舉全部，多張照片)Then have the students try to describe the photos.The teacher can say: I stay there for one /two weeks.Explain: ?stayed? is the past tense of stay Week: from Sunday and Saturday is one week.Step 4: Test teaching.(課文教學)

1、So that the students can listen to the conversations and follow in the books Tell each pupil to get a piece of paper and draw a question on it.Ask the students to close their books Play the dialogue part by part and have to listen.If they have a question, they have to hold up their pieces of paper and say questions.Now tell the students to open their books and underline all the questions in the dialogue Have the students answer the questions

2、Show the pictures and have the student try to say and write.Use the drills.At last give them answers Who has got some photos? Where is Lingling? When did Lingling go there? Who did she go with? Where does her uncle live? Step 4 Practice（練習）

1、完成運用任務1：SB第一單元活動3

1、位。

Step5Homework(家庭作業(yè))Talking about where you went? And write down 板書設計：

UNIT 1 I went there last year Did you go with…

where/when/what/who did you……? 練習： 單項選擇 Where ____ the books about computer? A was B is C are 2 Where ___ you yesterday? A were B are C is 3 Lingling, ____ your bad.A Look B See C Look at 4 The T-shirt has got a panda ___ it.A on B in C at 5 Try this one ____ white.A on B in C at 6 It ____ got four wheels.A is B was C has 7 My cousins ______ Beijing every year.A visit B visits C visited 8 It?s ____ the west of China.A on B in C to 完成運用任務2:談談自己外出旅游的一次經歷，向同學們介紹所到城市的方9 We stayed ____ my friend.A for B to C with 10 He made ___ e-card ___ me.A a, to B an, for C a, to

教學反思：

Unit 2 It is in the north of China.一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： rode、horse、climb，并掌握本課出現(xiàn)的動詞過去式。

（2）能運用句型Where’s ? It’s in the of China.來描述方位。（3）能運用所學的知識對自己的旅游經歷進行描述。

（4）培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

通過學習，培養(yǎng)學生熱愛祖國，熱愛祖國的大好河山，增加對祖國的區(qū)域結構和名勝古跡的了解，熱愛大自然。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、通過觀看自己去旅游拍攝的照片，運用本課所學的句型介紹自己旅游時所經歷的事和描述所看到的景。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

三、教學準備：多媒體、圖片、錄音機

四、教學程序

Step1.Warmer（熱身活動）

1、Sing a song

2、Show the pictures, ask the students to make up dialogues.Step2.New words（新單詞）

Show the cards of the new word.Have the student read and remember them Then explain the word: parent means mother or father;Holiday means the day that you do not work or study, you are free.Step3.Test teaching(課文教學)

1、Play the tape, have the students open their books listen and read then answer the questions 1.2.3.4.5.6.7.8.Where did Lingling go? When did she go? Who did she go with? Where is Xinjiang? What did she ride? What mountain did she climb? What lake did she visit? Did she have a good time? At last give answer to the students

2、On the blackboard, mark north at the top, south at the bottom, west on the left, east on the right.Read and point Show a map of China on the blackboard and ask: Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong Practice: Have the students talk about their holiday.If they did not go anywhere，31 Step 4 Practice（練習）

1、完成運用任務1：SB第二單元活動2

2、完成運用任務2：SB第二單元活動5

3、完成運用任務3：談談自己外出旅游的一次經歷，向同學們介紹所到城市的方位。

4、學說字母組合的發(fā)音。

首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解。Step5.Sing a song（學唱歌曲）

Play the tape and the student learn to sing Game: Draw a picture(in the south draw some mountains, in the north draw a river, in the east draw a road, in the west draw a kite)Step Homework:（家庭作業(yè)）Write and draw 1.Where is your favourite place? 2.When did you go there? 3.What did you do there? 4.Who did you go with? 板書設計：

Unit 2 It is in the north of China Where did you go for your holidays? Where is ? It is in the north/south/east/west of China.練習：

閱讀短文，回答問題。10分

My name is Amy.Last autumn, I went to Beijing with my parents.Beijng is in the north of China.It has lots of places of interest.I visited the Great Wall and took photos with my parents.I went to Tian?an men Square.It is very beautiful.We stayed there for two weeks with my grandparents.We had a lovely time.1 Did Amy go with her parents to Beijing? 2 Where?s Beijing? Has Beijing got lots of places of interest? 4 What did Amy do with her parents? 5 How long did they stay there?

教學反思：

Module 7 Unit 1 My father goes to work at eight o?clock every morning.一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： rode、horse、climb，并掌握本課出現(xiàn)的動詞過去式。

（2）能運用句型Let’s send an email to dad.Clik on ‘Email’.Write your message.（3）能運用所學的知識對自己的旅游經歷進行描述。

（4）培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

學習如何發(fā)送電子郵件。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

三、教學準備：多媒體、圖片、錄音機

教學程序

Step1.Warmer（熱身活動）

1、Sing a song： my home’s the place

2、自由討論:描述方位 Step 2: leading（導入）

請學生分小組討論各自同親朋好友保持聯(lián)系的方式，教師引導他們說出電話，書信等方式，學生可能會說出電子郵件這種方式，由此引出本課教學主題。

利用多媒體課件展示一幅電腦圖片，詢問學生我們可以用它來做什么，然后告訴學生我們可以用它來和別人交流，今天我們就來學習如何發(fā)送電子郵件給你的親朋好友。Step3：text teaching(課文教學)：

（1）、板書單詞“email”，同時向學生講解什么是電子郵件：“它是從一個電腦到另一個電腦的信息。”用課件展示動畫從一個計算機到另一個計算機的過程。并出示圖片。請學生讀單詞，可以齊讀，分小組讀，或者男女生分組讀。（2）、播放錄音，呈現(xiàn)活動1，請學生聽錄音熟悉課文內容。

再放錄音，請學生找到問題的答案：What’s an email? Where is the email from?(3)、教師將重點句子板書在黑板上：

Let?s send an email to dad.Click on ?email?.Click on ?write?.Write your message.Click on?send?.34（4）、請學生回答上面的問題，教師 進行總結。繼續(xù)提問；怎樣發(fā)送電子郵件？展示發(fā)送電子郵件全過程的圖片，打亂順序，請學生再聽錄音，按正確地順序把圖片排列好。然后再聽一遍錄音，讓學生熟悉發(fā)送電子郵件的過程。

（5）、領讀重點句子，讓學生重復，找單個學生復述句子，然后自由練習如何發(fā)送電子郵件。教師將圖片打亂順序貼到黑板上，找學生將圖片與句子連線。

（6）、再放一遍錄音，請學生跟讀課文。再讓學生復述如何發(fā)送電子郵件。對復述好的學生給予獎勵。

（7）、完成活動手冊練習1，練習2，先讓學生聽錄音，再找學生說出自己的答案。并找學生對錯誤的論斷進行改正。Step4 practice(練習)（1）、聽一聽，畫一畫

請每位學生準備一張白紙，教師發(fā)出指令請學生畫畫：draw your friend，write some words on your poster，put the poster on the wall！讓學生課后將自己的海報粘貼到墻上，并描述一下自己的作品，評選出好的作品給予獎勵。（2）、完成運用任務1：SB第一單元活動3（3）、完成運用任務2：運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。（4）、游戲：我說你做

兩人一組，一人說指令，另一個人做動作，比比看誰的反應快。Step5 homework（課后作業(yè)）（1）、熟悉發(fā)送電子郵件的 過程。

（2）、建立一個自己的郵箱，試著給自己的朋友發(fā)送一封電子郵件。板書設計

Unit 1 Let?s send an email.Let?s send an email to dad.Click on ?email?.Click on ?write?.Write your message.35 Click on ?send?.練習：

連線,將A欄的詞組合成一個短語,再與C欄的漢語連起來.(18分 A B C

click on the mouse 使用鼠標

use an email 寫信息

send your friend 發(fā)送電子郵件

write idea 好主意

draw “Email” 畫你的朋友

good the message 點擊電子郵件圖標

教學反思：

UNIT 2 I will be home at seven o?clock.一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： rode、horse、climb，并掌握本課出現(xiàn)的動詞過去式。

（2）能運用句型Let’s send an email to dad.Clik on ‘Email’.Write your message.（3）能運用所學的知識對自己的旅游經歷進行描述。

（4）培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

學習如何發(fā)送電子郵件。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

三、教學準備：多媒體、圖片、錄音機 教學程序

Setp 1：Wamer(熱身活動)

1、2、Sing a song : 自由交談:關于旅游

Setp 2:leading in(導入)讓我們一起來看看湯姆回復給SMART的電子郵件。Setp 3：Text teaching(課文教學)

37（1）、播放錄音，呈現(xiàn)活動1，教師提問：“what’s an email ？”請學生回答.(2)、再放一遍錄音，請學生模仿跟讀，直至讀的熟練為止。（3）、請學生復述電子郵件的內容，教師將重點句子板書在黑板上： I am working very hard.I will be home at seven o?clock.(4)出示活動2的圖片，請學生來描述一下，對說的好的學生給予獎勵。讓學生良人一組來進行描述。教師給予指導。

（5）、播放活動3的錄音，請全班跟讀，熟悉每個單詞的發(fā)音。把單詞卡隨意粘貼到黑板上，教師一邊貼，學生一邊讀。然后將其分組。（6）、組織全體學生聽錄音，完成活動手冊練習4。Setp 4 Partice(任務完成)

1、完成運用任務1：SB 第二單元活動5：教師發(fā)出指令，學生記住之后，按座位順序進行動作，哪組同學先完成哪組就是獲勝組，進行獎勵。

2、游戲：角色大調換。讓學生將自己和父母的角色進行調換，然后，以爸爸媽媽的身份給自己寫一封電子郵件。對寫的好的學生進行表揚。

3、完成運用任務2：運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。

4、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解 Setp 5：Learn song(學習歌曲)。

逐句播放錄音，請學生跟唱。再播放錄音，將學生分為男生和女生兩組，分角色演唱歌曲。

Setp 6:Homework(課后作業(yè))請學生根據(jù)上一節(jié)課后收到的郵件，給對方回復一封電子郵件。板書設計

UNIT 2 I will be home at seven o?clock.I am working very hard.I will be at home at seven o?clock.練習：

選擇填空.(12分).()1.What?s _________email? A.a B.an C.()2.Thank you for ________me an email.A.send B.sends C.sending()3.I?ll ________home at seven o?clock.A.at B.be C.go to()4.It flies ______ one tree to another tree.A.in B.at C.from()5.Lingling is _____the phone for you.A.to B.in C.on().6.________about a green bag? A.How B.What a C.Where().7.The red line is _________the yellow one.A.big than B.same as C.the same as()8.Her mother and grandma ________Chinese.A.from B.are C.is()9.He _________ buy a present for her brother.A.wants B.wants to C.want to()10.I?m working very hard_________the office.A.to B.on C.at()11.-------How are you?----_________ A.I am Sam.B.I am nine C.I?m fine.()12.Let?s send an email ________Dad.39 A.to B.for C.from 教學反思：

Moudle 8Unit1 Will you help you?

一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： rode、horse、climb，并掌握本課出現(xiàn)的動詞過去式。

（2）能運用句型What do you suggest? What about……? Why don?t you ……? How about……?

（3）能運用所學的知識對自己的旅游經歷進行描述。（4）學習如何給別人提建議。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

學習如何發(fā)送電子郵件。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

三、教學準備：多媒體、圖片、錄音機 教學程序

Setp1:Wamer(熱身復習)A: Song: We are clever boys and girls.B: Free Talk: How to send an email? C: New concepts: 1)2)Greetings.Sing an English song.Setp2:Leading in(課文導入)1)熱身復習后,教師對學生說:I am going to visit a foreign friend this weekend.And I want to take a present for him.What do you suggest? 請學生提出建議.2)教師：“我們已經知道Daming 要去美國啦，那么他要去拜訪誰呢？Sam 又是如何給Daming 提出建議的呢？下面讓我們一起來學習今天的課文。Setp3:Text teaching(課文教學)1）把掛圖貼在黑板上，播放課文錄音。

呈現(xiàn)SB Unit 1Activities 1的內容，請學生邊聽邊看掛圖。聽過后，教師指著掛圖上的人物，引導學生說出對話發(fā)生的場景。2）再次播放錄音，請學生根據(jù)錄音說一說圖片的內容，并總結出本課的重點句型，將其寫在黑板上： What do you suggest? What about chopsticks? Why don?t you give him a kite? How about a dragon kite? 將“What do you suggest?” “What about… ？”“Why don’t you…?”和“How about…?”用方框框起來。告訴學生給別人提供建議時，可以使用這些句型。然后將

一些畫有物品的圖片貼在表示建議的各個句型后面，請學生通過替換原有的單詞練習這些句型。

3)．完成SB Unit 1 Activities 2 Setp4:Pactice(任務完成)1）游戲：“打電話”。

選擇一些道具。分幾個小組設想任意一個打電話的場景，通過小組成員扮演不同的角色。2）游戲“小小購物車”

準備一個購物車模型，以及一些物品的實物或模型放在講臺上。請學生到講臺上隨意拿起某件物品，使用提供建議的句型來建議教師購買。3）完成運用任務1：SB第一單元活動3 4）完成運用任務2：運用所學的語言準備化妝舞會，小組討論出什么節(jié)目、如何穿戴、送什么禮物給自己的朋友。Setp5．Homework(課后作業(yè))組織學生課后三人一組，分別扮演Ms Smart, Sam和Daming ,將課文編排成英文品，在班上表演。板書設計：

Unit1 What do you suggest?

What about chopsticks?

Why don?t you give him a kite?

練習： 一.根據(jù)漢語意思完成下列句子.(10分)

How about a dragon kite? 1.2.3.4.5.He _________ _________ now.(他現(xiàn)在很忙)I’ve _______an email ________ Tom.(我收到了來自TOM的電子郵件)She _________ _________ home at 8 o’clock.(她將會在8點到家.)I am ________ very _______ at the office.(我正在辦公室努力工作.)I’ve got _______ _________.(我有主意了)教學反思：

Unit 2 I made a kite.一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： rode、horse、climb，并掌握本課出現(xiàn)的動詞過去式。

（2）能運用句型Line A is longer.Is line A the same as line B? I think so./I don?t think so.（3）能運用所學的知識對自己的旅游經歷進行描述。（4）通過對事物的比較發(fā)表自己的看法。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

學習如何發(fā)送電子郵件。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

三、教學準備：多媒體、圖片、錄音機 教學程序

Setp1:Wamer(熱身復習)A: Sing an English song.B: Free talk:設想教師購物，讓學生為教師購物提供建議。C;New concepts: Setp2:Leading in(課文導入)熱身復習后，教師在黑板上畫一個大圓和一個小圓，一條長線段和一條短線段。把兩個圓分別標記為A和B，用同樣的方法標記兩條線段。教師指著兩條線段說

‘long’。提示學生們說：“l(fā)ine A is longer than line B ”。教師可以利用教室里的物品，如鋼筆，書本等做更多的示范，復習學過的形容詞的比較級。

教師對學生說：“今天我們將要學習如何通過比較判斷來發(fā)表自己的看法，同時也要比一比誰的眼力好。

Setp3:Text teaching(課文教學)

1、教師把掛圖貼在黑板上，指向掛圖中的線段問學生：“what are these？”學生回答：“they are lines ”指著圓圈問同樣的問題，并選擇一個自己認為正確的答案。請學生獨立完成其中兩個問題，最后訂正答案。

2、教師在黑板上寫出下列單詞；big，small，tall，short，long，請幾個學生寫出他們的比較級。把line A is the same as line B 和 circle A is the same as circle B 這

兩句話寫在黑板上，把 the same as 用方框圈出，告訴學生可以用這個表達方式來說明兩個相同的事物。然后用圖畫引導學生鞏固這一句型。Setp4:Pactice(任務完成)

1、完成運用任務1：SB第二單元活動5

2、完成運用任務2：組織全班學生完成“排排隊”游戲。

3、學說字母組合的發(fā)音。首先，聽音學說，找出共同發(fā)音.再讓學生試著找出其他學過的單詞，如果沒有，教師可以寫出一些生詞，讓他們大膽試讀，以加深他們對這種拼讀規(guī)則的理解 Setp5、Learning song(課文學習)組織全體學生看圖并描述圖中發(fā)生的事物。

放錄音，請學生看圖畫聽詩歌，把握整體內容，學生跟讀并引導學生掌握詩歌的節(jié)奏。請學生表演詩歌，并給予獎勵。Setp6、Homework(課后作業(yè))“猜猜我的畫”游戲：教師請學生完成一幅畫，畫面要有許多隱蔽的事物。每種事物不能超過6中種。然后學生兩人一組，學生先看一分鐘，然后他們要仿照如下的示例進行對話：

A：there are five fish in my picture。

B：I think so。/ I don’t think so.there are six.之后學生互換角色,繼續(xù)問答.板書設計

UNIT 2 Line A is longer.Line A is the same as line B.Circle A is the same as circle B.練習： 連詞成句

1.at, now, the, my, office, is, mother,(.)

___________________________________________________-2.email, got, he, an, has, from, Jack(.)

___________________________________________________ 3.same, Line A, is, as, Line B, the(.)

___________________________________________________ 4.don?t, why, give, her, a, football, you(?)

___________________________________________________ 5.want, I, to, a, for, cousin, present, take, my(.)______________________________________________________________ 教學反思：

Module 9 Unit 1 We laughed a lot.一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： rode、horse、climb，并掌握本課出現(xiàn)的動詞過去式。

（2）能運用句型The man wore women’sclothes.The actors told lots of jokes.46 We laughed a lot.（3）能運用所學的知識對自己的旅游經歷進行描述。（4）通過對事物的比較發(fā)表自己的看法。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

學習如何發(fā)送電子郵件。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、運用所學語言練習寫電子郵件并發(fā)送給自己的朋友、同學及親人，說出自己的近況，提高交流能力。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

三、教學準備：多媒體、圖片、錄音機 教學程序

Setp:1.Warmer and review(熱身與復習)Act the poem: Do you agree.Setp2.Leading(導入)① Teacher takes out a photo of the show.T: I went to the theatre with my friend last week.What did you do last week? ② T: Do you know what did Lingling do last week? Let?s listen to the radilo.Setp3.New teaching（新授）① Listen and look at the picture on the board.Then, let students describing the picture in their own?s words.47 ② Stick the sentence cards on the board, listen again.Sentences: We went to a children?s theatre.The men wore women?s clothes.The women wore men?s clothes.The actors told lots of jokes.It was very funny.We laughed a lot.We went to a restau rant after the show.We all ate hamburgers and chips.Then, let students describing, use the sentence cards.③ Teacher circles the words: went wore told was laughed ate Then, give the words: go wear tell is laugh eat Let the students match then.④ Read sentences on the cards Let students recollect what did Lingling do last week.⑤ Listen and repeat the text.⑥ Answer the questions on your paper.A.B.C.D.E.Where did Lingling go last week? What did the men and the women wear? What did the actors do? Where did they go after the show? Wheat did they eat? Setp4.Practice(練習)

1、Students take out their own pictures to describing what did they do.2、完成運用任務1：SB第一單元活動3

3、完成運用任務2：組織表演情景劇“多年以后重相逢”：和老朋友互相講述自己的過去、現(xiàn)在和將來。

Setp:5.Homework(家庭作業(yè))Talk about what you did yesterday.板書設計：

Unit 1 We laughed a lot went laugh were eat told is was go laughed are ate tell 練習： 連詞成句

1.he hard studied very.He studied very hard.2.was teacher Mr.Li a.Mr.Li was a teacher.3.English she learnt.She learnt English.4.he?s now English learning.Now he?s learning English.5.I?v an got email from Lingling.I?ve got an email from Lingling.6.had she eggs and sausages.She had eggs and sausages.7.what she did for lunch have.What did she have for lunch ? 8.we to our hamburgers gave Sam.We gave our hamburgers to Sam.9.tonight Mum cook is going to Chinese food.Tonight Mum is going to cook Chinese food.10.it?s wheels four got.It?s got four wheels.11.easy be it?ll her for.It?ll be easy for her.13.got it?s a panda it on.It?s got a panda on it.14.too it?s big for you.It?s too big for you.15.went last year I there.I went there last year.教學反思：

Unit 2 Mum bought new T-shirts for you.一、教學目標

1、知識目標：

（1）學會聽、說、讀、寫本課新單詞： chopsticks并掌握本課出現(xiàn)的動詞過去式。（2）能運用句型We are going to see you in three weeks.Mum bought new chopsticks for you.He?s eating an apple now.（3）能運用所學的知識對自己的旅游經歷進行描述。（4）通過對事物的比較發(fā)表自己的看法。

2、情感目標：

采取多種教學活動，激發(fā)學生學習英語的興趣，讓學生樂于參與課堂教學活動，積極主動開口說英語。

3、德育目標：

談論過去和將來發(fā)生的事情。

二、教學重點和難點：

1、學生能掌握本課的詞匯和句型。

2、組織表演情景劇“多年以后重相逢”：和老朋友互相講述自己的過去、現(xiàn)在和將來。

3、培養(yǎng)學生的自學能力，運用英語的能力，養(yǎng)成良好的學習習慣。

第四篇：八年級下英語教案

上課時間：第 1 周星期 2017年2月 14 日 備課節(jié)次累計：1

一、內容：Unit 5 Topic 1 SectionA-1a, 1b, 1c, 1d, 2

二、教學目的要求：

（1）學習并掌握新詞匯invite，film，smell，disappointed（2）掌握感官動詞，如：look，smell，feel，sound，taste等的基本用法。

（3）能夠運用本課所學到的表示問候與轉達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題的表達法進行日常的交流。

三、重點：1）感官動詞的用法。2）能使用表示問候與轉達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題的表達法進行日常的交流。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(1mins)：Getting students ready for learning Step Teacher activity Student activity

Designing purpose Remark：這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習。可以采用多種方式，如唱歌、游戲、值日報告、自由討論等。Stage 2（10mins)： Lead-in Step Teacher activity Student activity

Designing purpose

利用目標語言談論假期生活，讓學生充分感知感官動詞。導入1a。Stage 3（5mins)：Prelistening Step Teacher activity Student activity

Designing purpose Listen to 1a and match the three parts in 1b.Check the answers.由易到難設置聽力任務，進行聽力訓練。

Post-listening Step Teacher activity 1(Group work)Ask the students to read 1a.鞏固感官動詞的用法，完成2。為語法的總結做鋪墊。

T: “Linking verb + adjective” is a very useful structure.We can use it to express our feelings and opinions.I hope you can use it freely in your daily life.Summarize the basic use of linking verb in groups.鼓勵學生學會將詞匯按詞性分類，并總結歸納語法項目。Stage 5（5mins)： Summarizing and assigning HMK Step Teacher activity Student activity

Designing purpose Student activity

Designing purpose: 1（Class activity)Ask the Ss to summarize and consolidate what we have learnt in this lesson.S8: one of +最高級+ 名詞復數(shù) S9:say thanks to S10: a ticket to 1.總結本課所學，幫助學生使知識條理化。2.了解學生的掌握情況。

3.幫助學生再一次鞏固本課的知識點。(Class activity)Assign HMK.T: For today’s homework, I’d like you to remember the new words and phrases.Please practice 1a and 2 with your partner.And then you should preview Section A-3,4 & Section B-1a,1b,1c.Remark：幫助學生分類做課堂小結,可使知識脈絡清晰,有條理.適當?shù)募彝プ鳂I(yè)有助于鞏固課堂所學的知識。

八、板書設計：

九、后記：

上課時間：第 1 周星期 2017年2月 15 日 備課節(jié)次累計：2

一、內容：Unit 5 Topic 1SectionA-3,4 SectionB-1a,1b,1c

二、教學目的要求：

本節(jié)課在上節(jié)課學習系表結構的基礎上談論個人喜好及對事物的看法。所使用的句型仍然是感官動詞+形容詞。所以在復習導入環(huán)節(jié)對感官動詞和形容詞做充分的復習鞏固。首先用競賽的方式讓學生快速寫出上節(jié)課所學的形容詞，接下來利用Section A-4的活動運用這些形容詞編對話，練習系表結構表達情緒的用法。

三、重點：（1）通過聽對話判斷正誤，訓練學生抓住關鍵詞和細節(jié)信息的能力。

（2）聽懂本課表示個人喜好的表達法。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：Getting students ready for learning Stage 2（12mins)：Revision

Write down adjectives about feelings as many as possible.Make sentences with the adjectives on the Bb in group.Stage 3（5mins)：Pre – listening Predict the answers to 1b and the main idea of 1a.通過聽之前對聽力題的閱讀和對答案的推測，提醒學生注重對話的關鍵詞和細節(jié)信息。猜測和了解聽力文段的大致內容，降低聽力的難度。

Stage4（7mins)：While – listening Listen to 1a and mark T or F.Finish 1b.完成1b，核對答案。Listen to 1a again and answer the questions.Stage 5（14mins)：Post-listening Read and practice the conversation in groups.Retell the conversation with the help of the key words in 1c and then change the conversation into a passage in groups.Stage 6（5mins)：Summarizing and assigning HMK Ss Summarize this lesson.1.總結本課所學，幫助學生使知識條理化。2.了解學生的掌握情況。

3.幫助學生再一次鞏固本課的知識點。

八、板書設計：

九、后記：

上課時間：第 周星期 2017年2月 16 日 備課節(jié)次累計：3 1.內容：Unit 5 Topic 1 SectionB

第一話題通過Kangkang和朋友們談論他們的父母以及Mr.Brown去看電影的有關事件，學習問候、轉達感謝、表達觀點和看法、表示遺憾等的表達法；主要句型和語法是感官動詞的基本用法.2.教學目的要求：

通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內容進行真實的應用。

三、重點：

以詞匯和語音語調的學習為主。復習導入仍以系動詞的基本用法為主，以師生討論的方式復習情緒形容詞的用法，引出形容詞的概念。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(1mins)：Getting students ready for learning

以學習諺語導入不僅是為了增加學生的詞匯量和豐富學生的英語知識，同時要求學生觀察這幾個諺語，總結他們的共同點——系表結構，從而導入本節(jié)課的內容。所選諺語如果學生不能確切理解，教師要進行解釋。Stage 2（10mins)： Lead-in Make sentences according to the situations.引導學生用描述情感的詞匯回答，復習感官動詞的基本用法。

Stage 3（5mins)：Prelistening Work alone and fill in the blanks in 1b.成2b習題，鞏固以-ing結尾和以-ed結尾的形容詞的用法。

Stage 5（5mins)： Summarizing and assigning

Listen and read the words aloud, paying attention to the sounds of the underlined letters.Try to find the rules and add more words.And then listen and try to imitate.認真聽錄音，大單開口，反復模仿。

Stage 6（3mins)：Summarizing and assigning HMK Summarize the key points.八、板書設計：

九、后記：

上課時間：第 周星期 2017年2月 17 日 備課節(jié)次累計：4

一、內容：Unit 5 Topic 1 Section C第一話題通過Kangkang和朋友們談論他們的父母以及Mr.Brown去看電影的有關事件，學習問候、轉達感謝、表達觀點和看法、表示遺憾等的表達法；主要句型和語法是感官動詞的基本用法.二、教學目的要求：學習有關情緒和感受的形容詞。如：lonely, frightened, worried, interested, upset, surprised等，并通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內容進行真實的應用。

三、重點：學生能正確運用“l(fā)inking verb+ adjective”結構造句。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：Greet as usual and then enjoy the song Do Re Mi.Stage 2（12mins)：Revision

Make sentences to describe the pictures to review “l(fā)inking verb + adjective”.復習系表結構的用法。

Stage 3（5mins)：Pre – listening Talk about the film The Sound of Music.談論電影《音樂之聲》，導入1a。Stage4（7mins)：While – listening Skim the passage and get the main idea.And then discuss the questions in 1c in pairs.Read the passage carefully and complete the table in 1b.Stage 5（14mins)：Post-listening Retell the passage.Make a conversation between Michael and Mr.Brown.Stage 6（5mins)：Summarizing and assigning HMK Ummarize what they have learned today.Finish the Homework after class

八、板書設計：

九、后記：

上課時間：第 2 周星期 2017年2月 20 日 備課節(jié)次累計：5

一、內容：Unit 5 Topic 1 Section C主要句型和語法是感官動詞的基本用法，如：You look excited.和How does the music sound?同時，還學習有關情緒和感受的形容詞。如：lonely, frightened, worried, interested, upset, surprised等，并通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內容進行真實的應用。

二、教學目的要求：

1.學習并掌握新詞匯

role, frightened, worried, interested, upset, in the end 2.Skill aims:（1）能熟練運用linking verb + adjective 結構

（2）能綜合運用本課短語、句型寫出描述不同情緒的短文 3.Emotional aims: 通過對京劇的歷史起源，主要角色，素材來源的學習，讓學生體會祖國文化的博大精深，從而熱愛本土文化，熱愛我們偉大的祖國，培養(yǎng)民族自豪感。4.Culture awareness: 了解有關京劇的知識。

三、重點：1.Key points: 學生能正確拼讀、書寫并運用黑體單詞，能用excited, upset, happy 等形容詞描述故事中人物的不同情緒, 并熟練運用linking verb + adjective 結構。2.Difficult points：

綜合運用本話題的語法，詞匯，句型描述故事中人物的不同情緒。

四、教法：利用小組間良性的競爭與合作促進學習。

五、教具：多媒體課件/圖片/京劇音頻或視頻/歌曲《說唱臉譜》音頻或視頻

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

Enjoy the song《說唱臉譜》.Stage 2（12mins)：Revision

Enjoy the tape or video of Beijing Opera 《貴妃醉酒——海島冰輪初轉騰》.And then make a conversation using the functions.Stage 3（5mins)：Pre – listening Have a contest to review linking verbs and adjectives.Make sentences according to the linking verbs and adjectives on the Bb.Stage4（7mins)：While – listening Talk about the pictures in 2b and then write a short passage.Stage 5（14mins)：Post-listening Discuss their favorite movie, play or story.Write them down and give a report.Stage 6（5mins)：Summarizing and assigning HMK Summarize what they have learned today.八、板書設計：

九、后記：

上課時間：第 2 周星期 2017年2月 21 日 備課節(jié)次累計：6

一、內容：Unit 5 Topic 1 Section D在綜合復習Section A-C的詞匯、語法和功能句的基礎上，鞏固本話題所學的內容。首先，學生將通過1的閱讀了解我們的國粹——京劇的歷史起源，主要角色，素材來源及藝術特點，進而讓學生在感覺京劇的旋律美的同時，體會我們祖國文化的博大精深，關心熱愛京劇藝術。第二，通過三個競賽活動復習感官動詞和形容詞及系表結構的用法。第三，通過2a 的寫作拓展練習，再一次鞏固系表結構的用法。在project環(huán)節(jié)，通過討論學生最喜愛的藝術形式，延伸學生的學習內容，檢測學生綜合運用語言的能力。將知識轉化成能力，達到學以致用的目的。

二、教學目的要求：通過三個競賽活動復習感官動詞和形容詞及系表結構的用法。

三、重點：能熟練運用linking verb + adjective 結構。

四、教法：復習法

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習。可以采用多種方式，如唱歌、游戲、值日報告、自由討論等。Stage 2（12mins)：Revision

Show some pictures of the roles in Beijing Opera.Introduce Beijing Opera and solve the possible problems in reading.Write down the new words and phrases.Stage 3（5mins)：Pre – listening Have a contest to review the linking verb + adjective.Ask the students to make sentences according to the linking verbs and adjectives on the Bb in a limited time.Stage4（7mins)：While – listening Ask the students to talk about the pictures in 2b and then write a short passage.T: You did better than I believe.I’m sure you can use “l(fā)inking verb + adjective” correctly and freely.Now work in groups and talk about the pictures with the help of the key works.T: Can you describe the pictures? Each student describes one picture with at least two sentences, please.Stage 5（14mins)：Post-listening Ask the students to introduce their favorite movie, play or story.T: In this topic we mainly talk about movie and Beijing Opera.I think everybody has his favorite movie, play or story.What’s your favorite? Work in pairs and share with your partner.The questions in the form may help you.Stage 6（5mins)：Summarizing and assigning HMK(1)come into being(2)agree with sb.(3)be full of(4)make peace with...(5)in the end(6)be popular with sb.(7)be/become interested in...八、板書設計：

九、后記：

上課時間：第 2 周星期 2017年2月 22 日 備課節(jié)次累計：7

一、內容：Unit 5 Topic 2Section A-2, 1a, 1b, 1c

二、教學目的要求：本課從復習感官動詞表感受入手，繼而談論不同情緒的原因，引出原因狀語從句的學習和運用。在pre-listening環(huán)節(jié)，通過不同方式的大量造句對原因狀語從句加以操練。在While-listening環(huán)節(jié)設置由易到難的聽力活動，使學生聽懂有關情緒的簡單對話。Post-listening環(huán)節(jié)中則首先要求學生有感情地朗讀和表演1a的對話。之后利用本課所學自編對話談論自己的經歷，達到學以致用的目的。

三、重點：能夠自如地運用以下交際用語進行交流。

Anything wrong?What seems to be the problem?Thank you for telling me.學生在交流中能自如地運用描述情緒和情感的形容詞。

學生對...she has no friends to talk with.一句中to talk with的理解。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

Get ready for the lesson.Play the tape recording or the video of the song If You Are Happy.Stage 2（12mins)：Revision

Make conversations about the activities during the last weekend to review Linking verb + adjective.Stage 3（5mins)：Pre – listening Talk about pictures to use adverbial clauses of reason.Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.Stage4（7mins)：While – listening Play the tape recording of 1a and show some questions on the screen.1.How many people are there in this conversation? Who are they? 2.Who are they talking about? 3.How does Li Hong feel? T: Listen to the conversation for the first time and answer the questions.T: How many people are there in this conversation? Who are they? T: Who are they talking about? T: How does Li Hong feel? Play the tape recording of 1a and check the answers of 1b.Stage 5（14mins)：Post-listening Ask the students to act out the conversation in 1a.Stage 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points

八、板書設計：

九、后記：

上課時間：第 2 周星期 2017年2月 23 日 備課節(jié)次累計：8

一、內容：Unit 5 Topic 2Section A-3 Section B-1a,1b,1c

二、教學目的要求：本節(jié)課的課型為聽說課。本節(jié)課繼續(xù)上節(jié)課有關Li Hong 的情緒的話題進行討論和學習，功能句有問候、分享感受、安慰和建議。語法內容仍然是原因狀語從句。復習環(huán)節(jié)利用造句游戲復習系表結構和原因狀語從句。SectionA-3是Helen寫給Li Hong的安慰郵件，承接上節(jié)課的內容并與本節(jié)課SectionB-1a的對話內容相關，所以很適合作為Pre-listening的一部分。While-listening的環(huán)節(jié)依然設置了不同層次的聽力練習，由淺入深地理解對話。并通過師生討論的方式解決對話中的新詞匯和語言點。Post-listening環(huán)節(jié)除了常規(guī)的朗讀之外，本課設置了一個改寫對話并加以復述的活動。目的是讓學生更深入地理解對話并運用目標語言。

三、重點：

1.Knowledge aims：

（1）學習并掌握新詞匯和短語。take it easy, fail, someone, feeling, joke（2）能夠自如地運用以下交際用語進行交流。2.Skill aims:(1)學會如何安慰情緒低落的同伴。(2)學生如何給情緒低落的同伴提建議。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

Greeting as usual.Prepare for the new lesson.Enjoy the song Happy.Let’s enjoy a beautiful song named Happy.Have you ever heard of it? It’s so popular.You can follow it if you are able to sing it.Stage 2（12mins)：Revision

Hand out the pieces of paper.Play a game to review adverbial clauses of reason.Make sentences with words on the pieces of paper.1.游戲的指令一定要清楚，務必讓學生聽懂，必要時教師可以用漢語解釋。

2.教師提前在小紙條上寫好情緒形容詞和動詞。每個學生隨機分到一張寫有情緒形容詞和一張寫有動詞的小紙條，學生根據(jù)這兩個詞展開想象，利用原因狀語從句造句。Stage 3（5mins)：Pre – listening Ask the students to read SectionA-3 and fill in the blanks Play the tape recording of SectionA-3 and check the answers.Lead to 1a and predict the answers of 1b.Stage4（7mins)：While – listening Play the tape recording of SectionB-1a and check the answers in 1b.Listen to 1a and tick the problems and suggestions they hear.Ask the students to read 1a and fill in the blanks in 1c.Stage 5（14mins)：Post-listening Ask the students to practice the conversation in 1a.Show some questions on thescreen.Stage 6（5mins)：Summarizing and assigning HMK Summarize what they have learned today.八、板書設計：

九、后記：

上課時間：第 3 周星期 2017年2月 27 日 備課節(jié)次累計：9

一、內容：Unit 5 Topic 2Section B-2a,2b Section C-2 Section B-3a,3b

二、教學目的要求：本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。此外在語音學習環(huán)節(jié)將關注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學們的問題并提出相應的建議，對所學內容進行積極應用，培養(yǎng)學生的綜合語言運用能力。

三、重點：復習形容詞用法及原因狀語從句的基礎上了解同級比較句型，即（not）as+形容詞/副詞+as的運用。

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

通過師生交流呈現(xiàn)目標語言并復習系表結構和原因狀語從句。Stage 2（12mins)：

RevisionRead SectionB-2a and fill in the blanks Stage 3（5mins)：Pre – listening Listen to the conversation in SectionB-2a and fill in the blanks.And then check the answers.通過師生討論的方式更深入地理解對話的內容。當答案并不唯一的時候要鼓勵學生想出不同的答案。

Stage4（7mins)：While – listening Make conversations in pairs according to the form in SectionB-2b.Make a survey about the students’ feelings with the help of the phrases in SectionB-2b and the form on the screen.Stage 5（14mins)：Post-listening 初步認識形容詞和副詞的同級比較結構。使語法的學習由淺入深，并給學生一個理解和消化的時間。同時為下一課的閱讀做好準備。Stage 6（5mins)：Summarizing and assigning HMK as+形容詞或副詞的原級+as+比較對象。S6: It depends on the verb.如果動詞是系動詞，兩個as中間就用形容詞。如果是實意動詞，兩個as中間就用副詞。

八、板書設計：

九、后記：

上課時間：第 3 周星期 2017年2月 28 日 備課節(jié)次累計：10

一、內容：Unit 5 Topic 2 Section C-5,3,1a,1b,1c, 4

二、教學目的要求：本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。此外在語音學習環(huán)節(jié)將關注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學們的問題并提出相應的建議，對所學內容進行積極應用，培養(yǎng)學生的綜合語言運用能力。

三、重點：（1）能用as…as…和not as/so … as…結構熟練地口頭談論有關兩個人或事物同級比較的話題。（2）能用as…as…和not as/so … as…結構規(guī)范地寫出有關自己和朋友的一些情況的比較的短文。

四、教法：練習教學法

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

Greeting as usual.Prepare for the new lesson.Enjoy the song It’s a small world.Stage 2（12mins)：Revision

Make sentences according to the form in 3 and review the equal comparison.Stage 3（5mins)：Pre – listening Read the underlined words and phrases in the passage and guess the main idea of it.Learn the new words.通過師生討論關鍵詞的方式猜測文章大意并學習新詞匯。Read the form in 1b and predict the answers.Stage4（7mins)：While – listening Read 1a and complete the table in 1b.And then check the answers.Read 1a again and answer the questions.Stage 5（14mins)：Post-listening Real with the difficult points in the passage.in the passage.Retell the passage according to 1b.Make a table to compare their group members with themselves.And then write a short passage.Stage 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points

八、板書設計：

九、后記：

上課時間：第 3 周星期 2017年3月 1 日 備課節(jié)次累計：11

一、內容：Unit 5 Topic 2Section D-Grammar and Functions, 1a, 1b, 2,Project

二、教學目的要求：本節(jié)課的課型為復習課。在復習環(huán)節(jié)設置了兩個任務，學生需要回顧整個話題的語言知識才能完成，從而系統(tǒng)全面地對本話題進行復習。

三、重點：通過本節(jié)課的學習，當有不良情緒滋生的時候，要學會尋求幫助和適當宣泄。同時要關心他人，樂于幫助他人，為同伴提出合理的建議。

四、教法：練習教學法

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

Greeting as usual.Prepare for the new lesson.A student makes a duty report.Stage 2（12mins)：Revision

Make a conversation to review the functions.Think back of Li Hong’s story and write a report to review adverbial clauses of reason and equal comparison.Read the passage and answer the questions in 1b.Stage 3（5mins)：Pre – listening Learn the new words before reading.Write down the new words on the blackboard.Finish 1a.完成閱讀任務。

1.精讀課文，回答問題。

2.利用師生討論的方式解決文中的語言點。Stage4（7mins)：While – listening Ask the students to talk about how they deal with sadness.Show some students’ passage on the screen and check them.1.將學到的表達方式運用到自己的習作當中是掌握新知識的一個好辦法。讓學生在欣賞和修正他人的書面表達的同時取長補短，提升自己的寫作能力。

Stage 5（14mins)：Post-listening Ask the students to have a discussion about their problems.Ask the students to discuss andfind ways to solve the problems Write down thesuggestions.Stage 6（5mins)：Summarizing and assigning HMK Assign the HMK.T: For today’s HMK, I’d like you to remember the new words and phrases.Please try to retell the story of Jeff to your parents and preview Section A-1a, 1b, 1c, 2, 3 of Topic 3.八、板書設計：

九、后記：

上課時間：第 3 周星期 2017年3月 2 日 備課節(jié)次累計：12

一、內容：Unit 5 Topic 2本單元以Feeling Excited 為主題。第二話題在感官動詞表感受的基礎上學習與別人分享自己的感受并學會安慰和提出建議的表達法。主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.二、教學目的要求：主要語法是原因狀語從句和同級比較結構的肯定和否定形式。本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。此外在語音學習環(huán)節(jié)將關注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學們的問題并提出相應的建議，對所學內容進行積極應用，培養(yǎng)學生的綜合語言運用能力。

三、重點：本課從復習感官動詞表感受入手，繼而談論不同情緒的原因，引出原因狀語從句的學習和運用。在pre-listening環(huán)節(jié)，通過不同方式的大量造句對原因狀語從句加以操練。在While-listening環(huán)節(jié)設置由易到難的聽力活動，使學生聽懂有關情緒的簡單對話。Post-listening環(huán)節(jié)中則首先要求學生有感情地朗讀和表演1a的對話。

四、教法：復習法

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

Stage 1(2mins)：

Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.T: Now look at this picture.How does the boy feel? What seems to be the problem?

Stage 2（12mins)：Revision

1.New words and phrases:exam, strict, shy, be strict with.Useful expressions: Anything wrong?What seems to be the problem?Thank you for telling me.Stage 3（5mins)：Pre – listening

通過對Section B的學習，學生能夠學會關注他人的情緒，在別人情緒低落時提出合理有效的建議，幫助伙伴遠離消極情緒。Stage4（7mins)：While – listening 學生在交流中能自如地運用描述情緒和情感的形容詞和提出建議的動詞。正確運用原因狀語從句。

Stage 5（14mins)：Post-listening Read the Problems and suggestions in 1b.Do you think what problem Li Hong may have and what suggestions Miss Wang will give her.Tick them.Stage 6（5mins)：Summarizing and assigning HMK 1.Some new words:

3.Useful expressions: fail, someone, feeling, joke

How are you feeling today? 2.How to comfort others:

Why don’t you…? Take it easy.Don’t worry.There, there!It’ll be OK.八、板書設計：

九、后記：

上課時間：第 4 周星期 2017年3月 6 日 備課節(jié)次累計：13

一、內容：復習Topic1 Topic2

二、教學目的要求：How are you feeling today?How is … feeling today? He/She is feeling…

三、重點：

四、教法：任務型教學

五、教具：多媒體課件/圖片

六、課時安排：1課時

七、教學過程：

1.2.3.4.5.6.7.Stage 1(2mins)：

How is your winter holidays? What places of interest did you visit? How was the weather there? Who did you go with? How did you get there? What did you do there? Stage 2（12mins)：RevisionHe is very _____(good/well).Thank you.English is _____ _____ my favorite _______(最喜歡的學科之一).David wants to _______(邀請)some friends to his birthday party this Friday evening.I can’t find _____ _____ _____(……的票)Han Hong’s concert(音樂會).You must ______ _____ _____(道謝)him or her if getting one’s help.The _______(氣味)of roses is very nice.1.這個主意聽起來很不錯。(sound)2.學生們看起來非常興奮。

(look)3.Mr.Brown覺得很失望。

4.這魚很好吃。

(feel)

(taste)5.那些食物聞起來很香。

Stage 6（5mins)：Summarizing and assigning HMK 1.Linking verbs: be, look, feel, smell, taste, sound Adjectives about feelings:happy, angry, excited, disappointed, upset, frightened

三、板書設計：

四、后記：

第五篇：八年級下冊英語教案

篇一：人教版初二英語(下)全冊教案 unit15 what do people eat? teaching aims and demands 本單元的中心話題是飲食文化與家庭生活。圍繞這一中心項目，讓學生通過問答、對話、閱讀、討論、表演等各種活動熟悉并掌握有關食品的一些詞匯及五種基本句型。其中五種基本句型是本單元的語言訓練重點和難點。lesson 57 teaching aims and demands: 1． kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter so do we./oh, we don’t./ would you like to have dinner with me tonight? could you pass me the cheese, please? 2.通過情景中的操練培養(yǎng)直覺思維能力，提高思維的敏捷性；通過brainstorming 提高學生質疑能力和多方面、多角度考慮問題的發(fā)散思維能力。

3.通過初步學習了解不同國家的飲食文化差異，引導學生熱愛生活，增強世界意識。teaching procedures step1 warming-up step2 presentation bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc.to class.students are interested in tasting these objects.(learning the new words by watching, tasting)show a photo of a kitchen.there is a nice cupboard in it.it’s closed.ask what’s in the cupboard? then open the cupboard and show the students the things in it.then ask what’s in your cupboard at home? show a pair of chopsticks and ask are americans good at using chopsticks at table? what do they use at table? learn the new words fork, spoon.then ask do you usually help to set the table at home? what is on your table at home during dinner? step3 look, learn and answer in pairs, get the students to look at the colour picture on page i.have them ask and answer questions as in the model.step4 presentation present this dialogue:(1)teacher: i eat a lot of fruit and vegetables for supper.a boy: oh, i don’t.i eat a lot of fish.teacher: so do i.explain that i eat a lot of fruit and vegetables means i often eat fruit and vegetables.so do i means i eat a lot of fish, too.practise the following dialogues with students.(2)teacher: does your mother cook meals for your family every day? student a: yes, she does.she cooks nice food for me and dad.teacher: so does my mum.(3)teacher: i always read english for about half an hour before i go to bed.student b: oh, i don’t.i always read english before i have breakfast.teacher: so does my younger sister.step6 puzzle dialogues sb page1, part3.pairwork first.then check the answers as a class.in pairs, have the students role-play as if they are at a dinner.one of them is a host/hostess, the other is a guest.walk around and give help where needed.encourage them to speak freely and use more expressions they like.step7 homework collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them.often talk about the pictures during break.lesson58 important points １． 認知目標：通過學習本課，學生應理解并學會正確運用以下單詞和句型：italy, india, italian, indian, moscow, even, taste, enjoy, pizza, /it seems that?./ do you think?? yes, i think so./no, i don’t think so.yes, i agree./no, i don’t really agree.i really don’t agree.２．

３． 能力目標：通過閱讀課教學，培養(yǎng)學生的略讀能力、對課文細節(jié)的理解能力及在情境中猜詞的能力。情感目標：進一步學習了解不同國家的飲食文化差異，給學生灌輸“吃出健康”的飲食理念；了解list.中國飲食在世界上的影響培養(yǎng)學生的愛國情操。teaching procedures step1.warming-up(a guessing-game)get the students to talk about their favourite food in pairs.step3.pre-read then teacher asks ―how do you like ??are they chinese food? are they the most popular food in china? what do you think is the most popular food in china? what about in the world? what do you usually have for meals?(it seems that you like?(a kind of food)best!it seems that ? is/are your favorite food.)do you like fast food? why or why not? get the students to discuss these questions in groups of four, then have one to show their ideas.step4 reading show the title ‖favourite food ― to the class and ask them to predict what the passage is about.fast-reading:1)what’s the most popular food in the world? the students scan the passage for the answer.careful-reading: 1)what kind of food do indians like? 2)do we chinese people eat fish in the same way as japanese? 3)do english people usually eat fish and chips just at home? where else? what does ―on the road ― mean in this passage?(try to explain it in english)4)how do we know that american fast food is the most popular in the world? 5)what’s chinese food like? why is chinese food popular in the world? the students read the passage slowly and carefullly for information.encourage the student to guess the new words ―even‖ and ―taste‖ in the context.read with the tape.help students with their intonation and pronunciation.retell this passage.step 5 presentation “do you know chinese people like to eat a lot of food at supper? i really don’t agree with this kind of behavior.what about you?”

help students understand the difference between‖ i don’t really agree ― and ― i really don’t agree.‖(― i don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion;however,‖ i really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.)step6 ask and answer can you find any food from other countries in china/in wenzhou? are they famous? do you like them? why &why not? why is fast food so popular in the world? in america? in china? is it good for health? what food do you think is good for health? what do you think of the food you usually eat? is it healthy or unhealthy?(discuss in groups and then make a list of healthy and unhealthy food.)step 7 homework(choose one of the followings)lesson59 teaching aims and demands １．

２． 認知目標：通過學習本課，學生應理解并學會正確運用以下句型：either?or?/neither?nor?/make 能力目標：通過warming-up階段question bombardment培養(yǎng)學生在無法預先準備的真實情況下sb.do sth./ five kinds of simple sentences 運用英語快速反應的能力;通過學習五種基本句型，提高學生運用所學語言進行創(chuàng)造性描寫的能力；通過閱讀與討論，引導學生聯(lián)系實際，發(fā)散思維，提高語言綜合能力；組織學生進行辯論，培養(yǎng)思維的流暢性、變通性和獨特性。

３． 情感目標：培養(yǎng)學生學習與協(xié)作的能力，引導學生觀察生活，熱愛勞動，關注家庭，體恤父母。teaching procedures step1 warming-up step3 presentation either?or?/ neither?nor?.step4 read and discuss ask who does the housework in han mei’s family? get them to quickly skan the first passage for the answer.discuss the three questions on page3 in pairs.show the picture of the indian girl’s family and let the students predict her family life.then ask them to read the second passage carefully and find the right idea.play the tape and have the students repeat.step5 hold a debate topic a: men should do part of the housework.topic b: men don’t need to do housework.step6 homework(choose one of the following two)(1)lesson 60 teaching aims and demands 1.認知目標: 學習something english, take a seat, be famous for , i’m happy you like it.would you like anything else? may i take your order now?等短語句型，并鞏固本單元的詞匯、句型。2.能力目標: 培養(yǎng)學生在語境中得體運用所學語言進行表演的能力；提高學生的書面表達能力。

3.情感目標: 加深學生對中外飲食文化差異的理解和感受。teaching procedures step1 warming-up ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life(the homework the day before).step2 presentation show a picture(half-covered).ask where are the two ladies having dinner? how are they? what’s on the table? then show the whole picture and check the answers.(revise the food items in this unit)step3 presentation(1)ann is inviting a chinese girl chen to dinner.suppose you’re ann, your partner is chen.make up a short dialogue and act.(2)now chen arrives, ann is serving her.predict what they will say to each other when they meet.predict what chen will say when she sees ann’s mother and what they will say to each other during dinner.step3 read and act(1)ask what are they having for dinner? how is the food? books closed.listen to the tape and find out the answers.(2)have the students listen and repeat.step4 presentation show a menu with something english/american/italian/japanese/french on it.ask where do we usually have these kinds of food?(at a restaurant)who will show you a menu when you go into a restaurant?(a waiter and a waitress)what will a waiter/waitress do after that? step5 read and act ask what will linda and paul have for dinner? listen and find out the answer.listen to the tape and repeat.tell the students some differences between an american restaurant and an english one.then ask them to say something about table manners.step6 listening sb page4, part2.step7 homework design an english newspaper in four.the topic will be either food & health or family life.you can show your own opinions or find out some information about that from internet, magazines, tv etc.unit 16 what a good, kind girl!about the teaching material the topic of unit 16 is ―asking and showing the way‖, and the functional item is asking permission and talking about possibility with modal verbs ―can‖ and ―may‖.cognizance: 1.the ss can use the following words: kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key 2.the ss can use the following expressions: turn left /right at the?crossing.go on until you reach?.you can’t miss it.on one’s way to, first of all , be /get lost, wait for abilities and skills: 1.the ss can give instructions to some places in the street or according to a map.2.the ss can use different expressions to ask the way.3.the ss can ask permission and talk about possibility with ―can‖ and ―may‖ feeling and attitudes: 1.the ss can realize that they learn english for their real life, not only for the english class and exams.2.give the ss the feeling that they are the centre in english learning activities so that they will try to be active and creative in class.篇二：2014年(春)人教版新目標英語八年級下冊教案

新目標英語八年級下冊授課人： unit 1 what’s the matter? teaching goals: 1.詞匯.讓學生熟記這些單詞，能夠很熟練地指出表示身體部位的某些 單詞.2.能夠用所學的單詞談論身體并且能給出中肯的建議.3.通過聽力練習，爭取能夠提高學生的聽力能力.important points: 1.words.2.sentences: i have a headache.you should go to bed.he has a stomachache.he shouldn’t go to bed.she has a toothache.she should see a dentist.difficulty points: how to talk about the health and give the advice.period 1 teaching procedures: step 1 leading in 1.sing a song and do some actions 2.play a game and revise some words we have learned.3.(today we’ll learn some parts of the body.)look at the picture and teach new words.step 2 pre-task 1.read the new words by the ss first.2.then check the ss if they can read the new words by themselves correctly.if there is a mistakes ,correct.3.practice reading the new words.give them 6 minutes.page7, 1a.do this part by the ss first.write the correct letter after the name of each body part on the list 1.look at the picture and learn the main sentences.a: what’s the matter with you ? b: i have a cold.2.sb page 7,1c look at the pictures , work in pairs and act out.3.sb page 7, 1b.(1)listen and check the answers.(2)listen and fill in the blanks.step 4 post-task 同桌之間設計一個醫(yī)生與病人之間的對話.step 5.exercises in class period 2 teaching procedures : step 1 leading in 1.revise : ask several pairs of students to the front of the classroom to act out the dialogue: what’s the matter with you ? i have a sore throat.then ask others : what’s the matter with him/her ? help ss answer : he has a sore throat.he should drink lots of water.2.look at pictures and practise the dialogue.step 2 while-task sb page 8, 2a 1.point out the eight items in this activity.read the item to the class.ss repeat.2.there are different conversations.listen carefully.people are talking about health problems they have and getting advice.3.match the problems with the advice.4.check the answers.sb page 8, 2b.pay attention to the four pictures.1.each of these pictures illustrates one of the conversations.2.play the tape ,write the missing words on the blank lines.3.play the tape again and check the answers.4.pairwork.practice reading the dialogues in the pictures.take turns having the problem and giving the advice.5.practice reading the dialogue in 2c ,and make their onw conversations.6.act out the dialogue.sb page 9, 3a.1.point out the picture and ask ss to describe it.(there is a boy sitting on a bench.he’s sick.a teacher is talking to him)2.pay attention to the dialogue and the blanks in the dialogue.3.fill in the blanks in the conversation.4.go over the answers.5.practice reading the dialogue with a student, then work in pairs.step 3 post-task sb page 9 , 3b.1.look at the picture and make your own dialogues setting 3a as an example.sb page 9, part 4.1.read the instructions and demonstrate what a “mime” is.2.read the dialogue by the ss.4.ask one student to give advice.step 4 exercises in class homework 1.when you had some problems.please remember what the doctor said.remember the new words.period 3 teaching procedures : step 1 leading 1.play the game :one student mimes an illness , the other students guess the illness and give advice.what’s the matter? do you have a sore throat ? 2.revise how to talk about health and give advice.step 2 pre-task sb page 10 ,1a.1.look at the picture.point out the four new words andexpressions.say each word and ask ss to repeat.2.the first picture.explain something about it using one of the four words and expressions.3.match the words with the pictures by the ss.4.check the answers.5.practice reading and make sure the ss understand the meaning of the words.sb page 10 ,1b 1.read the four sentences ,ss practice reading.2.look at the picture and match each picture with advice.3.check the answer step 3 while-task sb page 10 ,2a & 2b.1.first ,make sure the ss understand what they will hear.2.then read the four names 3.listen and write the problems on the bland lines.if possible ,write what each person “should” and “shouldn’t” do for their problem.4.check the answers.step 4 post-task sb page 10,2c.1.ask two students to read the conversation to the class.2.pairwork.make conversations with your partner.3.act out the conversations for the class.4.write two dialogues in the exercise book.5.exercises in class period 4 teaching procedures : step 1 leading discussion: how to keep healthy.step 2 while task sb page 11, 3a 1.read the article and fill in the form.2.check the answers.3.explanation 4.exercises step 3 post task sb page 11, 3b let the ss read the paragraph and fill in the blanks.篇三：2015人教版八年級英語下冊教學案全集

unit 1 what’s the matter? section a 1a-2c 第1課時 【學習目標】

1． 能聽說讀寫重點單詞和詞組：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, x-ray, toothache, take one’s temperature，see a dentist 2．句型：學會用what’s the matter? i have a cold.i have a stomachache.i have a sore back.i have a sore throat.談論身體情況。3.學習用should 給出建議 【重點】【難點】

能詢問并表述身體的種種不適以及對他人身體的種種不適給予適當?shù)慕ㄗh。【自學指導】

1、自己認讀1a單詞，與畫面中字母匹配，并在自己的身體上指認人體部位。

2、對照單詞表翻譯1a畫面上的句子，并讀熟。5min（5分鐘）【自學檢測】

1、把你所知道的身體部位的單詞寫下來，并寫出其相應的中文意思。__eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

2、have a cold的意思是“感冒，著涼”為固定詞組，have 表示生?病，解釋下列詞組的意思。have a sore throat _________ have a sore neck ___________ have a fever____________ have a headache ____________ have a stomachache ________ have a toothache __________ 【合作探究】

1、what’s the matter?怎么了，其后常與介詞with 連用。類似的問句還有：_________________________ _________________________ what’s the matter with ben?（改為同義句）what’s _______ with jim?

2、情態(tài)動詞should的用法

1)should 常用來表示勸告、建議、認為某人應該做某事。

2)should 本身不能單獨作謂語，必須和動詞原形連用。should 沒有人稱和數(shù)的變化，其否定形式為shouldn’t.如：we__________ study hard.我們應該努力學習。he ________ lie down and rest.他應該躺下來休息。

【達標檢測】

一、翻譯以下短語：

1、感冒 ______________________

2、背疼 _________________________

3、發(fā)燒 ______________________

4、量體溫 ________________________

5、腹痛 ______________________

6、嗓子疼 ________________________

7、牙疼 ______________________

8、上點藥 ________________________

9、去看醫(yī)生 ______________________ ___________________________

10、躺下來休息______________________

11、頭疼 _____________________

12、看牙醫(yī) _____________________

13、照x光片____________________

14、喝些加蜂蜜的熱茶 ________________________

二、完成句子：

1、你怎么了？ what’s the matter _____ you?

2、他怎么了？ what’s the matter _____ _____?

3、她昨天感冒了。she _____ a cold yesterday.4、mary咳嗽。mary ______.5、我覺得頭很熱。my head ______ very _____.6、你應該回家休息。__________________________________.7、她不應該說太多話。________________________________.8、你弟弟應該早點睡覺。__________________________________.9、--他應該量體溫嗎？_________________________________?--是的。_____,____________.10、你看起來不太好。_____________________.三、單項選擇。

()①what’s ____ with you? a.trouble b.the matterc.the wrongd.matter()② — ______? — nothing serious, but a bit tired.—better have a rest now, dear.a.is that allb.is there anything else c.what’s this d.what’s the matter with you()③【2013湖北孝感】—_________? — i have a headache and i don’t feel like eating anything.a.how are youb.what can i do for you c.what’s the matter with you d.how do you like it()④【2011．云南昆明】27.—what’s the matter with tina? —_______________.a.she is away.b.she is cool.c.she has a sore throat.d.she should take some medicine 【總結反思】

_________________________________________________________ _________________________________________________________ 【課后作業(yè)】

1、熟練說出本課重點短語和重點句型，并一次。

2、根據(jù)2a、2b 編5組對話，并和同桌練熟。

（教師復備欄及學生筆記）unit 1 what’s the matter? section a 2d—3c 第2課時 【學習目標】

1、重點單詞： headache, break, hurt, herself，2、短語：have a fever,take breaks/take a break in the same waygo to a doctor.3、句型：are you ok? do you have a fever? yes, i do./no, i don’t.what should she do? she should take her temperature.should i put some medicine on it? yes, you should./no, you shouldn’t.【重點】使用should, shouldn’t 給出合理的建議。【難點】根據(jù)不同的病癥給出多個合理建議。【自學指導一】

自讀對話2d兩次，把握大意，劃出不懂之處并自己查字典解決。4分鐘。【自學檢測一】完成下列句子。

1、你還好嗎？ are you _____?

2、我該怎么辦？ _____ should i _____?

3、我應該量體溫嗎？ should i _____ ____ ________________?

4、我頭疼。i have ___ ________________.5、你周末做什么了? what_____ you_____ on the _________?

7、我認為你應該躺下來休息。i think you should ______ ______ and rest.【合作探究一】

1、小組成員輪流讀對話并翻譯，劃出疑難準備提問。

2、共同劃出你們認為重要的短語、句子，寫在小黑板上。【達標檢測】

一、短語翻譯：

1、休息 ____________ __________

2、沒有移動 _______________

3、以相同的方式 _________________

4、聽起來像_____________

5、割傷自己 ____________________

6、讓自己受傷____________________

7、在傷口上敷點藥________________________

8、跌倒__________________

二、單項選擇。

1、()【2012曲靖中考】i didn’t sleep well last night, because i _____ a toothache.a.was b.wentc.had d.took

2、()【2013山東萊蕪】—tony, what’s ___ matter with you? — i have _____ toothache.a.a;theb.the;ac./;the d.the;/

3、()mr.smith eats ______ food, so he’s _____ fat.a.much too;too much b.too many;much too c.too much;too much d.too much;much too

4、()【2013孝感】—why are you so tired these days? —well, i have ________ homework to do.a.too much b.too many c.much too d.many too

5、()you ____ be quiet when you are in the reading room.a.should b.shouldn’tc.cand.can’t

6、()【2013安徽】you _____ drive your car so fast.it’s very dangerous.a.wouldn’t b.shouldn’t c.couldn’t d.mightn’t

7、()david needs ______ a good rest.a.hasb.to have c.have

8、()【2013連云港】30.— id like a cup of black coffee.what about you, maggie?________ sugar.a.than b.for c.withd.to

9、()the boy isn’t ___ to dress himself.a.old enoughb.enough old c.old

10、()— i’m sorry to break your pen.—_______ a.that’s rightb.it doesn’t matter c.thank you — i prefer coffee