第一篇：八年級英語上冊 全冊教案 人教新目標板

Unit 1 How often do you exercise ? Teaching goals: 1.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc.2.Learn to talk about how often do you do things.3.一些表示頻率的副詞: always , usually , often , never , hardly ever , sometimes.4.句子結構: What do you usually do on weekends ? How often ? ?及回答.Important and difficult points : What does she /he do on weekends ? She often goes to the movies.How often do you shop ? Once a week / Twice a week ???.Teaching aids : cards , pictures and a tape recorder.Period 1 Teaching procedures : Step 1 Leading-in 1.Greetings:Talk about something the students did on summer vacation.Step 2 Pre-task SB Page 1 , 1a.1.Look at the picture(學生識圖).2.Name each activity.T: What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer)3.Write the activities on the line.4.Check the answers on the Bb.Correct their own activities.5.Practise reading.SB Page 1 , 1c.1.Focus on the conversation in the box.2.Practise reading.3.Pairwork : What do you do on weekends ? I ???.4.Groupwork :Divide the class into groups of four or five.Make conversations.First S1 to S2: S1:What do you do on weekends ? S2:I ???.S1:What does she /he do on weekends ? S2:She /He ???.5.Act out their own dialogues.Step 3 While-task SB Page 1 , 1b.1.Look at each picture in 1c.Tell what the person does on weekends.Check the Ss

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orally.2.Make sure what they will hear and do.3.Read these adverbs and explain.4.Play the tape twice.Write the letters on the line.SB Page 2 , 2a & 2b.1.read the activities and the answers of “how often” first.2.Practise reading.3.In 2a we should know the activities you hear.In 2b we should know the answers of how often he does the activities.4.Play the tape for a first time.Ss only listen.5.Play the tape a second time.Ss do 2a.6.Play the tape a third time.Check the answers.7.Play the tape.Ss do 2b.8.Check the answers.In this part ,we should pay attention to how often引起的特殊疑問句及回答.Step 4 Post-task SB Page 2 , 2c.1.Focus on the conversation.2.Practice reading.3.Read the activities in the left box.4.Fill in the chart.5.Pairwork: Make conversations.Homework: 1.Copy the new words.2.Review Section A 1a-2c 3.prepare 3.Period 2 Teaching procedures : Step 1 Leading-in 1.Greetings 2.Drills: T: What do you usually do on weekends ? S1: I usually play soccer.T: How often do you play soccer ? S1: I play soccer twice a week.T: How often does he play soccer ? The other Ss: He plays soccer twice a week.Repeat for three times.Step 2 Pre-task SB Page 2 ,Grammar Focus.1.Review the grammar box.Ss say the questions and answers.2.Practise reading.Step 3 While-task

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SB Page 3 , Part 3.1.Call attention to the survey.Make sure the Ss understand the chart.T: What activity do ninety-five percent of Green High students do every day ? Ss answer.If necessary , give them help.2.Review the information in the green box with Ss.3.Read the article first by the Ss.4.Read it to the class.5.Look at the survey and fill in the blanks in the article.6.Finish the activity individually.7.Check the answers.8.Practise reading.Step 4 Post-task SB Page 3,Part 4.1.T: What can you do to improve your English ?(e.g.read English books, practice reading and speaking)How often do you ??? ?

2.Think of more things you can do to improve your English and write them here.3.Ask several Ss each question.4.See: Who is the best English students in the class Homework: 1.Revise and copy the new words.2.Prepare for Section B.教學后記

Period 3 Teaching procedures : Step 1 Leading in 1.Greetings & free talk.2.Practise reading the article in Page 3.3.Check the homework.Step 2 Pre-task SB Page4 , 1a.1.Point out the five phrases.2.Ss read after the teacher.3.Make sure the Ss understand what do they mean.4.Call attention to the pictures.Say something about the pictures.5.Match the words with the pictures.6.Check the answers.7.Practice reading.Step 3 While-task SB Page 4 , 1b.1.pay attention to the conversation in the box on the right.2.Read it to the class.用心

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3.Explain : “be good for” means :有益于?，對?有好處.4.Pairwork.Choose a new partner.Use the words in Activity 1a to make conversations.5.Share the students’ conversations.SB Page 4 ,2a&2b.1.T : Now you will hear a reporter interview two people ,Katrina & Bill.Read the two names for the Ss.In 2a ,we’ll know who is healthy , Bill or Katrina ? 2.Read the questions in 2a.3.Listen to the tape carefully twice.Circle “yes” , “no” or “I don’t know” in the chart.4.Before we check the answers in 2a,we’ll read through the questions in 2b.Pay attention to Katrina’s and Bill’s answers.5.Play the tape again.This time ,if we have heard one questions and we have a pause.Make sure Katrina’s and Bill’s answer.6.From the answers in 2b ,we can tell who is healthy Bill or Katrina ? Step 4 Post-task Role-play.Groupwork.Divide the Ss into groups of three.S1 is interview,S2 is Katrina ,S3 is Bill.S1: How often do you exercise ? S2: I exercise every day.S3: ?.With the help of 2b.Homework 1.Revise and copy the new words.2.Make a suvery with the qudstions from 2b,write down the answers and compare.教學后記

Unit 2 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.4.文化欣賞，中國文化.Important and difficult points: 1.words.用心

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2.How to talk about the health and give the advice.Period 1 Teaching procedures: Step 1 Leading in 1.T :How many parts of the body can you name ? What’s this ?(head , mouth etc.)

Today we’ll learn some parts of the body.2.This is my head.Oh ,I have a headache.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.4.Have a competition between boys and girls.Write the words you remembered just now on the blackboard.5.Page7,1a.Do this part by the Ss first.Write the correct letter after the name of each body part on the list.6.Check the answers.7.Play a game.All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear ?.Let’s see which student do it correctly and quickly.First all the Ss do this game.Then have competitions between boys and girls.5 boys and 5girls to the front to do what the instructor said.if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner.Step 3 While-task SB Page 7, 1b.Listen and check the answers.SB Page 7,1c.Work in pairs and act out.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.Play the tape twice.5.Check the answers.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 Homework 1.Remember the name of your body part.2.Write conversations between the doctor and the patient.教學后記

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Period 2 Teaching procedures : Step 1 Leading in 1.Free talk.2.Revise playing the game.3.Practice reading the dialogues.Step 2 Pre-task SB Page 8, 2b.1.Pay attention to the four pictures.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.Step 3 While-task 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 4 Post-task SB Page 9 , 3b.1.Look at the picture with activity.A: What’s the matter ?

B: I’m not feeling well.I have a toothache /fever/sore throat /sore back.2.Pairwork.Make your own dialogues setting 3a as an example.3.Act out the dialogue.Ask some pairs to come to the front to act out their onw dialogues.SB Page 9, Part 4.1.Read the instructions and demonstrate what a “mime” is.2.Read the dialogue by the Ss.3.Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is.4.Ask one student to give advice.5.Give several students an opportunity to come to the front and mime an illness.Step 5 Homework 1.When you had some problems.please remember what the doctor said.2.Remember the new words.教學后記

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Period 3 Teaching procedures : Step 1 Leading in 1.Free talk.2.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 ? Step 2 Pre-task SB Page 10 ,1a.1.Look at the picture.Point out the four new words and expressions.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.Step 3 While-task 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 answers.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.SB Page 11, 3a &3b.1.3a.Read the article and underline the things you should do.Check the answers.2.3b.Let the Ss read the paragraph and fill in the blanks.Check the answers.SB Page 11 ,Part 4.Play the game Step 5 Selfcheck

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SB Page 12 ,Part 1.1.Fill in the blanks on their own.2.Make your own sentences with the words.SB Page 12,Part 2.Read the letter.Make sure Ss can understand it.Step 6 Homework 1.Remember the words in this unit.2.Do the exercises on Pages 6-8of the workbook.教學后記

Unit 3 What are you doing for vacation ? Teaching goals : 1.Words & phrases: babysit ,get back , fishing , rent , think about , decide(on), tourist etc.2.How to talk about future plans.3.現(xiàn)在進行時表示將來計劃或行動.4.特殊疑問句（where , when , how long引導）Important and difficult points : Drills :What are you doing for vacation ? I’m watching TV.When are you going ? I’m going ?.How long are you staying ? We’re staying for five days.Teaching aids : cards and a tape ,a large wall calendar.Period 1 Teaching procedures : Step 1 Leading in 1.Free talk.2.Put up the wall calendar.T: I’m staying home on Saturday(pointing to next Saturday).Ss repeat.Ss: I’m staying home on Saturday.T: OK.Today we’ll learn how to talk about future plans.Step 2 Pre-task SB Page 13 , 1a.1.Look at the picture carefully and tell what you see in the picture.2.Write the activities from the pictures in the box and add some more.用心

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3.Practice reading.Step 3 While-task 1.Using the activities we write in 1a to make conversations.For example :What are you doing for vacation ? I’m visiting my uncle.2.Pairwork.Practice in pairs.3.用第三人稱練習對話.4.Groupwork.Divide the Ss into groups of four or five.Make conversations.5.Listening Page 13,1b.Check the answers.SB Page 14 ,2a & 2b.1.First ,read the names of the people.2.Play the recording and let Ss fill in the chart.3.Check the answers.Step 4 Post-task SB Page 14,2c.Read the conversations first.Groupwork and fill in the chart.Step 5 Homework 1.如果沒填完上面的表格回去接著做完.2.記單詞.教學后記

Period 2 Teaching procedures : Step 1 Leading in 1.Free talk.2.Revise : Make conversations with the setences what are you doing for vacation ? When are you going ?Who are you going with? Step 2 Pre-task SB Page 14,Grammar focus.1.Call attention to the sentences together.Read them by the Ss.Ask a student to say the question using the word he and then again using a boy’s name.2.Do in the same way with “she” and a girl’s name.Step 3 While-task SB Page 15, 3a.1.Read the conversation by the Ss and practice reading.2.Listen and fill in the chart.3.Check the answers.SB Page 15, 3b.1.Look at the conversation in the box.2.Practice reading.3.Pairwork.Make conversations using the information in 3b.4.Act out your conversations.Step 4 Post-task Vacation Dreams.用心

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Imagine your dream vacation.Write something on a piece of paper using what we learnt.Share the dreams.Step 5 Homework Write 2 conversations about 3b in the exercise books.If you don’t finish your dream writing, do it at home.教學后記

Period 3 Teaching procedures : Step 1 Leading in 1.Free talk.2.Check the homework :Ask one or two Ss to say something about their dream vacation.并給出全適的評價.Step 2 Pre-task SB Page 16, 1a.1.Say each phrase and ask Ss to repeat.2.Call attention to the pictures.Say something about the pictures.Match each phrase with a picture.3.Check the answers.Step 3 While task 1.Make conversation.Work with your partner.Talk about what you would like to do on vacation.2.Share their conversations.SB Page 16 , 2a&2b.1.Read the reporter’s questions together.2.Play the recording and check the answers.Step 4 Post-task 1.Find a new partner.Student A is the reporter.Student B is He Yu.A interview B.2.Read the conversation in 2c and with the help of the listening.Step 5 Homework 1.Remember the new words.2.Write the conversations about your interview.教學后記

Period 4 Teaching procedures :

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Step 1 Leading in 1.Greetings.2.Make an interview with a student.Step 2 Pre-task SB Page 17 ,Part 4.T: What are you doing this weekend ? 1.Ask each other ,write down their answers.2.One student to present his /her exercise.Step 3 While-task SB Page 17 , 3a.1.Read the article about Ben Lambert’s vacation plans by the Ss.Tick out the new words.2.Read the article to the class.3.Explain the new words.4.Play the tape.Ss listen and repeat.5.Point out the five numbered pictures.Ss identify the items.6.Check the answers.7.Play the tape again.Practice reading.SB Page 17, 3b.T: This is an article about Julia’s vacation plans.Call attention to the blanks in the paragraph.Read the paragraph to the class ,saying blank each time when we come to a bland line.Read the paragraph and fill in the blanks.Step 4 Post-task SB Page 17 , 3c.T: We read about Julia’s vacation and Ben’s vacation.If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans.Give them help if they need.Step 5 Homework Complete the Selfcheck.教學后記

Unit 4 How do you get to school? Teaching goals : 1.Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop.2.Talk about how to get to places(談論出行方式)take the bus /subway /train /taxi , ride a bike /walk.3.how引導的特殊疑問句，表示乘坐何種交通工具的方式.how far ,how long 引導的特殊疑問句.4.復習基數(shù)詞及時間的表示方法.5.了解中外文化的差異.Important and difficult points :

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1.how /how far /how long 引導的特殊疑問句.2.乘坐交通工具的表示方法.3.It takes /will take/took sb some time to do sth.Teaching aids: cards and a tape-recorder.Period 1 Teaching procedures : Step 1 Leading in Greetings and free talk..T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike.Does anyone take the subway ? No , we have no subway.OK ,today we will learn Unit 4.Explain : get to Step 2 While-task SB Page19 ,1a&1c.1.Write down how you get to school.2.Look at the picture.Write down how the students get to school.3.Make dialogues with the phrases.4.Groupwork: Divide the students into groups of three or four.Practice reading the dialogues.5.Act out their dialogues.SB Page 19 , 1b.Listening 1.Make sure the Ss know what ot do.Give them an example orally if possible.2.Read the names.3.Play the tape and check the answers.SB Page 20 , 2a&2b.1.Revise the numbers.2.Teach the new word :minute.3.Play the tape for the students to finish 2a&2b.Then play again and check the answers.Step 3 Post-task If there is time ,make conversations.Step 4 Homework 用對話的形式告訴老師你是怎么到達學校并需要多長時間，then please tell me how you get to school and how long it takes.教學后記

Period 2 Teaching procedures : Step 1 Leading in 1.Greetings.2.Check the homework.用心

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3.Go over the dialogue in Page20 ,2c.Step 2 Pre-task SB Page 20 ,Grammar focus.1.Review the grammar box.Ask students to say the statements and responses.2.Practice reading.3.Explain the usage of “take” in “take the train” and “take sb some time to do sth”.Step 3 While-task SB Page 21,3a.1.Pay attention to the speech bubbles.Read the questions.2.Read the passage by the Ss.Find the answers to the questions and write the answers on the lines.3.Check the answers.SB Page 21, 3b.1.Show Ss the example in the box.Two students read it to the class.2.Pairwork: Make your own conversations using the information in the left box.3.Ask some pairs to present the conversations to the class Step 4 Post-task SB Page 21 ,Part 4.Groupwork.Divide the Ss into groups of three.In each group ,one is A, who look at Page 21.One is B, ho look at Page 85,the other is C, who look at Page 86.Fill in the blanks.The group who fill in the blanks first wins.Step 5 Homework Write two conversations in 3b in the exercise books.教學后記

Period 3 Teaching procedures : Step 1 Leading in 1.Greetings and free talk.2.Check the homework.3.Go over the passage in 3a Page 21.Step 2 Pre-task SB Page 22 ,1a.1.Say the four new phrases and Ss repeat.2.Match the words with the pictures.3.Check the answers.Step 3 While-task SB Page 22,2a&2b.1.Play the tape for the students to finish them.用心

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2.Point out the two sets of pictures with a blank line in front of each.3.Check the answers.SB Page 22, 2c.Talk about how Nina gets to school.Step 4 Post-task SB Page 23, 3a.1.Read the instructions to the class and read through the statements abut the article.2.Read the article again by the Ss.Write if the statements are true or false in your exercise books.3.Do the activity individually and check the answers.SB Page 23 ,3b.Read the article and fill in the blanks.Check the answers.Selfcheck Part 2.1.Look at the picture.Make sure what the people in the picture doing.2.Finish the conversation.3.Practice reading.Step 5 Homework 1.Write a newspaper article.2.Go over this unit.教學后記

Unit 5 Can you come to my party ?

Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals : 1.vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party.2.Patterns: Can you come to my party ?z Sure, I’d love to.Sorry ,I can’t.I have to ?.3.能力目標:學會邀請別人以及回答的方式.4.情感目標:培養(yǎng)學生禮貌用語的習慣.Teaching procedures : Step 1 leading in Play the song : Happy birthday.Say ,today it’s Meimei’s birthday.She wants to invite you to her birthday party.Can you tell me what she should say ? Ask students to say.Step 2 Pre-task Page 25 ,1a ,1b.用心

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Ask ,Can you come to my party ? Ask some students to answer.Ask the students who say I can’t go to say why.Call attention to the words in Activity 1a.Read together.Say ,look at the picture.Ask Ss to tell what they see in each scene.Match the words with the picture and check the answers.Say ,now listen to the recording.Write the name of each person next to his or her picture.Play the recording.Ask Ss to complete the activity individually.Correct the answers.Step 3 While-task SB Page25 , 1c.Point to the example in the box.Ask Ss to do a practice with partners.Ask some groups to act.Game:

One student invite some students to his/her party.The other students answer.SB Page 26, 2a.Point to the five sentences.Say ,listen to each conversation and then circle the word that makes the sentences correct.Play the recording.Check the answers.SB Page 26 ,2b.Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t”.Say ,now listen to the recording again.Write the number of the conversation(1 through 3)in front of the reasons.Play the recording.Write down these answers.Check the answers.Step 4 Post-task SB Page 26 ,2c.Call attention to the points listed in activity 2b.Ask students to make their own conversation like the example.As students work ,move around the room and monitor.Ask some students to present their dialogue.Step 5 Homework Practice : Invite your friends to come to your party.Write down their answers.教學后記

Period 2 Teaching contents :Section A Grammar focus , 3a , 3b , 4.用心

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Teaching goals : 1.vocabulary : whom , start , join , practice , math test , mall , calendar.2.Patterns : Can you go to the mall this week ? Can she/he/they go to movies ? 3.能力目標:學會寫請貼，會制做日程表.4.情感目標:學會人際交往的基本常識.Teaching procedures : Step 1 Leading in Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his answer.Step 2 Pre-task SB Page 26 , Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Call attention to “has to” and “have to” , under the words write “I’m ing , and she’s ing.” Step 3 While-task SB Page 27 , 3a.Call attention to the invitation.Ask questions about it.eg.What kind of invitation is it ? Call attention to the dialogue.Ask a pair of students to read it to the class ,saying blank each time they come to a blank line.Ask students to fill in the blanks according to the invitation.Check the answers.SB Page 27 , 3b.Ask two students to act the conversation you just completed.Call attention to the blank invitation card.Complete this card.Ask some pairs to present their conversations to the class.Step 4 Post-task SB Page 27 ,Part 4.Read the instructions for this activity to the class.Read the dialogue with a student.Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class.Step 5 Homework 1.Make your own calendar.2.Make an invitation.教學后記

Period 3

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Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals: 1.vocabulary: Sunday Monday Tuesday Wednesday Thursday Friday Saturday tomorrow.2.Pattern: Can you play tennis with me ? What’s today ?

3.能力目標:能訓練地用英語和別人進行交際.Teaching aids : Step 1 Leading in Ask the student who is on duty to say something to the class.Step 2 Pre-task SB Page 28 ,1a , 1b.Show the days of the week in a large monthly calendar.Point out the days of the week at the top of the calendar and ask a student to read these words aloud.Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date.Complete activity 1a ,check the answer.Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books.Step 3 While-task SB Page 28, 1c.Call attention to the example in the box.Ask two students to read it to the class.Ask Ss to work in pairs.Ask :What do you want to do on Monday , Tuesday ? ? Write down your answers.Make some conversations with your partner.Ask some Ss to present their conversations.SB Page 28, 2a, 2b.Point to the picture.Listen to the conversation.Can Vince play tennis with Andy ?Circle “yes” or “no”.Play the recording.Ask what can Vince do today.Pay attention to the list of five activities ,and the three lettered words.Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow.Play the recording.Correct the answers.Step 4 Post-task SB Page 28, 2c.Help student find partners.Say ,one student is Andy ,the other is Vince.Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation.教學后記

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Period 4 Teaching contents :Section B 3a, 3b ,3c ,4, Selfcheck.Teaching goals : 1.vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till 2.Patterns: Thank you for your invitation.I’m sorry I can’t.I have to ?.3.能力目標:學會以“邀請”為主題的書面表達形式，弄懂E-mail 的寫作法.4.情感目標:理解“義務”涵義.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Show an article to the class.Say ,this is a e-mail message.Call attention to the form.Read the article individually.Step 2 Pre-task SB Page 29 ,3a.Say ,there is another e-mail message.Ask a student to read it to the class.Call attention to the blank calendar.Say ,Now read it again.Then complete Sonia’s calendar.Check the answers.Step 3 While-task SB Page 29 ,3b.Point out the e-mail message.Ask a student to read it aloud.Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own.Ask some Ss to present the answers to the class.SB Page 29 ,3c.Say ,now write your own e-mail message to a friend.say why you can’t visit next week , give some reasons you wish.As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class.Step 4 Post-task SB Page 29 ,Part 4.Read the instruction to the class.Complete the calendar on Page 88.Say ,now go around the class.Ask Ss if they can come to your party at the time you are free.用心

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Step 5 Exercise Selfcheck Then ask some students to present their answers.Check the answers.教學后記

Unit 6 I’m more outgoing than my sister.Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c.Teaching goals : 1.vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin.2.Pattern: He has shorter hair than Sam.Is Tom smarter than Tim ? 3.能力目標:能對人物的外表進行描繪，個性進行比較.Teaching procedures: Step 1 Leading in Ask a student to introduce herself/himself.Step 2 Pre-task SB Page 31 , 1a.Show some pictures to Ss.Say ,They are stars.Ask Ss to tell what they see.Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on.Then ask Ss to repeat these sentences : Yao Ming is taller than Ronaldo.Step 3 While-task SB Page 31 , 1c , 1b.Call attention to the picture.Point out the sample conversation in activity 1c.Say ,Now work with a partner.Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Then listen to the recording.Ask Ss to number the twins.Check the answers.SB Page 32 ,2a.Point out the two columns and read the headings :-er ,-ier and more.Then point out the words in the box.Read.用心

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Say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.SB Page 32 , 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say ,listen to the recording.Write word in the boxes.The words are from the list in activity 2a.Play the recording and check the answers.Step 4 Post-task SB Page 32 , 2c.Point out the chart in activity 2c and on Page 89.Say , Make your own conversations according to the information.Ask pairs to continue on their own.Correct the answers.Step 5 Homework How are you and your sister /brother different ?Write down.教學后記

Period 2 Teaching contents: Grammar focus , 3a , 3b ,4.Teaching procedures: Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer.Step 2 Pre-task Grammar focus.Review the grammar box.Ask Ss to read the sentences to the class.Call attention to the word “funny”, circle “y” and say when a word ends in y ,change “y” to an “i” and add –er.Write the phrases “more athletic than”.Say, when you complete things using words with three or more syllables ,you use the word more.Practice : happy , outgoing , short , thin , good.Step 3 While-task SB Page 33 , 3a.Call attention to the letter.Ask a student to read it to the class.Say, now read the article ,then answer the questions.Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer.Check the answers.SB Page 33 , 3b.Say ,tell your partner about things that are the same and different between you and a member of your family or a friend.You can make a conversation like the example.Ask two Ss to read the sample conversation in the box.Have Ss work and ask some pairs to say their dialogues.用心

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Step 4 Post-task Read the instruction to the class.Ask pairs of Ss how many same and different examples they found.Work in pairs and ask some pairs to read their lists.Step 5 Homework Write down the same and different between you and a friend.教學后記

Period 3 Teaching contents : Section B 1a , 1b , 2a , 2b , 2c.Teaching procedures : Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need.Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a.Read each description to the class and ask the Ss to repeat.What kind of things are important in a friend.Rank the things below 1-6(1 is most important)Ask different Ss to copy the six phrases on the Bb.Then read the phrases together.Step 3 While-task SB Page 34 , 1b.Say , Now make your own statements about friends using the phrases in activity 1a.Ask some Ss to tell the class what they look for in a friend.And say ,who is your best friend ? SB Page 34 , 2a.Play the recording and check the answers.SB Page 34 , 2b.Play the recording and check the answers.Step 4 Post-task SB Page 34 , 2c.Say , Now work with your partner.Make a conversation using information in the chart.Ask several pairs to say their conversations to the class.Step 5 Homework 連詞成句: 1.Tom , Sam , intellectual , more , than , is.2.her sister , as ? as.not, sports , at , good, is ,Liu Ying.3.me , same , as , the , friend , my , is.4.makes , laugh , a , me , good , I , think , friend.5.outgoing , are , both , we.用心

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Period 4 Teaching procedures : Step 1 Leading in Greeting.Step 2 Pre-task SB Page 35 , 3b.Read the instruction to the class.Ask Ss to look at the chart on Page 34.Ask a student to read the example to the class.Say ,now write your own sentences.Ask students who finish first to write sentences on the Bb.Ask some Ss to read the sentences ,each student read one sentence one by one.Step 3 While-task SB Page 35 , 3a.Read the instruction.Point out the sample answer.Say , Now read the article.Explain the words and sentences in your own words.Listen to the recording.Say ,Now read the article again.Underline all the words that describe what people are like.Check the answers.SB Page 35 ,3c.Ask Ss to choose a friend to write about.Ask Ss to try to tell the truth.Say ,Now finish the activity on your own.Ask some Ss to read their sentences to the class.Step 4 Post-task SB Page 35 ,Part 4.Write the names of two outgoing students on the Bb.Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs.Ask some pairs who they thought should get the job and why.Step 5 Exercise Selfcheck.Ask Ss to work on their own.Check the answers.教學后記

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Unit 7 How do you make a banana smoothie ?

Period 1 Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goal : 1.vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon.2.Patterns: How do you make a banana smoothie ? How many bananas do we need ? How much cinnamon do we need ? 3.能力目標:學會使用how many 和how much 分別對可數(shù)名詞和不可數(shù)名詞的量提問.4.情感目標:培養(yǎng)學生熱愛勞動的習慣.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Greeting.Step 2 Pre-task SB Page 41 , 1a.Look at the picture.What can you see ? Point out the blank likes in the picture.Ask Ss to write the names of the actions.Choose the correct words.Ask Ss to fill in the blanks on their own.Check the answers.SB Page 41, 1b.Point out the actions in the picture and the list of actions in activity 1b.Play the recording and check the answers.Step 3 While-task SB Page 41 , 1c.Point out the instructions in activity 1b.Ask Ss to talk with a partner.SB Page 42 , 2a.Point out the two columns in the chart and read the headings.Say , Maria and Katie are talking about making fruit salad.Listen carefully.What do they need ?Write the names of the ingredients.Play the recording and check the answers.SB Page 42 , 2b.Say ,Now listen again.This time listen to the amount of each ingredient the girls talk about.Write the name of each ingredient next to the correct amount.Ask a student to read the amounts in the first column.Play the recording.Ss work.Check the answers.Step 4 Post-task SB Page 42 ,2c.Read the instruction for the activity.Point to the sample conversation.Ask two students to read the questions and answers to the class.用心

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Have Ss work in pairs.Ask some pairs to present their conversations.Step 5 Homework Make a banana smoothie or fruit salad with your friends.教學后記

Period 2 Teaching procedures : Step 1 Leading in Greeting.Ask two students to present their conversation about how to make a banana smoothie or fruit salad.Step 2 Pre-task Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Write the words countable and uncountable on the Bb.Ask one or two students to explain what these words mean Call attention to the verb.Say , there are imperative sentences.Ask some students to say sentences like these.Step 3 While-task SB Page 43 , 3a.Point out the picture and ask Ss what the boy and girl are doing.Point to the four words at the beginning of the activity.Ask Ss to number the words to show the order.Read the conversation.Ask Ss to complete it.Check the answers.Ask Ss to read the conversation with their partner.SB Page 43 , 3b.Point out the picture.Ask Ss to tell what is happening in each picture.Review the words :popcorn , popcorn popper ,salt , bowl.Ask a student to read the directions in the box.Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn.Step 4 Post-task SB Page 43 , Part 4.Ask Ss to work in teams of three.Read the instructions.Ask Ss to work in pairs.Then ask some pairs to present their questions and answers to the rest of the class.Step 5 Homework Write your own recipe about a sandwich.教學后記

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Period 3 Teaching contents :Section B 1a , 1b , 2a , 2b , 2c.Teaching procedures : Step 1 Leading in Review how to make fruit salad.Ask Ss to answer.Step 2 Pre-task Say ,Let’s make a sandwich.Ask Ss that what ingredients they need.Ask two students to say and write the ingredients on the Bb.Then ask ,How do you make your favorite sandwich ? Ask one student to answer.Say , let’s make it together.Step 3 While-task SB Page 44 , 1a ,1b.Point to the sandwich ingredients in the picture.Say each word and ask Ss to repeat it.Read the instructions and point to the lines where Ss write the things they like in a sandwich.Students work.After that.Say, Now ask and answer.Point

out the conversation in the box.Ask Ss to work with a partner.As Ss work ,move around the room monitoring.Ask some pairs to say their conversations to the class.SB Page 44 , 2a.Read the instructions to the class.Point to the foods in activity 1a.Play the tape the first time.Ss only listen.Play the tape again.Ss circle the words in activity 1a.Check the answers.SB Page 44 ,2b.Listen carefully and write the ingredients on the correct lines in the chart.Check the answers.Step 4 Post-task SB Page 44 , 2c.Ss work in pairs.Ask several pairs to act out.Step 5 Homework Make a sandwich.教學后記

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Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck.Teaching procedures : Step 1 Leading in Ask some students to show the sandwiches they made.Step 2 Pre-task SB Page 45 , 3a.Read the instructions to the class.Have a student to read the recipe to the class.Point to the words vegetables ,meat and others in the chart.Point to the example answer.Say ,Now read the recipe and write the ingredients under the correct words in the chart.Check the answers.Step 3 While-task SB Page 45 , 3b.Read the instructions to the class.Read the recipe to the class.Say “blank” each time when coming to a blank line.Say ,Now write a word in each blank.Check the answers.SB Page 45 , 3c.Read the instructions to the class.Then ask students to write their recipes.As students work ,move around the room offering assistance as needed.Ask students to read their recipes to a partner.Ask some students to read their recipes to the class.Step 4 Post-task Selfcheck.Ask students to finish the work.Ask some students to present their answers to the class.Check the answers.Step 5 Homework SB Page 45 , Part 4.Ask students to work with a partner.Tell your partner how to make a sandwich with the ingredients in your list.教學后記

Unit 8 How was your school trip ? Teaching goals : 1.words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of.用心

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2.Use the past tense to talk about things.3.掌握由there be 結構和行為動詞構成的一般過去時.4.掌握規(guī)則和不規(guī)則動詞的過去時.Important and difficult points : How to use the past tense correctly.The form of the past tense.Teaching aids : card , picture and a tape recording.Period 1 Teaching procedures : Step 1 Leading in Greeting : talk about something the Ss did last week.Step 2 Pre-task SB Page 47 , 1a , 1c.T: What did you do on your last school trip ?Look at the picture.Guess :What did Tina ? do ?

Pairwork : Did Tina buy a souvenir ? No , ?.Step 3 While-task SB Page 47 , 1b.Listen and check the answers.SB Page 48 , 2a , 2b.Play the recording and correct the answers.Step 4 Post-task SB Page 48 , 2c.Pairwork : Make conversations.Ask several students to present their conversations.Step 5 Conclusion Grammar focus.Review the grammar box.Ss say the questions and answers.Practice reading.教學后記

Period 2 Teaching procedures : Step 1 Leading in Greeting : talk about what last day off was like.Was it a good day off or a terrible day off ? Step 2 Pre-task SB Page 50 , 1a , 1b.Look at the pictures.say something about the pictures.Point out the five phrases.Ss read after teacher.Make sure Ss understand what they should do.Rank them from 1-5.Pay attention to the conversation in the box on the right.Read.用心

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Pairwork : make conversations.Share the students’ conversations.Step 3 While-task SB Page 50 , 2a , 2b.Say , Now you will hear a conversation about what Tina and Tony did on their last day off.Point out the sample answer in 2a.Listen carefully twice.Fill in the chart.Read the sentences in 2b.Pay attention to who said these things.Play the tape again.Listen carefully.Check the answers.SB Page 49 , 3a.Ask one student to read the article.Ss read and work : correct the statements below.Listen to the recording.Read after it.Ask Ss to read together.Step 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there ? ? Did you see ? ? Did you go ? ? Step 5 Homework Make up a story.教學后記

Period 3 Teaching procedures: Step 1 Leading in Free talk.Check the homework.Step 2 Pre-task SB Page 51, Part 4.Say ,Here are some photos of your last vacation.What did you do ? Ask and answer with your partner.Question like this : Did ? ? What ? ? Were there ? ? Where ? ? How was ? ? Pairwork.Step 3 While-task SB Page51 ,3a.Read the letter about the things Nick did by Ss.Explain the new words.Play the tape.Ss listen and repeat.用心

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Point to the number 1-5.Point out the sample answer.Ss work.Then check the answers.Play the tape again.Practice reading.SB Page 51 , 3b.Say , Imagine you are Tony and you’ll give Nick a letter.Point out the letter.Read the letter to the class.saying blank each time when come to a blank line.Read the letter and fill in the blank.Ask one student to present the answers.Step 4 Post-task SB Page 51, 3c.Say :We read about the things Tony and Nick did.What did you do on your last day off.Let’s write a letter about them.Give them help if they need.Ss work.Step 5 Homework Complete the selfcheck.教學后記

Unit 9 When was he born ? Teaching goals: 1.Learn to use “be born” to ask sb sth

2.掌握一般過去時態(tài)的以how long , when , where 等疑問詞開頭的特殊疑問句.3.能用有關的形容詞來描述人，并能用一般過去時來談論熟知的、敬佩的人物.Period 1 Teaching procedures : Step 1 Leading in Greeting.Ask Ss when they were born and which sports stars they like.Step 2 Pre-task SB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss Ask :T: Who’s that ? S: That’s ?.T: When was he born ? S: She was born in ?.Pairwork :make conversations.教 案 正 文 隨堂記錄 Step 3 While-task SB Page 53 , 1b.Look at the pictures.Read the names and the occupation.Make sure what Ss should do.Listen carefully.Complete the exercise.Check the answers.用心

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SB Page 53 , 2a & 2b.Point out the columns and read the headings to class.Explain the meaning of the words at the top of each column if necessary.Say ,this time fill in the information under How long.Play the recording, Ss complete activity 2b.Correct the answers.Step 4 Post-task Point to the chart in activity 2a.Point out the fill-in lines in the conversation in activity 2c.Show Ss how to do the activity.Ask Ss to work in pairs.Then make their own conversation.Correct the answers.Step 5 Homework Collect the information about sports stars.Then make cards.教學后記

Period 2 Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b.Teaching procedures : Step 1 Leading in Revise the past tense.Step 2 Pre-task SBPage54,Grammarfocus.AskSs to say the questions and responses.Answer the questions the Ss might have.Step 3 While-task SB Pag3 55 , 3a.Ask Ss to point to the names in the chart below the article.Read the name to the class.Explain the word achievement.Divide the class into two groups —A and B.Have them continue filling in their own charts , on their own.SB Page 55 , 3b.After Ss have finished reading and filling their answers , ask Ss to work in pairs.Draw the chart on the Bb.Ask the Ss who finish first to write the answers in the chart.Correct the answers.Step 4 Post-task SB Page 55 , 4a.Write this sample question on the Bb.Then ask two Ss to ask and answer these questions.Ask Ss to talk to several other Ss.Move around the room checking their progress.SB Page 55 , 4b.Ask Ss to tell the class what they learned about a student.Allow other Ss to ask questions if they don’t understand something another student says.Ask each student to read at least one statement from his chart.Step 5 Homework(改錯)1.I went to the classroom , but no one were there.用心

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2.Last summer I go to HongKong.3.Lucy and Lily didn’t late for school last week.4.Did your friend bought a new watch yesterday ? 教學后記

Period 3 Teaching contents : Section B 1a , 1b ,2a , 2b , 2c.Teaching procedures : Step 1 Revision Check the homework.Step 2 Pre-task SB Page 56 , 1a.Write on the Bb the eight words at the top of the page.Ask a student to the names of the people in the pictures.Ask Ss to write one or two words from the list under each person’s picture.SB Page 56 , 1b.Ask several Ss to read the class the words they wrote under each picture.Say , Now work with a group.Make your own statements about the people in the pictures ,using the words you wrote in your book.Ask Ss to tell the class what they said about some of the people.Step 3 While-task SB Page 56, 2a.Read the instructions and point out the words in the list in activity 1a.Play the recording.Ss listen and circle the words they hear Check the answers.SB Page 56 , 2b.Point out the eight sentences.Ask two Ss to read them.Play the recording and have Ss write down the answers.Correct the answers.Step 4 Post-task SB Page 56 , 2c.Ask two Ss to read the sample conversation.Have Ss work with a partner.Ask and answer questions using the sentences in activity 2b.Ask several pairs to say a conversation to the class.Step 5 Homework Remember the words learned in this class.教學后記

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Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck.Teaching procedures : Step 1 Leading in Ask some Ss some questions :When were you born ? When did you get to school yesterday ? etc.Step 2 Pre-task SB Page 57, 3a.Ask Ss to read the phrases in the chart.Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand.Ask Ss to read to the class any words or phrases they circled.Write them on the Bb.Ask other Ss to explain what they mean.Ask Ss to read the article again and fill in the information in the chart.Correct the answers.Step 3 While-task SB Page 57 , 3b.Ask Ss to use these sentences to start their articles.Ask Ss to use the article about Midori as an example.SB Page 57 , 3c.Read the instructions and ask Ss who they write about.Ask Ss to work on their own.When they finish, ask the Ss to read the article to a partner and to talk about the person in the article.Step 4 Post-task SB Page 57 , Part 4.Ask Ss to work in groups of four.Point out the sample conversation.Ask three Ss to read it to the class.Then ask Ss to work with their groups.Step 5 Homework Get Ss to finish the selfcheck on their own.教學后記

Unit 10 I’m going to be a basketball player.Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c.Teaching goals: 1.vocabulary :programmer ,engineer ,pilot ,professional 2.Pattern: I am going to do sth.3.能力目標:掌握一般將來時的用法.用心

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Important and difficult points : be going to 的用法.Teaching procedures : Step 1 Leading in 復習一般現(xiàn)在時表示計劃、打算做某事的用法.Step 2 Pre –task SB Page 59 , 1a.Read each of the words to the class.Teach the new words Have Ss complete activity 1a.Check the answers.SB Page 59 , 1b.Play the recording.Ss listen and write down the answers.Correct the answers.Step 3 While-task SB Page 59,1c.In pairs ,Ss look at the jobs in activity 1a and have conversations about these jobs.SB Page 60 , 2a.Point to the picture.Ask Ss to say what they see.Play the recording.Ss listen and write down the answers.Check the answers.SB Page 60 , 2b.Ask a student to read the sample question and sample answer to the class.Play the recording.Ask Ss to write their answers in the chart.Correct the answers.Step 4 Post-task SB Page 60 , 2c.Ask two Ss to read the sample conversation to the class.Point to the questions and answers in activity 2b.Ask Ss to make conversation about Cheng Han.Ask several pairs to say their conversations to the class.Step 5 Homework Preview the grammar box.教學后記

Period 2 Teaching contents : Grammar focus, Section B 3a,3b,4.Teaching goals: 1.vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire.2.能力目標: 談論未來自己與他人的理想職業(yè)及原因.Teaching procedures : Step 1 Leading in Have Ss make sentences with “be going to”.Step 2 Pre-task SB Page 61, 3a.Call attention to the diary.Read the paragraph to the class.Then read the instructions to the class.Have them know what to do.Ask Ss to finish the activity on their own.Correct the answers.Step 3 While-task

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SB Page 61 , 3b.Point to the questions.Say , Answer these questions.Tell the truth about your life.What do you plan to do ?

As Ss write ,move around the room offering help if needed Point out the sample conversation.Ask two Ss to read it to the class.Ss work in pairs.Ask some pairs to say their conversations to the class.Step 4 Post-task SB Page 61 ,Part 4.Write the year 2008 on the Bb.Ask the class why that is an important date for Beijing and China.(China is hosting the Olympic Games in 2008)Divide the class into small groups.Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 Homework Write the sentences in Part 4 on the exercise books.教學后記

Period 3 Teaching contents :Section B 1a , 1b , 2a , 2b , 2c.Teaching goals: 1.vocabulary :resolution , instrument , fax.2.能力目標:談論為實現(xiàn)理想所做出的的打算和安排.Teaching procedures : Step 1 Leading in Ask some Ss to say the statement on their exercise books.Step 2 Pre-task SB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means.Point out the box next to each picture and ask some Ss to read the phrases.Ask Ss to match the phrases and pictures on their own.SB Page 62, 1b.Ask two Ss to read the sample conversation to the class.Then ask Ss to find partners to have a conversation.Ask several pairs to say their conversations to the class.Step 3 While-task SB Page 62, 2a.Read the instructions and point out the phrases in the list in activity 1a.Play the recording.Ss listen and circle the phrases on the list in activity 1a they hear.Check the answers.SB Page 62 , 2b.Play the recording.Ask Ss to write their answers on the blank lines after each person’s name.用心

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Ask three Ss to write one answer each on the Bb.Check the answers.Step 4 Post-task SB Page 62, 2c.Ask two Ss to read the sample conversations.Then ask Ss to work with a partner.Step 5 Homework Have Ss write their resolutions on the exercise books.教學后記

Period 4 Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals: 1.vocabulary: reader , keep , fit , keep fit , build.2.能力目標:學習制定未來一段時間的計劃.Teaching procedures : Step 1 Leading in Check homework.Step 2 Pre-task SB Page 63 , 3a.Call attention to the magazine article.Ask a student to read it.Ask Ss to make a list of the New Year’s resolutions in this article.Check the answers.Step 3 While-task SB Page 63, 3b.Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s resolution was.Then ask some other Ss to tell how each person was going to make his or her resolution work.Point to the magazine article in activity 3a.Ask Ss to write an article like this one.Step 4 Post-task SB Page 63 , 3c.Ask some Ss to tell the class about their New Year’s resolutions.Then ask Ss to write about their resolutions on their own.SB Page 63 , Part 4.Divide Ss into small groups to do the activity.Ask some groups to write their plans on the Bb.Step 5 Selfcheck Ask Ss to finish the Selfcheck on their own.Step 6 Homework Write the article in activity 3c on the exercise books.教學后記

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Unit 11 Could you please clean your room ? Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c.Teaching goals : 1.vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting.2.patterns : Could you please + do sth.? Could you + do sth.? 3.能力目標:學習有禮貌地提出請求.Important and difficult points :請求允許做某事.Teaching procedures : Step 1 Leading in Greetings.Step 2 Pre-task Teach the new words.Step 3 While-task SB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class.Play the recording and let Ss fill in the chart.Check the answers.SB Page 65 , 1c.Point out the sample conversation in activity 1c.Ask two Ss to read it to the class.Have Ss work in pairs.Step 4 Post-task SB Page 66 , 2a & 2b.First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no”.Correct the answers.Do with activity 2b in the same way.Step 5 Pairwork SB Page 66 , 2c.Ss work in pairs , then ask some pairs to act out their conversations.Step 6 Homework In pairs make a conversation using “Could you please ?? Could you ? ?”.教學后記

Period 2 Teaching contents: Section A Grammar focus,3a ,3b,4.用心

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Teaching goals : 1.Vocabulary :work on , laundry , do the laundry , wash.2.Master and use : I like doing sth.because ?.I don’t doing sth.because ?.3.情感態(tài)度目標:教育學生在人際交往中要有禮貌.Teaching procedures : Step 1 Leading in Revise the pattern : Could you please ? ? Could you ? ? Step 2 Pre-task SB Page 66 , Grammar focus.Ask Ss to say the questions and answers.Explain :the questions use the word could and the answers use the words can and can’t.Step 3 While-task SB Page 67 , 3a.Read the conversation to class with a student.Say blank every time you come to a blank.Ask Ss to fill in each blank with the work make or do.Correct the answers.SB Page 67 , 3b.Ask two Ss to read the sample phrases.Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a.Ask a student to say the name of a chore.Then ask another student to say I like or I don’t like.Then ask a third student to give a reason.Step 4 Post-task SB Page 67 , Part 4.In groups of five , give each group a set of blank cards.Ask Ss in each group to write one core onto a card.In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason.Step 5 Homework Make some sentences with “I like doing sth because ?.” or “I don’t like doing sth.because ?.”

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Period 3 Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals : 1.vocabulary: snack ,borrow ,invite ,disagree ,teenager 2.能力目標:熟悉并能靈活運用Could you(please)? ? Teaching procedures : Step 1 Leading in Ask some Ss with questions :Could you please ? ? Could you ? ? Step 2 Pre-task SB Page 68 ,1a.Say , Look at the items on the list ,ask Ss to complete the writing on their own.用心

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Correct the answers.Step 3 While-task SB Page 68, 1b.Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a.Call several pairs to say one or more of their conversations to the class.SB Page 68, 2a & 2b.Read the instructions and have Ss know what to do.Play the recording and ask Ss to write their answer on their own.Ask two Ss to write their answers on the Bb.Correct the answers.Step 4 Post-task SB Page 68, 2c.Point out the sample conversation and ask two Ss to read it to the class.Then point to the phrases in the box.Ask Ss to ask and answer with a partner.Ask several pairs to say their questions and answers to the class.Correct any incorrect questions or answers.Step 5 Homework 英漢互譯: 1.洗餐具 2.處理瑣事，干家務3.購物 4.take out the trash 5.make the bed 6.fold your clothes 教學后記

Period 4 Teaching contents: Section B 3a, 3b , 3c, 4 , Selfcheck.Teaching goals : 1.vocabulary :take care of ,feed ,mine ,weren’t=were not 2.能力目標:學習寫留言條以請求他幫助.Important and difficult points : 留言條的書寫.Teaching procedures : Step 1 Leading in Ask Ss to translate some Chinese phrases.Step 2 Pre-task SB Page 69 , 3a.Read the instructions and have Ss know what to do.Ask Ss to read the letter on their own and complete the chart.Ask two Ss to write their answers on the Bb.Correct the answers.Step 3 While-task SB Page 69 , 3b.Ask a student to read the beginning of the e-mail message.Have Ss finish the message.Tell them they can look at the Chart in activity 2b for ideas.用心

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Ask some Ss to read their message to the class.SB Page 69 , 3c.Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class.Step 4 Post-task SB Page 69 , Part 4.Point out the sample conversation and read the instructions to have Ss know what to do.Divide Ss into groups of three and ask them to make conversations.Ask several groups to say their conversations to the class.Step 5 Homework Finish the Selfcheck.教學后記

Unit 12 What’s the best radio station ?

Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goals : 1.vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station.2.能力目標:掌握一些形容詞的比較級和最高級.Difficult points : 特殊形容詞的比較級和最高級.Teaching procedures : Step 1 Leading in Revise the comparative forms and superlative forms of some adjectives.Step 2 Pre-task SB Page 71 , 1a.Ask Ss to explain what the word or phrases means in their own words.Then ask Ss to decide which of the things are important or unimportant.Step 3 While-task SB Page 71 ,1b.Ask some Ss to read the sentences, then play the recording.Correct the answers.SB Page 71, 1c.Ask Ss to make a list of real movie theaters they know.In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters.Step 4 Post-task SB Page 72, 2a & 2b.Ask some Ss to read the phrases and sentences.Play the recording ,Ss listen and write down their answers.Check the answers.用心

愛心

專心

Step 5 Role play SB Page 72 , 2c.Have Ss work in pairs.Check the progress and offering help as needed.Ask some pairs to say their conversations to the class.Step 6 Homework Preview the grammar box.教學后記

Period 2 Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals : 1.vocabulary :teen ,bargain , delight , by bus.2.能力目標:學習進行簡單的比較并表達自己的好惡.Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of adjectives.Step 2 Pre-task SB Page 72, Grammar focus.Ask a student to read the sentences to the class.Say ,these sentences show different grammar points.Explain the two grammar points.Answer questions the Ss might have.Step 3 While-task SB page 73 , 3a.Point to the chart.Ask Ss what they will write in the chart.Ask Ss to read the article on their own.Ask Ss to read the article again and complete the chart on their own.Correct the answers.SB Page 73,3b.Point out the sample conversation and ask two Ss to read it to the class.Ask Ss to say the names of stores in your town and write the names on the Bb.Step 4 Post-task SB Page 73, Part 4.Ask the class for the names of three places to have lunch near the school and write them on the Bb.Divide the class into small groups.Ask them to choose three restaurants and fill in the chart.Step 5 Homework 寫出下列單詞的比較級和最高級：happy , late , good , bad , beautiful , heavy , big , wet , small , much.教學后記

用心

愛心

專心

Period 3 Teaching contents :Section B 1a , 1b, 2a , 2b , 2c.Teaching goals : vocabulary: positive , negative , dull , performer Teaching procedures : Step 1 Leading in Check the homework.Step 2 Pre-task SB Page 74, 1a.Point to the sample answer in the chart and ask a student to read the pair of words to the class.Ask Ss to complete activity 1a on their own.Correct the answers.SB Page 74 , 1b.Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner.Ss work in pairs to talk about the people they know.Ask several Ss to say their sentences to the class.Step 3 While-task SB Page 74 , 2a.Ask Ss what a “talent show” is and ask Ss to tell what people do at talent show.Point to the five pictures.Ask different Ss to say what the people are doing in each picture.Play the recording.Ss listen and write the correct name.Check the answers.SB Page 74 , 2b.Play the recording and ask Ss to write what different people say about the performers.Correct the answers.Step 4 Post-task SB Page 74 ,2c.Ask two Ss to read the sample conversation to the class.Then Ss work in pairs.Step 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise books.教學后記

Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck.用心

愛心

專心

Teaching goals : 1.vocabulary: province , still , enough , distance , farthest 2.能力目標:學習進行簡單的調查.Teaching procedures : Step 1 Leading in Greetings.Step 2 Pre-task SB Page 75, 3a.Read the instructions and point out the words in the box.Point out the sample answer for number 1.Ask Ss to write one work from the box on each blank line.Correct the answers.SB Page 75 , 3b.Say ,Now write an article about the other people in activity 2b.Write about Vera , Dennis ,and the math teachers ,you can use information in the chart to help you.Ask Ss to complete the article on their own.Ask some Ss to read what they wrote to the class.Step 3 While-task SB Page 75, 3c.Ask Ss to say the names of famous performers they might write about.Ask Ss to write their article on their own.Ask some Ss to read their articles to the class.Step 4 Post-task SB Page 75 , Part 4.Point out the chart where the Ss can write the answers.Ask two Ss to read the sample conversation to the class.Ask Ss to interview three classmates.Ask several Ss to read the information from one column to the class.Step 5 Homework Review the grammar focus on Page 72.教學后記

用心

愛心

專心 42

第二篇：人教新目標八年級上冊----課文填空練習-(全冊)

人教新目標八年級上冊

課文填空練習(全冊)

Unit 1 2b

I ____________(arrive)in Penang in Malaysia this morning with my family.It ________(be)___________(sun)and hot, so we decided __________(go)to the beach near our hotel.My sister and I _________(try)paragliding.I ____________(feel)I was a bird.It was so ____________(excited)!For lunch, we __________(have)something very special –Malaysian yellow noodles.They _________(be)delicious!In the afternoon, we ___________(ride)bicycles to Georgetown.There ___________(be)a lot of new ____________(build)now, but many of the old buildings ________(be)still there.In Weld Quay, a __________(real)old place in Georgetown , We ____________(see)the __________(house)of the ___________(China)traders from 100 years ago.I wonder what life __________(be)like here in the past.I really enjoyed __________(walk)around the town.What a ____________(different)a day _________(make)!My father and _________(I)decided ____(go)to Penang Hill today.We wanted _________(walk)up to the top, but then it ___________(start)__________(rain)a little so we ____________(decide)to take the train.We __________(wait)for over an hour for the train because there __________(be)too many _________(people).When we _______(get)to the top it _____________(rain)really ___________(hard).We ____________(have)an umbrella so we ________(be)wet and cold.It was ___________(terribly)!And because of the bad weather , we ____________(can)see ____________(something)below.My father ____________(bring)enough money, so we only ___________(have)one bowl of rice and some ___________(fish).The food ____________(taste)great because I ____________(am)so hungry!

2e

Today ____________(be)a beautiful day.My father and I ___________(go)to Penang Hill again, but this time we ___________(walk)to the top.We ____________(start)at 9:30 a.m and ___________(see)lots of special Malaysian _________(flower)along the way.About one hour __________(late), we ____________(stop)and ___________(drink)some tea.Then we _____________(walk)for another two hours before we ________(get)to the top.I _____________(be)quite tired , but the city ___________(look)wonderful from the top of the hill!

Self Check

Last August , our class ________(do)something very special on _________(we)school trip.We _______(go)to Mount Tai.We __________(start)our trip at 12:00 at night.Everyone in our class _______(take)a bag with some _________(food)and water.After three hours , someone __________(look)at the map and ____________(find)out we _________(not be)anywhere near the top.My legs _________(be)so tired that I __________(want)___________(stop).My classmates ___________(tell)me _________(keep)___________(go), so I __________(go)on.At 5:00 a.m , we _________(get)to the top!Everyone ____________(jump)up and down in _____________(excite).Twenty minutes ________(late), the sun _____________(start)_________(come)up.It __________(be)so beautiful that we _____________(forget)about the last five hours!

Unit 2 2b

Last month we ___________(ask)our students about __________(they)free time __________(activity).Our ___________(question)were about exercise, use of the internet and ___________(watch)TV.Here ___________(be)the results.We ___________(find)that only fifteen percent of our students exercise every day.Forty-five percent exercise four to six ___________(time)a week.Twenty percent exercise only __________(first)to three times a week.And twenty percent __________(do)exercise at all.!We all know that many ____________(student)often ____________(go)online , but we were ___________(surprise)that ninety percent of _________(they)use the Internet every day.The other ten percent use it at ____________(little)three or four times a week.Most ___________(student)use it for fun and not for homework.The answers to our questions about _____________(watch)television _________(be)also _____________(interest).Only two percent of the students watch TV one to three times a week.Thirteen percent watch TV four to six times a week.And eighty-five percent watch TV every day!____________(although)many students like to watch sports , game shows are the ______________(popular).2 It is good ___________(relax)by ________(use)the Internet or ___________(watch)game shows , but we think the best way __________(relax)is through exercise.It is ___________(health)for the mind and the body.Exercise such as _________(play)sports is fun , and you can ___________(spend)time with your friends and family as you play together.And remember, ―old habits die hard‖.So start ______________(exercise)before it‘s too late!

Unit 3

My mother told me a good friend is like a mirror.I‘m __________(quiet)and ______________(serious)than most kids.That‘s why I like ___________(read)books and I study _________(hard)in class.My best friend Yuan Li is quiet too, so we enjoy ___________(study)together.I‘m shy so it________(be)easy for me ____________(make)friends.But I think friends are like books—you don‘t need a lot of _______(they)as long as they‘re good..It‘s not necessary ____________(be)the same.My best friend Larry is quite____________(difference)from ________(I).He is _________(tall)and ______________(outgoing)than me.We both like sports, but he ___________(play)___________(well), so he always ___________(win).However , Larry often _________(help)to bring out the ___________(good)in me.So I‘m __________(get)better at tennis.Larry is much __________(little)hard-working , though.I always get ____________(good)grades than he ___________(do), so maybe I should _________(help)him ___________(much.)

I don‘t really care if my friends are the same as __________(I)or ____________(difference)My

favorite

saying

is

―A

true

friend ____________(reach)your hand and __________(touch)your heart.‖ My best friend Carol is ____________(real)kind and very funny.In fact , she‘s __________(funny)than anyone I know.I ___________(break)my arm last year but she __________(make)me _________(laugh)and feel _________(good)We can talk about and share ___________(anything).I know she __________(care)about _________(I)because she‘s always there to listen..Unit 4.Everyone _________(be)good at something, but some are __________(true)_______________(talent).It‘s always interesting ____________(watch)other 3 people _____________(show)their _____________(talent).Talent shows are getting ____________________(popular).___________(one), there were shows like American Idol and ___________(America)Got Talent, Now, there are similar shows around the world , such as ____________(China)Got Talent.All these shows have one thing in common.They try _____________(look)for the __________(good)singers, the most talented ____________(dance), the most exciting ______________(magic), the funniest _____________(act)and so on.All kind of people join these shows.But who can play the piano the ___________(well)or sing the ____________________(beautiful)? That‘s up to you ____________(decide).When people watch the show, they usually play a role in ______________(decide)the winner.And the ______________(win)always gets a very ___________(good)prize.However, not everybody __________(enjoy)___________(watch)these shows.Some think that the _____________(life)of the ______________(perform)are made up.For example, some people say they are poor ________________(farm), but in fact they are just ____________(act).However, if you don‘t take these shows too ______________(serious), they are fun _____________(watch).And one great thing about _____________(their)is that they give people a way _____________(make)their dreams come true..3a

Greenwood Park is the ____________(good)place _______(go)to on weekends.I always finish my breakfast the ________________(fast)on Saturdays because I want __________(get)to Greenwood Park before 10:00 a.m ____________(meet)my friends.The park is the ______________(crowded)place on weekends because almost everyone __________(go)there ___________(see)the street performers.Some think they are boring ,but I think they are the ___________________(create)people.However, the place where you can enjoy your time the _____________(quiet)is at one of the small coffee ____________(shop)near the park.You can read or ____________(relax)there.There is something for everyone at Greenwood Park.Unit 5.2b When people say ―culture‖, we think of art and history.But one very famous symbol is _______________(America)culture is a cartoon.We all know and love 4 the black mouse with two large round _________(ear)----Mickey Mouse.Over 80 years ago , he ___________(one)_____________(appear)in the cartoon Steamboat Willie.When this cartoon ___________(come)out in New York on November 18 , 1928, It was the ___________(once)cartoon with sound and music.The man behind Mickey __________(be)Walt Disney.He ____________(become)very rich and ___________(success).In the 1930s, He ____________(make)87 cartoons with Mickey.Some people might __________(ask)how this cartoon animal _____________(become)so ______________(popular).One of the main ____________(reason)is that Mickey _________(be)like a common man, but he always tried _____________(face)any _____________(dangerous).In his early films, Mickey was _____________(lucky)and ____________(have)many problems such as ____________(lose)his house and or girlfriend, Minnie.However, he was always ready __________(try)his best.People went to the cinema ____________(see)the ―little man ‖ ____________(win).Most of them wanted to be like Mickey.On November 18, 1978, Mickey ____________(become)the first cartoon character __________(have)a star on the Hollywood Walk of Fame.________________(today)cartoons are usually not so ______________(simple)as little Mickey Mouse , but everyone still knows and loves him.Who has a pair of ears _______________(famous)than Mickey‘s.Unit 6.I am going to study computer science? Do you know what a resolutions is ? It‘s a kind of promise.Most of the _________(time), we make ____________(promise)to other people.(Mom, I promise I __________________(tidy)my room when I get back from school.‖ However , Promises you make to ____________(you)are resolutions, and the most common kind is New Year‘s resolutions.The start of the year is often a time for __________(make)resolutions.When we make resolutions at the ______________(begin)of the year , we hope that we ________________(improve)our ______________(life)Some people write down ___________(they)resolutions and plans for the _____________(come)year.This ___________(help)them ___________(remember)their resolutions.Others tell their resolutions and friends about their __________(wish)and plans.There are different ___________(kind)of resolutions.Some are about 5 ____________(physic)health.For example , some people promise _____________(they)they _______________(start)an exercise program or eat ___________(little)fast food.Many resolutions have to do with self-improvement.These are about ____________(make)yourself a _____________(good)person.Some people might ____________(say)they are going to ___________(take)up a hobby like __________(paint)or ___________(take)photos, or learn ___________(play)the guitar.Some resolutions have to do with better _____________(plan), like ___________(make)a _____________(week)plan for schoolwork.For example , a student may have to find more time ___________(study).Although there are _______________(different), most resolutions have one thing in common.People ________(hard)ever keep them!There are good reasons for this.Sometimes the resolutions may be too difficult ___________(keep).Sometimes people just forget about __________(their).For this reason, some people say the ____________(good)resolution is _____________(have)no resolutions!How about you—will you make any next year?

Unit 7.Will people have robots? When we watch movies about future, we sometimes see robots.They are usually like human ____________(servant).They help with the housework and _________(do)jobs like __________(work)in dirty or _______________(danger)places.Today there are already robots ______________(work)in factories.Some can help to build cars , and they do simple jobs over and over again.____________(few)people will do such jobs in the future because they are ___________(bored)but robots will never get _______________(bore).Scientist are now ____________(try)to make robots look like humans do the same things as we do.Some robots in ______________(Japanese)can ___________(walk)and dance.They are fun ____________(watch)However , some ______________(science)believe that although we can make robots ____________(move)like a human.It will be difficult _____________(make)them really think like human.For example , scientist James White thinks that robots will never be able to ___________(wake)up and know where they are.But many scientists ______________(agree)with Mr.White.They think that robots will even 6 be able to talk like humans in 25 to 50 years.Some scientists believe that there _____________(be)more robots in the future.However, they agree it may ______________(take)_____________(hundred)of years.These new robots will have many different _______________(shape).Some will look like humans.and others might __________(look)like animals.In India, for example , scientists ____________(make)robots that look like snakes.If _____________(build)fall down with people inside, these snake robots can help look for people under the buildings.This ____________(be)possible 20 years ago, but computers and rockets also seemed _____________(possible)100 years ago.We never know what ______________(happen)in the future.Section B 3a In 20 years，I

think

I___________（am)

a

newspaper _________________(report).I ______________(live)in Shanghai, because there will be ____________(many)in that city.As a reporter, I think I ___________(meet)lots of interesting people , so I‘ll have ____________(little)free time.And my apartment will be no good for pets because it‘ll be too small.So I‘ll probably just ___________(keep)a bird.During the week, I‘ll less smart but I‘ll be __________________(comfortable).In the future, people _____________(work)more so they‘ll probably have ______________(few)vacations, but I think I‘ll _____________(take)a holiday in Hong Kong when possible.One day I ?ll even _____________(go)to Australia.Unit 8 In most ____________（country)，people

usually

eat _______________(tradition)food on special holidays.A special day in the United States is Thanksgiving.It is always on the ______________(four)Thursday in November, and is a time ____________(give)thanks for food in the autumn.At this time, people also remember that the ___________(one)____________(travel)from England who came to live in America about 400 years ago.These travelers had a long , hard winter, and many of them ___________(die), In the next autumn, they ___________(give)thanks for life and food in their new home.These days , most Americans still celebrate this idea of _____________(give)thanks by ________(have)a big meal at home with their family.The main dish of this meal is 7 almost always turkey , a large bird.Making a turkey dinner Here is one way _________(make)turkey for a Thanksgiving dinner.First , mix together some bread ____________(piece), onions, salt and pepper.Next, fill the turkey with this bread mix.Then , put the turkey in a hot oven and ___________(cook)it for a few ______________(hour)When it is ready, ___________(place)the turkey on a large plate and ___________(cover)it with gravy.Finally, cut the turkey into thin ___________(piece)and eat the meat with vegetables like carrots and potatoes.Unit 9 Can you come to my party? What a great idea!I really like Ms Steen a lot.She helped me ____________(improve)my English so _________(more).I‘m sad ________(see)her __________(go), and this party is the _________(good)way __________(say)―Thank you and goodbye‖.I can help _________(buy)some of the food and __________(drink).I can also help __________(bring)Ms Steen to the party.I already have a great idea about how ________(do)that.Thanks so much for _____________(plan)this.I‘d love ___________(come)to the party, but I‘m not available.My family is __________(take)a trip to Wuhan at the end of this month __________(visit)my aunt and uncle.However, I‘d still be glad _______(help)out with any of the party___________(prepare), like _________(plan)the games.Let me _________(know)if you need my help.As I‘m sure you know by now, our favorite teacher, Ms Steen , is leaving soon ________(go)back to the US.We‘re very sad that she‘s leaving because she is a fun teacher._________(show)how much we‘re going to miss her, Let‘s _________(have)a ____________(surprised)party for her next Friday the 28the!1)Buy food and drinks.2)Think of games ___________(play).3)Prepare things we need for the games(glue, paper , pens)4)Bring Ms Steen to the party without ___________(tell)her so that she can be ____________(surprise).I look forward to ____________(hear)from you all.3A

I would like_________(invite)you to the ___________(open)of our new 8 library at No.9 High School.The opening ___________(is)on the morning of Wednesday, January 8th at 9:00 After this , you can enjoy our school concert.Then lunch will be in the school hall at 12:00.I would also like _________(invite)each parents ____________(bring)on book as a gift for the new library.Please _________(reply)in ___________(write)to this _____________(invite)by Friday, December 20th.Unit 10 If you go to the party , you’ll have a great time!

3a I don‘t know what _________(do)about _________(go)to Mike‘s birthday party tomorrow night.My parents ___________(think)I should study for my English exam next week.If I ___________(go)to the party, they __________(be)upset.Mike ____________(tell)us ______

(wear)nice clothes, but I ____________(have)any.If I __________(wear)jeans, I _____________(look)the worst.Also , I‘m not sure how _____________(go)to the party.If I _________(walk), it ____________(take)me too long.If I _________(take)a taxi , it ____________(be)too expensive, Can you give me some __________(advice)please?

Section B 2b Students these days often have a lot of ___________(worry).Sometimes they have problems with __________(they)schoolwork , and sometimes with their ____________(friend).What can they do about this? Some people believe the __________(bad)thing is ___________(do)nothing.Laura Mills, a teenager from London, agrees.― Problems and worries are normal in life,‖ says Laura.― But I think ___________(talk)to someone ____________(help)a lot.Unless we talk to someone, we ____ ___certainly ____________(feel)___________(bad ‖.Laura ____________(one)___________(lose)her wallet , and ___________(worry)for days.She was afraid ____________(tell)her parents about it.She even ____________(walk)miles to school each day because she ______________(have)any money.She just kept __________(think), ―If I tell my parents , they ___________(are)angry!‖ In the end , she talked to her parents and they were really understanding.Her dad said he sometimes _________(make)_____________(care)mistakes ____________(he).They got her a new wallet and __________(ask)her __________(be)_____________(carefully).― I will always 9 remember ___________(share)my problems in the future!‖ Laura says.Robert Hunt _________(advice)students about common problems.He feels the same way as Laura.―It‘s best ___________(run)away from our problems.We should always try ________(solve)them.‖ He thinks the __________(one)step is __________(find)someone you trust _________(talk)to.This person ___________(need)to be an expert like __________(he).Students often forget that their parents have ____________(much)experience, and are always there ___________(help)them.In English , we say that _____________(share)a problem is like ___________(cut)in a half.So you‘re halfway to ______________(solve)a problem just by _____________(talk)to someone about it!

第三篇：2014年新目標英語八年級上教案(全冊)匯總

Unit 1 Where did you go on vacation? Section A 1(1a-2d

一、教學目標: 1.語言知識目標: 1 能掌握以下單詞:anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型: ① — Where did you go on vacation? — I went to the mountains.② — Where did Tina to on vacation? — She went to the beach.③ — Did you go with anyone? — Yes, I did./No, I didn’ t.2 能了解以下語法: —復合不定代詞 someone, anyone, something, anything等 的用法。— yourself, myself等反身代詞的用法。一般過去時態(tài)的特殊疑問句,一般疑問句及其肯定、否定回答。2.情感態(tài)度價值觀目標: 學會用一般過去時進行信息交流,培養(yǎng)學生的環(huán)保意識,熱愛大自然。

二、教學重難點 1.教學重點: 1 用所學的功能語言交流假期去了什么旅行。掌握本課時出現(xiàn)的新詞匯。2.教學難點: 1 復合不定代詞 someone, anyone, something, anything等 的用法。2 yourself, myself等反身代詞的用法。

三、教學過程 Ⅰ.Lead-in 1.看動畫片來進入本課時的主題談論上周末做了些什么事情,談論過去發(fā)生的事情。Ⅱ.Presentation 1.Show some pictures on the big screen.Let Ss read the expressions.2.Focus attention on the picture.Ask: What can you see? Say: Each picture shows something a person did in the past.Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6.Went to the beach, visited my uncle, visited museums, went to summer camp 3.Now, please match each phrase with one of the pictures next to the name of the activity , point to the sample answer.4.Check the answers.Answers: 1.f 2.b 3.g 4.e 5.c 6.a 7.d III.Listening 1.Point to the picture on the screen.Say: Look at the picture A.Where did Tina go on vacation? She went to mountains.Ask: What did the person do in each picture? 2.Play the recording the first time.3.Play the recording a second time.Say: There are three conversations.The people talk about what did on vacation.Listen to the recording and write numbers of the names in the right boxes of the picture.4.Check the answers.IV.Pair work 1.Point out the sample conversation.Ask two Ss to read the conversation to the class.2.Now work with a partner.Make your own conversation about the people in the picture.3.Ss work in pairs.As they talk, move around the classroom and give any help they need.4.Let some pairs act out their conversations.V.Listening 1.Tell Ss they will hear a conversation about three students’ conversations.Listen for the first time and fill in the chart.Then listen again and check Yes, or No.2.Let Ss read the phrases in the chart of 2b.3.Play the recording the first time.Ss listen and fill in the chart.4.Play the recording a second time for the Ss to check ― Yes, I did.‖ or ― No, I didn’ t.‖

5.Check the answers with the Ss.VI.Pair work 1.Let two Ss read the conversation between Grace, Kevin and Julie.2.Let Ss work in pairs and try to role-play the conversation.3.Ask some pairs to act out their conversations.VII.Role-play 1.First let Ss read the conversation and match the people and places they went.2.Let Ss act out the conversations in pairs.3.Some explanations in 2d.Homework: 用英語詢問你的一位好朋友,她(他假期去了哪里?看到了什么?并將此對話寫在作業(yè)上。A: Where did you go… ?

B: I went to… A: Did you see…

B: Yes, I did./ No, I didn’t.板書設計:

教學反思: Section A 2(Grammar focus-3c

一、教學目標: 1.語言知識目標: 1 復習所學的重難點句型及句式結構。

2總結學習anyone, someone, everyone, something, anything, nothing等不定代詞的用法。

3練習運用所學的句型及句式結構。2.情感態(tài)度價值觀目標: 學會用一般過去時進行信息交流,培養(yǎng)學生的環(huán)保意識,熱愛大自然。

二、教學重難點 1.教學重點: 1 用所學的功能語言交流假期去了什么旅行。復習運用本課時出現(xiàn)的新詞匯。2.教學難點: 1 復合不定代詞 someone, anyone, something, anything等 的用法。2 閱讀填空能力的提高。

三、教學過程

Ⅰ.Warming-up and revision 1.Free talk: Ask Ss the questions: Where did you go on vacation? Ss try to answer the questions.2.Review the usage of ―復合不定代詞‖ Ⅱ.Grammar focus.1.學生閱讀 Grammar Focus中的句子,然后做填空練習。1.你去了什么地方去度假? ______ ______ you go on ___________? 2.我去了紐約市。

I _______ _______ New York City.3.你和什么人別一起去的嗎? ______ ______ go out with ________? 4.不,沒有別人在這兒。每個人都在度假。No.____ ______ was here.________ was on _________.…(其余試題見課件部分

3.學生們完成填空試題后,可以打開課本檢查答案,對錯誤的句子,單獨進行強化記憶。

Ⅲ.Try to Find

一、復合不定代詞總結: 1.some, any, no, every與-one,-thing 可以組成八個不定代詞,他們分別是: someone, ________ _______ ________ __________ __________ ______________。

2.帶 some 的復合不定代詞常用于肯定句中;帶 any 的復合不定代詞常用于否定句或一般疑 問句中。例如: 我想吃點東西。I’d like _____________ to eat.今天有人給我打電話嗎? Did ________ call me today? 3.當形容詞修飾不定代詞時,應放在其后面。例如:這本書里有什么新東西嗎? Is there __________ _______ in this book? 今天沒有什么特別的事。

There’s ___________ ________ today.4.由 some, any, no, every構成的復合不定代詞作主語時,都作單數(shù)看待,其謂語動詞用單數(shù) 第三人稱形式。例如:

Something is wrong with my watch.Well, everyone wants to win.Nobody knows what the future will be like.There is something for everyone at Greenwood Park.5.除 no one以外,其他復合不定代詞都寫成一個詞。

二、學生們讀上面的探究試題,并合作探究完成。

三、看大屏幕,校對答案。Ⅳ.Practice Work on 3a: 1.Let Ss look at the conversation in 3a.First let one student read the words in the box.2.Tell Ss to read the conversation and fill in the blanks.3.方法指導: 首先,應通讀對話,掌握短文大意;其次,回顧一下剛才學習的有關復合不定代詞的用 法。

然后,仔細閱讀每個句子,根據(jù)空格前后的詞語進行推敲。比如,第一句話是一個一般

疑問句,空格前有 do 一詞,可知空格處應填 anything 一詞,意為―做什么事情‖。其他類似。學生們,按老師指導的方法進行閱讀,并逐句推敲每空應填什么詞,在實際的運用提高 自己的閱讀能力、分析能力及綜合運用能力。

最后,教師與同學們一起校對答案,并對學生們有疑問的地方進行解釋。Explanation : 反身代詞 Work on 3b: 1.Tell Ss to fill in the blanks in the e-mail message with the words in the box.2.方法指導: 首先,應通讀全文,掌握短文大意;其次,回顧一下剛才學習的有關復合不定代詞的用 法。

然后,仔細閱讀每個句子,根據(jù)空格前后的詞語進行推敲。比如,第一句話是一個一般 疑問句,空格前有 do 一詞,可知空格處應填 anything 一詞,意為―做什么事情‖。其他類似。學生們,按老師指導的方法進行閱讀,并逐句推敲每空應填什么詞,在實際的運用提高 自己的閱讀能力、分析能力及綜合運用能力。

最后,教師與同學們一起校對答案,并對學生們有疑問的地方進行解釋。Ⅴ.Group work 1.Work on 3c: Ask your group questions about their vacation.Then tell the class your results.2.Fill in the blanks according to the answers.3.Try to make a report in each group.Then let one student read the report to the class.(最后,可以經學生們評議來推舉最有能力的小組 Ⅵ.Exercises 1.If time is enough, do some more exercises on big screen.用恰當?shù)牟欢ù~填空。

1._________ found Mr.Li’s keys and gave them back to him yesterday.2.─ Did you see ___________ in the big box? ─ No, I didn’t.There’s ___________ in it.3._________ helped the little boy.He did it himself.4.My watch doesn’t work.___________ is wrong with it.5.─ Hello, ___________!─ Hello, Mr.Smith!6.─ How’s it going, Jack?

─ Great!____________ is going well.7.─ Did you go to the beach with ___________? ─ Yes.I went there with my cousin.Homework 1.背誦 Grammar focus 部分。

2.復習復合不定代詞及反身代詞的用法。板書設計

教學反思: Section B 1 1a-2e

一、教學目標: 1.語言知識目標: 1 能掌握以下單詞:decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry 2 能掌握以下句型: ① Where did… ? ② What did… ?

③ How was… ? / How were… ? ④ Did she/he… ? 2.情感態(tài)度價值觀目標:

學生了解我國不同地方的人們上學的方式, 了解還有一些貧困地區(qū)的孩子們需要我們去幫 助他們。

二、教學重難點 1.教學重點: 1 掌握本課時出現(xiàn)的生詞及表達方式。2 進行聽力訓練,提高綜合聽說能力。

3閱讀短文,獲得相關信息,提高學生們的綜合閱讀能力。2.教學難點 1.聽力訓練

2.閱讀 2b 部分的短文并完成相關要求。

三、教學過程

Ⅰ.Warming-up and revision 1.Daily greeting.2.Check the homework.Let some Ss report where did they go on vacation.3.Review the ― 復合不定代詞 ‖ 4.Review the ― 反身代詞 ‖ 5.Show a movie of paragliding.Ⅱ.Writing Work on 1a:

1.Point to the six words.delicious, expensive, exciting, cheap, terrible, boring 2.Read the words and let Ss read after the teacher.3.Point to the last picture and say: This is a cake.It’ s delicious.Then do the same thing for all six pictures.4.Let Ss match each word with a picture.Then check the answers with the students.…

Work on 1b: 1.Explain the meaning of ― ?words‖ and ― ?words.‖

2.Let Ss discuss the words they know and write them down on the line.3.Let some Ss read out their words to the class.(Or let some Ss write their words on the blackboards.Ⅲ.Listening Work on 1c: 1.T: Now let's work on 1c.First, let one student read the questions aloud.Make sure all the Ss know the meanings of the questions.2.Play the recording for the first time.Ss only listen.3.Then play the recording for the second time.Ss listen and answer the questions.4.Then play the recording for the third time for the Ss to check the answers.5.Ss listen to the tape and circle the words and phrases they hear.6.Check the answers:(Look at the big screen.Work on 1d: 1.Tell Ss this time they have to write down what Lisa said about her vacation, the people, the fun park, the food and the store.2.Then play the recording for the second time.Ss listen and write down the words.3.Then play the recording for the third time for the Ss to check the answers.聽力指導:在聽時要抓重點內容。第一次聽要求我們回答問題,因此在聽的時候,應重點將 與這些問題相關的內容方面的聽清,其他作為非重點內容。另外,要注意要速記下重點內容。在完成 1d 部分時要注意聽的重點是放在 Lisa 對這五個方面的事情所做評價,因此應聽清楚 那些形容詞。

Ⅳ.Pair work 1.Tell Ss to ask and answer about Lisa ’ s vacation.Begin your questions with the following sentences.For example: Where did you go on vacation? I went to New York City.Did you go with anyone? Yes, I did.2.Ss work in pairs and ask and answer about Lisa’ s vacations.3.Let some pairs come to the front and ask and answer in pairs.Ⅴ.Discussion 1.Tell Ss to work in groups.Discuss the questions together.What do people usually do on vacation? What activities do you find enjoyable? 2.Give Ss some possible answers: People usually go to some places of interest for vacation.I find fishing enjoyable.3.Ss discuss the two questions.Write down their answers.Let some group report their answers.VI.Reading Work on 2b: 1.T: Now we’ll read Jane’ s diary entries about her vacation and answer the questions.Did Jane have a good time on Monday? What about on Tuesday? 2.Ss read the diary quickly and find the answers to the questions.3.Check the answers with the Ss.Work on 2c: 1.Let some Ss read Jane’ s diary entries again.Fill in the chart.2.Let Ss look at the chart first.Then let them read and fill in the chart.3.Check the answers.(Look at the big screen.Work on 2d:

1.Tell Ss they should read the conversation about Jane ’ s trip to Penang again and use the information in the diary entries.2.Ss read the conversation about Jane’ s trip to Penang first then try to fill in the blanks.3.方法指導:首先,應讀通讀整個對話一遍,理解對話的大意;然后,認真閱讀有空格的上 下句的內容,結合日記的內容,確定空格處的內容。最后,再通讀一遍對話,綜合日記的內 容看每個空格處是否貼切。

3.Ss read carefully and try to write down the words in the blanks.4.Check the answers with the class.Work on 2e: 1.告訴學生們這篇日記是 Jane 在七月十八日又一次參觀了 Penang Hill 后, 所寫的。讀日記, 并用括號中單詞的正確形式填空。

2.方法指導:首先,再次明確這是一篇日記,因此應用一般過去時態(tài);然后,通讀一遍日記 的內容,了解大體內容;最后,綜合每句的內容,用括號中動詞的正確的形式填空。

3.Ss read the diary and try to fill in the blanks.4.Check the answers.(Look at the big screen 5.對動詞一般過去時的規(guī)則形式與不規(guī)則形式,再復習一遍。Homework 用所給動詞的適當形式填空。

1.My mother ______(buy a new schoolbag for me yesterday.2.When _____ you _____(start to learn English? 3.My aunt ______(take us to dinner at a restaurant but the food _______(is not good at all.4.When I _______(am in America, I _______(make a lot of new friends.5.They _______(have a great sale last weekend.板書設計:

教學反思: Section B 2 3a-Self check

一、教學目標: 1.語言知識目標: 1 復習詢問或談論假期去某地旅行的經歷。能夠綜合運動詞的一般過去時形式,并能正確填空。3 總結回顧動詞過去式的規(guī)則變化不規(guī)則變化。

2.情感態(tài)度價值觀目標: 1 學生了解我國不同地方的人們上學的方式, 了解還有一些貧困地區(qū)的孩子們需要我們去幫 助他們。

2通過談論假期旅行的經歷,明白在旅行時應注意保護環(huán)境。

二、教學重難點 1.教學重點: 1 能綜合運用所的重難點詞匯來完成相關任務。2能運用英語根據(jù)相關提示來記自己某次旅行的經歷。2.教學難點: 能運用英語根據(jù)相關提示來記自己某次旅行的經歷。

三、教學過程

Ⅰ.Warming-up and revision 1.Let Ss read the passage about Jane’ s vacation to Malaysia.Then fill in the blanks.2.Check the answers.Ⅱ.Discussion 1.Show some pictures of the some places of interest.Tell Ss the name of them.e.g.the Great Wall, Summer Palace, Tian’ anmen Square, a Beijing hutong… 2.Let Ss discuss what they can do, eat, buy… in those places.Ⅲ.Writing

1.Tell Ss they went to one of these places of interest last summer vacation.With the help of the words in the box, try to fill in the blanks of the diary.2.Let some Ss read the words in the box.3.Ss read the diary and try to fill in the blanks with the words in the box.2.閱讀指導 : 首先,應閱讀日記一遍,了解日記的大意。然后,細讀每一句,根據(jù)上下文文意來確定每個 空格處應填的詞匯。比如:讀第一行可知此處是填空記日記時的時間,空格后面有日期,因 此空格處應填月份 August。讀第二句話, 可知空格處應填寫天氣的詞匯, 故應選 hot and sunny。其他類似。

3.Ss read the passage then fill in the blanks with the words in the box.4.Check the answers.Ⅳ.Practice Work on 3b: 1.Let some Ss read the questions aloud to the Ss.Make sure they know the meaning of the questions.2.Let Ss work in pairs to ask and answer the questions.Write their answers on a piece of paper.3.Get some pairs read out their answers.4.Check the verbs forms.Work on 3c: 1.Tell Ss to write a travel diary like Jane’ s on Page 5.Use your notes in 3b.2.寫作指導: 1.本文為寫日記, 因此應用一般過去時態(tài)。應注意動詞的過去式形式。2.回顧一下在 3b 中所回答的問題的情況,然后將這些句子按恰當?shù)倪壿嬳樞蚺帕性谝?起,形成條理清晰的一段文字。

3.可以根據(jù)旅行的經歷再添加一些恰當?shù)南胂蟮木渥印?.再次,閱讀一遍短文,看有沒有錯誤的句子。

3.Ss write their diary by themselves.Give any help they need.4.Let some Ss read their diary to the class.Ⅴ.Self check 1 1.讓學生們看自己的筆記,復習相關復合不定代詞的用法。

2.Let Ss read the small conversation and choose the correct words in the box to fill in the blanks.3.Check the answers with the Ss.4.Explain any problem that Ss can’ t understand.Ⅵ.Self check 2 1.讓學生們看自己的筆記,復習相關動詞過去式的規(guī)則變化及不規(guī)則變化。2.Ss read the passage and fill in the blanks.3.Let some Ss write their answers on the blackboard.4.Check answers with the Ss.5.Explain any problem that Ss can’ t understand.Ⅶ.Group work 1.Tell Ss what they should in this activity.Imagine you are all foreigners on vacation in China.You meet each other at the airport on your way home.Talk about what you did on your vacation.2.Ss work in groups of four and ask and answer about their vacations in China.3.Let some pairs act out their conversations in front of the class.Homework 1.Review Section B.2.閱讀 Self check 2 的短文,并強化記憶所列舉動詞的一般過去式形式。3.總結全單元出現(xiàn)的不規(guī)則變化的動詞的一般過去式,并努力記住他們。板書設計:

教學反思:

Unit 2 How often do you do exercise Teaching aims of this unit: Language goals : 1.Vocabulary: always usually often sometimes hardly ever never ,once a day ,twice a week ,three times a month, my eating habits ,healthy /unhealthy lifestyle , keep in good health, junk food ,eat less meat, the same as, be different from ,the difference between…and…, of course ,look after, be good /bad for, sleep nine hours every night all /most /some /no students ,maybe, although exercise =do/play sports 2.Ask and answer : What do you usually do on weekends? I often watch TV on weekends.How often do you watch TV? I watch TV twice a week..How long do you sleep every night? I sleep nine hours every night.What are the differences? 3.Topic :My lifestyle or habits Aims of abilities:Talk about how often you do things Aims of emotion: Get the messages from the others successfully.4.Language functions: Wh-questions , What do …? , How often …? , Adverbs of frequency , All/most/some/none

課時安排 5課時

Period One: Section A(1a— 2c Period Two: Section A(3— 4 Period Three: Section B(1a— 2c Period Four:Section B(3a— 4 Period Five: Self check and Revision(A-self check Period One Teaching Aims: 1.Learn to talk about how often do you do things 2.To learn the words of the adverbs of frequency.Teaching Difficulties: 1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes.3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies.How often do you shop ? Once a week / Twice a week ···.Teaching Aids: Tape recorder;Multi-Media.Teaching Procedures: Step 1 :Greeting.1.Welcome back: Talk about their holidays.2.Encourage Ss to share their holidays with the whole class.Step 2 :Leading – in 1.Do you like watching TV? Yes ,I do.Do you watch TV every day? Yes, I do.How often do you watch TV? I watch TV every day.I watch TV twice a week.2.Introduce the key vocabulary.Ask the students to say what they see in the thought bubbles.Check the answers on the board.2.3.Name each activity.Repeat reading the following: watch TV, read, shop, go skateboarding, exercise, draw 4.Look at each picture in 1c.Tell what the person does on weekends.Check the Ss orally.1 Make sure what they will hear and do.2 Read these adverbs and explain.5.Play the tape twice.Write the letters on the line.Ask Ss: Well, do you still remember your last vacation?

How did you spend it? Was it the same as this summer vacation? So what do you often do in your summer vacation? Then show some phrases for Ss to practice.Then present as following: always>usually>often>sometimes>hardly ever(幾乎沒有 >never and let them understand their differences at the first time.Step 3 :Guessing Presentation and Practice.always, usually, often, sometimes, hardly ever(幾乎沒有 or never.And during this part, present surf the net exercise and go skateboarding.Step4 :.Do a survey:

Ask and answer: How often do you take a shower? How often does he take a shower?

Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever(幾乎沒有 or never.Step 5: Homework 1.Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.2.Remember what we learn today.教學反思: Period Two Teaching Aims: 1.Students can learn to talk about activities andhow often to each other 2.Students can listen, talk ,read and write these words correctly Teaching Difficulties: 1.Words: high school, most, no, result, active, for as, for about

2.Phrases: for as, for about 3.Sentence patterns: How often do you shop? I shop once a month.How often does Cheng watch TV? He watches TV..Teaching Aids: Tape recorder;Multi-Media.Teaching Procedures: Step One :Greeting.Step Two :Leading – in Drills: T: What do you usually do on weekends ? S1: I usually play soccer.T: How often do you play soccer ? S1: I play soccer twice a week.T: How often does he play soccer ? The other Ss: He plays soccer twice a week.Repeat for three times.Step Three :Pre-task Review the grammar box.Step Four :While-task 1.Call attention to the survey.2.Make sure the Ss understand the chart.T: What activity do ninety-five percent of Green High students do every day ? 3.Ss answer.If necessary , give them help.4.Review the information in the green box with Ss.5.Read the article first by the Ss.6.Check the answers.7.Practise reading.Step Five :Post-task 1.T: What can you do to improve your English ?(e.g.read English books, practice reading and speaking How often do you ··· ? 2.Think of more things you can do to improve your English and write them here.3.Ask several Ss each question.4.See: Who is the best English students in the class Step Six: Homework: 1.Revise the new words.2.Preview the next section 教學反思: Period Three Teaching Aims: Learn to talk about how often they do things to keep healthy.Teaching Difficulties: 1.Words: junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.2.Phrases: how many, be good for, be bad for, every day.3.Sentence patterns: How often do you drink milk, Liu Feng? How many hours do you sleep every night? She says it’s good for my health.Teaching Aids: Tape recorder;Multi-Media.Teaching Procedures: Step 1 :Greeting.Step 2 :Warm-up 1.Enjoy an English song.2.Free talk.Talk with Ss about the following questions: Do you like fruit vegetables? Yes, I do.I love it/ them.It’s/They’re delicious.And it’s /they’re healthy food.It’s/They’re good for our health.Or No, I don’t.It’s awful.I can’t stand it.Ask Ss: How often do you eat fruit vegetables? Step 3: Presentation 1.Teach milk.Do you like milk? Do you drink milk every day? Why /Why not?

2.Then teach chip /cola/chocolate/coffee in the same way.Don’t forget to ask them Are they/Is it healthy food /drink? They’re /It’s healthy/unhealthy/ junk food.Don’t eat /drink them /it too often.Step 4: Pair work Ss make a similar conversation by themselves.A: How often do you{ eat…? drink…? B : I eat/drink… every day/….A: Do you like it ? B: Yes, I do.It’s good for my health./No, I don’t.But my mother wants me to eat/drink it.Step5 : Presentation The teacher asks Ss other questions: How often do you exercise/watch TV/read English/play computer games? How many hours do you exercise/watch TV/read English/sleep/play computer games? Step 6: Pair work Get Ss to make a long conversation by themselves.Step 7: Listen(work on 2a Get the Ss to listen and circle the answers to each question.Later check the answers.Step 8: Work on 2b Listen again and fill in the blanks in the survey.Then check the answers.Step 9.Group work Role play.Student A is the interview.Student B is Katrina.Student C is Bill.Try to act the conversation out.They can use their own words.Step 10.Task Get the Ss to ask their classmates as many questions as they can about their lives.The questions above(2b can help them.After that they can give a report in front of the class.Step 11.Homework : 1.Finish the exercise in this period.2.Write the report in the exercise book.教學反思: Period Four: Teaching Aims: 1.Learn following expressions: 2.Learn to write one’s own habits.Teaching Difficulties: 1.Words:habit, try, lifestyle, grade, better, same, as, different, difference, maybe, although, for, keep, must.2.Phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good grades.3.Main task: How to write a composition of one’s habits.Teaching Aids: Tape recorder;Multi-Media.Teaching Procedures: Step1: Revision 1.Free talk: 2.Ask and answer How often do you exercise? How often do you eat vegetables/fruit/junk food? How often do you drink milk/coffee/tea? How many hours do you sleep every day? Use he/she/they ask and answer these questions.Group works Step 2.Presentation and Practice 1.Free talk.What is a healthy lifestyle.After that, T can show a picture with healthy lifestyle and unhealthy one: eat fruit never eat vegetables/fruit vegetables drink coffee/wine too much drink milk never drink milk sleep 9 hours sleep 5 hours do exercise never do exercise healthy lifestyleunhealthy lifestyle

T: And you know: Healthy lifestyle can help us get good grades.Good food and exercise help us to study better.My student Katrina has a good lifestyle.Let’s see it.Step 3.Read 3a.Compare the passage with yourselves.Explain: of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth.., look after, help sb.to do sth., study better, the same as, be different from Give more examples.Step 4.Finish 3b.Sep 5.Homework: Read the text for many many times.And correct your composition referring to it.教學反思:

Period Five: Self check and Revision Step1 Greetings & free talk.Step2Discussion Work in groups, discuss which kind of life is healthy.Do a report according the discussion.We think we should eat fruit and vegetables… Step3 Self check Fill in each blank with the correct word given.Then make your own sentence with each word.1.wants 2.exercises 3.help 4.try 5.have Step3 Key vocabulary 1.ever adv.曾經 2.onceadv.一次 3.twiceadv.兩次 4.internet n.互聯(lián)網

5.programn.節(jié)目單,(電腦程序 6.hilltopn.山頂 7.resultn.結果, 成果 8.keyn.提醒,提示, 線索, 答案

9.translatev.翻譯 10.songn.歌曲

11.junk n.垃圾, 破爛物,廢棄的舊物 12.milkn.牛奶 13.interviewern.采訪者 14.habit n.習慣,習性

15.difference n.不同,差異,區(qū)別 16.grade n.分數(shù),成績,年級 17.althoughconj.雖然,即使,縱然 18.unhealthyadj.不健康的, 不益健康的 19.skateboarding n.溜滑板運動 Step4 Key phrases: 1.how often 多久一次 2.as for至于,關于 3.junk food垃圾食品 4.eating habit 飲食習慣 5.of course當然 6.look after 照顧, 照看 7.start with 以 …… 開始

8.make a difference使得結果不同,有重要性 9.go shopping去購物 10.have a party 聚會 11.go to the movie去看電影 12.once a week每周一次 13.hardly ever很少 14.twice a week每周兩次 15.three times a week每周三次 16.watch TV看電視 17.on weekend在周末 18.do homework做作業(yè) 19.a lot of許多

20.try to do試圖(努力做某事 21.help sb(to do sth.幫助某人做某事 22.the same as和 …… 相同 23.keep in good health保持身體健康 Step 5 Grammar 1.掌握句型:

1What do you usually do on weekends? I often go to the movies.What does she do on weekends ? She often goes to the movies.What do you usually do on weekends? I often go to the movies.(watch TV、read books、exercise、clean、skateboard、play basketball、wash clothes、go shopping、go to movies How often do you exercise/… ? Task one ―Find my group members.‖ 在規(guī)定 時間內填完活動表格,再向周圍同學開始詢問,找出與自己課外活動大致相同的同 學請他或她在每項活動后面簽名。Do a survey ―What does she /he do on weekends ?‖

2.Presentation and drill

(1 教師指著屏幕說:― Now let’s see my activities on weekends.How often…? 屏幕上出現(xiàn)各項 活動的圖片并介紹。I always read books at 6:00 in the morning.Then I usually run at 6:30.I clean my house in the afternoon., but I go to the movies.(2點擊鼠標屏幕上出現(xiàn)頻率副詞及相關的百分比。always(100% usually(80% often(30-50% sometimes(20% hardly ever(5% never(0% 領讀頻率副詞,讓學生快速認讀。

(3分別點擊活動圖片,每個圖片正面出現(xiàn)一個頻率副詞。教師依次提問:What do you do on weekends? 引導學生用圖片中的活動及副詞回答,如:I usually run.(4 Task: Making cards 每個學生把自己的課外活動做成卡片, 再把頻率副詞做成卡片, 然后一個學生問 What do you do on weekends? 另一個學生分別拿一張活動卡片和頻率卡片并用其進行回答。

(5常見的頻度副詞有 never(從不 , sometimes(有時 ,often(經常 ,usually(通常 , always(總是.從 0%(never到 100%(always可以這樣排序 : 0%……………………………………100% never sometimes often usually always

(6 注意頻率副詞在句中有不同的位置.在 be 動詞之后 : I’m usually ill on planes.Are you usually at home on Monday? He isn’t usually ill on planes.在實意動詞之前 : I usually work on Friday.I sometimes go to London.3.all, most , some和 none 的用法。

(1 all(所有的,全部的人或物 , any(任何一個 , none(都不。以上詞使用范圍為三者以 上。

All the flowers are gone.所有的花都謝了。I don't like any of the flowers.這些花我都不喜歡。I like none of the flowers.這些花我都不喜歡。

注意:all 與 none 用法一樣。跟單數(shù)名詞,用單數(shù)動詞;跟復數(shù)名詞,用復數(shù)動詞。All of the students are there.所有的學生都在那。

All(of the milk is there.所有的牛奶都在那。(2.some 一些 可與復數(shù)名詞及不可數(shù)名詞連用。當做 “ 某一 ” 解時,也可與單數(shù)名詞連用。(= a certain You will be sorry for this some day.總有一天,你會后悔這件事的。

A certain(some person has seen you break the rule.某些人不同意你的看法。

(3 most 意為 ― 最大多數(shù) ‖、― 最大量 ‖。后可直接跟名詞(可數(shù)或不可數(shù) ,同時,也可接有形 容詞修飾的名詞。注意:跟可數(shù)名詞時,謂語動詞要用復數(shù)形式。如: Most boys like playing football.大部分男孩都喜歡踢足球。

I always spend most time learning English.大部分時間我總是花在學習英語上。Step6.Exercises.(1.A: How often ______ she exercise? B: Twice a week.A.do B.doesC.doingD.did(2.I ______ like to drink milk.A.not B.doesn’t C.don’t D.no

(3.Good food and exercise ______ me to study better.A.help B.helpsC.helping D.to help(4.Is her lifestyle the same ______ yours or different? A.as B.inC.atD.to(5.I like ____ for breakfast.A.a bookB.a rulerC.an eggD.a sofa(6.The ____are $21.A.glassesB.shoeC.table D.bike(7.Tennis ____ my favourite sport.A.areB.isC.amD.be(8.I have a tennis and my friend Jim ____ two tennis rackets.A.have B.playC.playsD.has(9.―Let’s play computer games.‖ ―That ____ interesting.‖ A.looksB.soundsC.listens D.reads(10.My father likes football.But he ____ it.He only ____ football matches on TV!A.plays, watchesB.play, watch C.doesn’t play, watchesD.plays, doesn’t watch 【參考答案】

1.B2.C3.A4.A5.C6.A7.B8.D9.B10.C Unit 3 I’m more outgoing than my sister.I.Teaching article: Unit 6 II.Teaching aims and demands Talk about personal traits.Compare people.Is that Sam? No, that’s Tom.He has shorter hair than Sam.He’s calmer than Sam.III.Teaching importance and difficulty Comparative with – er,-ier.More and both.IV.Teaching ways Revision, Learning, Practice and Reading.V.Teaching tools Tape-recorder and Lantern.V.Teaching times Six periods Period 1

教學反思:

Period 2

Period 3

教學反思: Period 4

教學反思: Period 5

教學反思:

第四篇：人美版八年級上冊美術教案全冊

《搗練圖》教學目標：

通過本課的欣賞與評價，使學生掌握美術欣賞的學習方法，展示豐富的具有審美價值的圖像世界，提高他們的學習興趣和欣賞水平。從而了解中國古代人物畫的發(fā)展，了解唐代人物畫概況。

教學重點：欣賞、討論畫中人物的動作姿態(tài)，尤其是細節(jié)的描寫。教學難點：讓學生在欣賞的過程中學會分析唐代仕女畫中的人物造型與其他時期人物畫造型的比較，以及和西方古典繪畫中的任務比較，在感性的理解學習中，培養(yǎng)學生熱愛中國傳統(tǒng)藝術的情操和認識唐代仕女畫所達到的高度成就及藝術和歷史文獻價值。

教具準備：多媒體課件、圖片資料、教科書等。學具準備：收集來的資料、教科書等。教學過程： 教學內容

一、導入

多媒體播放《武則天》影視片段。

引導學生注意觀察劇中人物的體型、服飾、動態(tài)等。引出問題： 1．劇中講述的是什么朝代的故事？

2．劇中婦女的體型是胖還是瘦？她們穿戴的服飾有何特色？

待學生回答后，教師：我們來看看唐代的畫家是如何體現(xiàn)他們當代的生活片段的。請同學們看屏幕。（板書課題）

二、新授

播放課件的《搗練圖》全圖。

（一）這是典型的中國古代仕女畫，問題：什么是仕女畫？

它以中國傳統(tǒng)的長卷形式，表現(xiàn)了唐代宮廷婦女用木杵搗練、熨燙和縫紉的勞動場面。

問題： 1．什么是搗練？ 2．什么是熨燙？ 3．這幅畫的作者是誰？

4．據(jù)傳這幅畫是宋徽宗趙佶的摹本，那趙佶是誰呢？

引導學生通過教科書或其它途徑查找作者張萱及周昉、趙佶的生平及藝術特點。可在課前安排學生通過上網或有關書籍收集更多資料。

學生解答“仕女畫”。學生解答“搗練”、“熨燙”。

學生查找資料，認識張萱、周昉、趙佶及相關背景。

（二）共同探討，解讀《搗練圖》。

1．這幅作品可以分為三個部分，即搗練、織修、熨燙三個場面，請問：畫中共有多少個人物？

2．畫家十分注重構圖的技巧，著重刻畫人物的動作姿態(tài)，尤其注重細節(jié)描寫，請同學們注意觀察，把這些細節(jié)找出來。（播放一段古典音樂）

主要細節(jié)有：搗練部分四個婦女的朝向各不相同；左邊那位婦女傳神的挽袖動態(tài)；熨燙部分左側婦女扯練時微微著力的后仰；中間熨燙婦女專注的神態(tài)；幾個小孩的穿插，以及扇火小孩因怕熱而回頭等動作。這些細節(jié)的刻畫非常真實、生動而富有生活情趣，使互相對稱的構圖不致呆板。

3．人物的造型（豐頰肥體）及其衣著的設色，與同時期的女性人物雕塑和繪畫的造型完全一致，是盛唐時期的典型風格。

請同學們比較教科書中那三幅同時期的女性形象的畫作。學生發(fā)言后，教師歸納。

學生分組討論，找出細節(jié)描寫，派代表描述。

學生對比相同時期和不同時期女性的形象及服飾，暢所欲言。

三、思考與討論：

唐代人物畫中人物造型的主要特點是什么？ 教師再播放一組西方古代人物畫作品，提出問題： 《搗練圖》與你了解的西方古代人物畫相比有什么不同？ 同學們對這幅作品是否有新的、不同的認識？ 鼓勵學生自主探究，如學生可能問：為什么唐代仕女畫中的婦女都是“豐頰肥體”的？（教師啟示學生從唐人和今人的審美標準進行比較。）

學生分組討論，派代表發(fā)言。或發(fā)表個人觀點。教師歸納。

評價與小結這幅畫著重刻畫人物的動作姿態(tài)，注重細節(jié)描寫。體現(xiàn)了中國古代工筆人物畫獨特的表現(xiàn)形式，同時也充分展示了唐代仕女畫所達到的高度成就。它對于了解唐代宮廷婦女的勞動生活，特別是她們的服飾，也具有重要的歷史文獻價值。

四、布置作業(yè)：

課下自己查找相關資料，寫一篇關于唐代人物畫與不同朝代人物畫以及與西方古典人物畫比較的小論文，要求：1．要有自己的觀點。2．條理清楚，語句通順。3．字數(shù)不少于500字。

第一顆

美術是人類文化的造型載體

教學目標：

通過欣賞美術作品，認識美術是人類社會的文化資源，從而更加喜愛美術，更加珍惜人類豐富的文化遺產。

教學重點：

理解“美術是人類文化的造型載體”這一基本認識。

教學難點：

美術作品與特定時代文化的聯(lián)系。

教學方法：講授法、討論法 教學過程：

一、導入：

出示2幅作品——〈〈秦始皇陵兵馬俑〉〉、〈〈清明上河圖〉〉提問（仔細觀察上述作品后，你能理解它們所反映的歷史文化以及經濟、政治和生活背景嗎？）教師在學生常識性地回答問題后，提出自己的見解：在人類沒有創(chuàng)造文字之前，我們對歷史的了解主要是通過一些造型實物（繪畫、雕塑、工藝品、建筑等）獲得的。即便文字出現(xiàn)以后，也需要造型實物提供直觀的印證。所以，一件美術作品不僅僅是由美術的意義，而且能夠代表一定的文化特征，所以我們說“美術是人類文化的造型載體”。

二、新授：

因此，我們在接觸一件美術作品時，不僅要從審美的角度加以欣賞，而且要善于發(fā)掘其所蘊含的文化意義。

〈簪花仕女圖〉〉

唐代

周昉 提問：

1．從作品仕女的姿勢造型中，你能看出表現(xiàn)了什么樣的生活內容？ 2．從作品仕女的華美服裝和精美的手飾中，你覺得唐代紡織技術與工藝水平如何? 3．從作品描繪的仕女面龐、體態(tài)、你能說出當時對女性的審美觀嗎？ 解釋：

1．從作品描繪的幾個貴婦在庭院中閑步、賞花、采花、戲犬的情節(jié)，讓人感到上流社會貴婦雖然物質富足，但卻精神空虛、百無聊賴

2．從畫中描繪的輕紗薄翼般的華美衣裙，反映出唐代的紡織技術和工藝水平已是相當?shù)母叱?/p>

3．反映出當時對女性美的審美標準是豐腴，而非我們當代苗條。與同學討論，共同探討幾件作品的文化意義。1．〈〈舞馬銜杯紋銀壺〉〉是傳統(tǒng)的中原樣式嗎？

2．從〈〈三彩駱駝載舞俑〉〉中的人物的面目特征來看，他們是哪里的人？ 3．你知道教堂和道觀用途分別是什么嗎？它們的外觀有什么區(qū)別?你能從這兩種不同的建筑風格中看到兩個不同地域的文化差異嗎？

分組討論書中作品，教師提出要討論的問題。服裝組的圖片討論。

北京街道的圖片討論。

建筑圖片討論。

巖畫的圖片討論。

傳統(tǒng)工藝品圖片討論。每組代表分別向全班同學匯報本組的討論結果。

三、小結：

通過欣賞美術作品，認識美術是人類社會的文化資源，從而更加喜愛美術，更加珍惜人類豐富的文化遺產。將歷史、地理等學科知識與美術知識結合起來，提高對問題的整體認識和綜合思維能力。

第二課 手繪線條圖象----物象的多視角表達

教學目標：

1．在對手繪線條表達物象多視角的學習過程中,培養(yǎng)學生的形象思維能力,培養(yǎng)從多視角觀察事物的習慣，全面、整體認識事物的能力和理解分析的能力，培養(yǎng)綜合能。在繪畫和設計過程中，引導學生充分發(fā)揮聯(lián)想和想象。

2．初步掌握用手繪線條表達物象的多視角的方法，表達物象的多個角度，對物象有個整體的認識。

教學方法：講解法、討論法、分析法、分析法 教學重點：

對物象進行多視角觀察后，能夠對物象的結構、方位有明確的認識。

教學難點：

對物品的平面、正視、側視圖中所畫的各個局部，能從空間上有正確的理解。

教學過程：

一、新課導入

1．物象多視角”的理解。(1)實物舉例。

教師拿一個實物，如水壺、汽車模型，將他的前面、側面、背面多角度讓學生觀察，看同一物體不同角度的特征。讓學生說出物體的組成部分、結構關系，可以用簡單的線條將物體的各個角度勾畫出來。

2．共同研討。

對物象的多視角的；理解與表達的意義。

A．你很熟悉的同學、老師，他們的正臉你認識，看到側臉你也不會認錯，他們的背面也認識。為什么？因為你對他們了解記住了他們的特征。因此，只有只有全面了解物象，才能更深刻感受物象。B．生活中的一些現(xiàn)象：a.理發(fā)時，前面的鏡子，使你看到了自己正面的發(fā)型，理發(fā)師會拿一面鏡子在你的頭后，讓你看看后面與側面的發(fā)型。b.旅游時導游圖上印出旅游景點的圖象與旅游方位，使你記住了景點的特征，并且能很快找到。

凡此種種,說明物象多視角的表達與我們生活與藝術設計有著密切關系,全面、立體的觀察物體的形態(tài)、結構,可以為今后的設計打下基礎。

3．物象多視角的表達方法。

（1）將物體的結構關系進行表達，一般三個角度即可，如正面、側面、頂面或背面，也稱為“三視圖”

（2）將物體的形狀與方位進行表達,一般有主體平面圖,將物體的形象進行展示

（3）表達方法:用簡練的線條將物體多角度形狀、結構、方位表達出來。4．學生練習

（1）教師拿一實物，讓學生多角度觀察，幾分鐘后收起實物，讓學生根據(jù)記憶和理解畫出物體的多角度的形狀；或將物體放在講臺上，讓學生根據(jù)自己的角度想象畫出其他角度。

（2）畫出學校的示意圖。實地考察校園，畫出主樓的平視圖與校園平面圖。（3）畫出你熟悉的人物的正面、側面和背面的頭像或發(fā)型。5．評價：

（1）把同一題材的多視角表達作業(yè)放在一起，分析圖畫是否說明了物體的形象、結構與方位，通過觀察圖畫是否認識了物體的整體形象，討論學習這些知識的意義。

（2）將學生的設計創(chuàng)意進行展示。

第三課

用裝飾色彩來表達

教學目標：

知識目標：全面了解裝飾畫及民間藝術中裝飾色彩的特點，了解裝飾色彩在生活和藝術作品中的應用。

技能目標：學習和掌握裝飾色彩的用色方法，運用裝飾色彩創(chuàng)作裝飾畫，提高學生的色彩表現(xiàn)能力。

情感目標：感受裝飾色彩的美感，欣賞民間藝術，培養(yǎng)學生熱愛民族藝術的情感。

教學重點：了解裝飾色彩在生活和藝術作品中的應用，了解裝飾畫在造型手法和用色方法上的特點，運用裝飾色彩創(chuàng)作裝飾畫。

教學難點：裝飾畫的造型突出夸張變形，色彩鮮艷、對比強烈。教學過程：

一、組織教學：

二、回顧已學裝飾畫知識： 欣賞具有裝飾風格的大師作品：

讓學生對裝飾畫及主要表現(xiàn)形式有較為全面地了解。

【設計意圖】：感悟大師繪畫的魅力，激發(fā)學生學習的興趣，全面而深入地了解裝飾畫，為下一步學習裝飾色彩奠定基礎。

三、導入新課：

1．對比欣賞《公雞》：分析裝飾色彩與寫實色彩的不同 學生思考：裝飾色彩最大的特點是什么？ 教師小結：裝飾色彩與寫實色彩的主要區(qū)別： ①寫實色彩

從客觀真實的角度來觀察、分析和再現(xiàn)色彩關系,把物體的固有色、光源色、環(huán)境色做為一個不可分割的整體來研究、來表現(xiàn)的。

②裝飾色彩 以固有色為基礎，研究色彩的平面性與裝飾性。裝飾色彩一般排除自然界中光源色與環(huán)境色的影響，把自然界中的色彩關系綜合、概括、抽象出來，利用色彩的濃淡、冷暖、明暗、互補等對比手法進行色彩的藝術創(chuàng)造。裝飾色彩可以不再是物體本身的自然顏色，而是人們根據(jù)審美需要，對色彩進行多種藝術處理和加工，裝飾色彩是人們對自然色彩的再創(chuàng)造，是人們主觀賦予物體的一種抽象色彩。

2．賞析作品：《老子出關》、《耱地》，分析畫面主要內容及色彩特點。

3．民間藝術品欣賞：了解民間藝術中裝飾色彩的特點和表現(xiàn)方法

4．講授裝飾色彩及涂色方法：

裝飾色彩是提取自然形象中的色彩，進行夸張和對比，色彩鮮艷，對比強烈，給人以質樸、真摯的感受。

民間的裝飾色彩常用補色的對比關系如：紅與綠 橙與藍黃與紫 民間美術的色彩搭配規(guī)律：原色搭配、純度高、對比強烈 學生活動：從色相環(huán)中找對比色

注意無彩色的靈活運用：平衡、穩(wěn)定畫面

【設計意圖】：學習裝飾色彩知識，了解裝飾色彩的基本概念以及民間裝飾畫的常用色彩，為學生靈活運用裝飾色彩打下堅實的基礎。

四、學生涂色：

學習民間藝術的裝飾色彩，為黑白裝飾畫作品涂色，完成一幅色彩既鮮艷又和諧的裝飾畫作品。

要求：色彩鮮艷、明快，對比強烈，畫面整體和諧 教師巡視輔導，及時解決學生涂色過程中出現(xiàn)的問題

五、學生作品展評并總結：“炫彩世界”----裝飾畫作品展

六、課后拓展：留心觀察生活中的裝飾色彩，創(chuàng)作出更多優(yōu)秀的裝飾畫作品

第四課

用色彩表達情感

教學目標

引導學生體驗水墨畫的韻味和審美情趣，從中感受中國傳統(tǒng)文化的魅力，認識美術的文化性與歷史繼承性。

教學重點：

指導學生掌握材料和水分的關系，調動學生主動性，放開手腳，大膽創(chuàng)意，表達自己的感受。

教學難點：

引導學生對水墨畫的韻味的理解和感受，并表現(xiàn)在自己的畫上。

課前準備

范畫數(shù)張，生宣紙數(shù)張，毛筆，筆洗，畫毯，中國畫顏料等。

教學設計 教學過程： 組織教學：

導入新課： 1．學生體驗：

（1）拿出生宣紙和毛筆，讓學生談一談，宣紙和圖畫紙有什么不同？教師總結：宣紙和毛筆以及墨是中國畫的工具。這也是中國畫不同于其它畫種的主要特征。

（2）讓學生動手用墨和水在宣紙和圖畫紙上隨意涂畫，然后看看有什么不同？（3）教師展示范畫并提出問題：這些畫是用什么材料畫的?有什么特點?學生分組討論，教師總結：這些作品是利用水和墨在宣紙上的沖化、融滲產生的濃淡變化，通過墨與彩的潑灑、點染、堆積形成墨、色、水相互輝映的效果。這種效果妙在似與不似之間，令人回味無窮，這就是水墨畫的韻味。

2．師生共討：

（1）你知道國畫的歷史嗎？

學生討論，教師總結：水墨畫，顧名思義，就是用中國傳統(tǒng)的繪畫工具，按照中國人的審美習慣而畫出來的畫。中國的國畫有著悠久的歷史和優(yōu)良的傳統(tǒng)，在世界美術領域中自成體系，獨樹一幟。它是我國傳統(tǒng)文化的重要組成部分，是中華民族的寶貴財富。所以我們要繼承傳統(tǒng)文化，使它不斷發(fā)展。（2）你理解水墨畫的韻味嗎？

出示作品，學生討論發(fā)言，教師總結：這種墨與色相互交融形成的神奇效果，令我們回味無窮，遐想翩翩。其特點在于似與不似之間，水、墨、色交融變化，頗耐人尋味，這就是中國畫特有的審美標準之一“韻味”，有“韻”才美，無“韻”是不美的。

（3）你知道這種韻味是怎樣形成的嗎？

教師示范：濃破淡、淡破濃、色破墨、墨破色，用墨和彩點染，堆積、潑灑能形成相互輝映的效果。學生有了動手的欲望，急于想體驗一下。教師因勢利導。

3．學生實踐：

教師布置作業(yè)，自己動手創(chuàng)作一到兩幅水墨作品，用筆要大膽，注意墨與彩的濃淡，以及水分干濕的把握。學生作畫，教師巡視，及時指導遇到的情況。

4．作品評價：

（1）學生互評：（2）師生互評：

5．小結：這節(jié)課通過同學們的動手創(chuàng)作，使大家對水墨畫的韻味有了很深的了解和體驗，好多同學的作品都不錯，希望大家課后去練習，嘗試用不同的方法去表現(xiàn)，看看效果怎樣？

第五課

中國山水畫

教學目標

知識目標：欣賞中國山水畫作品，感受歷代畫家是如何借山川之景抒畫家之情的，是如何在豐富多彩的自然美中表達中國人的自然觀和審美觀的。初步理解對意境的營造是畫家追求的藝術境界，是山水畫的靈魂。

能力目標：嘗試創(chuàng)作一首小詩或散文，概括的表達出所喜歡的山水畫的意境。通過查找、收集有關山水畫家及作品的資料，使自己對我國古今著名的山水畫家及藝術風格有所了解。

情感目標：培養(yǎng)學生對中國山水畫的分析、理解，了解山水畫的成就及有關畫家，使學生熱愛中國傳統(tǒng)繪畫，感受自然與藝術的豐富多彩。

教學重點

通過對山水畫構圖、空白、墨色的分析，使學生了解中國山水畫是怎樣表現(xiàn)意境的。

教學難點

中國山水畫與西方風景畫在思想、技巧和形式上的不同點是什么。

教學方法 啟發(fā)法

演示法

觀察法

情景創(chuàng)設法

教學過程

一、導入

藝術是文化的產物，故，藝術要與文化相結合。中國傳統(tǒng)文化藝術浩如煙海，而中國畫的形式和一般的繪畫形式既有區(qū)別又有聯(lián)系。《夢溪筆談》中說到這樣一個故事：相傳唐代詩人、畫家王維得到客人送的《按樂圖》很興奮，王維說這是畫的《霓裳羽衣曲》第三遍的第一段，客人不信，請來樂工演奏那段舞曲，這才信服。因此說，圖畫只能畫出一瞬間的演奏活動即“止（只）能畫一聲”而不是一段舞曲的演奏過程。唐代詩人徐凝在題畫詩中這樣寫道“一水寂寥青靄合，兩崖崔萃白云殘；畫人心到啼猿破，欲作三聲出樹難”詩的前兩句是寫畫中景，后兩句是詩人發(fā)出的感嘆：畫家挖空心思，終究畫不出“三聲”連續(xù)的猿啼，因為他止（只）能畫一聲，而凄楚動人的猿三聲，是畫面上表達不出的，此繪畫之弊也……。然詩歌（詞、賦）卻能做到表現(xiàn)時間、空間、環(huán)境、音樂、舞蹈等，人世間的喜、怒、哀、樂及萬事萬物的刻畫等──包羅萬象 ；也正好彌補繪畫之不足。但詩是含蓄的，不及畫的直觀通俗易懂。歷來有詩、書、畫同源之說，三者的最高境界是“詩情畫意”；都是寫心、寫思想、抒發(fā)感情的。因此，從根本上說，三者是相通的。激發(fā)興趣，敢于質疑，以達到共同探究的目的。

由故事引入。

二、新課

1．分析中國畫作品《平沙落雁》。請同學們總結一下畫面：溪流、荒灘（荒漠）、彈琴的老人、大雁……。在一望無垠、貧瘠的荒原上，沒有樹、沒有草，沒有野兔的奔跑、也沒有牛羊的歡叫；有的只是那寸草不生的戈壁荒漠和那一陣陣卷帶著黃沙的寒風掠過……。屈大夫（我們把畫中人看作屈原）在那溪邊獨自撫奏著古琴，時而委婉憂傷，時而悲愴激昂；陪伴他的只是那涓涓的溪流；荒漠俯首、溪流停吟，仿佛在聽他述說人世間的悲歡離合、與大丈夫的壯志未酬……。一群大雁掠過頭頂，“呀呀”地自南飛去，屈大夫多么希望那高飛的大雁和潺潺的流水能盡帶走自己滿腹的哀愁啊。依畫之意境作詩：平地風起愁近秋①沙飛卷帶百花休②落幸③屈子《離騷》④奏，雁去流水《九辯》⑤憂。

【解釋】①愁近秋：古代不得志的文人對秋天的到來，總覺惆悵悲痛不已。②休：休息，這里指花謝了。③落幸：失落[失去]，寵幸。④《離騷》：我國著名詩人屈原所作的文章。騷：即發(fā)牢騷。⑤《九辯》：屈原流放時做的第一篇為己辯白的文章。詩的釋義： 在戈壁荒漠的平原上，忽然刮起一陣陣寒風……秋天到了，萬物將失去春的生機，是多么令人愁悵呀。秋風吹起黃沙，打在美麗的花朵上，使花兒凋謝，也卷帶著許許多多零落的花瓣，飛向天空、漂落遠方。正在流放中的屈原面向曠野、溪水，一邊彈奏著古箏，一邊吟唱著《離騷》、《九辯》曲；他多么希望那南飛的大雁和涓涓的溪流能盡帶走自己的滿腹愁緒呀。

2．《江山如此多嬌》 磅礴旭日升中華，九州沐浴金彩霞。世紀更替逐浪高，國昌民種富貴花。《江山如此多嬌》付抱石、關山月

三、《萬山紅遍》 紅遍萬山染成林，飛流直下顯白練。幽燕大地升紫氣，而今華夏小康里。萬山紅遍 李可染

通過欣賞、觀察、討論，理解畫的意境。討論畫的意境。

三、練習

進一步分析中國山水畫是如何表現(xiàn)意境的。學生按幾個小組分析討論課本第8—9頁的山水畫作品，并在班上交流。討論題：

（1）畫家生活的背景與時代。（2）畫家的風格及著名作品有哪些？（3）你在作品中看到了什么景物？

（4）你能通過作品“讀出”什么樣的意境？（5）這幅作品給你什么感受？

四、小結

通過欣賞中國山水畫作品，感受到歷代畫家是如何借山川之景抒畫家之情的，是如何在豐富多彩的自然美中表達中國人的自然觀和審美觀的。理解了意境是營造是畫家追求的藝術境界，是山水畫的靈魂。

第六課

中國畫的形式美

教學目標

知識目標：運用形式美因素和法則，探究中國畫的綜合性，對中國畫的形式美進行分析，從而進一步加深對中國畫的整體認識和理解

能力目標：認識中國畫是通過筆墨、色彩、章法等外在形式語言來表達作者的思想情感。

情感目標：通過本課的學習，使學生感悟到中國畫具有豐富文化內涵，并內化為熱愛祖國的情懷。

教學重點

賞析中國畫的筆墨美感。

教學難點

中國畫形式美各因素的價值判斷（對形式美的把握）

教學方法

啟發(fā)法

演示法

觀察法

情景創(chuàng)設法

教學過程

一、導入

1．《萬山紅遍》的作者是誰？

2、《溪山行旅圖》的作者是誰？

3、《江山如此多嬌》的作者是誰？ 復習導入

二、新課

中國畫的形式美是指在大小橫豎不同的畫幅中，通過構圖將點、線、形、色等形式因素，按表現(xiàn)需要有規(guī)律地組合起來所呈現(xiàn)的多樣統(tǒng)一的美感。在形式美的方面，大致有以下因素：

1．形象之美

無論工筆畫或寫意畫，必須以一定的形象為基礎。但是，中國畫歷來講究“以形寫神”，表現(xiàn)任何物象，形似僅僅是手段，神似才是目的。古代為人物畫像，稱作“傳神”。齊白石筆下的青蛙、蝦、小雞等動物，使人看了感到生動活潑，有稚拙的童趣，妙在似與不似之間。

2．筆墨之美

充分運用毛筆的性能，駕馭墨與色在宣紙上的滲化效果，表現(xiàn)不同物體的形狀、質感、量感，塑造出生動完美的藝術形象，這種綜合性的技巧在中國畫中統(tǒng)稱筆墨，它是中國畫造型的基本語言。中國畫以線造型，墨分五色，以行筆的快慢、頓挫、提按與墨色的干、濕、濃、淡、枯焦等，干濕巧拙、澀暢互相交替使用，虛實相生，“筆為墨骨，墨為筆充，”從而表現(xiàn)出天地萬物，抒發(fā)作者的思想感情，使觀者得到美的享受。

3．色彩之美

中國畫有獨特的特點。以畫法分，又白廟、水墨淡彩、重彩、墨骨、勾勒填彩，又有潑墨潑彩等。各種不同的畫法與豐富的色彩運用，構成了中國畫獨特的民族特色，使之成為東方繪畫的代表，是世界繪畫重要的品種之一。

4．章法之美

中國畫的形制有多種，如中堂、條幅、橫披、手卷、斗方、冊頁、扇面等，在大小、長短方圓不同的形制中合理按排表現(xiàn)的物象叫做章法。每幅畫面上有主次、疏密、節(jié)奏、變化，并可以留白，有筆墨處為實境，可以是天、地、云、水、煙、氣、雪等，給觀者以豐富想象的余地。中國畫上的提款與印章，也是畫面構圖不可缺少的組成部分，好的書法與篆刻可以為畫面增色，款與印的大小、位置、文字也有很多講究。介紹中國畫的形式美。（播放課件欣賞賈又福的《太行豐碑》）

欣賞理解中國畫的形象美

理解筆墨之美（課件播放潘天壽的《露氣》）

理解色彩之美（課件播放李可染的《萬山紅遍》

理解章法之美（欣賞扇面、冊頁、框裱類作品。）

三、練習

1．用已學過的中國畫表現(xiàn)方法，試作一折扇或團扇，并加蓋或添畫印章。

2．簡述欣賞中國畫的心得體會。

四、小結

通過體驗中國畫的形象、筆墨、色彩章法的美感，使我們能夠運用形式美因素和法則，探究中國畫的綜合性，對中國畫有了進一步的認識和理解。感悟到具有高度文化內涵的中國畫精髓，更加熱愛祖國的民族藝術。

第七課

三位中國美術家

教材分析:美術欣賞以美術作品為對象，美術作品由結合為有機整體的內容和形式兩部分構成。所以，對美術作品的欣賞，就可以從內容和形式兩方面著眼，進而整體地把握和理解美術作品 ——既體驗審美感動又獲得思想認識，既把握藝術價值，又理解社會價值。美術作品通過視覺接受作用于人的精神情感，這種作用主要來自美術作品的精神內涵（即內容）。美術作品的內容是美術家在作品中以一定的美術形式表現(xiàn)出來的，即美術形式是美術內容的存在方式。美術欣賞作為從視覺接受到理性認識的過程，美術形式無疑具有先行性，欣賞者必須通過對作品形式的感受、釋讀、體驗，才能把握到作品的內在意蘊（即內容），這里的 “內容”不是狹義上指一些主題性繪畫中的故事、歷史人物或情節(jié)，而是指所有美術形象所具有的審美的精神內涵。

教學目標：

1、知識目標：（1）學會多角度、多視點欣賞、評述美術作品；（2）了解這三位美術大師及美術作品的表現(xiàn)形式及風格特點；（3）學會美術欣賞的學習方法。

2、能力目標：（1）培養(yǎng)學生運用信息技術查閱、收集資料的能力；（2）培養(yǎng)學生觀察思考后分析、解決問題進行研究性學習的能力；

3、情感目標：（1）提高學生美術學習的興趣和欣賞、審美水平；（2）體會中國傳統(tǒng)的繪畫發(fā)展與其獨特的藝術魅力；（3）通過作品激發(fā)學生的民族自豪感。

教學重點： 多角度、多視點欣賞、評述三位大師的美術作品。教學難點： 美術欣賞的學習方法

教學準備： 教學課件

一、課前準備的相關資料 布置課前學習任務。教師要求學生查閱書籍，或上網查詢網頁、網站，收集、整理和繪畫作品和作品相關的信息資料。（可制成讀書卡片）。

教學方法：講授法、討論法、合作學習、研究性學習

教學過程：

一、導入部分： 教師：課件依次展示三幅美術作品：

1、《清明上河圖》 作者是誰？

2、《群馬》作者是誰？

3、《朱荷》作者是誰？ 學生活動：討論后舉手回答。

二、新授部分： 學生任務：要求學生上講臺來介紹這三位大師的作品，看誰介紹的又清晰又好！

1、《清明上河圖》 教師活動：組織學生小組合作，討論分析，教師引導補充。

（1）作者介紹： 作者張擇端，字正道(又字文友)，東武(今山東諸城)人，北宋末著名畫家，宋徽宗時宮廷畫家。他是北宋末年杰出的現(xiàn)實主義畫家，其作品大都失傳，存世《清明上河圖》、《金明池爭標圖》，為我國古代的藝術珍品。《清明上河圖》現(xiàn)存北京故宮博物院。另外，天津藝術博物館藏有署名“張擇端”的小幅《西湖爭標圖》，系委托之作，該作品已經轉到天津博物館。

（2）作品分析： 《清明上河圖》，中國十大傳世名畫之一。為北宋風俗畫，寬24.8厘米，長528厘米，絹本設色。該畫卷是北宋畫家張擇端僅見的存世精品，屬國寶級文物，現(xiàn)藏于北京故宮博物院。作品以長卷形式，采用散點透視構圖法，生動記錄了中國十二世紀城市生活的面貌，這在中國乃至世界繪畫史上都是獨一無二的。在五米多長的畫卷里，共繪了五百五十多個各色人物，牛、騾、驢等牲畜五、六十匹，車、轎二十多輛，大小船只二十多艘。房屋、橋梁、城樓等各有特色，體現(xiàn)了宋代建筑的特征。具有很高的歷史價值和藝術價值。《清明上河圖》以精致的工筆記錄了北宋末期、徽宗時代首都汴京（今河南開封）郊區(qū)和城內汴河兩岸的建筑和民生。關于“清明”二字存在一些爭議，有人認為是指入畫時間為清明時節(jié)，還有人認為是在粉飾太平。對于北宋京城汴梁以及汴河兩岸的繁華景象和自然風光，作品以長卷形式，采用散點透視的構圖法，將繁雜的景物納入統(tǒng)一而富于變化的畫面中，畫中人物815人，衣著不同，神情各異，其間穿插各種活動，注重戲劇性，構圖疏密有致，注重節(jié)奏感和韻律的變化，筆墨章法都非常巧妙。全圖分為三個段落。首段，汴京郊野的春光 在疏林薄霧中，掩映著幾家茅舍、草橋、流水、老樹和扁舟。兩個腳夫趕著五匹馱炭的毛驢，向城市走來。一片柳林，枝頭剛剛泛出嫩綠，使人感到雖是春寒料峭，卻已大地回春。路上一頂轎子，內坐一位婦人。轎頂裝飾著楊柳雜花，轎后跟隨著騎馬的、挑擔的，從京郊踏青掃墓歸來。環(huán)境和人物的描寫，點出了清明時節(jié)的特定時間和風俗，為全畫展開了序幕。中段，繁忙的汴河碼頭 汴河是北宋國家漕運樞紐，商業(yè)交通要道，從畫面上可以看到人煙稠密，糧船云集，人們有在茶館休息的，有在看相算命的，有在飯鋪進餐的。還有“王家紙馬店”，是掃墓賣祭品的，河里船只往來，首尾相接，或纖夫牽拉，或船夫搖櫓，有的滿載貨物，逆流而上，有的靠岸停泊，正緊張地卸貨。橫跨汴河上的是一座規(guī)模宏大的木質拱橋，它結構精巧，形式優(yōu)美。宛如飛虹，故名虹橋。有一只大船正待過橋。船夫們有用竹竿撐的；有用長竿鉤住橋梁的；有用麻繩挽住船的；還有幾人忙著放下桅桿，以便船只通過。鄰船的人也在指指點點地象在大聲吆喝著什么。船里船外都在為此船過橋而忙碌著。橋上的人，也伸頭探腦地在為過船的緊張情景捏了一把汗。這里是名聞遐邇的虹橋碼頭區(qū)，車水馬龍，熙熙攘攘，名副其實地是一個水陸交通的會合點。后段，熱鬧的市區(qū)街道 以高大的城樓為中心，兩邊的屋宇鱗次櫛比，有茶坊、酒肆、腳店、肉鋪、廟宇、公廨等等。商店中有綾羅綢緞、珠寶香料、香火紙馬等的專門經營，此外尚有醫(yī)藥門診，大車修理、看相算命、修面整容，各行各業(yè)，應有盡有，大的商店門首還扎“彩樓歡門”，懸掛市招旗幟，招攬生意，街市行人，摩肩接踵，川流不息，有做生意的商賈，有看街景的士紳，有騎馬的官吏，有叫賣的小販，有乘座轎子的大家眷屬，有身負背簍的行腳僧人，有問路的外鄉(xiāng)游客，有聽說書的街巷小兒，有酒樓中狂飲的豪門子弟，有城邊行乞的殘疾老人，男女老幼，士農工商，三教九流，無所不備。交通運載工具：有轎子、駱駝、牛馬車、人力車，有太平車、平頭車，形形色色，樣樣俱全。繪色繪形地展現(xiàn)在人們的眼前。

總計在五米多長的畫卷里，共繪了五百五十多個各色人物，牛、馬、騾、驢等牲畜五、六十匹，車、轎二十多輛，大小船只二十多艘。房屋、橋梁、城樓等也各有特色，體現(xiàn)了宋代建筑的特征。張擇端的《清明上河圖》是一幅描寫北宋汴京城一角的現(xiàn)實主義的風俗畫，具有很高的歷史價值和藝術水平。北宋年間的汴京極盛，城內四河流貫，陸路四達，為全國水陸交通中心，商業(yè)發(fā)達居全國之首，當時人口達100多萬。汴京城中有許多熱鬧的街市，街市開設有各種店鋪，甚至出現(xiàn)了夜市。逢年過節(jié)，京城更是熱鬧非凡。《清明上河圖》著重描繪了北宋首都水陸運輸和市面繁忙的景象。北宋以前，中國的人物畫主要是以宗教和貴族生活為題材。張擇端雖然是在翰林圖畫院供職，創(chuàng)作的作品都稱為“院體畫”或“院畫”，但他卻把自己的畫筆伸向社會各階層人民的生活之中，創(chuàng)作出描寫城鄉(xiāng)生活的社會風俗畫。《清明上河圖》畫了大量各式各樣的人物。而且，張擇端對每個人物的動作和神情，都刻畫得非常逼真生動。這充分說明，張擇端生活的積累非常豐厚，創(chuàng)作的技巧非常嫻熟。

（3）歷史文化與藝術值價：

《清明上河圖》不僅僅是一件偉大的現(xiàn)實主義繪畫藝術珍品，同時也為我們提供了北宋大都市的商業(yè)、手工業(yè)、民俗、建筑、交通工具等詳實形象的第一手資料，具有重要歷史文獻價值。其豐富的思想內涵、獨特的審美視角、現(xiàn)實主義的表現(xiàn)手法，都使其在中國乃至世界繪畫史上被奉為經典之作。

2、《群馬》徐悲鴻

（1）作者介紹： 徐悲鴻（1895-1953年），現(xiàn)代畫家、美術教育家。漢族，江蘇宜興人。曾留學法國學西畫，歸國后長期從事美術教育，先后任教于國立中央大學藝術系、北平大學藝術學院和北平藝專。1949年后任中央美術學院院長。擅長人物、走獸、花鳥，主張現(xiàn)實主義，于傳統(tǒng)尤推崇任伯年，強調國畫改革融入西畫技法，作畫主張光線、造型，講求對象的解剖結構、骨骼的準確把握，并強調作品的思想內涵，對當時中國畫壇影響甚大。所作國畫彩墨渾成，尤以奔馬享名于世。

（2）作品特點：精神抖擻、豪氣勃發(fā)。剛勁穩(wěn)健的白描線條勾勒出馬的形態(tài)。飽滿酣暢的墨色掃出馬的鬃尾。同時吸收西方繪畫光影和明暗的表現(xiàn)方法，用淡墨渲染出馬的結構和層次。

（3）主要作品： 《群馬》:徐悲鴻早期的馬頗有一種文人的淡然詩意，顯出“躑躅回顧，蕭然寡儔”之態(tài)。至抗戰(zhàn)爆發(fā)后，徐悲鴻認識到藝術家不應局限于藝術的自我陶醉中，而應該與國家同呼吸共命運，將藝術創(chuàng)作投入到火熱的生活中去，所以他的馬成為正在覺醒的民族精神的象征。而建國后，他的馬又變“山河百戰(zhàn)歸民主，鏟盡崎嶇大道平”的象征，仍然是奔騰馳騁的樣子，只是少了焦慮悲愴，多了歡快振奮。《田橫五百士》：是徐悲鴻的成名大作。故事出自《史記?田儋列傳》。田橫是秦末齊國舊王族，繼田儋之后為齊王。劉邦消滅群雄后，田橫和他的五百壯士逃亡到一個海島上。劉邦聽說田橫深得人心，恐日后有患，所以派使者赦田橫的罪，召他回來。《史記?田儋列傳》原文這樣記載：“……乃復使使持節(jié)具告以詔商狀，曰：'田橫來，大者王，小者乃侯耳；不來，且舉兵加誅焉。'田橫乃與其客二人乘傳詣洛陽。……未至三十里，至尸鄉(xiāng)廄置，橫謝使者曰：'人臣見天子當洗沐。'止留，謂其客曰：'橫始與漢王俱南面稱孤，今漢王為天子，而橫乃為亡虜而北面事之，其恥固已甚矣。……'遂自剄。……五百人在海中，使使召之。至則聞田橫死，亦皆自殺，于是乃知田橫兄弟能得士也。”文末司馬遷感慨地寫道：“田橫之高節(jié)，賓客慕義而從橫死，豈非至賢。余因而列焉。不無善畫者，莫能圖，何哉！”可見徐悲鴻作此畫是受太史公的感召。正是有感于田橫等人“富貴不能淫，威武不能屈”的“高節(jié)”，畫家著意選取了田橫與五百壯士惜別的戲劇性場景來表現(xiàn)。這幅巨大的歷史畫滲透著一種悲壯的氣概，撼人心魄。畫中把穿緋紅衣袍的田橫置于右邊作拱手訣別狀，他昂首挺胸，表情嚴肅，眼望蒼天，似乎對茫茫天地發(fā)出詰問，橫貫畫幅三分之二的人物組群，則以密集的陣形傳達出群眾的合力。人群右下角有一老嫗和少婦擁著幼小的女孩仰視田橫，眼神滿含哀婉凄涼，其雕塑般的體積，金字塔般的構架無疑使我們想起普桑、大衛(wèi)的繪畫。普桑喜用的紅、黃、藍三原亦在徐的畫面中占主導地位，突出了田橫與青年壯士之間的對答交流。背影襯以明朗素凈的天空，給人以澄澈肅穆的感覺。“高貴的單純，靜穆的偉大”正是德國古典病態(tài)學家溫克爾曼所提倡的藝術格調。欣賞徐悲鴻的畫時，會發(fā)覺畫中人物伸展的手臂、踮起的腳尖、前跨的腿、支立著的木棍、陰森鋒利的長劍構成了一種畫面節(jié)奏，寓動于靜，透出一種英雄主義氣慨。在當時流行現(xiàn)代主義藝術之風的中國，徐悲鴻堅持關注生活、關注社會的現(xiàn)實主義立場，借歷史畫來表達他對社會正義的呼喚，這些猶如黑夜中的閃電劃亮天際，透出黎明的曙光。

3、《朱荷》潘天壽

（1）作者介紹： 潘天壽的指畫也可謂別具一格，成就極為突出。這類作品，數(shù)量大，氣魄大，如指墨花卉《晴霞》、《朱荷》、《新放》等，畫的均為“映日荷花”，以潑墨指染，以掌抹作荷葉，以指尖勾線，生動之氣韻，非筆力所能達。潘天壽作畫時，每畫一筆，都要精心推敲，一絲不茍。他在“有常必有變”的思想指導下，取諸家之長，成自家之體，他的畫材為平凡題材，但經他入手的畫，卻能產生出不平凡的藝術感染力。（2)作品介紹： 潘天壽藝術的可貴之處，主要在于他具有大膽的創(chuàng)造精神，他常說，“荒山亂石，幽草閑花，雖無特殊平凡之同，慧心妙手者得之盡成極品。”他的書法功力也很深，早年學鐘、顏，后又擷取魏、晉碑中精華以及古篆漢隸，還能詩、善治印。平時作畫，對詩文、題跋、用印方面，非常認真、講究，絕不馬虎。他對畫史、畫理也研究有素，著有《中國繪畫史》、《顧愷之》，《聽天閣詩存》、《治印絲談》。并緝有《聽天閣畫談隨筆》等。

三、課堂活動：（小組討論回答）

1、課堂說說三位美術家作品各自的藝術特色是什么？

2、藝術界中，你還知道哪些有名的大師？

第八課

紙板的創(chuàng)想——成型方法

教學目標：

通過立體組合的設計，理解和掌握立體構成的各種知識，激發(fā)學生的創(chuàng)造靈感，增強敢于創(chuàng)造的信心，體會創(chuàng)造的樂趣。

教學重點:

設計的美感。通過調研、研討、設計、制作，去感受生活用品設計的美感。本課重點就是通過各種教學方法，使學生了解設計的美感，從而提高學生的審美水平。

教學難點

立體設計。既要考慮生活用品的使用功能，又要使設計既美觀又有新意，這些對學生來說確有一定的難度。設計中需要立體構成的知識、紙工制作的技法及色彩搭配的能力。

教學方法：講授法、演示法 教學材料：色卡紙、剪子、膠水 教學過程:

一、導入：

生活中的一些日常用品有的我們會認為很精美，有的我們也非常熟悉如（臺燈、茶壺、桌子、椅子、家具等）有沒有同學想嘗試著將這些物品自己設計制作出來呢？（出示作品激發(fā)學生的興趣）

二、新授：

應當首先選擇一件自己感興趣的生活中日用品如（臺燈、餐桌、茶具等）對所選定的對象進行一下分析首先確定它是由幾部分組成，想象一下每部分的展開圖是什么構成例如臺燈是由燈罩、燈架、燈座以及電線組成將每部分的展開圖畫在相應的卡紙上。然后，根據(jù)圖紙進行剪裁和粘貼。

三、注意事項：所做物象為立體的畫圖紙時應考慮全面。

四、教師幫助指導學生

五、小結：

本課制作比較困難復雜，學生應有很強的立體思維能力和創(chuàng)造能力。如何解決這個難點，需要我們探討。可以進行嘗試抓重點、縮小范圍、降低難度、開闊學生得眼界等教學方法。

六、作業(yè)：將所做物品各部分的平面展開圖畫在色卡紙上。

第九課

紙板的創(chuàng)想——座椅設計

教材分析: 一張紙條經過切割、折曲就能設計制作出各種造型新穎、風格獨特的椅子，本課讓學生通過座椅的設計與制作，關注生活，敢于創(chuàng)造。

教學目標: 顯性內容與目標 通過紙板的切割、曲折，設計制作造型美觀、功能實用的椅子與沙發(fā)。初步了解立體構成知識及在設計中的應用。

隱性內容與目標 通過椅子的設計，使學生關注生活、熱愛生活，認識以人為本的設計思想，培養(yǎng)敢于想象、勇于實踐的創(chuàng)新精神和立體造型的設計能力。在思想上關注家鄉(xiāng)的變化，提高“三亞是我家，保護、建設靠大家”的好市民意識。

教學重點與難點: 重點：設計與生活的關系。認識到生活中充滿設計，設計的前提使敢于創(chuàng)造。椅子是生活中最常見的生活用品，但很少有人有意識地注意它、研究它、分析它的造型、功能、材料、色彩以及風格、品位。引導學生通過設計椅子關注生活中的其他設計，可以激發(fā)學生的創(chuàng)造熱情。

難點：設計構思。椅子設計用材很少，技法也較為簡單，關鍵是構思。紙板的聯(lián)想是通過一張紙的切割、彎曲設計椅子，盡可能少去掉或添加紙塊，這里含有立體構成的因素。

教具準備：剪刀，卡紙，雙面膠及各種風格紙板坐椅作品（教師）。部分學生優(yōu)秀作品。

教學過程

一、導入新課

大家看圖片,并回答問題,（課件展示圖片）設問：①你能看出圖片上的景物是哪里嗎?

②你能看到與美麗的景色不協(xié)調的地方嗎? 提問：你是否留意過該藝術椅的造型？ 提問：該藝術椅的作用？ 小結：方便.舒適.美觀.情趣

以三亞本市東西兩河河堤上的藝術便民座椅受到人為的破壞為切入點。（課件展示）殘缺不全的藝術卡通便民座椅展示

③面對人為的破壞，作為少先隊員.團員的我們應該怎么辦呢？

學生觀看、討論

自由回答：三亞河景，椅子，殘缺不全的藝術卡通便民座椅 例如：手、足球、動物等 例如：走累了休息，好看等等。

學生思考并個別回答：例如保護環(huán)境以身作則，以三亞好市民自律，愛護家園，影響家人朋友，設計更堅固更美觀的便民座椅

二、講授新課

要想設計出好的座椅,就先來了解我們生活中的其它座椅.（1）生活中的椅子還有哪些呢?（課件展示圖片）生活中的座椅

設問:你知道它們的社會功能、造型特點、材料、擺放的環(huán)境嗎？（2）思考與討論：（課件展示問題）

①體會一下坐在椅子上的感覺，座椅給你的感受是什么？ 點擊進入：座椅的特點：座椅具有實用、舒適、穩(wěn)定。以人為本

②座椅的結構你了解嗎?你看到的椅子都是由幾條腿支撐的?它們穩(wěn)定嗎?為什么?

點擊進入：座椅的結構: 座椅的結構一般為腿(支撐點)、面(承重點),靠背.③你能用紙板設計制作椅子造型嗎? 這節(jié)課我們就是把紙板想象為塑料.鋼材.木版等來設計創(chuàng)意坐椅。課題揭示：（板書）紙板的聯(lián)想——坐椅設計。

（課件展示）設問：怎么樣通過紙板來設計制作坐椅？（切換FISH）（課件展示動畫教具、圖例、講解）：紙板的聯(lián)想（構圖、卷折）

小結：由一張紙上通過折、卷、利用點、線、面的角度及紙張粗細大小變化，盡量少去掉紙塊或加紙塊的來完成造型。

注意：造型要符合現(xiàn)代造型設計的造型特點：簡潔、藝術性強、以人為本 以支撐點（椅子腿）可以是：四條

三條

兩條

一條（切換FISH）示范其中之一（四線）（兩線一面）（兩面）（一面）

（并出示學生優(yōu)秀創(chuàng)意作品）簡述

學生看圖片思考并回答：

例如：①沙發(fā)、生活用椅、辦公用椅、公共用椅等。②足球、逗號、花朵等。

③家里、辦公室、食堂、餐廳、會議室、客廳等。

學生細心體會坐著的感覺：舒服、穩(wěn)定等等 學生觀察課桌椅，學生討論、觀察、回答：由靠背、椅面、椅腿構成。穩(wěn)定，數(shù)學知識：三點確定一個平面 學生欣賞 師生雙邊活動

三、課堂練習

①把紙板想象為塑料、鋼材、木材等材料來設計制作創(chuàng)意座椅.②比一比,看誰能最快設計制作出即創(chuàng)意、好看、實用、穩(wěn)定的座椅,作品可為1、2個小椅子或一組椅子、沙發(fā)。

③要求大膽創(chuàng)新，構思制作可組成小組合作可單獨完成 巡回輔導，必要時與學生共同完成制作，（提醒安全問題）

把講臺作為學生作品的展示臺。學生分成若干個小組合作并構思制作學生欣賞作品并作互相評價和自我評價

四、展示與討論

學生展示自己的設計,并談談自己的創(chuàng)意:椅子的造型特點,放在什么環(huán)境下最合適,如果真投產,用什么材料制作最能展示自己的創(chuàng)意.五、課堂小結

請學生自己總結所學內容，肯定學生的努力。從今后多留意身邊的事物會發(fā)現(xiàn)生活中的設計無處不在。

第十課

布置理想的家居

教學目標

顯性內容與目標

居室美化的平面設計與效果圖制作。A．房間平面尺度與家具一般尺度的基本概念。B．房間使用功能與美化的正確關系。C．房間色彩與情調的營造。D．家居綠化與美化裝飾。E.設計效果圖的制作完成。

隱性內容與目標

A．對生活的熱愛、對美好生活的追求。B．細致耐心、認真完成制作的學習態(tài)度和良好品質。C．對身邊事物觀察、理解的敏銳程度。D．自信、個性培養(yǎng)和傾聽師長同學意見的包容胸懷。

教學重點與難點

重點 居室的布置設計方案。

難點 設計中創(chuàng)新意識、功能意識和審美意識的完美結合。

課時安排：2課時

第一課時

教學過程：

一、導入：

提問同學們自己的家或自己的房間用的什么顏色進行裝飾的？出示幾張居室照片使同學展開想象從中體會居室主人的性格特征。

二、新授：

居室的空間設計，就是創(chuàng)造符合居住者生活情調的空間氣氛，是對美的追求。而色彩設計是其中的重要一環(huán)。從出示的圖片中我們可以看出并聯(lián)想到居室主人的性格特征、年齡特點、性別以及文化層次等。這些方面可以從色彩的三個角度出發(fā)（明度、純度、冷暖）

青年喜歡：明度較高、色調較暖、純度較高的色彩

中年喜歡：中明度、純度較低的色彩

老年喜歡：明度較低、純度較低的色彩 高明度色彩（整潔、優(yōu)雅、文化層次較高）低明度色彩（沉穩(wěn)、成熟、高雅）高純度色彩（活潑、現(xiàn)代、熱情）低純度色彩（樸素、典雅、清新）

依據(jù)居住者的特點對居室進行合理的色彩搭配。

三、小結：

在教學中，要強調居室設計的色彩搭配也應是“以人為本”。這里的設計是“有條件的設計”，即：以功能要求為前提的有針對性的設計，要明確設計的消費對象，做到有的放矢。

四、作業(yè)： 設計自己房間的色彩

第二課時

教學過程：

一、組織教學

1．讓我們走進不同的房間，看看怎樣的家居布置才是最理想的？（看幻燈）（1）書房的設計最能體現(xiàn)主人的興趣、愛好和藝術品位

（2）你一定有一塊屬于自己的小天地，你能把它布置得既實用又美觀嗎？ 根據(jù)學習和休息的需要，合理地劃分居室空間。

2．客廳是家庭成員進行交流的場所，請想一想布置一個理想的客廳應該考慮哪些因素？（1）體現(xiàn)主人的品位和生活情調

（2）家具擺放錯落有致、空間利用合理，不過分擁堵（3）色彩明快，色調和諧而富有變化

（4）合理劃分使用區(qū)域，滿足人們的學習、生活、運動、或娛樂等需要 3．家居設計圖中是否可以隨意畫出家具的大小？為什么？ 教師出示設計圖。

你能畫出自己居室的平面圖嗎？

方法

一、用單色線條繪制的居室平面圖：準確、清晰 方法

二、用色彩繪制的居室平面圖：直觀、鮮明 方法

三、用彩紙拼貼的居室平面圖：裝飾性強

方法

四、用紙片拼擺的方法展示居室布局：可變換家具擺放的位置 4．主題墻的設計是居室設計的點睛之筆。

二、小結：

發(fā)揮創(chuàng)造力，按著個人品味、感覺或顏色喜好，隨意自由組合自己的家居布置，設計獨一無二的理想家居，甚至因不同的時間活動及節(jié)日，為家居加添色彩和心思，增加生活情趣。

第十一課

柜架陳設的藝術

教學目標

內化目標

①培養(yǎng)熱愛生活的情感；②養(yǎng)成良好的對生活進行審美的習慣；③養(yǎng)成良好的物品擺放習慣；④培養(yǎng)耐心，增強信心，提高美術的學習興趣。

認知目標

①理解柜架的一般形式及其特點；②基本掌握柜架陳設形式美的法則。

技能目標

①掌握柜架設計的方式方法；②能根據(jù)形式美的法則進行柜架陳設；③學會柜架陳設設計的表現(xiàn)技法。

教學重點：柜架設計三要素。

教學難點：創(chuàng)造性地在柜架設計中體現(xiàn)形式美的法則及實用與美觀相結合的原則。

教學材料準備：多媒體課件，相關圖片、制作工具、材料等。學生預習第11課，搜集相關資料，準備好作業(yè)紙以及繪制平面圖或制作立體構成所需材料、工具。

教學過程

一、導入

師問：想一想家中的物品放在哪兒？怎樣擺放的？你覺得美嗎？ 生答：放在柜架中；整齊、對稱、隨意等；美或不美…… [設計意圖]：啟發(fā)思考，導向主題，同時引導學生將審美觸角伸向日常生活。

二、展開

1．展示課題，播放欣賞課件，提出問題：請分析一下這些柜架各自的特點是什么？

答：多寶格莊重典雅、幾何形柜簡潔明快、對稱式富秩序美、均衡式富節(jié)奏感和韻律美、高低對比但和諧統(tǒng)一……

[設計意圖]：進一步學會審美；理解柜架的一般形式及其特點；分析形式美的法則的運用。

2．問：如果你來設計會考慮哪些因素呢？答：功能、造型、色彩 [設計意圖]：設計意圖：探討柜架設計三要素。

3．播放課件，問：柜架有哪些功能？答：儲物<重實用>、展示<重美觀>等 [設計意圖]：理解美觀與實用相結合的原則

4．問：如何按照功能確定柜架的分割方式和格層的尺寸？欣賞課件答：規(guī)格長短、存放方式；體積與形狀；居室結構等。

[設計意圖]：進一步理解美觀與實用相結合的原則，學會結合實際進行工藝設計。

5．問：這些造型給你什么印象？欣賞課件答：簡潔、質樸；新穎別致；簡練活潑。

[設計意圖]：借鑒各種造型，學會設計。

6．問：這些色彩組合給你什么印象？欣賞課件答：莊重而有變化、神秘而高貴、鮮明而活潑。

[設計意圖]：理解色彩組合的規(guī)律，學會色彩設計。

7．問：物品應當如何擺放呢？結合課本，分組討論后答：對稱、均衡；對比、和諧；節(jié)奏、律動。

[設計意圖]：學會將形式美法則運用到物品陳設中。

8．問 ：如何進行設計表現(xiàn)呢？ 討論后觀看幻燈片，了解手繪、拼貼以及立體構成的表現(xiàn)方法。

[設計意圖]：鞏固已學過的表現(xiàn)方法。

9．提議：你也能設計，試試吧。學生分組進行設計、制作。[設計意圖]：培養(yǎng)耐心，增強信心，養(yǎng)成細心做事的習慣，提高動手能力、合作意識和創(chuàng)造才能。

10．巡回輔導，解決問題。學生可以分工合作。[設計意圖]：師生交流，增進情誼，提高興趣。

三、收拾與整理 1．習作點評，小結。2．展示、介紹習作。

[設計意圖]：肯定成績，提高興趣；指出不足，取長補短；梳理知識，完善結構，加深印象。

四、拓展

提議：為自己的居室提出柜架陳設改進方案。

要求：利用課余時間進行思考、設計，并適當交流、展示。[設計意圖]：學以致用，使養(yǎng)成更好的生活習慣，更加熱愛生活。

第十二課

美化生活的裝飾布

教學目標

顯性內容與目標

A．了解裝飾布是怎樣扮靚家居的。B．研究裝飾布的特點。C．掌握裝飾布的設計方法與設計步驟，并完成一幅裝飾布設計。

隱性內容與目標

A．培養(yǎng)學生熱愛生活，注意觀察生活中的美的事物，并逐步學會用自己的雙手去創(chuàng)造美好生活。B．培養(yǎng)學生頭腦靈活，思維清晰，富于聯(lián)想，大膽創(chuàng)新實踐的精神。C．培養(yǎng)學生的審美能力和語言表達能力。D．提倡學生之間相互學習，取長補短。E．培養(yǎng)學生做事耐心細致、認真踏實的精神。

教學重點與難點

重點 裝飾布的設計，包括紋樣設計，色彩設計。難點 使裝飾布的色彩搭配協(xié)調。

教學過程

一、裝飾布的功能

同學們：你見過裝飾布嗎？你知道它是做什么用的？它在家居環(huán)境中可以起什么作用？讓我們一起來了解一下裝飾布吧。利用裝飾布可以制作窗簾、沙發(fā)套、靠墊、床罩、枕套、桌布等。

二、飾布的特點

裝飾布與一般服裝面料相比，它的幅面較寬，花型較大，色彩更加豐富，紋樣的組織形式更加靈活富于變化。

讓我們再看幾塊裝飾布,請你說說它們與一般的服裝面料有什么不同？它們有哪些特點？

三、裝飾布的設計 1． 紋樣設計

裝飾布紋樣的設計內容廣泛，總體可以分為具象和抽象兩大類。

（1）平面構成是將幾何形作為基本形，按照一定的規(guī)律排列組合。因為平面構成的視覺效果獨特，并具有很強的現(xiàn)代感，所以在現(xiàn)代家居裝飾中被廣泛應用。讓我們來了解一下平面構成的基礎知識。

A．你能找出它的基本形嗎？它又是怎樣排列組合的？重復方向的 排列組合

B．這幅平面構成中誰是基本形？它是如何排列組合的？正負形轉換的重復排列

C．這幅平面構成采取了什么排列組合的形式?不定方向的重復排列（2）重復在平面構成和圖案紋樣中都是常用的排列方法，它能使基本形或單位紋樣在重復的排列中形成和諧的美感和多樣變化的節(jié)奏感。

請你說說這些裝飾布紋樣都是怎樣排列組合的？ 2．色彩設計

裝飾布的色彩非常豐富，不同的色調會帶給人不同的美感。請你對照片中裝飾布的色彩，談談你的感受。

低明度色調

深沉高明度色調

明快

看了以上這些照片，你對裝飾布是否已經產生了興趣？你一定也想用裝飾布為你的居室做些什么吧，那就把你的想法先在小組里說說，然后大家一起動手來設計一組裝飾布，使之成為一個系列，分別用它們來制作窗簾、床罩、靠墊、桌布等，使我們居室的整體色彩及格調搭配得更加協(xié)調。

四、裝飾布紋樣的繪畫步驟

1．先根據(jù)用途設計排列組合的形式。2．設計一個單位紋樣。（或基本形）

3．根據(jù)單位紋樣的大小畫好若干個格子，再想好怎樣重復排列。4．將單位紋樣逐一拷貝。

5．進行色彩設計，從常用圖案配色方法（同種色、類似色、對比色）中選擇一種方法，并選擇一組顏色。

6．上底色。

7．分別填好大的色塊。

8．描繪細部或勾線，最后調整，直至完成。

五、學生作品展示小結

讓我們來欣賞一下同學們的作品，感受一下他們帶給我們的美感，并就作品的風格、色調、紋樣設計、排列方法、色彩配置、整體效果等方面，發(fā)表一下你的意見。

第十三課

我的小天地——立體紙模型

教學目的

1．簡單了解有關居室的功能和特點.以及不同地區(qū)、民族在設計上的不同文化和習俗。了解自己的小天地不僅有一般居室的特點，還要有表現(xiàn)個人的興趣和愛好。

2．使學生能按照自己的心愿去表現(xiàn)和設計自己理想中的小天地。嘗試用繪畫的形式表現(xiàn)自己對幸福生活的喜愛之情，表達自己對美好生活的追求。

3．培養(yǎng)學生善于觀察自己身邊的事物，引導學生做生活中的人。啟發(fā)學生通過設計、表現(xiàn)自己的居室，體驗生活的樂趣；培養(yǎng)學生的審美情趣。

教學重點：通過了解有關居室設計的文化、習俗。加深對自己身邊居住環(huán)境的了解，喚起學生對美好生活的向往。

教學難點： 繪畫時房間里家具與家具、家具之間與周圍環(huán)境之間、人與環(huán)境之間的前后、大小關系.教學過程：

一、導入：

我們前幾節(jié)課已經對居室的色彩，布局以及裝飾布進行專門的研究，并制定出了我們的方案。那我們大家想不想把我們的設想變成現(xiàn)實呢？好！那現(xiàn)在我們就開始做些準備工作。我們怎么把這些平面的紙變成立體的造型呢？用什么方法，什么材料呢？（大膽鼓勵學生，可以是多種方法，多種材料。如：紙、木、泡沫板、塑料等），（展示上屆學生優(yōu)秀作品）

二、理念：

理論聯(lián)系實際，大膽開發(fā)學生的想象力，鼓勵學生用多種方法來完成，有自己獨特的思想和創(chuàng)意。

師生互動：

（1）師生共同討論居室中的具體陳設及家具的制作（如：床單、窗簾可用軟紙結構，以及用什么材料來制作更能體現(xiàn)其特有的效果。或布來做）。

（2）分組研究討論用什么方法、材料來制作家居模型，自學課本中的〈〈紙的立體組合——生活用品設計〉〉及〈〈坐椅設計〉〉，并為自己的模型設計出一套方案：包括材料造型比例裝飾品等。并作出可行性報告。

三、教學評價：

（1）由每組學生進行自己的方案陳述，并做可行性報告，其他組員為他打分。

（2）要求每組展示居室用品的簡單結構及造型圖，由其他組員提出質疑。（3）自評：A．是否結構合理

B．材料是否合適

C．工具、材料的可行性

D．是否有創(chuàng)意

第五篇：新目標九年級英語上冊全冊教案

新目標九年級英語上冊全冊教案

本資料為woRD文檔，請點擊下載地址下載全文下載地址

學科

English

課型

fresh

年級

課題

Reviewofunits1～51/2

教學

媒體

Ataperecorder,cAI

教學目標

知識

技能

．Listeningpracticeusingthetargetlanguage.2．oralpracticeusingthetargetlanguage.過程

方法.Accordingtolisteningtotrainstudentslisteningskill.’

2．Accordingtooralpracticetotrainstudents’speakingskill.情感

態(tài)度

教學

重點

.Listeningpracticeusingthetargetlanguage.2.oralpracticeusingthetargetlanguage.教學

難點

Trainstudents’listeningskillandspeakingskill.教學內容及問題情境

學生活動

設計意圖

Step1

Revision

.Dictatesomevocabularywordsinunits1～5.2.choosefourorfivewords.Encouragestudents

tomakesentenceswiththem.Step2Presentation.Ⅰ.1a

．

checkthattheyunderstandwhattheyneedtodobyhavingoneortwostudentscompleteotheranswers.2．

Askthestudentsto

dothecrosswordindividuallyorinpairs.3．

checktheanswers.Ⅱ1b

.Explaintostudentsthattheyneedtowriteclueslikethecluesforthecrosswordinactivity1a.2.Askthestudentstoworkinpairs.Ⅲ.2a

.Askthestudentstopayattentiontothefourpictures.2.Playtherecording,studentslistenandmatchtheconversationswiththecorrectpicturesbywritingthenumbersintheboxes.3.checktheanswers.Ⅳ.2b

.Seta

timelimitoftwominutes.Studentsgothroughthelistsofquestions.2.Askthestudentstolistentothesamerecordingagain,completethefourdifferentquestionsnextto

thepicturesinActivity2a.3.Letstudentschecktheiranswersinpairs,andthenwiththewholeclass.Ⅴ.2c

.Readtheinstructionstotheclass.Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.2.Askthestudentstoworkwithapartnerand

usetheinformationinactivity2b.3.Askseveralpairsofstudentstosaytheirconversationstotheclass.Step3Summary

Trainstudents’listeningskillandspeakingskill.Step4Homework

完成輔導冊上相關內容。

writesomevocabularyontheirexercisebook,and

makesentenceswithsomeofthem.Readthecluesandcompletethecrossword.choosewordsfromunits

-5andwriteaclueforeachword.Readthecluestoyourpartner.Heorsheguessesthewords.Listenandmatchtheconversationswiththecorrectpicturesbywritingthenumbersintheboxes.Listenagain.completethefourdifferentquestionsnexttothepicturesinActivity2a.Roleplay，Practicetheconversationsinactivity2b

withtheirpartner.復習1-5單元重點短語，進行知識鞏固。

游戲方式復習已學短語。

運用已學語言創(chuàng)作有特色的語言。

運用已學知識，進行聽力練習。

運用所學知識進行口語練習，提高口語表達能力。

板

書

設

計

Reviewofunits1～5

TheFirstPeriod

TargetLanguage:

A:whatwouldyoudoifyousawabigbicycleaccident?

B:IfIsawabicycleaccidentIwould...教