人教版新目标八年级下全册英语说课教案
Unit 1 Will people have robots ?
单元教学目标：
1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答.
3、There be 句型的一般将来时.
4、more , less , fewer 的用法.
5、学习一般将来时态的相关知识，学会对未来进行预测.
单元重难点：
1、will构成一般将来时态的句式。
2、There be 句型的一般将来时态。
3、more , fewer , less 的用法。
4、How to make predictions .
第一课时
课前准备：
教师：录音机、所学物品的图片。
学生：英语点金教练、练习本及相关的学习用具
教学步骤：
Step 1 Leading in（导入话题，激活背景知识）（导入话题，激活背景知识）
1.Greetings: Welcome to school .
What’s the date today ? Who’s o n duty today ?
Do you enjoy your winter holiday ?（你喜欢你的寒假吗？）
Do you finish your Homework（家庭作业）?（你完成你的假期作业了吗？）
Do you want to live on the moon ?（你想去月球吗？）
Can you guess what will happen in ten years ?（你能猜出十年后将会发生什么吗？）
Collect the Ss’ answers and say somethi ng about their predictions .
Step 2 Pre-task（任务前活动）
SB Page 2 ,1a .
1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .
2.Read each predictions to the class .Explain the new vocabulary .
3.Read the instructions .Make sure Ss know what they should do .
4.Do it by themselves .
5.Talk about the answers with the class .
Explain :一般将来时态
构成: will / be going to +动词原形=
Step 3 While-task（任务中活动）
SB Page 2 ,1b .
1.Practise reading the six predictions .
2.Read the instructions to Ss .Circle the things you hear on the recording .
3.Play the tape twice .（放录音，两次）
4.Play the tape a third time .At the same time ,check the answers .
SB Page 2 , 1c .
1、Pay attention to the dialogues .
2、Read the dialogues fluently .
3、Pairwork .Work in pairs to make predictions according to the sample .
4、Ask several pairs to share their conversations to the class .
SB Page 3 , 2a & 2b .
1、Read the predictions .
2、Read the instructions and point out the sample answer .
3、Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .
4、Check the answers .
学生探究: less , fewer 的区别。
Step 4 Post-task（任务后活动）
1、Point to the example in the sample dialogue .Practice reading .
2、Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .
Grammar Focus:
1.、Review the grammar box .Ss say the statements and responses .
2、Make summaries about “will” ,“fewer” and “less” .
Homework（家庭作业）（家庭作业）：
1、Make predictions about yourself in 10 years .Write down 5 sentences .
2、Go over the new words .
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）（导入）
1.Greetings and free talk .
2.Check their Homework（家庭作业）:Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价) Step 2 Pre-task（任务前活动）
1.Go over what we learnt yesterday .（复习昨天所学的知识）
2.通过三种时间的对比简略复习一般过去时与一般现在时。
Step 3 While-task（任务中活动）
SB Page 4 , 3a .
1.Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .
2.Read the instructions .
https://www.360docs.net/doc/923351238.html,plete filling in the blanks individually .
4.Check the answers .
5.Practise reading .Then ask some Ss read them out .
SB Page 4 , 3b .
2
1. Look at activity 3a .Make predictions about Sally .
2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .
3. Practise reading .
4. Pairwork .Make their predictions about Sally .
Step 4 Post-task（任务后活动）
1. Write about yourself .
With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .
2. Complete the work individually .
3. Review the task .Ask a few more Ss for answers .
Homework（家庭作业）:
Draw a picture of the city in 20 years .Describe it to the class .
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings .
2. Say yourselves :five years ago , today and in five years .
3. Check the Homework（家庭作业）.
Step 2 Pre-task（任务前活动）
SB Page 5 , 1a .
1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .
2. Read the list of seven words .Explain the new words .
3. Write each word in the correct column .Check the answers.
SB Page 5 , 1b .
1. Read the words already written on the chart .
2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .
Step 3 While-task（任务中活动）
SB Page 5 , 2a .
1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .
2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .
3. Play the tape twice .Check the answers .
SB Page 5 , 2b .
This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .
1.Read the instructions .
2. Pay attention to the sentences and the verbs in the box .
3.Play the tape and correct the answers .
Step 4 Post-task（任务后活动）
1. Read the instructions .
2. Pairwork. One is Alexis, one is Joe .
3. Point out the example in the sample dialogue .Read it to the Ss .
4. Talk about Joe’s life now , ten years ago and in ten years .
5. Ask some pairs of Ss to say their dialogues .
Homework（家庭作业）:
1. Go over the words .
2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings .
2. Ask two Ss to say sth about Joe .
3. Check their Homework（家庭作业）.
Step 2 While-task（任务中活动）
SB Page 6 , 3a .
1. Read the instructions .
2. Give Ss 3 minutes to read the passage , tick out the new words.
3. Explain the new words and practice reading .
4. Point out the chart .Read the column headings to the class .
5. Read the passage again .Write words from her answers in the correct columns below .
6. Check the answers .
7. Practise reading .
SB Page 6 , 3b .Playing a game :Who write it ?
1. Ss write about their life in ten years on a piece of p aper but don’t write names on the paper .
2. Put all the Ss’ papers together .
3. Take turns reading the paper .The other Ss guess who wrote it .
Step 3 Post-task（任务后活动）
SB Page 6 , Part 4 .
1. Read the questions below .
2. Ask two Ss to read the dialogue .
3. Answer the questions .
4. Pairwork. Get your partner’s answers .
5. Share a few Ss’ conversations .
Homework（家庭作业）:
1. Finish selfcheck as their Homework
4
2. Go over the words in this unit .
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents:
Reading :Do you think you will have your own robot ?
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free talk .
2. If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ? What can it do ?
3. Tell your partner what you know about robots .
Step 2 Pre-task（任务前活动）
SB Page 8 , 1b .
1. Read the title of the passage .
2. Look at the picture together .Ask a few Ss to describe What they see .
3. Read the words and phrases in the box .Practice reading the words .
4. Circle the words you think you will read in the passage .
Step 3 While-task（任务中活动）
SB Page 8 .
1. First let Ss scan the passage for the main idea .
2. Explain something .
（1）help sb with sth /do sth （2）do the same as …
（3）make sb do sth （4）It takes /took /will take …
3. Ask a few comprehension questions around the class .
4. Read the passage by the Ss .
Step 4 Post-task（任务后活动）
1.Go through the reading again .
How many words in 1b did you correctly predict ?
2. Go over the structures in SB Page 9 , 3b .
Make their own sentences .
Homework（家庭作业）:
1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .
2. Go over this unit .
3. Make their own sentences .
4. What ways do you think a robot will help you and your family in the future .Write your ideas .
教学后记:
Unit 1 Will people have robots?
I. Analysis of the Teaching Material
1. Teaching Aims and Demands
(1) Knowledge Objects: In this unit students learn to make predictions.
(2)Ability Objects: To improve students’ ability of listening, speaking, reading and wr iting.
(3)Moral Objects: The important thing in life is to have a great aim, and the determination to attain it.
2. Teaching Key Points: Introducing the key vocabulary and target language.
3. Teaching Difficulties:
? There will be fewer trees. There will be less pollution.
? robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, child
II. Teaching Time: Six periods
Section A
Additional materials to bring to class
? map of the world
Language goal
? On the board write a simple time line showing four dates: today's date, a date exactly one year from now, a date five years from now, and a date ten years from now.
? Point to the date one year from now and ask students, What will be different in your life o ne year from now? Ask some specific questions such as, Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Under that date, write some of the things that will be the same and different for students a year from now. For example, Carlos will have a dog. Kike will be in Ms Brown's class.
? Repeat the procedure with the dates five years and ten years in the future. Ask other questions to help students think ahea d. For example, Will you live in this town five years from now? Will you be in college? Will you have a job five years from now? What job will you have ten years from now? Will you have children ten years from now?
? After you write the students' predictions, underline the word will in each o ne.
1 a This activity introduces the key vocabulary and the idea of making predictions.
? Point to the time line on the board and extend it out to 100 years in the future. Say, In this activity we're going to talk about more than five or ten years in the future. We're going to talk about 100 years in the future.
? Read each prediction to the class. Stop to introduce and explain new vocabulary items. For example, point to the picture of the robot in the book and ask students to repeat the word. Point out several countries on a map of the world and say, All these countries will be one country.
? Read the instructions. Point to the columns of As and Ds and say, A means agree, 0 means disagree. Check D if you think the sentence will not be true. Check A if you think the sentence will be true.
? As students work, move around the room answering any questions students may have.
? Talk about the answers with the class. All students will probably not have the same answers. Point out the example in the speech hubbies and ask two students to read it to the class. Help students make their own statements using language from the example.
1b This activity gives students practice in understanding the target language in spoken conversation.
? Read the six predictions to the class or have a student do it.
? Read the instructions to students. Say, As you listen, circle the things you hear on the recording.
? Play the recording the first time. Students only listen.
6
? Play the recording a second time. This time say, Now listen to the conversation again. The people are making predictions about the future. Circle the predictions they talk about on the recording.
? Correct the answers.
1 c This activity provides guided oral practice using the target language.
? Read the Instructio ns.
? Ask two students to read the example in the sample dialogue.
? Help other students make one or two other predictions using statements like those in the sample dialogue. Point to an item in activity la and read it to the class. For example, Books will only be on computers. Help the student form the question, Will there be books in 100 years? Then help another student give the answer. He or she can say either, Yes, there will or No, there won't. Books will only be on computers.
? Ask students to work in pairs. As they work, move around the room giving language support as needed.
? Ask several pairs to say their conversations to the class.
Optional activity
Ask students to predict what will happen at an upcoming school event such as a soccer game or a school party. They can make statements and agree or disagree with each other. For example. Our team will win the game. We'll get ten points. The other team won't score any points. Write some of the predictions on the board.
2a This activity provides guided listening practice using the target language.
? Point out the list of predictions and ask different students to read the predictions to the class.
? Read the instructions and point out the sample answer.
? Play the recording. Students circle the word they h ear on the recording in each sentence: more, less or fewer
? Check the answers.
2b This activity provides guided listening practice using the target language.
? Point to the list of predictions and ask different students to read the predictions to the cla ss.
? Read the instructions. Play the recording once. Students only listen.
? Play the recording again. Students check the predictions they hear.
? Check the answers.
2c This activity provide guided oral practice using the target language.
? Read the inst ructions.
? Point to the example in the sample dialogue. Ask two students to read the conversation to the class.
? Point out the sentences in activity 2b. Read the dialogue again and ask students to point to the sentences that the two per sons are talking about.
? Then have students work in groups of four. They take turns making predictions about the future and agreeing or disagreeing with each other. As they ask and answer the questions, move around the room checking their work.
? Check the answers by calli ng on different groups to say a conversation to the class.
Grammar focus
? Review the grammar box. Ask students to say the statements and responses.
? Review the concept of countable and uncountable nouns by writing the two words on the board and asking di fferent students to come to the board and write example of each under the headings. Help the students think of new words for each column. For example, uncountable nouns include familiar foods such as water, milk, orange juice, meat, bread, and butter. Countable nouns include familiar food such as eggs, cookies, muffins, apples, and bananas.
Grammar note
It may he useful to contrast countable and uncountable nouns that describe the same thing. For example, you might put these pairs of sentences on the board, adding simple pictures to help explain the vocabulary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will be less wood. Point out that you can count lakes and trees, but that you can't count water or wood. Water and wood are uncountable nouns.
Optional activity
Play a game with countable and uncountable nouns. Divide the class into two teams. Make statements using the word more plus an countable noun or an uncountable noun. For example, You need more water or You need more eggs. First one team say the statement, then the other changes their statement into another statement that uses a specific quantity. For example, You need more salt might become You need a teaspoon of salt. You need more eggs might become You need three eggs. Each correct answer is worth one point.
3a This activity provides reading and writing practice using the target language.
? Point to the three pictures and say, This is Salty. This is Sally five years ago, this is Salty now, and this is S alty five years in the future.
? Read the instructions. Point out the sample answer and ask a student to read it to the class.
? Ask students to complete the work on their own.
? Check the answers.
3b This activity provides guided oral practice using the target language.
? Read the instructions.
? Point to the example in the sample dialogue. Ask two students to read the dialogue to the class.
? Point out the pictures in activity 3a. Read the dialogue again and ask students to point to the picture they are talking about. ? Then have students work in pairs. As they make their predictions, move around the room checking their work.
? Check the answers by calling on different students to make predictions about Sally.
3c This activity presents an opportunity for students to use the language of the unit to talk about themselves and their own interests.
? Read the instructions.
? Give an example from your own experience. You ask a good student to do this instead if you would prefer.
? Ask a few students to give exa mples. Correct any grammatical errors to make sure the students are providing a good model for the rest of the class.
? Ask students to complete the work on their own.
? Review the task. Ask a few more students for answers.
4 This activity provides oral practice using the target language.
? Read the instructions. Say This activity has two parts-drawing a picture and talking about it.
? Ask students to draw pictures on their own. Move around the room helping students get ideas if they are having trouble- For example, you can say, How about some parks, lots of green parks? You could draw some bicycles, or special roads for bicycles. ? Ask students to show their pictures to other students and describe what they drew.
Homework:
1.Review Section A.
2.Recite the words in this unit.
3.Preview Section B.
4.Finish Exx. Section A.
8
Section B
New language
? rocket, astronaut, space station, computer programmer, crazy, live, moon, transportation, pet
Additional materials to bring to class
? bilingual dictionaries
la This activity reviews earlier vocabulary and introduces some new words.
? Point to the three columns and read the headings to the class. Ask students to say in their own words what each heading means.
? Read the list of seven words. Ask students to raise their hand s if there is a word they don't understand. Write these words on the board and use a simple drawing or a brief explanation to describe each one.
? Read the instructions and say, Write these words in the correct column below.
? Check the answers.
1 b This activity provides a review of previously-taught vocabulary.
? Ask a student to read the words already written on the chart. Say, Mow add some words to each column. Think about the jobs we studied before. Write some of the jobs in the chart. Look back at the other units and see if you can find some types a/transportation and some places people live.
? Talk about the completed chart with the class. Put a blank chart on the board and ask students to come up and add words to each column of the chart. Have the student who writes each word use it in a sentence.
2a This activity provides listening practice using the target language.
? Read the instructions.
? Point out the three pictures. Ask students to talk about what they see in each picture.
? Play the recordi ng the first time. Students only listen. Say, You will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures.
? Play the recording a second time. This time students num ber the pictures.
? Check the answers.
2b This activity provides listening and writing practice using the target language.
? Read the instructions.
? Say, I will play the recording again. Listen, and write the correct words from the box on the blank lines. Point out the sample answer.
? Play the recording. You may want to play it more than once, or to stop it after key lines.
? Correct the answers.
2c This activity provides oral practice using the target language.
? Read the instructions. Say, Now talk ab out Joe with your partner. One student pretends to be Alexis and the other student pretends to be Joe. Then change places.
? Point out the example in the sample dialogue and ask two students to read it to the class.
? Help students find partners and have t he pairs work on their own.
? Ask some pairs of students to say their dialogues to the rest of the class.
3a This activity provides reading and writing practice using the target language.
? Read the instructions. Point to the paragraph and say, First read Ming's answer. Then write down any questions you would like to ask about the story. We'll answer these questions together.
? Ask students what questions they have about Ming's answer. Explain vocabulary words and repeat sentences in your own words if necessary.
? Point out the chart below Ming's answer. Ask a student to read the column headings to the class. Say, Now write words from her answer in the correct columns below. Help students complete one or two answers. For example, write the word reporter in one column and Shanghai in another column.
? Ask students to complete the chart on their own.
? Check the answers.
3b This activity provides open-ended writing practice using the target language.
? Read the instructions. Ask students to look at Ming swers before they write about their future lives.
? Move around the room as they work. Help students find words in a bilingual dictionary (or simply tell the students the word s they are looking for).
? Remind students not to show their work to any students.
? C ollect all the papers and put the papers in a pile. Have each student choose a paper. Be sure each student gets someone else's paper, and not his or her own.
? Point out the example in the sample dialogue. Ask two students to read it to the class. Say, Now you'll read your papers and talk about them like this.
? Ask different students to read the paper they are holding to the class. Then ask students to guess who wrote each paper.
4 This activity presents an opportunity for students to use the target language of the unit to make predictions and express agreement and disagreement.
? Read the instructions.
? Ask two students to read the dialogue.
? Ask another pair of students to give their opinions on another topic. Pick a topic of current interest in the ne ws.
? Ask students to complete the work in pairs.
? Ask a few students to share the sample conversation.
Self Check
1 This activity focuses on vocabulary introduced in the unit.
? Ask students to fill in the blanks on their own. In some cases, students ma y need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell them that they can find all the words in the preceding unit.
? Check the answers.
? Ask students to make their own sentences with the words, preferably sentences that are meaningful.
? Write a number of students' answers for each word on the board. Underline any mistakes (it is not necessary to say which student made the mistake) and ask students to suggest how to correct the mistake.
2 This reading passage introduces some humorous predictions.
? Read the instructions.
? Ask students to complete the work on their own.
? Check the answers.
? Ask students to make predictions about other inventions, such as robots.
Homework:
1.Review this unit.
2.Finish Exx. Section B.
10
3.Recite 3a
4.Writing: Predicting your future, including your future job, the city you will live, etc.
5.Preview the next unit.
Unit 2 What should I do ?
Teaching goals （教学目标）
1.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points （教学重难点）
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）（教学过程）
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free talk .
2. Check the Homework（家庭作业）.
Step 2 Pre-task（任务前活动）
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one .
2. Buy a second-hand guitar .
3. Get a part-time job .
4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task（任务中活动）SB Page 10 , 1a .
1. Read the instructions to the Ss .
2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain .
5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task（任务后活动）SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task（任务中活动）SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task（任务后活动）
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should . Homework（家庭作业）:
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greeting and free talk .
2. Check the Homework（家庭作业）.Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task（任务前活动）
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task（任务中活动）SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then w rite “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task（任务后活动）SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task（任务中活动）SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
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2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .（互助活动）
Homework（家庭作业）:
将下列短语或句型译为汉语
1. keep out
2. out of style
3. What’s wrong ?
4. call sb up
5. pay for
6. ask for something
7. summer camp 8. stay at home
教学后记:
第三课时
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free talk .
2. Check the Homework .
Step 2 Pre-task（任务前活动）SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task（任务中活动）SB Page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. Play the tape twice .Ss check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
1.Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again .Ss write their answers .
4. Play the recording again ,one sentence by one sentence .Check the answers .
Step 4 Post-task（任务后活动）SB Page 13 , 2c .
1.Point out the example in the sample dialogue .Ss practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework（家庭作业）:
You left your Homework（家庭作业）at home ,what should you do ? Please give your advice .
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings & free talk .
2. Check the Homework（家庭作业）:I left my Homework（家庭作业）at home ,what should I do ? Share some students’ advice .
Step 2 While-task（任务中活动）SB Page 14 , 3a .
1. Scan this letter ,underline the problem .
2. Read the letter again , tick out the new words .
3. Explain something :
（1）except=but 除…之外（不包括在内）
（2）besides 除…之外（包括在内）
Eg.All the students went to the park except him .
Lucy and Lily will come to the party besides me .
（3）find out = learned 了解到 find 找到
Eg.I just find out there is a dance tomorrow .
4. Listen to the recording .Ss practice reading . SB Page 14 , 3b .
5. Pairwork: Give some advice to the lonely kid in 3a .
6. Suppose you’re Mary .Write the letters on your own .
7. Read the letters to the class .
SB Page 14 , Part 4 .
1. Read the problem in the box .
2. Two students read the dialogue .
3. Pairwork : Think them over and give your advice .
4. Groupwork: See which classmate has the best advice .
Step 3 Post-task（任务后活动）SB Page 15 , Selfcheck .
1. Fill in the blanks with the words given .Try to make your own sentences with the words .
2. Read the letter to Aunt Chen’s advice column and then write some advice .
Homework（家庭作业）:
What’s your problem ? Please write your own letter to a n advice column .
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free-talk .
2. Check the Homework:Read the letter out in the class ,the other Ss give their advice .
Step 2 Pre-task（任务前活动）
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1.What after-school activities can you think of .Write what you do and what you don’t do .
2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary . Step 3 While-task（任务中活动）SB Page 16 .
1. Read the passage quickly and get the main idea .
2. Listen to the recording .Circle the words in the box in 1b .
3. Explain something :
（1）busy enough （2）It’s time for sth .（3）the + 姓s : 夫妇/一家
SB Page 17 , 3a .
1. Read these statements .
2.Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .
3.After a while .All pairs with the same number from a group and compare ideas .
4.After five minutes .Each group report their ideas to the class .
Homework（家庭作业）:
1.Write four sentences using one of the words from 1b in each sentence .
2.Are you or your friends under pressure ? Do a survey to find out .
教学后记:
Unit 3 What were you doing when the UFO arrived ?
Teaching goals （教学目标）
1.Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .
2.when , while 引导的时间状语从句。
3.学习过去进行时态。
4.利用知识谈论过去发生的事情。
5.复习过去式，学会讲故事。
6.了解一些自然科学知识和社会科学知识。
Important and difficult points：（教学重难点）
1.when , while 引导的时间状语从句。
2.学习过去进行时态。
Teaching aids : a tape-recorder , cards .
第一课时
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1.Greetings and free-talk .
2.Check the Homework（家庭作业）.
3.Dictate the words in Unit 2 .
Step 2 Pre-task（任务前活动）SB Page 18 , 1a .
1.Point to the sentences .Read the sentences .Explain what each one means .
2.Look at the picture .Point out the six people .Match the statements with the people in the picture .
3.Check the answers .
4.Practice reading .
Step 3 While-task（任务中活动）SB Page 18 , 1b .
1.Read the instructions .Make sure the Ss understand what they should do .
2.Look at the dialogue in the picture .
语法：
过去进行时态的构成: was / were + doing .
用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。
I was standing in front of the library when the UFO arrived .
3.Play the tape twice . Circle the correct responses .
4.Check the answers .
Step 4 Post-task（任务后活动）
Talk about what people were doing when the UFO arrived .
Step 5 While-task（任务中活动）SB Page 19 , 2a .
1.Read the sentences .Make sure the Ss understand what they mean .
2.Play the tape twice .Order these statements .
3.Play the tape again ,correct the answers .
SB Page 19 , 2b .
1.Read the instructions .
2.Play the recording .Write “when” or “while” on each line .
3.Play the recording again ,correct their answers .
Notice: when / while
※When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .
Step 6 Post-task（任务后活动）SB Page 19 , 2c .
1.Point ort the picture .Ask what each person is doing .
2.Groupwork : Ask “What was…doing when the UFO arrived ?”
3.Ask a group to say its conversation to the class .
Step 7 Grammar Focus
Review the grammar box by asking some students to read the sentences .
Homework（家庭作业）:
1.Go over the words in this unit
2.用介词或介词短语填空。
① They were talking the phone .
② I was he barber’s chair .
③ The boy was walking the street when a UFO landed .
④ I had a very unusual experience Sunday .
⑤ The alien visited the Museum Flight .
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1.Greetings and free-talk .
2.Check the Homework（家庭作业）.
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Step 2 While-task（任务中活动）SB Page 20 , 3a .
1.Read the instructions .
2.Read the e-mail by the Ss first .Number the pictures in the correct order .
3.Explain something .
4.Practice reading and listen to the tape .
SB Page 20 , 3b .
Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students . If necessary , do it as Homework（家庭作业）.
SB Page 20 , Part 4 .
What were you doing at these times last Sunday ?
1.Read the sample dialogue in the box .
2.Look at the table .Read the times for the Ss .
3.Pairwork : Talk about what they were doing at different times .
4.Write down your answers .
5.Practice reading .
Step 3 Post-task（任务后活动）
Make an interview .
Interview two classmates in your class and write down their answers .Begin like this :
-----What were you doing at … ?------I was ….
Homework（家庭作业）:
Cover the story in 3a .Try to retell the story .
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1.Greetings and free-talk .
2.Check the Homework（家庭作业）.
Step 2 Pre-task（任务前活动）SB Page 21 , 1c .
1.Look at the pictures .Please say something about the picture .
2.Read the sentences and explain the new words .
3.Match the sentences with the pictures .
4.Check the answers .
Step 3 While-task（任务中活动）SB Page 21 , 2a & 2b .
1.Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .
2.Play the recording the first time .Ss only listen .
3.Play the recording a second time .Check the phrases they hear on the recording .
4.Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .
5.Play the tape again and correct the answers .
Step 4 Post-task（任务后活动）SB Page 21 , 2c .
Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence .
①While John was walking to school , he saw a cat in a tree .
②While John was climbing the tree , a man saw him .
③While the man was calling the police , a woman called the newspaper .
④While the newspaper reporter was taking photos ,the cat went up the tree again .
Ss can say them out by themselves .
Homework（家庭作业）:
SB Page 23 , Selfcheck , Parts 1and 2 .
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1.Greetings and free-talk .
2.Check the Homework（家庭作业）: Correct the answers .
S tep 2 Pre-task（任务前活动）SB Page 22 , Part 3 .
1.Read the instructions ,pointing to the article and the list of questions .
2.Scan the passage for the main idea .
T: Who found Linda’s dog ? (the police officer’s dog )
3.Read the questions by the Ss .Make sure they understand them .
4.Play the recording .Ss listen carefully .
5.Write answers to the questions .
6.Practice reading .
7. Correct the answers .
Step 3 While-task（任务中活动）SB Page 22 , 4a .
1.Read the instructions .
2.Look at the pictures .Discuss in groups .
3.Ask students to explain what is happening in each picture .
https://www.360docs.net/doc/923351238.html,plete the work on their own .Remind them to use times in their stories .
5.Share their stories .(If someone can’t finish it in class ,do it as Homework（家庭作业）.)
Step 4 Post-task（任务后活动）SB Page 22 , 4b .
1.Read the instructions .
2.Read the times .
3.Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :
A: Where were you at …? B: I was in the park .
A: What were you doing there ? B : … .
4.Show the role-plays to the class .
Homework（家庭作业）:
1.Finish Selfcheck , Part 3 .
18
2.运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子。
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1.Greetings and free-talk .
2.Check the Homework（家庭作业）.
Step 2 Pre-task（任务前活动）SB Page 24 , Groupwork .
1.Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how
historical events affected their lives .
2.Tell the Ss to help each other with vocabulary they might need and don’t know .
Step 3 While-task（任务中活动）
1.Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of
each paragraph before reading .
2.Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered
in the reading .
3.Play the recording , Ss listen .
4.Ask Ss to read the story out to the class .
5.Ask Ss to comment on whether their questions in the previewing stage were answered .
Step 4 Post-task（任务后活动）SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .
Homework（家庭作业）:
Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .
教学后记:
长沙市中（小）学教师统一备课用纸
长沙市中（小）学教师统一备课用纸
20
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Go for it! Starter Unit 1 Good morning! 一、说教材 Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人 为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言 目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过 的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶 段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。 Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学 习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日 常用语。 本单元的教学内容为：学习Aa---Hh 8个字母。 学习hi、hello、good、morning、afternoon、evening、fine、OK、 thanks等词汇。 学习不同时间见面时的问候语及其回答。 二、教学设计思路 在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数 安排，也没有分课时的教学内容安排。所以，对教师来说，这是一个灵活运用教材的机会， 任何教学内容的调整和取舍，都是合理的。但这也是挑战，教师必须从所教学生的实际水平 和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。 所以，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。 Starter Unit 1的教学重点：Aa----Hh的字母教学 相互问候：Good morning/afternoon/evening, Alice! Hello, Frank!
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Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
新目标英语八年级下英语泛读.pdf
2020合肥四中八年级下学期英语泛读 Sentrygun8 （一） One day the students are having their painting lessons. Everyone is busy drawing pictures. Xiao Ming is doing nothing. When the bell rings for the break, Xiao Ming gives his picture to the teacher. The teacher looks at it and gets angry. “Why d o you give me a piece of paper with nothing on it?” asks the teacher. “I am sorry, sir,’’ says Xiao Ming. “I draw a dog and some bread on the paper.” “Where is the dog and the bread?’’ asks the teacher again. I draw some bread first. When I finish drawing the dog , she eats up the bread .When I give it to you, she runs away,” says Xiao Ming . （二） Joan goes to school at seven in the morning. Now s he is waiting for the bus with her friends . “The bus is coming ,”says Joan.. The big old school bus is stopping at the bus stop. The boys and girls are getting on it .They go to school by bus. They get off the bus and go into the school. After school, Joan looks for their bus. But their bus isn’t there now. She sees a new bus but not theirs. Her friends are saying to her, “How do you like the new bus, Joan? Come on! We are waiting for you.” Joan goes to the new bus. She gets on it. All her friends are in the bus. They go home in the new bus.
八年级下册英语第五单元SectionBae说课稿
八年级下册英语第五单元S e c t i o n B a e说课稿 文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]
Unit5 What were you doing when the rainstorm came SectionB 2a-2e说课稿 育才学校英语组刘高举 一、说教材 我所说的内容是人教版英语Go for it 八年级英语Unit5 What were you doing when the rainstorm came Section B 2a-2e,这节课主要学习的是一篇阅读文章，它体现了本单元的话题主题，其题目为 Do you remember what you were doing它讲述的是1968年4月美国的重要历史人物Martin Luther King被杀和2001年9月美国纽约世贸中心被恐怖份子摧毁这两个重要事件发生时，某些人正在做什么事情，文章主要渗透了语法过去进行时的用法，体现了本单元学生学习的重要内容。 二、说教学目标 本课的教学目标有： 知识目标：新单词passage, pupil, completely, shocked, silence, recently, terrorist, date, tower, truth 词组in silence, take down, at first 能力目标：让学生学会skimming and scanning 的技巧，培养快速获取文章信息的能力, 情感态度价值观目标：培养学生乐于助人，团结协作，竞争进取的品质三、说教学重、难点 本节篇章教学课重在分析文章结构，列提纲找中心意思，激活学生的听说读写技能，培养阅读能力并加强对过去进行时的理解与运用
新版新目标英语八年级上册全册教案
Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：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) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 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.
新版人教版新目标英语八年级下册全册教案
八年级下册英语教案 Unit 1 What’s the matter? Teaching goals: 1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词. 2.能够用所学的单词谈论身体并且能给出中肯的建议. 3.通过听力练习，争取能够提高学生的听力能力. Important points: 1.words . 2.Sentences: I have a headache. You should go to bed. He has a stomachache. He shouldn’t go to bed. She has a toothache. She should see a dentist. Difficulty points: How to talk about the health and give the advice . Period 1 Teaching procedures: Step 1 Leading in 1.sing a song and do some actions 2.Play a game and revise some words we have learned. 3.(Today we’ll learn some parts of the body .) Look at the picture and teach new words. Step 2 Pre-task 1.Read the new words by the Ss first . 2.Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct . 3.Practice reading the new words .Give them 6 minutes . 4.Have a competition between boys and girls .Write the words you remembered just now on the blackboard . Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list 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
八年级英语下册Unit1说课稿
八年级英语下册Unit1说课稿 尊敬的老师，大家好。我说的课是《新目标英语》八年级下册第一单元阅读理解部分。题目为Do you think you will have your own robot?本课是学生初次接触的较长的阅读课文。无论在知识含量还是在阅读技能的培养上都是重点，课文的冗长，对机器人知识的匮乏都是教师上课的难点。因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。 二、教学对象分析：学生已达到新课标三级阅读水平的要求 三、教学目标分析： 知识目标：了解机器人的外形和功能；根据标题，推测文章内容。 能力目标：运用快速阅读和精读技巧，学会迅速并准确找到所需信息 情感目标：使学生关注国际高科技的发展；能够看到事物的两面性：全面看待科技发展给我们带来的利弊。 四、教学重点：根据标题推测文章内容的阅读方法,了解机器人的外形和功能。 五、教学难点：对某些单词、词组和长句理解就“未来是否愿意和大量机器人共存”的论题陈述观点，时间1分钟左右。 六、教学方法与手段： 1、讨论法。 2、采用直观法. 导入播放机器人的视频，引起学生共鸣，激发学生学习兴趣；
3、教学用具：多媒体、黑板 七、学法 1、自主学习：这一节是阅读课，所以我指导学生在不同的要求下进行快速阅读和深层阅读，要求学生运用自主学习法从整体上把握课文，同时鼓励那些怕开口的同学，都参与到课堂的中，动手完成一些基础的学习任务，培养他们学习英语的信心，培养团结合作的精神 2、合作学习：积极参与活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。 八、教学过程 （一）导入新课（1’） 运用多媒体课件，播放有关机器人的视频，引起学生共鸣，激发学生学习兴趣。边看边展示与课文相关的新单词。让学生想像机器人都是什么样的，机器人能做什么？ （这样导入新课，自然创设学习情景，引起学生共鸣，引起学生的兴趣。） （二）快速阅读（skimming）(4’) 任务：让学生带着要求快速阅读课文： Get the main idea of the whole passage. 这个环节是让学生初读课文，目的是训练快速阅读技巧，学生以较快的速度完成阅读，迅速找到答案。（学法指导：注意:用浏览、跳读和快读的技巧，培养自己快速获有用信息的能力---抓住关键词、主题句和中心大意的能力。
新目标英语七年级上册教案
Unit one My name is Gina. 教材分析 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的 1
努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m Gina. Nice to meet you. 2
Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: 3
新目标英语八下unit1-5notes全文版
Unit 1 What’s the matter? 1.……26路公交车正行驶在中华路上，这时司机看到一位老人躺在路边。 …bus No.26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road. 2.我正要冲澡，就在这个时候电话响了起来。 I was just getting into the shower when the telephone rang. 3.他们进去的时候，看到一些孩子正在花园里高兴地玩耍。 When they went in, they saw some children playing happily in the garden. 4.我们看见他独自站在那里，不知做什么是好。 We saw him standing there alone, not knowing what to do. 5.公交司机……没有多想便停下了车。 The bus driver… stopped the bus without thinking twice. 6.在我们做出这个决定之前，必须认真思考！ We must think twice before we make this decision! 7.好好想想，也许你会改变主意的。 Think twice about it. Maybe you’ll change your mind. 8.多亏了王先生和乘客们，医生及时挽救了老人的生命。 Thanks to Mr. Wang and the passengers, the doctors waved the man in time. 9.如今多亏有了互联网，你在家里就能买到你所要买的东西了。 Today, thanks to the Internet, you can do all your shopping from home. 10.因为你们的节目，我们方能相互认识。 Thanks to your program, we got to know each other. 11.有好多次，阿伦差点因为意外丢掉性命。 There were many times when Aron almost lost his life because of accidents.
英语八年级下册第八单元说课稿
八年级英语下册第八单元说课稿 Why don’t you learn to sing English songs？ 一、教材分析 本节课的教材内容是八年级下册第八单元，本课的主要内容是学习客气建议的表达形式。这些表达形式在七年级都有所接触，所以本节课主要通过对话，阅读形式对本语法进行巩固。没有新的内容，语法难度不大。 二、学情分析 学生对于本单元的建议表达形式已经有所涉猎，知识学习不是新授，而是系统学习。所以本节课学习难度不大，主要通过阅读形式来巩固语法，通过小组合作来提高阅读能力，巩固语法内容，掌握基础短语，学习生词运用等。 三、教学目标 1．知识目标： 语法：Why don’t you do sth? 基础：单词，短语的学习 2．能力目标：能够委婉客气提出建议 3．情感目标：通过本单元的学习，培养学生的语言交际能力，互帮互助的精神，感恩意识的培养，学习英语的多种多样的丰富形式，提高英语学习兴趣，提高英语成绩
四、教学的重点，难点 教学重点：Why don’t you do sth? 教学难点: 缩写技巧练习，比较级最高级互相改写。 五、教学准备 老师准备：课件，教案，图片。 学生准备：准备会唱的英语歌曲，事先预习课文 六、教学策略 采用思维，情景思维，分组讨论，小组合作完成任务，充分利用教材发挥学生的想象力合作力，等方法策略。 七、学习方式：自主、合作学习 八、教学过程 1．Organization 2．Review some new words 3．Presentation Learn the passage from questions below： a. How many English songs can you think of ? What are your favorite ? b. Now let’s listen to some English songs . Do you know the names of them? C. Do you think English songs can help you learn English ? Task 1.How do they do that ?
人教版八年级英语下册unit1 what's the matter 1a-1c说课稿
尊敬的各位领导，评委老师： 大家下午好！今天我说课的内容是PEP八年级英语下册 Unit1what’s the matter？Part A(1a-1c）部分。下面我将从教材、学情、教法学法、教学过程和简要的板书设计及反思这六个方面展开我的说课。 一、说教材 1、教材的内容和地位 （1）教材是以“What’s the matter?为中心话题，学习谈论健康状况及如何针对身体不适问题提出建议，并倡导人们养成健康饮食及良好的生活习惯。教育学生注意饮食习惯，关心他人。在学习中，学生通过对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。 （2）本节是本单元的重点内容，主要学习人体各个部位名称及询问对方的身体状况，使学生学会关心他人。 2、新课标要求 新课程标准明确指出要发展学生综合运用语言的能力，培养学生的交际能力。 3、教学目标 根据教学大纲和学生的实际情况，我制定如下教学目标： （1).知识目标： A.识记人体各个部位的名称及如何谈论身体健康状况 B.运用”What’s the matter…?”“I have/get …”句型在日常生活中进行对话 (2).能力目标: 培养学生能运用所学语言简单的描述自己的健康状况及如何询问对方的身体健康状况。提高学生的听、说、读综合能力。 (3)情感、态度和价值观 教育学生要学会关心他人,通过询问他人的健康情况并能给予帮助,增进人与人之间的感情。让学生感受到学英语最主要是为了在现实生活中进行交流，而不是单纯的为了英语课和应付考试而学习。 4、教学重难点 根据教学大纲的要求，及本课在教材的地位及作用。我确定以下重、难点：
(完整版)人教版新目标英语八年级下册知识点全归纳
八年级期末复习资料重点句型 Unit1 Will people have robots? 1. Will people use money in 100years? 一百年后人们还会使用钱币吗？ 2. There will be less leisure time． 空闲时间会更少。 3. I think there will be more pollution． 我认为将会有更多的污染产生。 4. What do you think Sally will be in five years? 你认为萨莉5年之后将会是什么样子? 5. I went to Shanghai last year and fell in love with it. 我去年去了上海，并且喜欢上了这座城市。 6. I can't have any pets because my mother hates them. 我不能养宠物，因为我妈不喜欢他们 7. I'll probably go skating and swimming every day. 我会每天都去滑冰和游泳。 8. I'll go to Hong Kong on vacation．我会去香港度假。 9. What do you think the weather will be like tomorrow? 你认为明天的天气怎样? Unit 2what should I do? 1. What should I do? You could write him a letter． 2. What should he do? Maybe he should say sorry to him 3. What should they do? They shouldn't argue． 4. She has the same haircut as I do. 她和我有相同的发型。 5、Everyone else in my class was invited except me. 除了我以外，我们班其他别的人都接到了邀请6、I can’t think what I did wrong. 我真想不出我做错了什么。 7、I’m very upset and don’t know what to do.我很沮丧，不知该干什么。8、There are a lot of things you could do. 有许多你能做的事。 9、You left your homework at home.你把你的作业落在家里了。 10、You should try to be funny. 你应该试着幽默一些。 11、Their school days are busy enough. 他们的学校生活是够忙的。 Unit 3 What were you doing when the UFO arrived? 1. You can imagine how strange it was! 你可以想象这事有多惊奇！ 2. I followed it to see where it was going 我跟随它想看看它将要去哪里。 3. She didn’t think about looking outside the station. 她根本没有考虑到站外去寻找。 4. It was difficult for me to get out of bed. 对于我来说从床爬起来很难。 5. Not all events in history are as terrible as this. 并不是所有历史事件都如此糟糕。 6. His flight around the Earth Lasted about 22 hours. 他的环绕地球的飞行持续了22个小时。 7. Do you think something good can come out of something terrible? 你认为坏事能变为好事吗？ Unit 4He said I was hard-working 1. What are some soap operas you know? 你所知道的有哪些肥皂剧？ 2. What are some things that happen on soap operas? 肥皂剧里发生了些什么事？ 3. Lana said she wasn’t mad at Marcia anymore. 拉娜说她不再生玛西娅的气了。 4.You want to know why C didn’t return it and where it is.你想知道为什么C未将它还回来并想知道它在哪里。 5．You were supposed to meet at the bus stop this morning to return it. 你应该今早上在车站去见面并把它还给人家。