八年级上英语unit1-unit8教案(表格)

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牛津版八年级英语上册册unit1教案.doc

牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie’s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone’s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers’ future plansSpeaking1. Use questions and answers to talk about people’s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends’ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn’t.)What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people’s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to descr ibe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or asa quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short a djectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adj ectives when ‘-er’/ ‘-est’ or ‘more’/‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite stude nts to talk about their own and their partners’ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recordin g again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person wo uld you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people’s personalities3. To respond to questions about people’s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。

人教版八年级上册英语第八单元Unit8教案

要用复数形式。

如：There are two cups of tea on the table.桌上有两杯茶。

6、对可数名词前的修饰语提问用how many;对不可数名词前的修饰语提问用how much。

如：How many apples are there in the box?盒子里有多少个苹果？How much tea is there in the cup?杯里有多少茶水？注意：对不可数名词前的"单位词"的修饰语提问时，疑问词用how many。

如：How many pieces of bread are there on the plate?盘子里有多少片面包？2.祈使句课堂练习一、单项选择1.Please_____the TV.There is an NBA game on CCTV-5.Let’s watch it.A.turn onB.turn offC.openD.close2.—_____yogurt do you want?—Three cups.A.How manyB.How muchC.How longD.How far3.—How much_____do you want?—Two spoons are enough.A.breadB.chickenC.gravyD.lettuce4.Don't forget_____Lin Tao about the match when you meet him.A.tellB.tellsC.tellingD.to tell5.—Let's make Russian soap.—_____.A.You are welcomeB.That’s a good ideaC.Thank youD.That’s all right6.Mr Green often teaches us to_____delicious food.He’s really good at cooking.A.checkB.doC.turnD.make7.Here_____four bowls_____water.A.is;of B.are;of C.is;for D.are;for8.We need to_____the bananas before we eat them.A.mix B.pour C.cut D.peel9.They celebrate the festival by_____a big meal with their family.A.haveB.hasC.havingD.to have10.—_____do you make a paper bird?—Very simple(简单的).Let me show you.A.WhatB.HowC.WhereD.When二、用括号内所给单词的适当形式填空1.Would you like to have some__________(potato)for lunch?2.Let me show you how__________(make)dumplings.3.My father__________(cut)one watermelon just now.4.I had a glass of milk and two__________(piece)of bread for breakfast.5.Here are some__________(sandwich)on the table.三、句型转换1.Pour hot water into the blender.(改为否定句)__________hot water into the blender.2.This pair of shoes is150yuan.(就划线部分提问)_______________this pair of shoes?3.There is some water in the bottle.(改为一般疑问句)_______________water in the bottle?4.You must not drink coffee.(改为祈使句)__________coffee.5.Mary studies English by listening to tapes.(就划线部分提问)__________Mary_____English?四、根据汉语意思完成句子1.首先，把西红柿切碎。

人教版(新目标)英语八年级上Unit8教案

Unit 8How do you make a banana milk shake?Section A (1a－1c)1．重点单词：shake，blender，peel，pour2．重点短语：milk shake，turn on，cut up3．重点句式：How do you make a banana milk shake?Turn on the blender.Cut up the bananas.Pour the milk into the blender.Peel three bananas.1．学习询问和描述食物的制作过程2．能正确理解和运用祈使句描述食物的制作过程一、预习课本P57新单词并背诵，完成下面的汉译英。

1．摇动____________ 2.食物搅拌器__________________________________3．剥皮____________ 4.倒出____________二、认真预习1a－1c，找出下列短语和句型。

1．奶昔____________________2．接通____________________3．切碎____________________4．你怎么制作香蕉奶昔？________________________________________________________________________ 5．接通搅拌机的电源。

________________________________________________________________________ 6．切碎香蕉。

________________________________________________________________________ 7．把牛奶倒进搅拌机内。

________________________________________________________________________ 8．剥香蕉皮。

人教版八年级英语教案-How do you make a banana milk shake

八年級上冊英語導學案Unit 8 How do you make a banana milk shake?Period 1 section A 1a--2c課時目標 : 知識目標：1.熟練掌握詞彙：watermelon，shake，pour，pour..into, turn on, cut up, yogurt, honey, need[來源:學.科.網]2.熟練掌握以下句型：（1）cut up the bananas（2）pour the milk into the blender（3）How do you make…?(4) How much …do you need？技能目標：1,會用本節新詞和短語，能聽說讀寫；2能聽懂，讀懂描述程式的簡短聽力材料，能就某個操作程式對話，初步書面編寫這樣的對話；情感目標：培養學生熱愛勞動和獨立自主的生活態度。

課前預習Ⅰ.回顧你所學過的有關食物的單詞，並將其分類，比一比誰寫的多。

Drink:_______________________________Fruit:_______________________________Vegetables:__________________________Food:________________________________Ⅱ.和同伴合作，把這些食物安可數和不可數名詞分類。

可數名詞：___________________________不可數名詞：_________________________課堂學習Before listening1.結合課前準備Ⅰ的內容，完成1a。

2.運用生活常識，依據圖畫提示，通過和夥伴的探討，瞭解製作水果奶昔的步驟。

While listening1.聽錄音，對話中出現了____步製作奶昔的步驟。

將其排序，完成1b。

2.再聽一遍，你聽到那些描述過程所用的連接詞和句式？和同伴探討一下吧！3.聽錄音，模仿對話中的精彩片段。

初中初中八年级英语上册《Unit 1 Where did you go on vacation》教案

《Unit 1 Where did you go on vacation》一．教学目标（teaching aims）1)知识目标（knowledge aims）1.掌握本单元的重点单词：anyone, anywhere, wonderful, few, most, decide, try,difference…2.掌握本单元的重点短语：go to summer camp, go out, qu ite a few, most of time…3.掌握本单元的重点句型：a.Where did you go on vacation?b.Did you do anything special last month?c.Long time no see.d.I just stayed at home most of time to read and relax.2）能力目标（abilities aims）1.听能目标: 关于“旅游（holiday）和度假（vacation）的听力训练。

2.说能目标：能够流利的谈论“度假”3.写能目标：能够写一篇关于旅行的文章。

3）过程与方法目标（process and method aims）借助图片与对话反复操练“Where did you go on vacation?”这个句型。

4）情感态度与价值观通过谈论假期生活，使学生加强交流.沟通，并学会劳逸结合，更好的投入到学习当中。

二．教学工具多媒体，录音机三．教学重难点教学重点：1）熟练掌握本单元的重点单词、句型2）不定代词及一般过去时的用法教学难点：熟练运用一般过去时和不定代词四．教学过程（teaching proceduces）Section AStep1. 课前预习（1）教师通过师生自由交流，导入本节课的话题。

T: What did you do on vacation?S: I went hiking…T：Where did you go on vacation?S: I went to the mountains…(2) Match the picture 1aStep2 课堂呈现1)Where did you go on vacation?on vacation 意为“在度假，在假期中”eg She is on vacation now.vacation(n、)意为“假期，休假”go on vacation 去度假take a vacation at/in 在……度假2）…go with anyone?……和别人去的吗？anyone 不定代词，相当于anybody.用于肯定句当中，意为“任何人”，用于否定句和疑问句中时，意为“有人”，作主语时，谓语动词用单数形式。

新人教版八年级英语上册Unit8 教案

新人教版八年级英语上册Unit8 教案
一、教学目标
1. 了解并掌握本课时的生词和短语。

2. 能够听懂并正确理解本课时的听力材料。

3. 能够流利朗读课文，并理解课文的主要内容。

4. 能够灵活运用课文中的重点单词和短语进行口语交流。

5. 能够合作完成小组活动，提高团队合作意识。

二、教学重难点
1. 重点：掌握并运用本课时的重点单词和短语，能够流利朗读课文，理解所学知识。

2. 难点：理解和正确使用本课时的重点单词和短语，培养语言表达能力。

三、教学过程
1. Warming-up：
引入生词和短语，让学生猜测单词意思并集体讨论。

2. Listening：
播放录音，让学生听懂对话内容，并回答相关问题。

3. Reading：
让学生朗读课文，并根据理解回答问题。

4. Vocabulary practicing：
将生词和短语进行分类记忆，并进行一定的练和口语运用。

5. Pair working：
学生分为两人一组，进行口语对话，练所学的重点句型。

6. Group activity：
学生分为小组，进行团队活动，提高团队合作意识。

四、教学反思
本节课主要针对生词和短语进行了分类讲解，并进行了一定的练习巩固。

在教学过程中，学生积极参与，气氛活跃；但部分学生在拼写方面存在一些问题。

针对这一问题，下节课将特别强化拼写教学。

同时，在练习环节，语音跟读效果较佳，但口语表达仍需要继续加强，将加强口语训练环节，提高学生语言表达能力。

人教版八年级英语上册Unit1 教案

人教版八年级英语上册Unit1 教案人教版八年级英语上册Unit1 教案【教案一】Section A(1a － 1c)◆学习目标1．重点短语： stay at home，go to the mountains，go to summer camp2．重点句式：—Where did Tina go on vacation ?—She went to the mountains.◆学习重点1．重点短语和句型2．一般过去时态的特殊疑问句和陈述句◆学习难点一般过去时态的特殊疑问句和陈述句◆自主学习一、认真预习1a—1c，找出下列短语和句型。

1．待在家里 ____________________2．去山区 ____________________3．去夏令营 ____________________4．去纽约城 ____________________5．—蒂娜去哪里度假了？___________________________________________________________ _____—她去山区了。

___________________________________________________________ _____________◆课堂导学Step 1情景导入Teacher:Hello，everyone.Glad to see you again.Did you have a good time during the vacation? Did you go anywhere interesting with your parents? Did you do anything special there? Can you tell us where you went on vacation ?环节说明：以学生假期旅行为话题开始本节课的教学，引起了学生的学习兴趣和用英语表达的欲望。

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八年级上英语u n i t1-
u n i t8教案(表格) -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
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English teaching plan
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English teaching plan
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English teaching plan
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课时：5 English teaching plan
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2 English teaching plan。