Book8 Unit 8 公开课教案
8年级上Unit8教案(利用多媒体教具开展活跃的授课
8年级上Unit8教案（利用多媒体教具开展活跃的授课）一、教学目标：1. 知识目标：（1）能够听懂、说、读、写本单元的生词和重点句子。
（2）能够理解并运用本单元的重点语法知识。
（3）能够描述和表达日常生活中的喜好和习惯。
2. 能力目标：（1）能够用英语进行简单的日常交流。
（2）能够独立完成听力、阅读和写作任务。
3. 情感目标：培养学生的团队协作精神，提高他们的学习兴趣和自信心。
二、教学内容：1. 词汇：本单元的生词和短语。
2. 语法：一般现在时和一般过去时的用法。
3. 功能：描述日常生活中的喜好和习惯。
4. 话题：日常生活、兴趣爱好、习惯等。
三、教学重点与难点：1. 重点：本单元的生词和短语，一般现在时和一般过去时的用法。
2. 难点：一般过去时的用法，描述日常生活中的喜好和习惯。
四、教学方法：1. 任务型教学法：通过完成各种任务，提高学生的语言运用能力。
2. 情境教学法：创设真实的生活情境，激发学生的学习兴趣。
3. 多媒体教学法：利用多媒体教具，丰富教学手段，提高课堂活力。
五、教学过程：1. 导入：（1）利用多媒体展示本单元的主题图片，引导学生谈论日常生活。
（2）引导学生回顾上一单元的内容，为新课的学习做好铺垫。
2. 呈现：（1）通过多媒体展示本单元的生词和短语，引导学生进行认读和记忆。
（2）利用多媒体展示一般现在时和一般过去时的句子，引导学生观察和理解。
3. 操练：（1）组织学生进行小组活动，用一般现在时和一般过去时描述自己的日常生活。
（2）进行听力练习，让学生听懂并模仿句子。
4. 实践：（1）让学生运用本单元的知识，完成相关的阅读和写作任务。
（2）组织学生进行角色扮演，运用本单元的知识进行实际交流。
5. 巩固：（1）进行课堂小测验，检查学生对知识的掌握程度。
（2）让学生总结本节课的学习内容，加深对知识的理解。
6. 拓展：（1）利用多媒体展示与本单元相关的故事或文章，提高学生的阅读能力。
（2）引导学生进行相关的口语表达练习，提高学生的口语水平。
八年级英语下学期Unit 8教案8
Unit 8 Why don’t you get her a scarf?(Section A)Teaching goals:nguage goals:(1)Learn to compare qualities.(2)Master the target language.a. The new words of Section A.b. How to give suggestions and comments.how about…what about…why not…why don’t you…That’s a good idea.That’s boring/personal/creative.That sounds good.c. Present perfect tense.2. Ability goals:Train student s’ abilities of listening to special information.3. Moral goals:(1) Let student s’ know the habits of giving gifts on special days in foreigncountries.(2) Train student s’ feelings of loving their parents and friends.Teaching important and difficult points.1. The target language in Section A .2. How to give suggestions and comments.Teaching methods:Task-based teaching and learning method; cooperation.Teaching aids:A tape recorder and some gifts given by friends.The first period(1a-1c)Teaching procedures:Step1.Leading in (Talking about the teacher’s best gift )1. The teacher show some gifts to some students such as a scarf,a ring and so on .T: What’s this?SS: It’s a ring.T: The ring is the most important gift for me. Do you know why?2. Make the students guess.SS: Because it is expensive/interesting…T: No, because it is the first gift from my husband. It cost only ¥100, but it’s my best gift .I love it because I love my husband.I got it ten years ago.Step2.Pre-tast (Talking about the gifts the students have)T: What gifts do you have?SS: Talk about the gifts they have.T: Do you like them? Why?Help students to answer with cheap, expensive, boring,interesting.T: What do you get on your friend’s birthday?T: Show the target words.It’s cheap/expensive/boring/interesting.Step3.While—taskTask1.1. Show the task: What do you think of these gifts? Read theinstruction to the students.2. T: Here are some gifts. What do you think of them?SS: Write the names of gifts in the chart then finish activity 1a.T: Can you add other gifts to each column?SS; Add other gifts to each column.3. Check the answers in pairs.Task2. (Pairwork)1. Show the task: What should I get my mom for her birthday?T: Tomorrow is my mother’s birthday. What should I get her? Can you help me find a gift for her? You can discuss it in pairs.SS: Give suggestions withHow about…? What about…?Why not…? Why don’t you…?T: Give comments.eg: T: What should I get my mother for her birthday?SS: How about a sweater?T: No, that’s too boring.SS: How about a scarf?T: Yes, that’s a good idea.(2).Lead students to drill the conversation.(3).Practice the dialogue in the whole class. Finish the activity of 1c.Task3: Listening task1. Show the task: Listen and number the comments in the order, thenfinish the activity of 1b.2. Check the answers.Step4.Post—task (Pairwork)Make a survey and fill in the blanks .What should you get on special days for special people?Step5.SummarySum up the main knowledgeStep6.Homework1.Recite 1b and 1c.2.Make a survey about gifts .The second period(2a-2c)Teaching procedures:Step1. Leading in1. RevisionCheck the homework of survey. What should you get on these special days for special people.2.Revise how to give suggestions and comments.Step2.Pre-task (Pairwork)1. Make one—minute dialogue.A: What should I get my mo ther on Women’s Day?B: How about a scarf?A: No, that’s too boring.B: …2. Get some pairs to act out their own dialogues.Step3.While-taskTask1.Listening task.1. Show the task. Listen to the tape and finish theactivities of 2a and 2b.2. Read the instructions to the class.1) Tell the students that they are going to hear threeconversations about the pictures of 1a.2) Play the recording the first time. The students only listen.3) Play it a second time. Write down the answers.4) Check the answers.5) Listen again and finish 2b.(Learn the new words: suggestion; comment; album;personal; not special enough )6) Check the answers to 2b.Task2. (Pairwork)1. Show the task.Think of a friend or a family member who is having abirthday soon, but you have only ¥50. Discuss what youshould or should not get for him.2. Discuss in pairs.3. Act out in pairs.Step3.Post-task. (Groupwork)1. Help the teacher find a gift and then fill in the blank.T: I want to spend ¥100 to buy some New Year’s presents for a 3-year-old girl and a 10-year-old boy. What do youthink I should get? And tell me your reasons.2. Please discuss in groups. Then fill in the blank .3. Let students report their suggestions.4. The teacher decide to choose one of suggestions and saythanks for their help.Step4.Grammar focus:1. Review the grammar box. Ask students to say thestatements and responses.2. Make summaries about suggestions and comments.Step5. SummarySum-up how to give suggestions and comments again.Step6.Homework1. Go over the new words.2. Revise how to compare qualities.The third period(3a-4)Teaching proceduresStep1.Leading inT: Miss Qu has some personal questions to ask you. Can you tell me?T: Have you ever received letters? Who wrote it to you?T: Have you ever received any gifts on your birthday? (Write down the sentences on the blackboard.)T: Who gave it to you?SS: Talk about the questions.Step2. Pre-task1. Show the task: Talk about the teacher’s gif ts.2. Show a card.T: What’s this? SS: It’s a card.T: Do you know who gave it to me? SS: Guess the gift.T: That’ s the most creative gift I have ever received. One of my students gave it to me on Teachers’ Day. It was madeby himself. It looks like a heart .I love it.3. Show another gift (a watch).T: Can you guess when I got it? SS: Guess.T: That’s the most expe nsive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever.Step3: While-taskTask1.Talk about your own gifts.(Pairwork)1. Show the task.What’s the best gift you have ever received ?( have+过去分词)When did you receive /get it?Who gave it to you?(Write the three sentences on the blackboard.)2 ．Talk about in pairs.3. Ask and answer in pairs, then finish 3b .4. Ask some pairs to present their conversations to the class. Task2. (Pairwork)1. Show the task:You are talking about gifts the four people received got .You will say what the best gift is, when the person got it and who gave it to him.2. Let the students read the chart for one minute .3. Students A and B practice in pairs.4. Check the answers to activity 3a.Step4. Post-task.Play a guessing game then finish 41. Read the instructions to the class. Students can practiceseveral times.2. Ask two students to read the dialogue.3. Make similar dialogues in groups.4. Ask some students to present their conversations to theclass.Step5. Summary1. Sum-up how to give suggestions and comments2. Sum-up the usage of present perfect tenseBlackboard DesignWhy don’t you get her a scarf?Section BTeaching goals:nguage goals:(1) Learn and master the new words about animals such asspider,mouse(mice), hamster, turtle ,pot－bellied pig,rabbit and so on.(2) Go on learning how to give suggestions and commentssuch as not friendly enough, easy to take care of and soon.2.Ability goals:(1) Train the students’listening ability by practicing inunderstanding the target language in spokenconversations.(2) Let students practice writing about animals.3.Moral goals:(1) Let students learn about pet animals.(2) Train students’ feeling of loving animals.Teaching important and difficult points:1. The target language.the new words about animalsthe comments about animal pets2. Practice introducing pet animals.Teaching methods1. Task-based teaching and learning methods.2. CooperationTeaching aidsSome animals pictures, a recorder.Teaching proceduresThe fourth period(1a--- 2c)Step1. Leading in1.The teacher will ask some questions to lead in the topic.(1)Do you like pets?(2)Have you ever kept a pet? What’s it?(3)What do you think of them?Are they friendly? Are they easy to take care of?2.The students discuss the questions.Step2. Pre-task1. The teacher will show some animal pictures and ask somestudents if they know about them.2. Let the students learn the new words by themselves.( goldfish; turtle; snake; mouse; spider; hamster; dog;parrot )3. The students learn and practice the animal words.Step3. While-taskTask11. Show the task: Which of these animals would be good orbad pets?2. Point out the pet shop in the picture. Ask the students tosay the names of the animals.3. Ask the students to say some other animals.4. Write down the names of the animals in the picture in thecorrect parts of the diagram, then finish activity 1a.5. Discuss the answers.(1) Ask some students to say why they think the animalsare good or bad pets and why they aren’t sure.(2) Help the students use the target language such asfriendly, easy to take care of, too scary and so on.6. Make a list of the pets they have. Talk about pets they haveat home, then decide which are the most popular pets and the most unusual pets, then finish activity 1b.Task2. Listening task1. Show the task. Tell students they will listen to the recordingand number the pets in the order they hear in activity 2a.2. Ask different students to read the names of the pets in 2a.3. Play the tape the first time. The students only listen.4. Play it again. The students listen and fill in the blanks with1—5.5. Check the answers.Task3. Listening task1. Show the taskTell the students they will listen to the recording again and they should draw lines to match the pets with the comments.2. Ask different students to read the names of the comments.3. Listen and draw lines.4. Check the answers.Task 4. (Pairwork)1.Show the task.Find a best pet for my family members.2.Tell the students I don’t know m uch about animals. Can youhelp me find a best pet for my family members? Can you give me the reasons?My daughter is a 6-year-old girl. My mother is an 80-year-old woman. My husband is a 35-year-old man. You can discuss3.Talk in pairs4.Check the answers by calling on different pairs to talk abouttheir own choices.Step4. Post - taskFind a best pet for yourselves and give your reasons.Step5. Summary1. Revise the words of animal pets.2. Sum up the comments about animals pets.Step6. HomeworkMake a survey about your friends what pets they have ever kept and why they kept them.The fifth period(3a-4)Step1. Pre-task1.Revise the pets they have learnt.2.Ask some students if pigs can be pets.3.Tell students today we are going to learn the trendiest kindof pet these days in North London. Do you want to know what it is?(Teach the new word of trendy.)4.Students guess the trendiest pets.Maybe some students can speak out pot-bellied pig. If they can’t, teacher can tell them about it.Step2. while- taskTask1. Reading practice using the target language.(Pairwork)1.Show the task.Here is an article about pot-bellied pig. Please read it and answer these questions.2.Read the instructions to the class. Make sure theyunderstand the words of pot-bellied (fat) ; popular ( many people like them ) ;advantages (good things) and disadvantages (bad things).3.Read the article by students then write down the answersto the two questions.4.Check the answers in pairs.5.Check the answers in class.6.Teacher read the story to the class, then ask students ifthey have problems.7.The teacher should explain the new words and sentences.(1) What’s the meaning of trendy and perfect?(2) Can you understand the sentences.… a pot-bellied pig named Connie… life with a pig isn’t always perfect… she’s too big to sleep in the house… I don’t have enough time to spend with her8.Let the students read the story again. If they still haveproblems, teacher should offer help.Task 2. Writing practice by using the target language.(Groupwork)1.Show the task.Write an article about hamsters by using these notes in activity 3b.2.Point to the picture and ask some students what it is and Ifthey know about hamsters? (hamster)3.Look at the notes for one minute and answer what theadvantages and disadvantages of keeping hamsters are?4. The students will discuss in pairs.5. Point out the list of good and bad things about hamsters inclass.6. Ask a student to read the beginning of the article. Studentswill finish writing the article using the phrases. They can add their own ideas.7. Ask some students to read their own article.8. Exchange their articles in groups. Then the teacher mayread the teacher’s article to the students.Task3. Play a game. (Groupwork)Guess what it is.1.Show the task. Look at the picture in activity 4, anddescribe one of the animals. The other students guess what it is.2.Please write an article about one of the pets. Remindstudents not to say what the animal is.3.The students can write their articles.4.Ask a few groups to read their own articles. The otherstudents must guess.Step4. Post-task1.Make a discussion between Group A and Group B. GroupA can agree with keeping pets in an apartment. Group Bcan’t agree with keeping pets in an apartment. Group Aand B should tell their reasons.3.Ask a few groups to share their lists. Step5. Homework。
8年级上Unit8教案(教师如何选择生动的教学资源
8年级上Unit8教案：教师如何选择生动的教学资源一、教学目标1. 知识目标：（1）让学生掌握Unit8中出现的重点词汇和短语，如curious, exciting, learn about, cover等。
（2）让学生理解并在适当的情境中运用一般现在时和一般过去时。
（3）让学生学会如何描述一个事物的特点和优缺点。
2. 能力目标：（1）培养学生用英语进行日常交流的能力。
（2）培养学生通过阅读获取信息的能力。
3. 情感目标：培养学生对英语学习的兴趣，激发学生积极参与课堂活动的热情。
二、教学重难点1. 教学重点：（1）词汇和短语的学习。
（2）一般现在时和一般过去时的运用。
（3）描述事物特点和优缺点的表达方式。
2. 教学难点：（1）一般过去时的运用。
（2）如何描述事物的特点和优缺点。
三、教学方法采用任务型教学法，通过小组合作、讨论和角色扮演等方式，让学生在实践中学习英语，提高学生的语言运用能力。
四、教学步骤1. 导入：教师通过展示一幅图片，引导学生谈论他们所喜欢的动物，从而引入本课的主题。
2. 呈现：教师展示本课的词汇和短语，让学生通过阅读教材，了解这些词汇和短语的含义和用法。
3. 练习：教师设计一些练习题，让学生用所学的词汇和短语进行填空和句型转换。
4. 阅读理解：教师让学生阅读教材中的文章，并回答相关问题，培养学生通过阅读获取信息的能力。
5. 小组讨论：教师让学生分小组讨论，讨论他们所喜欢的动物的特点和优缺点，培养学生合作学习的能力。
五、课后作业1. 抄写本课的词汇和短语。
2. 用所学的词汇和短语写一篇关于他们所喜欢的动物的短文。
3. 预习下一课的内容。
六、教学评价1. 课堂表现评价：观察学生在课堂活动中的参与程度、合作意识和语言运用能力。
2. 课后作业评价：检查学生抄写词汇和短语的准确性，以及用所学生词写短文的内容丰富度和语言准确性。
七、教学拓展1. 组织学生进行动物主题的英语角活动，让学生在真实环境中运用所学知识。
2022年牛津译林版八年级英语下册Unit8 A Green World教学案
Unit8 A Green World教学案Period 3 Reading 2【学习目标】1. To learn the language points in this article.2. To learn to talk about how to live a green life.【预习作业】一、通过预习课文翻译下列短语1.尽力让它一直保持那样________2. even old clothes_______________3.一个有高山的国家________4. for recycling clothes_______________5. 被分开成不同的组_________6.挡住某人的路_____________________7. keep your voice down_________ 8. 对某人有帮助____________________9. talk about the weather _____ 10. 恰当的方式_____________________11. all the time____________________ 12.大声地喊或笑____________________13 greet close friends_____________ 14.避免像年龄的话题_________________15. for the first time_____________ 16. 是足够的礼貌的去等________________17.any other tips________________18.一些别的东西__________【学习过程】Language points.1. It‘s beautiful, and we should try to keep it that way.它（瑞士）很美，而且我们应该尽力让它一直保持那样。
句中的way可以和this、that等连用。
八年级下unit8阅读教案
八年级下册UNIT 8 Wh y don’t you get her a scarf ?阅读教案Why don’t you learn to sing English songs?温宿县第二中学石志琴一、教材分析（一）教材的地位和作用：本节课是新目标英语八年级下册第八单元的跨文化阅读课，是本单元话题的延伸。
单元Section A和Section B的学习，使学生了解了给别人提建议的语言和方法，学会了应用基本句型如：why don’t you …?及What about…?How about…?为他人提出相应的建议，找到合理的解决办法。
本节课，学生将在教师的引导下阅读文章，学习在语境中猜测词意，并采用对比、分析、归纳、讨论等方法，培养阅读技巧，提高阅读能力，实践“在用中学，在学中用（Learning by using, learning for using）”的教学理念。
（二）教学目标：1、知识目标：听说读写用下列词汇：interested , encourage ,from acrossChina China=from all over China ,as…as, encourage sb. to do sth, have fun with sth. hear of, find out, take an interested in, make friends with ,It’s + 名词+ to do sth.2、能力目标：能够运用所学词汇和句型在口头和笔头上用英语给出自己的建议。
3、情感目标：了解西方国家人们提建议的方式，学会用英语交流，并学会帮助，学会分享。
（三）教学重点和难点：1、教学重点：语境中的词汇教学，阅读技巧训练和语言的输出训练。
2、教学难点：如何分析、归纳文章主旨和对文章的细节把握。
二、教法分析教师设计不同的任务型活动，层层深入完成教学任务，体现学生的主体地位和教师的主导作用。
8年级上Unit8教案(利用多媒体教具开展活跃的授课
8年级上Unit8教案（利用多媒体教具开展活跃的授课）一、教学目标：1. 知识目标：（1）能够听懂、会说、会读本课的生词和重点句子。
（2）能够运用本课所学知识进行简单的日常交流。
2. 能力目标：（1）能够通过多媒体教具，提高学生的听说能力。
（2）能够通过小组合作，提高学生的口语表达能力。
3. 情感目标：（1）培养学生的学习兴趣，激发学生学习英语的积极性。
（2）培养学生团队合作的精神，增强学生的自信心。
二、教学重难点：1. 教学重点：（1）本课的生词和重点句子。
（2）运用所学知识进行日常交流。
2. 教学难点：（1）生词和句子的理解和运用。
（2）多媒体教具的正确使用。
三、教学过程：1. 导入：（1）利用多媒体教具，展示本课的主题。
（2）引导学生进行热身活动，如唱英文歌曲、做简单的英语游戏等。
2. 呈现：（1）利用多媒体教具，展示本课的生词和重点句子。
（2）引导学生跟读，模仿语音语调。
3. Practice:（1）利用多媒体教具，进行听力练习。
（2）分组进行角色扮演，运用本课所学知识进行对话。
4. 巩固：（1）利用多媒体教具，进行口语练习。
（2）进行小组竞赛，看哪个小组表现最好。
四、作业布置：1. 抄写本课生词和重点句子。
2. 运用本课所学知识，写一篇小短文。
3. 预习下节课的内容。
五、教学反思：通过本节课的教学，发现学生在使用多媒体教具进行学习时，积极性较高，课堂氛围活跃。
但在听力练习和口语表达方面，部分学生还存在困难，需要在今后的教学中加强训练。
要注重培养学生的团队合作精神，提高学生的自信心。
六、教学策略：1. 利用多媒体教具，提高学生的学习兴趣。
2. 通过小组合作，培养学生的团队合作精神。
3. 采用任务型教学法，让学生在实践中运用英语。
七、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、态度等方面。
2. 作业完成情况：检查学生作业的完成质量。
3. 口语测试：评估学生在口语表达方面的进步。
八、教学内容：1. 生词：本课的生词和短语。
八年级下册英语unit8人教版八年级下册unit8教学设计
八年级下册英语unit8人教版八年级下册unit8教学设计教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
下面是WTT 为你整理的人教版八年级下册unit8教学设计，一起来看看吧。
人教版八年级下册unit8教学设计教学目标：1语言目标：掌握本单元词汇，听懂、掌握谈论读书的语言材料。
2 技能目标：能听懂语言材料，掌握听的技巧;能就阅读方法提建议，掌握阅读策略;能读懂介绍名著的文章。
3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。
通过本单元的阅读，培养学生的文学鉴赏能力，陶冶思想情操。
教学重点(1) 短语: hear of, be like ,go out ,full of, finish doing sth., be about, grow up,put down, hurry up, arrive on this island, make a boat, bring back, give up, wait for, cut down, build a house, kill...for food ,the marks of anoth er man’s feet, who else, see sb.doingsth., run towards, help sb.dosth., name sb....,teach sb.sth.,be interested in ,can’t wait to do sth., used to,fight over, return home ,on the radio, make sb.do sth., think about, e to realize ,ever since, the home of, such as, belong to, be kind to sb., trust one another, remind sb.that...,havebeen to, do research on ,hope to do sth.introduce...to(2) 句子:Have you ever read Little Women yet?What’s it like?Oliver Twist is about a boy who goes out to sea and finds an island full oftreasures.Steve, have you decided yet which book to write about for English class?Although I have lost everything, I have not lost my life.How long have they been here?So I will not give up and I will wait for another ship.Not long after that, I saw some cannibals trying tokill two men from a broken ship.One of them died, but the other ran towards my house.I named him Friday because that was the day I met him.Every time she is in the library, Sally looks at the many books she hasn’t read yet and can’t wait to read them.When Sarah was a teenager, she fought over almost everything with her family.Ever since then, she has been a fan of Americancountry music.It reminds us that the best thing in life is free....Sarah hasn’t been to Nashville yet, but it is her dream to go there one day.He’s sold more than120 million records.Have you introduced the singer to others?(3)语法：现在完成时教学难点：现在完成时与一般过去时的区别.课时划分Section A11a –2dSection A2 3a-3cSection A 3 Grammar Focus 4a-4cSection B11a-2eSection B2 3a-3b Self check SummarySection A1 (1a –2d)Step1 Presentation1a Look at the picture.Haveyou read these books? Check (√) the ones you know.___ Alice in Wonderland ___ Little Woman___ Treasure Island ___ Olive Twist___ Robinson Crusoe ___ Tom SawyerStep2 Learn the new wordstreasure, island, classic, page, hurry, dueStep 3 Listening1.1bListen and plete the chart.BookTitle Name Have theyread it? What do they think of it? Treasure Island Nick -Judy √ excitingRobinson Crusoe Sandy -Alan √ wonderfulLittle women Kate √ fantastic Harry -Step 4 Speaking1c Practice the conversation.Thentalk about the other books in1a.ExlesA: Have you read Little Women yet?B: No, I haven’t.Haveyou?A: Yes, I have already read it.B: What’s it like?A: It’s fantastic.Step 5 Listening2a Listen.Whohas read these books? Circle the names.1.TreasureIsland Mark / Tina2.OliveTwist Mark / Tina3.RobinsonCrusoe Mark / Tina4.TomSawyer Mark / TinaKeys:1.Tina2.MarkTina 3.MarkTina 4.Tina2bListen again.WriteT for true and F for false.1.OliverTwist is about a boy who goes out to sea and finds an island full of treasures.()2.RobinsonCrusoe is a classic.()3.Tinathinks that Treasure Island is a fantastic book.( )4.TomSawyer is about a boy who lives in the United Kingdom.()Keys: FTTFStep 6 Speaking2c Use the information in2a and2b to talk about the books.A: Has Tina read Treasure Island?B: Yes, she has.Shethinks it’s fantastic.A: What’s it a bout?B: It’s about....2d Role –play the conversationStep 7 Language points and summary1.OliverTwist is about a boy who goes out to sea and finds an island full of treasures.《雾都孤儿》是一个男孩去海边发现一个充满珍宝的岛的故事。
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。
8年级上Unit8教案(提高学生英语口语表达的教学方法
8年级上Unit8教案（提高学生英语口语表达的教学方法）一、教学目标：1. 知识目标：学生能够掌握Unit8中的重点单词和短语。
学生能够理解并运用Unit8中的核心句型进行口语表达。
2. 能力目标：学生能够提高英语口语表达能力，流畅地进行日常对话。
学生能够通过小组合作和角色扮演等活动，提高交际能力和团队合作能力。
3. 情感目标：学生能够积极参与课堂活动，增强对英语学习的兴趣和自信心。
二、教学内容：1. 单词和短语：引导学生通过单词卡片和例句，学习和掌握Unit8中的重点单词和短语。
2. 核心句型：利用图片或情景，引导学生理解和运用Unit8中的核心句型进行口语表达。
三、教学过程：1. 热身活动（5分钟）：通过简单的英语歌曲或游戏，引导学生放松气氛，激活学生的英语学习兴趣。
2. 单词和短语学习（10分钟）：呈现单词卡片，引导学生跟读并记忆单词和短语。
利用例句，让学生理解和运用单词和短语进行口语表达。
3. 核心句型练习（10分钟）：利用图片或情景，引导学生理解和运用Unit8中的核心句型进行口语表达。
分组进行角色扮演，让学生在实际情境中运用核心句型进行对话。
四、课堂活动：1. 小组合作（15分钟）：将学生分成小组，每组分配一个任务，要求学生运用Unit8中的单词和短语完成任务。
学生可以通过讨论、调查或制作海报等形式完成任务。
2. 角色扮演（10分钟）：学生分组进行角色扮演，选择一个场景，运用Unit8中的核心句型进行对话。
鼓励学生创造性地运用所学单词和短语，增加对话的丰富性。
五、总结与反馈：1. 学生展示小组合作成果，给予鼓励和反馈。
2. 学生进行角色扮演展示，给予鼓励和反馈。
3. 总结课堂所学，提醒学生回家后复习和巩固。
4. 鼓励学生在日常生活中多运用英语进行口语表达，提高口语能力。
六、教学评估：1. 课堂观察：观察学生在小组合作和角色扮演活动中的参与程度和口语表达能力。
2. 口语表达记录：记录学生在课堂活动中的口语表达，关注单词和短语的正确使用以及句型的运用。
8年级上Unit8教案(教师如何选择生动的教学资源
8年级上Unit8教案(教师如何选择生动的教学资源)一、教学目标1. 知识目标：（1）学生能够掌握Unit8 的核心词汇和短语。
（2）学生能够理解并运用Unit8 的重点句型进行日常交流。
（3）学生能够熟练运用所学的动词时态知识描述过去发生的事情。
2. 能力目标：（1）学生能够通过生动的教学资源提高自己的英语听说能力。
（2）学生能够通过合作学习提高自己的团队协作能力。
（3）学生能够独立完成练习题，提高自己的自主学习能力。
3. 情感目标：（1）学生能够激发对英语学习的兴趣。
（2）学生能够培养尊重和理解不同文化的意识。
二、教学重难点1. 教学重点：（1）学生能够掌握Unit8 的核心词汇和短语。
（2）学生能够理解并运用Unit8 的重点句型进行日常交流。
（3）学生能够熟练运用所学的动词时态知识描述过去发生的事情。
2. 教学难点：（1）学生能够正确运用过去进行时描述过去发生的事情。
（2）学生能够通过生动的教学资源提高自己的英语听说能力。
三、教学方法1. 情境教学法：通过设定真实的生活情境，让学生在实际语境中学习和运用英语。
2. 互动式教学法：通过教师与学生、学生与学生之间的互动，激发学生的学习兴趣，提高学生的参与度。
3. 合作学习法：通过小组合作完成任务，培养学生的团队协作能力和沟通能力。
四、课前准备1. 教师准备Unit8 的教学课件和练习题。
2. 学生准备Unit8 的课文内容和词汇表。
五、教学过程1. 导入：教师通过生动的教学资源，如图片、视频或故事，引起学生对Unit8 主题的兴趣。
2. 新课呈现：教师引导学生通过观察和思考，发现Unit8 的核心词汇和短语。
3. 课堂活动：教师设计各种课堂活动，如小组讨论、角色扮演等，让学生在实际语境中运用Unit8 的重点句型。
4. 练习巩固：教师提供练习题，让学生独立完成，巩固所学知识。
5. 总结与拓展：教师对本节课所学内容进行总结，并提供相关拓展资源，激发学生的进一步学习兴趣。
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Unit 8 Helping Tourists (A)
Teaching aims:
Master the phrases: the airport, the Chinese Art Museum, Long Hua Temple,
City Stadium, Garden Hotel, Train Station
Master the sentences: Where is the ...? Here it is.
Teaching key points and difficulties:
The sounds of the phrases and the usage of the sentences.
Teaching aids: PPT/flash cards/ map/video
Teaching procedure:
Step 1: Warm-up
1.Greeting
2.Free talk.
Step 2: Presentation
1.Situation one: My friend Peter is coming to SZ for a trip. We are going to help him. (Lead in the title of Unit 8 Helping Tourist)
2.Peter goes to ShenZhen by plane. He is at the airport now. T shows a map on the blackboard and asks: Where is the airport? (teach the phrase “the airport”) .Point to the map and say Here it is.
3.Situation two: Pupils help to find the airport and after meeting Peter and greeting him. Peter feel so tired. we begin to set off to Garden Hotel and have a rest.(teach the phrase Garden Hotel)
4.Situation three: Peter feels better. He wants to do some sports. Let’s go to City Stadium” Teach the othe phrase““City Stadium”
.Situation four: The next day... Peter wants go to Long Hua Temple and Chinese Art Museum. (teach the phrase:Long Hua Temple and Chinese Art Museum.)(Group discussing).
5.Situation five: Tom finishes his trip in SZ. His next trip is Beijing. So he wants to go by train. So Where is the train station? (Teach the phrase“train station” )
Step 3: Practice
1.We chant ang find out the word cards.
2.Tear word cards.
3.Work in pairs
4.Make a dialogue
Step 4: Sum-up
Moral education: Learn to help others!
Step 5: Homework
Writing on the board:
Unit 8 Helping Tourists
airport
Chinese Art Museum
Where is the Long Hua Temple ?
City Stadium
Garden Hotel
Train Station
Here it is.。