初一英语上册第八单元教案

初一英语上册第八单元教案初一英语上册第八单元教案1一、教材分析：1、教学内容：本单元是——( 下 ) Unit —。

主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。

本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。

并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：——年级——单元讲述的是——的用法，这是初中非常重要的时态之一。

学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。

这个单元一定要体会现在——的真正含义和用法。

要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：根据《英语课程标准》(实验稿)关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。

本单元分为四课时，第一课时是Section A，第二课时是Section B，第三课时是Self Check，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

二、学情分析：我们教学的对象是初二学生(好，中，差等生都有)，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。

因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。

同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

三、教学目标：根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：本单元要求学生掌握以下词汇——语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——2、语言技能：(1)能用——的各种形式进行准确的描述和表达——经历。

(2)能掌握——时态中几个词组的正确使用。

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——(时态)来准确地表达所发生过去的经历。

4、情感态度：通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法学法：自主、合作、探究教法分析：(1)——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学，在用中学，学了就用)。

(2)开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计Unit 9The First Period (Section A)Step 1 Warming up("良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。

)T：I like travelling. I have been to Dalian and many big cities. What about you?接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。

(目的是为本节课的现在完成时作好铺垫)Step 2 Presentation教师出示几张图片，引出现在完成时的结构和用法。

T： Have you been to an aquarium?Yes,I have.T： Have you been to a water park?No,I haven't.这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

初一英语上册第八单元教案2Teaching Aims:● To learn about passive voice and adverbial clause with when●To learn to use when/how long questions●To talk about famous people●To learn the simple past tenseImportant and difficult points:To improve the students’ abilitiesTeaching Procedures:Warming up by learning about Passive voiceWhat does the passive voice look like?Compare these active sentences and passive voice sentences:active: The boy ate the apple.passive: The apple was eaten by the boy.active: Mary will drive the van.passive: The van will be driven by Mary.Identifying S-V-DOOnly sentences which have a direct object can be made into passive voice sentences. Only verbs which take a direct object can be used in passive voice sentences. Let’s look at the sentences we saw above.The boy ate the apple.subject=boy, verb=ate, direct object=appleMary will drive the van.subject=Mary, verb=will drive, direct object=vanYou can probably identify the verb easily. The subject es before (to the left of) the verb and the object es after (to the right of) the verb.Warming up by asking questionsHello, everyone! I had a party yesterday. What kind of party? Can you guess? It was my birthday party. Yes, I was born on November 5th, 1972. What about you? Let’s find out when were you were born.T: When is your birthday?S: April 22T: When were you born?S:19—Now please pay attention to the structureSb + was/were + born + in + year 出生于年We use it to express when is our birthday.For example:I was born on October 25th, 1975.1a Talking about international sports starsT: Do you like sport? I think many of you like it. What sport do you like?S: football, volleyball, tennis, table tennis, basketball and so on.T: Ok! I know you are sports fans. You must know the famous sports stars. I have some pictures of them .Do you know them. Let’s make a list.International Sports StarsWhat kind of sportDo youlike him or her? Why?Michael JordanBasketballsupermanDeng YapingTable tennisPertinacityMartina HingisTennisresourcefulDavid BeckhamfootballHandsomePlease think about these questions. What sport does he or she play? Do you like him or her? Why or why not?1b Listening and writingListen to the tape and write the year when the sports star were born. I will play it twice. First time you can only listen and the second time you can write.AnswersDeng Yaping:ael Jordan:1963Martina Hingis:d Beckham:1975Read the tapescript and try to underline the expressions and shadow the when/how long questions1c Doing pairworkFirst let’s look at the dialogue about Deng Yaping. Please read it after me. When you read please pay attention to the pronunciations and intonations.A: Who’s that?B: That’s Deng Yaping. She is a great Chinese ping-pong player.A: When was she born?B: She was born in 1973.Now make the similar dialogue about other people with your partners. I’d like to ask some pair to act it out. For example:A: Who’s that?B: That’s Michael Jordan. He is a great American basketball player.A: When was he born?B: He was born in 1963.2a Listening and filling the chartLook at the pictures. What are they doing? Learn the new wordsHiccup 打嗝sneeze 打喷嚏world record means the best in the worldLet’s listen to the tape carefully and fill in the chart.While listening, try to get the important thing --- “how long”2b Listening and filling in the chart.Listen again and fill in the “started” and “stopped” columns.Who holds world recordHow longStartedStoppedCharleshiccupping69years and 5 monthsDanna Greensneezing978daysJanuary13,9811983Read the tapescript and try to underline the expressions and shadow the when/how long questions2c Filling the chart and speakingFirst let’s fill in the blank with the information from the chart in last part.A: How long did Charles Smith hiccup?B: He hiccupped for 69 years and 5 months.A: When did he start hiccupping?B: He started in 1922A: When did he stop hiccupping?B: He stopped in 1990.Please practice the conversation with your partner.Make the same kind of conversation about Donna Green.The students’ conversation may be like this.A: How long did Donna Green sneezing?B: She sneezing for978 days.A: When did she start her sneezing?B: She started on January 13,1981.A: When did she stop sneezing?B: She stopped on September16, 1983.Grammar FocusPlease go over this part by yourselves. Put your questions to me if you have any. Please pay attention to the tense and the past forms of verbs. When we talkabout things in the past, we should use the past tense. The past form of “be” is “was” or “were”. To the regular verbs, “ed” s hould be added after them. And as for the irregular verbs we should remember their past forms.3a Doing pairworkFirst you read and fill in the chart with your partner.The word achievement means “the important thing each person did in life.AchievementAgeTiger WoodsStarted golf10 months oldShirley TempleMovie starThree year oldWolfgang Amadeus MozartWriting music Four years oldMei LanfangFirst performed Beijing OperaTenRonaldoPlayed for his national teamSeventeenLiu xuanWon a gold medal at the World Championshipseventeen3b Doing pairworkSince you have finished reading the chart and filling in your answers, please work in pairs as is the examples in the book.A: Who is Mozart?B: He’s a musician.A: When did he start writing music?B: When he was four years old years old.4a InterviewingBoys and girls, let’s play a game, an interview.Look at the chart and interview you partners by asking the question.How old were you when…?Name AchievementAge More informationLearned to ride a bicycleStarted learning EnglishStarted playing sportsFirst went to a movieFirst had a party4b SpeakingWho would like to tell us his report about his interview?John started things early. He learned to ride abicycle when he was only three years old. Sometimes he fell off the bike, but he never gave up. He was a brave boy.Closing down by having a free conversationSome students may be interested in sports stars, but some are not. If you don’t like this topic, you can talk about your favorite persons, instead.a good time at the party?" "Yes，we did./No，wedidn't."初一英语上册第八单元教案3一、对本节课的定位作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。