八年级英语上册教案_4篇

八年级英语上册教案英语10000字

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八年级英语上册教案英语(篇1)

第三单元教学要点   教学要点： 一、本单元是一个说明文单元，《中国石拱桥》和《苏州园林》，《故宫博物院》是比较规范的说明文，其余则有一定的说明文性的小品。 二、本单元教学，要学生了解什么是说明文。 三、学习本单元，要理清说明文的顺序，了解常用的说明方法。 四、学习本单元后，要学生学习写作说明文。 教学时间：23课时  11 中国石拱桥  教学目的： 1．引导学生抓住中国石拱桥的特点。 2．列出文章结构，领会文章的内容。 3．激发学生热爱社会主义制度。 教学重难点： 1．重点：抓住中国石拱桥的特点，理清文章结构。 2．难点：课后思考练习题三，以形象的语言介绍一种事物。 学法指导：引导自读合作探究 教具准备： 小黑板 课时安排：3课时 教学过程： 第一 课 时 一．导入新课：  我们常常用桥梁来比喻友谊，因为是友谊就像桥一样把两个人连了起来。可见桥是在没有路的地方搭起来的路。根据史料和考察，在原始社会，我国就有了独木桥和数根圆木排拼而成的木梁桥。河北赵县的赵州桥是世界上第一座采用弓形拱的敞肩拱桥，欧洲在赵州桥建成七百年后才采用弓形拱的。我们的祖先的聪明才智值得我们每一位同学学习。 二．简介作者  茅以升是我国著名的桥梁专家、教育家、社会活动有。他主持设计的钱塘江大桥，是我国第一座由中国人自己设计的铁路公路两用桥；他还参加了新中国第一座现代化的大桥――武汉长江大桥的建造。本文最早以表于是1962年3月4 日《人民日报》，文笔通俗易懂，为读者介绍了中国石拱桥的特点，历史上的辉煌成就，及新中国成立后的发展，赞扬了我国劳动人民的聪明才智和社会主义制度的优越。 三．检查预习 1． 查字典，给加点的字注音。  弧形 拱桥 陡坡 匀称 惟妙惟肖  2． 读了本文，你了解中国石拱桥的特点以及赵州桥和卢沟桥的不同之处？ 四． 初读课文，看看作者写出了石拱桥的什么特点。  1． 提示：请同学们找出哪些段落是写赵州桥的，哪些段落是写卢光沟桥的？联系课后思考练习题一，填空。  2． 学生读，填空，教师巡视指导。  3． 总结：  名称 位置 修建年月 结构特征  赵州桥 横跨在河上 修建于公元6左右。 1全桥只有一个大拱，长达37。4米。 2大拱的两肩上，各有两面三刀个小拱。3大拱由28道拱圈拼成。4全桥结构均匀。  卢沟桥 位于永定河上 修建于公元1189到1192年间 由11个半圆形石拱组成，每个石拱长度不一，自16米到21。6米，桥宽约8米，路面平坦，几乎与河面平行。每两个石拱之间有石砌桥墩，把11个石拱联成一个整体，是一座联拱石桥。  中国石拱桥的特点是形式优美，结构坚固，历史悠久。 第 二 课 时 一． 复习上节课学过的内容 1． 听写 2． 说说中国石拱桥的特点。 二． 细读全文，理解作者是怎样说明石拱桥的特点的。  1． 为了说明中国石拱桥的特点，作者举了两个例子，一个赵州桥，一个卢沟桥，这种说明方法叫做――举例子。  2． 在写赵州桥和卢沟桥时，作者列举了许多精确的数字，这种用数字来说明事物的方法叫做――列数字。  3． 为了让人们更清楚的认识中国石拱桥的特点，作者的语言很具有逻辑性，例如课文第五自然段，在写赵州桥时，先介绍了桥的长度、宽度、设计施工的精巧。再分四点用数字分别说明。层次性很强。  4． 作者在介绍两座桥时，既抓住了它们之间的共同点，又注意到了它们之间的不同点，请同学们找出来。（共同点是都介绍了地点，修建年代，及它们的结构特点。不同点是在介绍赵州桥时顺便说明了桥的设计者，介绍卢沟桥时作马可波罗的话来赞扬其高度的技术成就和艺术价值，还介绍了卢沟桥的的特殊历史价值。这不但使行文有所变化，而且增强了文章的可读性。） 三． 引导学生学习课文的最后两段。  1． 第九段写什么，怎样写？（文章又分三点解释了到得如此辉煌的建筑成就的原因。先写……再写……最后写……）  2． 最后一段写什么，怎样写？（介绍了解放后我国石拱桥的修建情况，列举了我国修建的世界最长的独拱石桥――“长虹大桥”、我国劳动人民独创的钢筋混凝土拱桥――（双曲拱桥等，说明了我国桥梁事业取得的巨大成绩。 四． 引导学生体会说明文行文简洁、用词准确的语言特点。（联系课后思考练习题二） 五． 联系课后思考练习题三，引导学生用打比方的方法，把要说明的事理解释清楚。（我们常说用白纸写黑字，黑板其实就是一张黑色的纸，用白色的笔来写。我们把一张黑色的纸放大，再挂起来，就是一张黑板。）  第 三 课 时 一、完成课后习题。 二、拓展延伸:形象的语言介绍一种事物 板书设计： 中国石拱桥 概括说明 一般：形式优美，结构坚固 中国：历史悠久，形式多样 具体说明（举例） 赵州桥：现存最古老 独拱---37.4米（当时最长） 设计科学，施工巧妙 卢沟桥：联拱---265米 石狮千态万状，惟妙惟肖 具有纪念意义 教学后记：学生对中国石拱桥的构造等的认识把握得较好，对文中的说明方法也掌握得不错； 但对说明文的多种顺序出现在同一篇文章中的形式认识有难度。    12 桥 之 美  教学目的： 流利、有感情地朗读课文，理解作者喜爱桥的原因。 品味本文优美而又富有意蕴的语言。 学习从某一角度欣赏艺术作品的方法。 教学重点难点 品味本文优美而又富有意蕴的语言。 课时安排 3课时。 课前准备 布置学生预习课文，会写生字、准确注音，排除字词障碍。 课前学生借助网络或图书，查阅一些有关的图片资料，或依据课文内容绘制几幅 图画。(体现桥与周围环境的和谐统一)准备录音带、录音机、微机或投影仪。 教学步骤  第 一 课 时 导人新课。  马致远的“小桥流水人家”让人联想到家的温馨；徐志摩的《再别康桥》使人产生无限的惆怅……在诗人的眼中“桥”是人性化的，是情感的载体；在画家的眼中，桥则别有一番 韵味。今天就让我们跟随当代画家吴冠中去感受“桥之美”。(板书课题，“美”字写大，突出一下) 教师配乐范读课文。 (要求：注意语气、语速、语调及重音的把握) 学生自由朗读课文，思考以下问题： (多媒体或投影显示问题组) 问题．a．在作者的眼中桥美在何处?  b．为了说明桥之美作者主要举了哪些例子?  c．联系课文说说怎样欣赏一幅画? 四人小组讨论明确：  a．并不着眼于桥自身的结构美，而是缘于桥在不同环境中的多种多样的形式作用。  b．举了四个例子：乌镇苇丛上的石桥；江南乡间细柳下的石桥；水天间的长桥――颐和园的仿卢沟桥、苏州的宝带桥；形式独特的广西、云南、贵州山区的风雨桥。  c．画面的构成是否有块、线、面的搭配；画中的形象是否都能和周围的景物既形成对照又不失和谐。 ■研读与赏析  (过渡)通过阅读文章，我们不难看出作为画家，作者看桥淡化其结构、种类、功用，更重其美学价值。那么你能用优美的语言描绘文中你最欣赏的一幅画面吗7 重点研读第④小节。  (出示学生绘制的四幅图画) 四人小组讨论：  a．说说四幅图中你最喜欢哪一幅，用生动的语言描绘画面并说说为什么喜欢?  b．请有绘画天赋的同学点评。  c．我们应从哪些角度欣赏一幅艺术作品? 明确：  a．◆厚厚实实的平面铺开的苇丛使空间显得狭窄拥挤，令人产生憋闷感；间或出现的石桥轮廓简单鲜明，能使空间陡然显得疏朗开阔，令人觉得神清气爽。  ◆细弱的`柳枝拂着桥身厚重坚硬的石块，这里有形体上的强弱、轻重、动静之分，有颜色上的对比，还有变(柳枝年年发新芽)与不变(桥能历久不变)之别，种种不同，归结起来，其实是阳刚与阴柔这两种美的类型的不同，因桥的轮廓精心设计而和谐统一。  ◆长桥一般建筑在比较宽阔的水面上，打破了背景的单调感。桥是人们劳动的成果，出现在苍茫水面上的长桥，是人类创造力的体现。整个环境似乎有了灵气和生命。  ◆桥面上盖有廊和亭的桥，给人安闲、自在的感觉，这种感觉恰好与险峻的山峰、桥下的急流给人的感觉形成对照。  b．点评语言、欣赏的角度。  c．从色彩的搭配、画面构成(块、线、面)、景物的选择(强弱、明暗、动静等)是否对立统一……角度来判断。 美句赏析。  (过渡)吴冠中以他画家的真知灼见，不但告知了我们如何用“美学”的眼光来重新审视事物，而且他还用蕴涵丰富的语言引起我们强烈的感情上的共鸣。  a．找出意蕴丰富的语句，体味句子的情昧。  b．先四人小组讨论，再让小组派代表发言。 重点赏析以下语句： ◆茅盾故乡乌镇的小河两岸都是密密的芦苇，真是密不透风，每当其间显现一座石桥时，仿佛发闷的苇丛做了一次深呼吸，透了一口舒畅的气。 ◆早春天气，江南乡间石桥头细柳飘丝，那纤细的游丝拂着桥身坚硬的石块，即使碰不见晓风残月，也令画家销魂! ◆无论是木桥还是石桥，其身段的纵横与桥下的水波协同谱成形与色的乐曲。． ◆田野无声，画家们爱于无声处静听桥之歌唱，他们寻桥，仿佛孩子们寻找热闹。 (过渡)我们从《桥之美》中，体会到了桥的美感，真是赏心悦目。同是写桥的文章，《中国石拱桥》与之有什么不同之处呢? 课堂小结  同学们，今天我们在画家吴冠中的带领下，一起领略了桥的风采，生活中有多少美不胜收的景致，或纤弱或雄壮或含蓄……让我们练就一双慧眼去发现、去鉴赏这大干世界吧!  第 二 课 时 一、完成课后习题。 二、拓展延伸 比较本文与《中国石拱桥》在内容和写法上有何不同? 明确：本文是一篇带有说明性质的小品文。它的说明性体现在文中先点明在画家眼里桥美在何处，随后举了一些具体的例子。但是与《中国石拱桥》这种较为规范的说明文不同的是，在举例时，作者并不是用科学、平实的语言向读者解说，而是或描写景物，或抒发感情，文字极富表现力和感染力。 板书设

八年级英语上册教案英语(篇2)

第一单元 相亲相爱一家人

第一课 爱在屋檐下

第一框：我知我家

教学目标

情感、态度、价值观目标：爱自己的家、热爱父母的情感和厌恶不孝行经的情感。

能力目标：认识自己家庭的能力。

知识目标：了解家庭的一般概况;家庭关系的确立;子女与父母的关系不可选择;了解父母的特点;家人的优秀品质。

重点与难点：子女与父母的关系不可选择

教学准备

和父母一起回忆在你们的家庭生活经历中，印象最深的一件事(如生病、惹祸、比赛成功等)是什么?父母当时是怎么做的?

教学过程

[导语]有了泥土，嫩芽才会长大;有了阳光，春芽才会开花;我们每个人的成长都离不开我们的家。当我们还在妈妈肚子里的时候，爱我们的爸爸、妈妈、爷爷、奶奶就开始为我们绘制宏伟的蓝图，编制美丽的理想甚至为我们早早起好了名字。

有没有同学愿意为大家介绍一下你们名字的含义呀?(请2—3名同学介绍。)

一、“什么是家呢?”

简简单单的名字，寄予了家长深切的爱。我们从出生那一刻起，就被家的温暖所包围。

[情景故事]教材P4两则故事说：“那……不是我的房子” “我又有家了”。那么“家到底是什么?”

二、体验活动： “家”的遐想 /我眼中到的家。(并请说明理由)

[小结]家是温暖的避风港;是一片蓝天;是一把伞……

三、“画”家

A 爸爸、妈妈、哥哥、小松

b 爷爷、奶奶、爸爸、妈妈、小兰

c 爸爸、小刚

d 爸爸、妈妈、小浩、叔叔、婶婶

——我们有不同的家庭结构：大致有核心家庭，主干家庭，单亲家庭，联合家庭等。

[知识拓展]家庭是有婚姻关系、血缘关系或收养关系结合成的亲属生活组织。家里有亲人，家中有亲情。家庭关系的确立也有多种情形，依照法定条件和程序结婚组成的新家庭;因生育导致的血缘关系结合的家庭;依照法定条件和程序收养而组成的家庭;随父母再婚组成的新家庭。不同的家庭关系，促成了不同的家庭结构。

——父母赚钱不容易：为了撑起一个幸福、温馨的家庭，爸爸妈妈努力工作。你知道爸爸妈妈具体从事的工作吗?他们工作中有什么困难和委屈吗?他们回家后还要干什么?

——父母养育我们不容易：爸爸妈妈为了我们，一方面努力工作，一方面对我们的成长无时不刻倾注着他们对儿女的爱。你能说说爸爸妈妈在你成长道路上付出的爱吗?

四、实话实说：喜欢“选择什么样的父母”?

A、小冰早就想买一个新款MP3了，妈妈说家庭经济不宽余，一定要买的话就看期末考试有没有进步。

B、小亮是一个很调皮的男生，这次在学校不小心打破一块玻璃，要赔偿人民币15元。可是小他的父母刚听了一个开头，便不高兴了，拿起皮鞭打了他一顿。

C、小宁生活在一个十分优越的家庭。怕起早，每天爸爸开车送她去学校;嫌菜差，每天保姆送饭来学校;穿的是名牌，用的是精品;妈妈还告诉她学校的值周劳动最好不要参加。

D、……

五、小结：父母给予我们生命，这种天然生成的最自然的亲情，是无法选择、无法改变的。

六、作业：介绍我家的好品质、好家风。

第二框：我爱我家(一课时)

知识目标：体会家庭中亲情的温暖，明白抚养和教育子女是父母的道德和法律义务，而父母也理应受到子女的孝敬。

能力目标：辨证看待家庭中父母与子女权利义务关系的能力;收集父母为家庭作贡献的具体事例的能力，感受家庭亲情的能力。

情感态度和价值观目标：感受父母对自己的爱心和抚育，尊重父母的劳动和情感，培养学生权利与义务的意识，承担起自己的对家庭的责任。

教学重点：感受家庭的温暖。

教学难点：担负起自己的责任，与家人一起营造温馨的家。

教学过程：

【新课导入】

在一个小生命还酝酿在母体的时候，已经倾注了家人对他的关爱，那就是他的名字。请学生说说他们的名字的用意。以此来体会家人的期待和关爱。

一.爱的回忆

活动内容：先让学生回忆小时候受父母呵护的甜蜜时光，并把自己的童趣讲给同学听。再设问：在你的家庭中，有没有发生过令你感动的事?

设计意图：这一活动的目的在于让学生通过回忆，感受家庭的温馨，感受父母对自己的呵护。

教师行为：开展这一活动，一要注意正面引导，防止学生讨论亲子矛盾，而要着重引导学生感受父母的爱;二要注意辨证地看待这些事，因为许多家长对子女爱护有余，严格要求不足，所以要对学生反映出来的问题作具体分析。

二.无悔的爱

活动内容：让学生填写表格，即“在你家，下列事情通常由谁来做?”另外，讨论两个问题：“说说自己家中贡献最大的人是谁，要说出具体理由”和“夸夸自己的父母，并讲给同学听”。

教师行为：指导学生开展这一活动，一要让学生根据家庭情况如实填写，通过填写体会父母的贡献;二要引导学生在家做力所能及的事，渗透在家尽责的教育;三是说说家人的贡献，包括物质方面的，也包括良好道德、优秀思想方面的精神贡献;四是找父母的优点，夸夸自己的父母。

教学建议：开展这一活动，可以不限于教材表格中所列的项目，由学生根据实际情况填写。家中的事，凡学生能做的，要鼓励学生做，这既能培养学生能力，又能陶冶学生情操，而且有助于增进学生与父母的亲情，与父母更好地沟通。在学生的讨论中，可以讲“大”的事情，也可以讲感人的具体事例，有些小事反而更能体现父母的一片苦心，容易感动人。在活动中，要注意家庭有缺陷的学生的反应，防止伤害这些学生。

三.爱的低诉：

活动内容：给学生足够的时间写一段他对母爱或父爱的认识，交流自己对这种爱曾经的误会或曾经的感动。

教师行为：呈现两个关于母亲的故事(见附录)，并引导学生用心感悟他对母爱或父爱的认识，并将优秀作品展示给全班同学。

设计意图：这一活动意在让学生体会原来未曾注意的东西，也是丰富学生情感、促进其良知发展的重要环节。有的老师说，现在的学生不知感恩，不被感动，认为父母对自己所做的一切都是理所当然的。原因之一是我们的教育忽略了学生的体验，缺乏正确有效的引导。有的学生对家长不满甚至看不起父母，也与他们缺乏对父母的理解，不会感受或感受不到亲情呵护有关。因此，要通过这一活动，让同龄人自己教育自己，在轻松的氛围中深切感悟在家庭中获得的爱。

教学建议：开展这一活动，老师要善于引导，可以用具体事例来启发;要注意以情感人，烘托出良好氛围;不必面面俱到，只要发动学生积极地说、积极地体验就行了;要有意识地从父母的良苦用心、子女的责任两个方面来启发，突出正面教育的效果。如果有学生从反面冲突来讲，要注意剖析分析的本意和期望，剖析其中所蕴涵的爱，把学生引导到爱父母、爱家庭上来。

四.爱的告白：

活动内容：让学生给父母写寄言，即在感激父母抚育、理解父母心情的基础上，写几句话并交给父母，表达自己对父母的心情。

设计意图：设计这一活动，在于让学生与父母心灵碰撞，表达自己对父母的感激之情，表达自己对父母的责任和决心。

教师行为：指导学生开展这一活动，第一步，可以让学生写父母的优点长处，也可以让学生写父母对自己的呵护和期望，还可以让学生写自己的感受和决心。第二步，在同学中互相交流，互相感染启发。第三步，把自己所写的交给父母，与父母沟通互动。

教学建议：在这一活动中，要注意展示学生的才气，如让他们写诗歌、散文等形式来写。要强调写出自己的情感体验，避免说空话，避免应付。要注意引导学生把情感和意志结合起来，即要把自己的决心和打算反映出来。这件事是一个学生与家长的互动过程，要注意发挥家长的作用，如将学生的感受反馈给家长，有条件的可以让家长也给学生写寄言，在互动中加强对学生的教育。

五.爱的成长：

活动内容：讨论：当你们的父母发生了矛盾，你是怎样做的?若父母一方或双方下岗怎么办?为了使你的家庭更美满，你还应做些什么?

设计意图：引导学生体验温馨的家庭需要全家人的齐心协力。

第三框：难报三春晖(一课时)

知识目标：孝敬父母长辈是中华民族的传统美德;不孝敬父母长辈要受道德的谴责，要承担法律责任;孝敬父母长辈体现在日常生活的方方面面。

能力目标：辨证分析孝敬父母好处与不孝之坏处的能力，辨别具体行为是否属于孝的能力;孝亲敬长的具体行为实践能力。

情感态度和价值观目标：厌恶不孝行径的情感;体验尽孝后的快乐;树立家庭中的正确的是非观念，增强履行家庭义务的责任观念。

教学重点：如何孝敬父母。

教学难点：孝敬父母的道德和法律基础，防止愚孝。

教学过程：

一.爱洒心间

活动内容：出示材料：一封别样的信(见附录)，引导思考：你能读懂母亲这样做的良苦用心吗?

设计意图：一是设置悬念，激发兴趣;二是与教材中的故事有异曲同工之效。

教师行为：引导相互交流并分享自己感受到的父母的爱。

二.爱的回报

活动内容：小组竞赛，孝亲故事知多少?

设计意图：引导学生从“孝亲”的典例中感受榜样的力量，为自己“孝亲”行为提供借鉴。

活动内容：讨论：“你平时是怎样孝敬父母的?你认为孝敬父母应该表现在哪些方面?”“把自己尽孝后的感受谈出来与大家分享。”

设计意图：让学生交流自己孝敬父母的做法和收获，达到同龄人互相教育、启发、感染的效果。

活动内容：讨论，遇到下列情形该怎么办：

⑴父母只要我读好书，我该怎么办?

⑵父母不让我做家务，该怎么办?

⑶外出时应对父母说什么?

⑷父母生病了，该怎么办?

⑸当父母劳累一天下班回家，我该做些什么?

⑹当父母烦恼时，我该怎么做?

⑺作业未完成被老师留下来而迟归，我该怎么面对父母?

⑻成绩没考时，该如何面对父母?

⑼我想买电脑，父母认为我控制能力不强而不赞成，我该怎么办?

⑽朋友来访，但父母不喜欢，该怎么做?

设计意图：设计这一活动，主要目的在于让学生把孝敬父母落实到自己的实际行动上。孝敬父母表现于日常生活的各个方面，甚至在与父母交往的任何活动中，都有孝与不孝的问题。通过这一活动，可以把学生孝敬父母的心意、表现与行为选择结合起来，提高教育的实效性。

教学建议：指导学生开展这一活动，可以就教材所给材料进行讨论，通过分析、选择来判断是与非，进而明确应该如何对待父母。需要说明的是，这些题目都是开放性的，有许多可以辨析之处，关键是帮助学生树立为父母着想的观念，找出孝与不孝的出发点的不同。比如，成绩要不要告诉父母，本身很复杂。就学生的权利而言，不告诉并不一定错。但如果从爱父母、孝敬父母出发，可以用不同的方式与父母沟通，这对学生自己也有利。如果从怕批评、防父母出发，与父母有情感上的隔阂，就处理不好这件事。中国有句古话“百事孝为先，论心不论事，论事无孝子”。

教师行为：指导学生开展这一活动，首先要表扬孝敬父母的好人好事。如果老师知道一些，也可以先表扬，再引导学生自己谈。其次，让学生谈自己孝敬父母的具体做法，并注意将孝的各个方面的表现予以归类。再次，让学生谈尽孝后的感受。尽孝需要付出，但得到的是甜蜜。让学生在比较中选择孝行，是把教育落到实处的最好策略。也就是说，这种道德规范不是由外界强加的，而是学生自己的主动选择。

三.爱的反思：

活动内容：仔细阅读漫画，回答下列问题：图中“孝子”的言行反映了什么现象?你对此持什么态度?为什么?日常生活中你是否也有过类似的行为?如果有，你将如何改进?

教师行为：引导学生思考：自己曾有过不善待父母的事吗?你当时是怎么想的?发生了怎样的后果?现在你对这件事又是怎样想的?如果你当时按你现在的想法去做，设想一下结果又会是怎样?这一活动先在小组内交流，然后再进行全班交流。

设计意图：这个活动主要通过学生的回忆和反省，来体会父母对子女深沉、无私的爱，同时，意识到自己对父母付出太少，从而增强同学的责任意识，和为父母、为家庭付出的主动意识。

四.爱的传递

教师行为：引导学生回忆2004年春节联欢晚会小品“粮票的故事”。

设计意图：体验孝敬父母不仅是物质上的扶助，更应是精神上的关爱;不仅要孝敬我们的父母，还应孝敬爷爷奶奶、外公外婆等长辈，及至“老吾老，以及人之老”。

第二课 我与父母交朋友

第一框 严也是一种爱(两课时)

知识目标：通过案例的分析讨论及活动的体验探究，帮助学生认识什么是代沟，代沟的表现和形成原因，引导学生认识到逆反心理的危害，同时让学生明白通过亲子双方的努力，代沟是可以填平的。

能力目标：培养学生正确认识自己的自知能力和正确理解家长心情的知人能力;对代沟产生的原因的分析能力;对逆反心理的辨证分析能力，增强促进自我成长的责任意识。

情感态度和价值观目标：对父母亲人的爱;对自己正确行为的赞赏，对错误行为的后悔和耻辱;体会父母对自己的心情和期待，正确对待父母教育的情感;坚持正确的看法和行为，丢掉不良思想行为的态度。

教学重点：正确看待父母对自己的关爱和教育。

教学难点：代沟的产生及逆反心理的危害。

第一课时 成长也会有烦恼

课前准备：课前先通过班主任了解班级学生基本的家庭关系，记录特殊家庭的学生、与父母关系紧张的学生等，以便在活动中给予更多的关注。同时还可以记录家庭关系良好的学生，以便于有意识地让他们在活动中充分发挥作用，给其他同学提供好的建议。

教学过程

一、成长的烦恼

1.同龄人的心声(见附录)

活动内容：引导思考，同学们有过类似的烦恼吗?请举几例。为什么原来和谐亲密的亲子关系，现在变得格格不入?

设计意图：设置学生身边发生的事件场景，勾勒出“生活画面”，以增强学生的认同感。同时对同伴的了解有助于学生纠正认知偏差，缓解心理压力。如一些学生可能本来对自己的亲子关系很不满意，但他可能抱怨自己父亲不好。通过这一了解发现很多人也跟他差不多，知道这种现象是青春期孩子的共性，他对父母的不满情绪就会降低。

教师行为：指导学生开展这一活动，可以先让学生认可教材上的材料，即学生身边的事，是经常发生的事，是每个学生都可能遇到的事。然后可以让学生补充相近的材料，意在让学生参与，介入到现实生活情景之中。再让学生讨论分析原因，从中体会父母的期望、立场、态度、心思，通过这些分析体会父母的爱。最后，让学生思考解决这些问题的办法，这样可以让学生自己教育自己。

教学建议：开展这一活动，重在发挥其导向的功能，并不是要通过这一活动解决全部问题，因而要注意达成有限目标，要在努力方向上引导。要注意让学生站在不同立场上思考问题，即会与父母换位思考，尤其要注意引导学生体会父母严要求中蕴涵的爱心和期待。

2.苦恼的不只是我们(见附录：一份杂志上的两封信)

活动内容：分析成长中为什么会产生这些烦恼?通过比较两代人的不同，分析造成隔阂的原因。

设计意图：设计这一活动，首先在于让学生站在父母的角度看问题，这样对父母的正确做法更容易接受，不当之处也更容易理解和宽容。其次，通过比较，让学生对自己有个再认识。青春期的初中学生容易走极端，看问题容易片面。通过这一活动，可以帮助学生审视自己，从自己方面找原因，促进心理的成熟和处事方法的掌握。还有，比较方法是学生认识事物的重要方法，这一活动可以让学生在探究中获得终身受益的方法，以增强其能力。

教师行为：第一步，让学生分析，找出与父母的差别;第二步，探讨这些差别会造成哪些交往中的障碍;第三步，让学生评价矛盾的性质(爱与期待中的矛盾)，不能夸大这些矛盾;第四步，体会矛盾之中包含的父母的爱心和期待。鉴于比较两代人涉及许多内容，先为学生提供可比较的角度：

教学建议：开展这一活动，老师需要把握好度，即不能搞得太宽太多，因为这只是思想品德课教学的铺垫，而不是教学的重点。二是要渗透辨证观点的教育，即比较中分析并全面地看问题，分别看到两代人的利与弊。三是注意引导学生理解父母对子女的心情。这是体谅父母苦心的关键，也是我们对学生进行思想品德教育的重点。

二、成长不烦恼：

1.阅读感悟：其实你只有8%的烦恼

出示材料：有人做了这样一个心理学实验：要求实验者把未来7天所预料的烦恼事情写下来，投入“烦恼箱”。在过后第三周，打开“烦恼箱”，每个人核对“烦恼箱”的每项烦恼，结果发现其中九成的烦恼没有发生。他们把剩下的一成烦恼仍然留在“烦恼箱”里，过了三周，再拿出来核对，结果发现，那些烦恼已经不成为烦恼了。结论：一般人的忧虑40%属于过去，50%属于未来，只有10%属于现在。92%的忧虑没有发生，剩下8%是你可以轻易应付的。

设计意图：引导学生认识不必因亲子关系出现裂痕而过于忧虑。

2.质疑交流：订立一份《家庭和约》

出示材料：最近，华华在自己的卧室门上挂上了“请勿打扰”的牌子，让妈妈百思不得其解：“是自己做错了什么?还是孩子已经独立到非要挂牌子的地步?”爸爸也难过地说：“自从挂了那块牌子，我觉得好好的家就像旅馆似的。”但华华却不以为然。

教师行为：引导学生讨论：父母为什么为难过?你对此怎么看待?如果是你遇到这种情况，你会怎么办?如果与父母共同制定一个家庭规则并遵照家庭规则去做，结果可能会怎么样?并引导学生自拟提纲，与父母订立一份《家庭合约》。

3.身体力行：预防父母“唠叨”的招数

参照下面“预防父母‘唠叨’的招数”，指导学生将其运用于实践。

学习方面：赶前不赶后，完成了作业，父母唠叨自然少了。

仪表方面：如果你对奇装异服感兴趣，那肯定在父母干涉之列，此类的尽量避免。

社交方面：社交本来是你的自由，但别忘了父母还是你的法定监护人。所以，重要的是让他们知道，你在哪里，干什么，和谁在一起?出门前说得越详细越好，最好把联系电话留下，大多数父母即使知道孩子的派对地址，也不会到现场来“捉拿”你的。

卫生方面：起床叠被子，保持房间整洁，也是许多父母希望孩子养成的好习惯，如果你不讲究这一套，就不让他们看见，更不要让他们插手打扫啦(否则更有话唠叨你了)。适当的时候，来起早起，把自己的房间好好打扫一番，也捎带打扫一下家里的其他房间，这会让你的父母欣喜不已。

课前准备：

本课内容浅显，不涉及更多伦理，主要是情感和实践问题。要提高本课的教育实效，首先要在课前调查了解自己的学生，以加强教育的针对性和主动性。具体包括以下几个方面：①学生的现实生活中，哪些事容易引起与家长的冲突。②学生在化解与家长的冲突，有哪些成功的经验。③学生在与家长的关系中，还存在哪些主要问题。④学生逆反心理在家庭关系中的反映。⑤能够感染学生的例子，特别是在时间和空间上与学生接近的例子。

教学过程：

一.阅读感悟——爱的冲突(见附录)

活动内容：引导思考：你是否也经历过“爱的冲突”?试举一例。仔细体会材料，是爸爸妈妈不爱我们吗?还是他们不知道怎样表达爱?会不会是他们已经表达了而我们却未察觉?代沟，究竟谁不理解谁?是爸爸妈妈不理解我们，还是我们不理解爸爸妈妈?

设计意图：通过阅读和回忆自身心灵深处的感动和故事，让学生读懂父母的真诚与无私，为后面引导学生从自身角度分析逆反心理的危害作铺垫。

二.理性分析——冲突的代价

活动内容：连续性提问：你当时是怎样想的?最终结果怎样?这个结果对你日后的学习和生活与影响吗?如果有，请具体说明。现在你对这件事是怎样想的?如果你当时按你现在的想法去做，设想一下结果又会是怎样?你认为代沟产生的责任主要在于谁，为什么?

设计意图：意在让学生体会家庭冲突的不快，体会逆反心理造成的影响亲子关系、伤害父母和自己等危害，认识到逆反心理所存在的不利的一面。这样能让学生理智地对待与家长的矛盾，不任性，会控制自己的不良情绪。

教师行为：指导学生开展这一活动，主要让学生结合自己的经历谈感受，通过体验明辨是非，以便在今后的生活中作出正确的行为选择。因为冲突的解决有正面和反面两种体验。所以要引导学生从两个方面来谈，既可以讲正面的经验，也可以讲反面的教训。

教学建议：在活动中，要注意以下几点：引导学生讨论;注意保护学生的隐私;事件本身的介绍不必过细，核心在于让学生体验;要注意学生思想的升华，即理性地看待处理问题的不同结果;可以在学生讨论的基础上对危害进行梳理，如情感伤害、经济损失、阻碍家庭和个人发展等。

三.认真聆听——来自父母的心声

活动内容：出示材料：《孩子，我为什么会打你》(见附录)。引导思考：你也有过挨打的经历吗?当时心里是怎么想的?现在如何看待这种经历?采访自己的父母，问问他们当时是怎么想的?看了这篇文章你有什么感想?

教师行为：引导学生感受逆反心理导致的对父母的反抗，其结果都是惩罚了自己：不是拿自己的错误惩罚自己，就是拿父母的错误惩罚自己。这种结果也是对父母的一种伤害：不是拿自己的错误伤害父母，就是拿家长的错误伤害父母。同时帮助学生认识到父母对孩子的爱是出自本能的，是最无私的，只不过在现实生活中，有些父母表达爱的方式令孩子们不太喜欢罢了。但这也不足以导致某些孩子过激的方式来“回报”亲人。

四.出谋划策——面对生活中的烦恼

活动内容：就下列问题进行讨论交流：

①爸爸说写完作业就让我出去玩。我写完作业，妈妈又让我再做两道奥赛题……②妈妈说只要我期末考到班级前三名，就带我去旅游。我真的考了第二名，妈妈却说她没有时间……引导讨论：如果父母“说话不算数”，我们应该怎么办?

①妈妈非要我学钢琴，我一点都不喜欢，我的志向是当一个科学家。②妈妈很支持我，同意我学画画，可是现在我对它的前景不看好。③爸爸就知道让我学习，当尖子生，可我总是考不到第一，失望极了。引导讨论：如果父母的期望与你的愿望不一致，你是坚持己见还是服从父母的意志?你会如何说服父母来支持你的愿望?

①父母偷看了我的日记;②父母将我的朋友拒之门外。引导讨论：当父母的做法“不合理”时，你会怎么做?父母这样做的用意何在?建议：可结合教材中的阅读材料。

①一个同学说：我妈就是烦，每天我吃早饭的时候，她就说：“吃完早饭去喝牛奶，别忘了。”其实，牛奶和书包都放在我的写字台上，我上学拿书包，不就看见牛奶了吗?真是的!②女儿晚上去看电影，九点多回家。妈妈说：“才回来，我到路上都看了好几次了。”女儿说：“妈妈真是的，难道看看就能把我看回来?”③我骑自行车上学，爸妈每次都要叮咛一句：“路上小心，注意安全。”引导讨论：父母讲这些话的真正用意是什么?面对父母的唠叨，怎样做才会双赢?这里重在引导学生领悟同样一句话可以有多种意思的理解，即锣鼓听音，说话听声。

设计意图：选取这些两难问题，当然这些都是青少年学生所关心的、跟他们的成长密切相关的话题，让不同的价值观念相互碰撞，激起个体的内心价值冲突。让学生自主探究增进与父母的了解与沟通、化解冲突的办法，并让学生设想不同的方法可能带来的后果，让学生体会不同的态度、不同的沟通方式和处理方法所带来的结果是不同的。

第二框 两代人的对话(一课时)

知识目标：与父母沟通的过程;与父母沟通的基本要领;与父母交往的主要策略;以宽大胸怀和积极的态度与父母交往，不必非争高下不可。

能力目标：会与父母沟通商量的能力;对多种可能解决问题的方式进行选择的能力;把握与父母交往的诸多策略的应用能力;家庭交往中得失利弊的权衡能力。

情感态度和价值观目标：对父母的尊重，对自己人格的维护;崇尚与父母的平等，与父母共同遵守道德和法律准则;提高与父母沟通、解决问题的主动性;增强学生的责任意识和为家庭付出的主动意识。

教学重难点：

引导学生学会与父母进行沟通，彼此袒露内心世界，进而达到相互理解进行沟通的正确方法，并学习双赢的沟通策略。这既是本课的重点，也是本课的难点。

课前准备

对模拟表演先作出布置。这个模拟扮演活动，意在帮助学生正确地与父母沟通，要考虑多种因素和可能，正确解决与父母的矛盾。要把剧情让学生看仔细，让学生设计可能遇到的种种情形，最后找出双方可以接受的办法。应该给学生提出要求，在准备扮演活动中整理自己的经验和方法。

教学过程

一、借我一双慧眼——正确看待与父母的冲突

活动内容：根据书上的两个观点“家不是说理的地方。俗话说得好，清官难断家务事”和“家是爱的港湾，因为家里的矛盾易产生、也易解决，关键看我们怎么对待”进行讨论。

设计意图：引导学生正确认识家庭矛盾，因为夸大与父母的矛盾，会在处理家庭关系时有抵触情绪，妨碍沟通;看不到矛盾，会不在意解决与父母的矛盾，也不利于矛盾的解决和学生的进步。

教师活动：先让学生发表自己的看法，然后由老师举个具体的例子设计教学情境，分析处理方法，接着让学生讲自己如何处理家庭矛盾，最终得出有必要、有办法解决家庭矛盾的结论。当学生的争辩僵持不下的时候，老师要注意引导学生异中见同;当学生争辩趋同的时候，老师要引导学生同中见异。这样有助于提高学生认识问题和解决问题的能力。

教学建议：在活动中，要注意渗透辨证的观点，要注意引导学生更深入地思考。比如清官难断家务事，可以引导学生分析：家务事通常属于什么性质?是不是每件事只有一个答案?不同的观点和行为分别有什么合理的地方?如果站在对方的立场上来理解和思考，你会不会一定坚持自己的主见?在各有利弊的情况下，尊重别人的选择会带来什么好处?在自己有理的情况下，应不应得理不让人?可以不同意别人的做法，要不要尊重别人的选择?又如说明家中矛盾容易解决，要引导学生分析其中的原因，从父母爱子女、体谅子女的困难、期待子女更好等角度，论证自己的观点。讨论和争辩的过程，是道德学习的过程，也是学生体验的过程，对于掌握与家人交往的方法和艺术、提高教育实效有重大作用。

二、敢问路在何方——掌握与父母交往的方法

1.理解父母

阅读感悟：出示寓言故事：一把坚实的大锁挂在大门上，一根铁杆费了九牛二虎之力，还是无法将它撬开。钥匙来了，他瘦小的身子钻进锁孔，只轻轻一转，大锁就“啪”地一声打开了。

铁杆奇怪地问：“为什麽我费了那麽大力气也打不开，而你却轻而易举就把它打开了?”钥匙说：“因为我最了解他的心。” 设问：寓言给了我们什么启示?

设计意图：引导学生感悟到每个人的心，都像上了锁的大门，任你再粗的铁棒也撬不开。唯有理解，才是打开别人心锁的钥匙，与父母的交往亦如此。

案例分析：结合教材中小冰的例子，小冰冒火的理由是什么?爸爸的理由是什么?你的协调办法是什么?让学生选择A、干脆不去同学家了;B、按照家长的意思办，8点前到家;C、先斩后奏，写完作业、看完录像再回来。你还有什么好办法吗?

教师活动：指导学生开展这一活动，第一步可以引导学生思考处理这一问题的各种可能，并分析其利弊。比如：不到同学家做作业、看录象了，会导致对同学失信，自己也不满意，由此还会迁怒于家长;按家长的要求做，这保证了安全和休息，可未必有时间看录象，自己和同学都不能尽兴;不理家长的要求，写完作业、看完录象再回来，这会让家长担心、着急，说不定到现场亲自捉拿;与家长协商，双方都作些让步，可能双方都满意。第二步在分析各种可能、权衡各种利弊后，不同的学生会有不同的方法，这时可以对这些具体方法进行再剖析，在比较中选择最优方案。第三步，让学生把思考和解决这一问题的过程梳理一下，上升到一般方法论的高度，即引导学生善于与家长沟通，向本框教育目标靠拢。

教学建议：在活动中，要注意尊重学生的分析和选择，不应该预定某种解决问题的模式;鼓励学生大胆设想方案，分析利弊，正确选择;老师要有足够的准备，应对学生讨论中的难以预料的情况。当老师遇到没有把握回答或者难以驾驭的问题时，可以在鼓励学生的同时，将问题留待课下探究。

2.尊重父母

案例分析：母亲要到另一个城市去，临行前母亲问女儿：“回来我想给你买件衣服，可不知你喜欢什么样的?”女儿回答：“您只要把服装店里您瞧着最不顺眼的衣服买回来就行了。”引导讨论：为什么亲子间的价值观会有如此大的差异?这种差异还可能表现在生活中的哪些方面?会对家庭关系产生什么影响?对待这种差异是任之发展还是设法解决?如果你与父母的价值观不一致，你会怎么做?

阅读感悟：《珍珠与谷物》(见附录)

设计意图：重在引导学生领悟：珍珠和公鸡的价值观不同，是因为它们的需要不同。价值不是固有的，事物的价值在于使用者的需要。了解价值观取向是影响相互关系的一个重要原因，常言“话不投机半句多”。进而引导学生认识“多元价值观”存在是一个客观事实，父母和孩子的价值取向不同是正常的。

教学建议：可引导学生思考，自己哪些方面和父母价值观存在冲突?增进学生了解自己和父辈的价值取向差别的主要内容，如对服装的要求，父母在意便宜，宁可式样老一些;少年在意时尚，宁可质量差一些等。引导领悟亲子冲突不是父母变了，也不是自己变坏了，而是自己长大了。这一认识很重要，是积极沟通的前提。因为很多事情无所谓对错，如头发的长短等，仅仅是一种文化。亲子间的矛盾和冲突不一定干戈相见，它是可以通过良好的沟通和接纳多元价值观而缓解的。

3.认真聆听

活动内容：寻找父母与我们的共同点：问问父母，他们像你这么大的时候，他们最崇拜的人是谁?为什么?他们有些什么想法和愿望?他们的父母容许他们做什么，不容许他们做什么?他们是如何争取更多的自由和空间的……

设计意图：家长在回忆自己少年往事的时候，一般会很自豪地，不知不觉中放下家长的架子和孩子敞开心扉。这时，他们更容易理解孩子目前的经历和感受，认真考虑孩子独立的要求，甚至向孩子做出妥协和让步。从而引导学生发现原来爸爸妈妈有这么多与自己相似的行为特征，并把这种新感觉描述下来。

4.讲究艺术

出示材料：母亲在数落儿子，儿子一边看书一边聆听教诲。忽然儿子问母亲：“妈妈，一本内容枯燥冗长的书和说话罗嗦有什么区别?”母亲不假思索地回答：“你可以把书丢一边，可是却无法叫罗嗦的人闭嘴。”说完，母亲突然恍然大悟。“啊!你是在嫌我罗嗦呀!”母子俩都笑了。儿子用幽默的方法不仅提醒了习惯唠叨的母亲，而且自然地避免了母子之间的冲突。请出几个类似的金点子。

教师行为：在引导的时候，重点应提示学生“策略”内容并不重要，而且因人而异;重要的是当我们面对问题的时候，要学习思考什么是双赢的策略?要尽量避免“不满——冲突——冷战”这样的应对模式。

教学建议：要提示学生，没有标准答案，每个人的处境不一样，价值观取向不一样，对一个人是好的选择，对另一个人未必是好的。当没有“最好”即没有双赢时，要选择“更好”。

5.模拟沟通

活动内容：根据教材中小莉的例子模拟与家长沟通的过程。

设计意图：第二个活动侧重于探究处理冲突的步骤，这个活动侧重于让学生掌握与父母沟通的要领，不光有个步骤问题，更是情感交流的过程。沟通涉及的经验很多，核心是以爱的方式尊重父母，理解父母。

八年级英语上册教案英语(篇3)

Lesson 53

Teaching Objectives

复习动词的一般过去时，能够表达自己过去一天的活动。

Language Focus

What Who Which When Where How

Teaching Procedures

Step 1 Revision

Revise the Simple Past Tense. Ask a student to perform an action and ask What did he do. Let the students to guess He made a cake. Repeat with other actions.

Ask what they did last Sunday.

Step 2 Ask and answer

Get the students to look at the pictures. Ask them to practise the pictures in the past tense

Ask several pairs to share their stories with the class.

Then ask the students to talk about what you did yesterday.

Get them to know the different expressing ways between the Present tense and the Past tense.

Then get them to practise in the same way. See if they can matter both of the two Tenses.

Step 3 Practise

Show the pictures to the students and ask them to retell the story using the 1st personal pronoun “I”.

You can get a better student to talk about the pictures.

And then choose one of them to ask questions with “wh”.

Step 4 Exercises in class

Rewrite the sentences as required:

1. She often watches TV on Sunday. ( last night)

2. Do you always go to school on foot? (yesterday)

3. Where are you? (two hours ago)

4. What time were he get up yesterday morning? ( tomorrow morning)

5. Why were they talking just now? (now)

Answers:

1. She watched TV last night.

2. Did you go to school on foot yesterday?

3. Where were you two hours ago?

4. What time will he get up tomorrow morning?

5. Why are they talking now?

Step 5 Homework.

1.Write down what you did yesterday.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 53What time did Bob get up? How did he go to school yesterday? When did he have lunch? How long did he do his homework?

Lesson 54

教学目标

1．使同学掌握本课表示频率的重点单词：Never, sometimes, usually, often, always, how often,和部分特殊疑问句。

使同学能够运用本课所学的内容介绍其他学生在校学习情况。

教具：Picture and recorder

教学过程

Step 1 Revision

1. Revise the dialogue.

教师出示上节课的图片，组织学生就“我的一天”进行对话练习，注意时态要一致，对话如下：

A: What time did you get up yesterday?

B: I got up at six.

A: When did you go to school?

B: I went to school at ten past eight.

A: How did you go to school?

B: I went to school by bus.

A: What time did you get to school?

B: …

2. 复习一般过去时态和一般现在时.

教师让学生写出下列动词的过去式和第三人称单数形式.

Eat, get, go, swim, fly, slept, run, begin, catch, have.

Step 2 Presentation

1. 教师引入

This term will be over, we want to know something about you. Now, look at the survey, work in pairs and ask the following question.

教师指导学生先填写调查表。

教师帮助学生解决调查表中的生单词和词组。

教师指导学生根据调查表两人进行问答练习，要求学生尽量使用完整句子来回答。

教师挑选对话情况较好的组进行表演。

组织学生统计一份本班个人情况调查结果报告表。

Like watching TV Twenty nine students

Like eating fruit Ten students

Get to school late Only three students sometimes

Away from school Never

Often be ill None

如下：

Step 3 Writing

教师组织学生写一份详细的关于你的同伴的个人情况报告。

例如：

Tom was never away from school last year. He sometimes was ill. He always got to school early. He wet to bed before 9:30.

He watched TV quite often. Every day he did sport less than five hours. He ate a lot of fruit and vegetables.

Step 4 Summary

学生自己总结特殊疑问句的句子结构.

Step 5 Exercises in class

汉译英

1. 他们经常访问英国。

2. 我们有时外出就餐。

3. 她晚上总是在家。

4. 我从来不能在家做事。

5. 我有时整个周末都在睡觉。

Keys

1. They often visit Britain.

2. We sometimes eat out.

3. She is always at home in the evening.

4. I can never work at home.

5. Sometimes I sleep all weekend./I sleep all weekend sometimes.

Fill in the blanks.

1. ____ ____ hours of sport do you do every week?

Three to six hours.

2. ____ ____ was he not at school last year?

Over two weeks.

3. ____ ____ were you ill last week?

About three days.

4. ____ ____ is your home from the school?

Only about a few kilometres.

5. ____ ____ did you watch TV?

Quite often.

6. ____ ____ bread is there on the plate?

Only a little.

Answers: 1.How many 2.How long 3.How long 4.How far 5.How often 6.How much

Step 6 Homework

Copy the new words and phrase.

（2） Do the exercise 1 in page 150 of your text book .

The design of the blackboard

Lesson 54How long…？ Less/ More than a week. How often…? Never/ Always / Sometimes. How many…? Six hours or more.

Lesson 55

Teaching Objectives

复习食品名称词汇，掌握购物用语；

掌握用餐的表达用语。

Teaching Procedures

Step 1 Revision

Ask the students: If you need some more food, where can you buy them?

If you need some more clothes.

Where to buy, in the shop?

Student 1 is to be a buyer.

We call him “customer”.

Student 2 is to be a seller.

We call him “shop assistant”.

Suppose you were a customer you want something to buy. Helping the customer in making a decision

Step 2 Presentation

Get the students to know the word ‘buy’, past form ‘bought’. You can't have it in the following sentence.

“I have bought it for half a day.”

You Should say “I have had it for half a day.”

Explain the word “more” not a comparative degree, but sth you get again.

It means there is still one.

The word “have” in the text means “eat”.

Step 3 Practise

Revise the names of different kinds of food by pictures or real objects. Remind the students of the difference between uncountable and countable nouns.

Play the tape for the students to listen. Ask When are Ann and her mother going to buy more food?

Play the tape again while the students listen and repeat.

ave the students practise the dialogue in pairs, substituting the words in the boxes.

Ask several pairs to say the dialogue for the class.

Step 4 Practise

Say now Ann and her mother are shopping. Let’s see what they bought.

Play the tape for the students to listen and repeat.

Have the students to read the dialogue in pairs and substitute the words in the box.

Call out some pairs to act out the dialogues in front of the class.

Step 5 Practise

Remember Ann’s birthday party. Here is a party. There are a lot of delicious food. What would you like?

Get the students to practise the dialogue in pairs. And substitute the food in the box to make new dialogues as they like.

Then suppose It’s Ann’s birthday party. Get the students to act the dialogue, as in a real-life party situation.

Step 6 Exercises in class

Rewrite the drills without changing their meanings.

1. How delicious the food is!

____ ____ ____ it is!

2. We need two more grapes.

We need ____ ____ grapes.

3. What’s the price of the coat?

____ ____ ____ the coat?

4. We all enjoyed ourselves at the get - together.

We all ____ ____ ____ ____ at the get - together.

5. Don’t forget to bring some food.

____ to bring some food.

Answers: 1. What delicious food 2. another two 3. How much is 4. had lots of fun/had a great time 5. Remember

Step 7 Homework

1. Finish off the workbook exercises.

2. Make the dialogue from Ex 3.

The design of the blackboard

Lesson 55need to buy… Ten people are coming for dinner. need some more Help yourself to…have to What delicious food!

Lesson 56

Teaching Objectives

复习48个音素；

掌握电话留言和书信的写法；

掌握表达天气状况的词汇和谈论天气的表达用语；

Language Points

everything anything nothing something work hard on … bring, take, carry, fetch

Teaching Aids

Letters, tape, flashcards.

Teaching Procedures

Step 1 Revision

Get the students to go over 26 English letters and 48 phonemes by flashcards.

Play the tape fort the students to listen and repeat.

Ask them to read spelling and pronunciation.

And then tell them how to pronounce the words

Step 2 Listening

Play the tape for the students to listen and ask When should someone begin their message?

Play the tape more times. Make sure the students understand the passage.

Finish the Wb Lesson 56, Ex.2. Then check the answer.

Step 3 Presentation

Get some letters to show the students. Help them practise writing letters.

Dear… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Yours,……

Let students talk about their summer vacations

From: Susie. To: Jim

Step 4 Reading

Tell the students It will be the winter holiday soon. Get them to talk about what they are going to do during the holiday.

Explain the word during.

Ask the students to read the letter carefully. Then ask the questions:

What holiday will soon begin?

When is winter holiday this year?

What year will it be?

When will Xiaomei have her exams?

What will the students do during the get-together?

Play the tape for the students to listen and find out the answer.

Explain the meaning of Christmas, exam and play.

Tell the differences between ‘every’ and ‘each’.

二者都有“每一个”的意思，都和单数动词连用。each所指的“每一个”，“个别”意义较重；every所指的“每一个”着重在“全体”而不在“个别”。另外，each可以用作代词，直接作主语或宾语；every则是形容词，只有与名词连用或构成复合词时，才能用作主语或宾语。

Play the tape again for the students to listen and repeat. Get them to practise the letter.

Step 5 Practise

Student E's birthday is coming .You sent a birthday card to student E several days ago. You want to write a letter to ask him whether he has got it or not.

Step 6 Writing

Suppose you' ll write a letter to your best friend in Shanghai. Say sth. about your last Weekend. Tell your friend what you did at weekend (Went Camping).

You are sure they write letters easily. Get them to talk about the weather, you can have them based on the weather of that day, vacation, if the condition is OK. You play the video for the students to watch on. Thus, they can watch the real scenes on it. And for them it s easier to say.

Step 7 Practice

教师课前先准备好一段国际电台的世界天气预报，或是从China Dairy上剪下一段世界各城市的天气预报信息。

1.Revise the vocabulary of weather.

rainy, snowy, windy, cloudy, sunny

Teach the new word shower and showery.

2.出示课前准备好的资料，让学生听或看，然后让学生根据各地的天气情况，谈论各地的天气，完成书上的对话。

Then ask several pairs to say their dialogue for the class.

Step 8 Poem

Play the tape for the students to listen. Get them imagine the scene of the poem.

Play the tape again and have the students repeat.

Get them to read the poem. Pay attention to the intonation.

Step 9 Exercises in class

Translation:

1.近况如何？很好。

How _______ everything ________? ________ ________.

2. 我们正在努力学习准备迎考。

We are _______ _______ _______ our exams.

3. 划船太有趣了，我等不及了。

Boating is _______. I _______ _______.

4. 我们每一个人都认为春节是一年中最快乐的日子。

_______ of us _______ Spring _______ is the _______ day of the year.

5.今年是马年。

It’ll _______ _______ _______ _______ _______ this years.

Answers: 1. is, going, Very well 2. working hard on 3. interesting, can’t wait 4. Each, thinks, Festival, happiest 5. be the year of horse

Step 10 Homework

1. Write a dialogue about the weather report.（收看中央台的天气预报）

2. Recite the poem.

3. Finish off the workbook exercises.

Blackboard design

Lesson 56( Revision)during the Christmas holidaythe end of the termhave a longer holidaythe year of horsework hard on the examson the afternoon of January 19thput on playsI can’t wait

八年级英语上册教案英语(篇4)

学习目标：

1.语言技能目标：能对将来的事进行描述，谈论未知的生活、人口、环境、教育以及科技。

2.语言知识目标：掌握表示将来时态的用法。

3.情感态度目标：以机器人为话题，培养学生对未来的热爱。

学习重点运用一般将来时能对将来的事进行描述。

学习难点谈论自己或他人的过去、现在和未来。

导学内容学法指导

导学过程：

Step 1 : Language Goals

通过做预言，谈论未来发生的事情。

用一般过去时、一般现在时和一般将来时谈论过去、现在和将来发生的事情。

能用上述三种时态谈论自己或他人的过去、现在和未来。

Step 2 : Key Words

1．a kind of...一种

some kinds of...几种

a kind of book一种书

five kinds of flowers五种花

many different kinds of goldfish

各种不同的金鱼

（fish单复数相同，此处是复数）

2．as well as也；与too同义。

He likes this book and helikes that book ,too．

Or : He likes this book as well as that book．

他喜欢这本书，也喜欢那本书。

She can come here,too．

Or : She can come here as well．

她也能来。

3．worth adj．值……；值得……；

相当于……的价值

This house is worth l0000．

这个房子价值一万美元。

be（well）worth doing sth．

（很）值得做

归纳语言知识点,重点掌握。能正确运用各种时态。

分组讨论总结，用词组进行造句。

不为失败找理由，要为成功找方法。

西河中学初三英语作业：Unit 1 Will people have robots?

班级：姓名：序号：3

根据括号内的要求完成下列各题。

1.fly(过去式)_____(名词)______

2.take(过去式)_______3.fall(过去式)_______

4.feel(过去式)_______5.write(过去式)______

bably(同义词)______7.be able to(同义词)_____

8.interview(名词)______e(过去式)_______

10.predict(名词)______11.think(过去式)_______

pany(同义词)_____

13.dress(过去式)________（第三人称单数）____

14.I(反身代词)____（宾格）__（名词性物主代词）_____

三、按要求改写句子。

1．I want to give a party on my next birthday.(Use : be going to)

2.We want to move to a large house next year.(Use : be going to)

3.Tom leaves Beijing for New York next Monday.(Use : -ing form)

规范性正确性批阅日期：

内容学法指导

That film is（well）worth seeing．

那部电影（很）值得看．

These books are worth reading twice．

这几本书值得看两遍．

4．knock down...击倒，撞倒；拆除

knock down the pins击倒球柱

knock down the machine拆除机器

knock组成的词语还有：

knock on（at）the door敲门

knock into sb．撞了某人

knock up叫醒

Step3:

Ican’t have any pets now becsuse mother hates them.

我不能养宠物了，因为妈妈讨厌它们。

because与so在使用时的区别：

because（因为），是主从连词，用来引导“原因状语从句”；so（所以）是并列连词，用来引出一个在某种原因下产生的结果。在英语中，连接主从复合句时，只能用一个连词，用because就不用so，用so就不能用because。在主从复合句中，表示转折关系时也是如此：用了though，就不能用but。

[实力展示]

(1)She had to stay at home to look after her mother____she was ill.

A.so B.becsuse C.but D.though

(2)The moon is nearertous than the stars,_____it looks bigger than the stars.

A.so B.because C.but D.though

分组练习对话，提高学生的口语表达能力。

阅读并回答问题，学生开动脑筋，拓宽思路，发表自己的观点。

反思

八年级英语上册教案英语(篇5)

Lesson 41

教学目标

学会12个月份、四季和顺数词的说法。学会表达日期。

教学用具

投影仪、录影机以及挂历和媒体设备等。

教学步骤

Step 1 Revision

老师可先做Duty Report， 除规定的内容外，必须让值日生回答以下几个问题： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday? 然后将答案（完全形式和缩略形式）写在黑板上，并让学生视听，初步了解英文日期的表达与中文顺序的不同。然后全班问学生几个问题：What day is our National Day? October 1st. / Oct.1st. Which month is the Spring Festival in? Usually in February. Who / Whose mother / Whose father was born in February / April / May / September / October? 最好先找几个学生是在已学过的这几个月份出生的，或他们的父母是在这几个月份出生的，这样可先复习学过的几个月份。按季节做以下表格。先填出学过的季节和月份。学完生词后填满表格。

Step 2 Presentation

Learn and practise

Today we’ll study the first month, the third month, the sixth month, the seventh month, the eighth month, and the eleventh month of the year.

以下单词符合发音规律，请同学们自己拼读, 应该不会有太大的困难。

March June July

以下单词可迁移

autumn August February January September November, December

past last sing spring sea season 先让学生根据旧单词读出划线部分，然后再读整个单词。

这些单词大多数拼读较复杂，可让学生把这些单词先在本上抄一遍。

然后让学生练习自己的生日，每个人说出自己的生日。可两人互相问答，练习说自己的生日，父母的生日，朋友的生日等。

最后教师问学生：

T: How many months are there in a year?

Students: There are twelve months in a year.

T: What are they? Can you say them in English?

Ss: They are January, February, March, April, May, June, July, August, September, October, November and December.

让学生填满表格。

Ask and answer

T: There are four seasons in a year. They are spring, slimmer, autumn and winter. Do you know when spring/summer/autumn/winter is in China?

让学生根据上面填写的表格进行对话练习：

S1: When is spring in China?

S2: It’s from March to May.

S1: When is summer in China?

S2: It’s form June to August.

… …

Notes:

1. We say “autumn” in Britain, and say “fall” in American English.

2. When we say four seasons, we should use preposition “in”--in spring, in summer, in autumn/fall, in winter.

3. Preposition “on”

On Monday, On Tuesday, On Wednesday, On Thursday, On Friday, On Saturday, On Sunday

4. Preposition “at”

at 6 o clock, at 120 clock, at this time of year.

5. Preposition “in”

in the morning, in the afternoon, in the evening.

然后让学生自己完成课本上第2部分的练习。

Learn and practise

T: Do you remember the cardinal numbers that we have learnt before?

Let’s count them from one to thirty - one. OK! Could you please write them down in your note - books? Who wants to write the cardinal numbers on due blackboard?

要一个学生来写下以前所学的数词：

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve … twenty-one … thirty thirty-one

然后问这个学生是否能把这些数词变成序数词：

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, … twenty-first … thirtieth, thirty-first

让学生注意黑体字显示的特殊变化。

Step 3 Practice

T: Which is the first month of the year?

Ss: January is the first month of the year.

T: Show them the answers

1. January is the first month of the year.

2. February is the second month of the year.

3. March is the third month of the year.

4. April is the fourth month of the year.

5. May is the fifth month of the year.

6. June is the sixth month of the year.

7 .July is the seventh month of the year.

8. August is the eighth month of the year.

9. September is the ninth month of the year.

10. October is the tenth month of the year.

11. November is the eleventh month of the year.

12. December is the twelfth month of the year.

用投影片练习以下日期：

两千零三年一月一日 New Year’s Day 日期January the first, two thousand and three / Jan. 1st, , 星期 Wednesday

二月 Spring Festival 日期星期

三月八日 Women’s Day 日期星期

五月一日 Labour Day 日期星期

六月一日 Children’s Day 日期星期

七月一日 Birthday of the Party 日期星期

八月一日 建军节 日期星期

九月十日 Teachers’ Day 日期星期

十二月二十五日 Christmas Day 日期星期

然后让学生练习关于询问最近几天的日期 (pair work)，

S1: What day is it today?

S2: It’s November 3rd, /November the third, two thousand and two.

S1: What day was it yesterday？

S2: It was November 2nd, 2002.

… …

运用下面句型进行练习：

What day is it today / tomorrow? What day was it yesterday？ What the date today / tomorrow? What was the date yesterday? When is your birthday? When is your father’s birthday / your mother’s birthday / your friend’s birthday?

让学生统计本组的，生日，看看那一个月份过生日的最多。

Step 4 Consolidation

编一段小短文，假定我们班一月份有五个同学过生日，说出这五个同学的生日，我们准备给他们集体过生日，要开一个生日Party, 定一个日期。并向全班宣布时间、地点。

Step 5 Exercises in class

Filling in the blanks: (keys in the following brackets)

1. New Year is on January, _________(the first)

2 .May the first is _________(Labor Day)

3. We love our teachers, we say Happy Teachers day on _________ (September, the tenth)

4. Flowers come out in________(spring)

5. Our second school - term lasts from ____ to ____. (February to July).

6. June the first is _________. (Children’s Day).

7. ______ is our National Day. (October, the first)

8.We can make a snow man in _________(winter)

9. September is the _________ month of year. (ninth)

10. ________, the twenty - fifth is Christmas Day. (December).

Homework

1. Recite the numbers, seasons and months.

2. Make five English sentences according to this lesson.

3. Do workbook.

The design of the blackboard

Lesson 42

教学目标

学会描述四季天气，信的基本写法。

教学用具

投影仪、录音机以及用过的外国的信封、信纸等。

教学步骤

Step 1 Revision

1. Duty Report: 让值日生报告，包括以下问题： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday?等，并问学生What’s the weather like today? 老师可自己回答 It’s fine / cold.

2. Review the names of 12 months and four seasons.

Step 2 Presentation

1．通过叙述四季教新单词。如能配合媒体效果会更好。老师可看着媒体描述四季，让学生们注意听。

Spring is the first season of the year. The weather is very warm. 教warm, weather. I like spring best. Everything begins to turn green. Flowers come out. We can wear beautiful clothes, again. 教 come out. Summer is the warmest season of the year. It often rains, sometimes quite heavily, in the South. 教 heavily. The crops grow very quickly. 教 crop. Autumn is the busy season of the year. We often help them with their harvest. We really enjoy working on the farm. Because I like working better than having classes in the classroom. 教really. Winter is the coldest of the year. Old people don’t like it, but children like it. Because it sometime snows, sometimes very heavily. 教snow. Children can make a snowman. 教snowman.

引导学生讨论re-reading questions。先找一两个较好的同学说一说，再找几个小组的学生代表在全班展示。

2．观察信的格式

信纸的右上角写什么，称呼用什么标点，落款写什么。

阅读P.12, P.69和P.153三封信。让学生总结写信应有些什么套话。

老师可总结一封信的格式, 用你自己学校的地址。

观察SB P132 信封的写法。也可给让学生看一个真正的用过的信封、信纸。

让学生听录音，并跟读。

Step 3 Practise

1）让学生快速阅读这封信，Say something about the weather in spring, summer, autumn and winter in Hangzhou.

2）Say something about the four seasons in Beijing. 可以小组讨论后，代表发言，也可个人发言。

1. There are four seasons in Beijing.

2. It’s windy in spring. It’s warm in autumn.

It’s hot in summer. It’s cold in winter.

3. People like to have a picnic in spring.

They like to swim in summer.

They like to go outing in autumn.

They like to go skiing in winter.

Addition: How many kinds of sports do you know?

eg. running, skating, playing basketball, playing football, playing volleyball, the high jump, the long jump, relay race.

3）做Workbook

Step 4 Exercises in class

T: Let the students close their English books and fill in the missing words according to the letter. Then check the answers.

___1__Helen ,I___2___you are well. Thank you___3__your last letter. You__4___me about the weather here in China. There__5__four seasons in a year___6__spring,__7__, autumn and winter.

I think spring is the___8__season of the year. The weather___9___warmer, and the days___10__longer.___11__the fields everything begins to___12__. Trees__13__green, and flowers start to come__14__.

Summer__15___after spring. It is the__16__season. It often reins .sometimes quite__17___ The crops grow very quickly. Many people love this__18__of year, __19__it is good for___20__. I often go___21__, sometimes in a___22_near my home, and sometimes in a___23__. I enjoy it very___24__.

___25__is a busy season. The days get___26___and the nights get__27__. It is the harvest time, and all farmers are___28__.Often, we help them___29_the harvest.__30__month we helped them with the rice harvest. We really enjoyed__31__on the farm.

The coldest season of the year is winter. Some people___32___like winter, __33_I like it. Sometimes it snows, and the land is___34__white. Then we can play in the mow. I like to___35___snowmen.

How many seasons are__36___in your country? I___37__it is cold all the year __38__.There are not four seasons,__39__there?

_____40___

Wang Wei.

Keys: 1. Dear 2. hope 3. for 4. asked 5. are

6.here 7.summer 8.best 9.gets 10. get

11. In 12.grow 13.turn 14.out es

16.waimest 17.heavily 18. time 19.because 20.sports

21.swimming 22.lake 23.river 24.much 25.Autumn

26. shorter 27. longer 28. busy 29. with 30. Last

31.woiking 32.don’t 33.but 34.all 35.make

36.there 37.hear 38.round 39.are 40.Yours

Step 5 Homework

1. Read the letter fluently.

2. Make sentences with the useful expressions.

3. Try to write a short English letter.

假如Helen 给你也写了一封信，让你谈谈你家乡的四季，请你回一封信。

The design of the blackboard

Lesson 43-L44 教学设计方案

(一课时或两课时)

教学目标

掌握语音；谈谈自己对四季的看法，说说自己最喜欢那个季节，并说明理由。

教学用具

录影机、媒体设备。

教学步骤

Step 1 Revision

四季和12个月份。

Step 2 Presentation

老师朗读这些句子，朗读两遍，重读动词及反意部分。

It’s fine today, isn’t it? Yes, it is.

You’re from Japan, aren’t you? Yes, I am.

They are waiting, aren’t they? No, they aren’t.

He’s a middle school student, isn’t he? Yes, he is.

She is at home now, isn’t she? No, she isn’t. She is at school.

It was Sunday yesterday, wasn’t it? Yes, it was.

Jim knows the way Australians speak, doesn’t he? Yes, he is.

Han Meimei knows Jim a lot, doesn’t she?

They were watching TV yesterday evening, weren’t they? Yes, they were.

You like spring best, don’t you? No, I don’t. I like summer.

将这些句子用投影仪打出，让学生观察，并总结反意问句的构成，以及它的回答方式。

Step 3 Drill

然后可采用老师说主句部分，由学生练习缩略部分的方式练习。练熟后由学生说主句部分，老师说从句部分，直至练熟。也可在黑板上出一部分句子，写出主句部分，让学生写反意部分。目前只让学生练习前肯定后否定的反意问句，回答部分不必多花时间。

听录音，并跟读。

Step 4 Practise pair work

联系Part 2 可让学生自由发挥， 如两人谈谈北京的四季，和你家乡的季节，但主要练习反意问句及其回答。

教单词：true near nearly like unlike opposite

Step 5 Listen and repeat

Open your books and do Exercise One, Lesson 44

Pay attention to these pronunciations.

Read the words again.

T: Now let’s do Exercise Two. Listen to the tape and choose the correct answers on Page 134.

Then check the answers together.

Step 6 Consolidation

1．看图并谈谈北京的四季。一个学生可重点谈一个季节。练习Lesson 43 Part3.

2．让学生编一个对话，谈谈自己所喜爱的季节。引出一个十分有用的句型：That’s true.

仿照Lesson 44 Part3.

A: Which season do you like best, spring, summer, autumn or winter?

B: That’s an easy question. I think I like spring best.

A: Why?

B: Well, I like travelling. You can do a lot of sightseeing in spring. What about you?

A: Can you guess?

B: You like winter, don’t you?

A: Yes. How did you guess?

B: Because you like skiing.

A: That’s true, but I like summer better than winter.

B: Why?

A: Because I can have a long holiday in Summer then.

3．Listen Lesson 44 Part 4 Read.

把你听到的填写在下列表格中，对比中国，美国和澳大利亚。

Spring Weather Summer Weather Autumn Weather Winter Weather

China Mar- May Warm

England

Amer-ica Mar- May

Austra-lia

Keys

Spring Weather Summer Weather Autumn Weather Winter Weather

China Mar- May warmshort June-August hot Aug.-Nov. quite warm Dec.-Feb. very cold

England Mar.-- May longer than in China and USA Not too hot or too cold

Amer-ica Mar- May A nearly the same as China.

Austra-lia Dec.-Feb. The seasons are opposite of China. June-Aug.

Ask the students to look at the two pictures in students Book and describe the pictures in their own words.

Let them talk about the weather in China, in England, in the U. S. A. and in Australia.

4. Go over Checkpoint 11

A: Grammar

1. disjunctive questions 2. the prepositions: in, on and at

B: Useful expressions

1. turn green/yellow/… 2. this year/month/… 3. the next year/month/…

4. be different from 5. What is the date today? 6. What’s the weather like?

Step 7 Exercises in class

Listening practice.

Listen to a story and try to answer the following questions.

Everybody talks about weather. “Isn’t it a nice day?” “Do you think it will rain?” I think it s going to snow. These are common ways of starting a conversation in England.

Many people think that they can tell what the weather is going to be like. But they hardly ever agree with each other. One man may say, “Do you see it is cloudy in the east? It’s going to rain tomorrow.” Another man will say, “Yes, it’s cloudy in the east. We’re going to have fine weather tomorrow.”

People often look for the weather they want. When farmer needs water, he looks for something to tell himself that it's going to rain. When people play in a park on a rainy day, they are sure that the weather is going to be fine soon. They even sit eating their lunch while it rains.

Most people listen to what the weatherman says on the radio. But he doesn’t always tell them what they want to hear. Sometimes he makes a mistake, but he is still right more often than anyone else.

Questions.

1. How do English people start a conversation?

2. Do many of them think they can tell what the weather is going to be like?

3. Why do they hardly agree with each other?

4. What kind of weather do people think it’s going to be if they go out to play in a park in the rain?

5. Who is right more often about the weather?

Keys:

1. They usually talk about the weather.

2.Yes, they do.

3. Because each of them is so sure of himself that only he knows about the weather.

4. They think it s going to be fine.

5. The weatherman is.

Step 8 Homework

1. Make up a new dialogue according to Exercise Three.

2. Write about the weather of four seasons in China.

3. Read the text fluently and try to recite it.

4. Review Checkpoint 11 and the whole unit.

5. Go over disjunctive questions.

Blackboard Handwriting

八年级英语上册教案英语(篇6)

教材分析

1.本节的语言功能项目是“礼貌请求，询问许可”，整节内容围绕“家务杂事“展开谈论以及展开一系列的教学活动安排。本节课是本单元的的第一节课，在学完第一节课后，学生有了一定的积累，从而为后面几节课的语言输出作了很好的铺垫。

2.这是本单元的第一节课，学这节课是为了让学生学会用英语表达礼貌请求，询问许可的能力，为学生日后用英语口头表达礼貌请求，询问许可垫定坚实的基础。

学情分析

由于我是中途接别的老师的班，又加上我所教学的对象是初二学生,对英语普遍感兴趣,但有些不太发言,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,我注意提问方式,为了让不发言的学生发言,我采取的是处罚的方式,不过我据说的处罚不是体罚，我是让他们背英语作文或抄英语课文等。让他们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。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。

教学目标

1.语言目标

1)短语和单词do the dishes, do the laundry, take out the trash, teenager, take care of, feed 等。

2)句型结构

a. ---could you take out the trash?

---sure.

b. ---could i borrow the car?

---sorry, but i need it. i have to go to a meeting.

3)语法：情态动词的could 的用法。

2.语言技能

能用could you .....?和could i .....?来进行征求对方的意见和建议对方干什么以及应答形式。

2)会采访和调查自己同学、朋友，写出并于做家务的调查报告。

3、学习 策略

通过本节课的教学,我鼓励学生加强口语训练，老师设置情景，通过小组合作方式编对话等。

4、情感态度

通过对本单元的任务性活动,我的目的是让学生注意征求对方的意见和建议时的语气，并且能培养学生学习英语的强烈兴趣,乐于参加各种活动的积极情感,乐于合作,培养学生团结合作的精神。

5、文化意识

了解人们应该怎样用英语口头表达礼貌请求，询问许可。

教学重点和难点

本堂课的重点是：能用could you .....?和could i .....? 来进行征求对方的意见和建议对方干什么以及应答形式。

本堂课的难点是：如何对could you .....?和could i .....?进行反应，特别是在特定的情境中。

教学过程

step 1 lead in and warming up

ask students what chores they do at home.

list them on the blackboard. lead in the topic of this unit.

step 2 presentation

1. ask for help with different sentences.

give examples: please give me your book or give me your book.

ask students which is the better way to ask for help.

if possible, enable students to ask in their ways.

2. read the phrases in 1a.

ask students if they do these chores at home.

3. listen to the tape and complete the chart.

read after the tape and imitate.

step 3 consolidation

retell the content according to the chart in 1b.

give students some tips.

ask students why peter and his mother have to do the chores now.

students know why and maybe they will begin like this:

peter’s grandma is coming at 7:00. so they have to clean the house. ........

step 4 practice

read the sample dialogue. then ask students to work with partners. make new dialogues.

remind students how to ask and answer.

role play.

step 5 homework

pay attention to the tone or manner of speaking when talking to others.

ask others for help with what they have learnt today in english.

板书设计

a. ---could you take out the trash?

---sure./ok/.......

b. ---could i borrow the car?

---sorry, but i need it. i have to ......

学生学习活动评价设计

本人主要是采取小组竞争的方式让学生愉快并有激情地上课，并且达到预期效果。

教学反思

本课时学生参与面广, 不同层次的学生均有所获。基础较差学生能运用所学句型进行简单的口语交际练习。英语能力较强的学生则能注意到本课情态动词could 的用法,语言能力拓展达到一定深度和广度。

通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教。面对不同的学生群体,任务的难度系数(深度)是可以调控的;而面对同一群体里的不同程度的学生,教师可以在任务设置时注意不同角色的设定,做到有针对性,使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上学到的知道运用到生活中去，并且要能对所学知识转化为能力。如本堂课中，老师要求学生用所学内容进行口语训练，从而激发了学生表达的积极性。

要是让我再重新上这节课，我会照顾到学生说的能力，就是采取retell的形式学生口头说出所学内容，以检查学生是否掌握本堂内容，然后再进行写作训练，这样不仅有效的评价了学生，也训练了学生的能力。

八年级英语上册教案英语(篇7)

Teaching Plan For Unit 1

Teaching Materials & Analysis Contents Warming Up P1

Pre-reading P1

Reading P1-2

Comprehending P2

Learning about Language

Discovering useful words & expressions

Discovering useful structures P3-4

Using Language Listening & speaking P5-8

Reading, speaking & writing

Summing up

Workbook & Test P41-47

Importance 1. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.

2. Get students to learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their sense of cultural relics protection.

3. Enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.

4. Let students learn to give opinions and ask for opinions in English.

5. Let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.

6. Develop students’listening，speaking，reading and writing ability

Difficulties 1. Train students' thinking and analyzing ability by making them learn to tell from facts and opinions.

2. Develop students’ speaking ability by encouraging them to give opinions and ask for opinions in English.

3. Develop students’integrated skills.

Teaching Aims Topic cultural relics protection；

famous cultural relics in China and abroad

Vocabulary Words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate

Expressions in search of，belong to，in return，at war，less than，take apart，think highly of

Functional Items 1）Asking for opinions

2）Giving opinions

Structures the attributive clause

Arrangement

of time 1st Warming Up Pre-reading Reading Comprehending

2nd Language points

3rd Grammar

4th Using Language: Reading & talking

5th Using Language: Listening & speaking

6th Using Language: Reading & writing 1）Asking for opinions

7th Revision

1）Asking for opinions

The 1st Period

Unit 1 Contents Warming Up Pre-reading Reading Comprehending

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，be long to，in return，at war，less than

1. Get students to learn the useful new words and expressions in this part.

2. Let students learn about the history of the Amber Room.

Ability 1. Let students read the passage In Search of the Amber Room to develop their reading ability.

2. Enable students to learn to talk about cultural relics.

Emotion 1. Stimulate students’sense of cultural relic`s protection by reading the passage In Search of the Amber Room．

2. Develop students’sense of cooperative learning.

Analysis

of the teaching materials Importance 1. Let students read the passage In Search of the Amber Room and learn about the history of the Amber Room.

2. Get students to learn different reading skills.

Difficulties 1. Develop students’reading ability.

2. Enable students to learn to talk about cultural relics.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 1st Period

Step 1 Warming up

1. Warming up by looking and talking

2. Give students 4 minutes to read the passage carefully，and do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Listening and reading aloud

Play the tape of the text for students to listen to and follow. Then ask them to read the text aloud.

4. Deal with some new words，expressions and structures.

5. Discussion of style. Let students discuss the following questions：，

How does this passage present facts about the Amber Room? Can you find the opinions?

What is the author's attitude towards the Amber Room? How do you know?

Step 2 Pre- reading

Turn to page 1 and finish Pre- reading part.

Step 3 Reading

1. Skimming for the general idea of each paragraph

Ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.

The general ideas

Paragraph The History of the Amber Room

1

2

3

4

5

2. Scanning for detailed information

Ask students to read the passage carefully to locate the detailed information.

Do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Deal with any language problems students might meet while checking the

answers with the whole class.

4. Reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.

be used to do...， be made into， make the design for the room，

feel as hard, as stone， be of the fancy style，

give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，

be made to be a gift， serve as， add more details to...，

the search for， be made for， one of the great wonders，

art objects， look much like, at war，

remove... from.， remain a mystery， be ready for…

Step 4 Consolidation

Go over the key words with the students and write them on the blackboard. Give students 3 minutes to prepare and then ask some to retell the story of the Amber Room to the class.

Step 5 Closing down by having a discussion

Raise the following questions and discuss them with the students.

Can you imagine the fate of the Amber Room? What is it?

Do you think if it is worthwhile to reproduce the Amber Room? Why?

Step 6 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Read the text again and try to talk about the history of the Amber Room.

The 2nd Period

Unit 1 Contents Reading Comprehending & Learning about language

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，belong to，in return，at war，less than

1. Get students to learn and grasp the important useful new words and expressions in this part

2. Let students learn some important and useful sentence patterns

Ability 1. Get students to use some useful new words and expressions correctly.

2. Enable students to make sentences after the useful sentence patterns.

Emotion 1. Stimulate students' interest in learning English.

2. Develop students’ spirits of cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.

2. Get students to master the patterns：“Sadly，although the Amber Room was considered one of the wonders of the world，it is now missing，and“There is no doubt that the boxes were then put on a train for Konigsberg.. .”

Difficulties 1.Let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to".

2.Get students to understand some difficult and long sentences.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 2nd Period

Learning about important language points

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to tell the history of the Amber Room.

Step 2 Reading and finding

Get students to read through Warming Up，Pre-reading，Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.

a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.

Read them aloud and copy them down in the exercise book after class.

Step 3 Practice for useful words and expressions

1. Turn to page 3. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.

2. Give them several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.

3. Check the answers with the whole class and explain the problems they meet where necessary.

Step 4 Vocabulary study

1. survive vt. & vi。

1）vi. continue to live or exist继续生存或存在

Few survived after the flood. 洪水后生还者极少。

The custom still survives. 这种风俗习惯还保存着。

2）vt. continue to live or exist in spite of nearly being killed or destroyed

幸存；幸免于

He survived the shipwreck. 在这次船只沉没事件中他幸免于难。

The plants may not survive the frost. 这些植物不经冻。

The house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。

3）vt. remain alive after sb.比某人长命

He survived his wife for many years. 他比妻子多活好多年。

【拓展】

survivor，person or thing that has survived幸存者；逃生者；残存物

survival n. 1）state of continuing to live or exist幸存；残存；生存

2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想

2. belong to: be the property of; be a member of 属于；是…的成员

The land belongs legally to the government. 该地依法属政府所有。

The blue sky belongs equally to us all. 蓝天为我们所共有。

They belonged to a younger generation. 他们属于年轻的一代。

【注意】

belong to不用于被动语态，也不用于进行时态。例如：

这本书现在属于我。

正：This book belongs to me.

误：This book is belonged to me.

误：This book is belonging to me.

3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报

I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。

He presented her a notebook in return. 他回赠给她一本笔记本。

4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.

怀疑；不确定；不信任；不相信

There is not much doubt about it. 这没什么可怀疑的。

I have doubts about his competence. 我对他的能力有很大怀疑。

He has his doubt to this being true. 他怀疑这件事是否属实。

Please dismiss all doubts about it. 怀疑是人的天性。

I do not doubt of your success. 我不怀疑你的成功。

I doubt whether/if he is at home. 我看他不一定在家.

I do not doubt that he can recite it. 我相信他能把它背下来。

Can you doubt that he will win? 你不相信他会获胜吗？

I doubt what he said. 我不相信他说的话。

5．remain vi. usually not used the continuous tenses通常不用于进行时态

1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）

After the fire,very little remained of my house. 火灾过后，寒舍所剩无几。

If you take 3 from 8，5 remains. 8减3剩5。

2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等

It remains to be seen whether you are right. 你是否正确，以后可见分晓。

Much remains to be done. 要做的事情还很多。．

3) stay in the same place;stay behind停留，逗留；留下

I remained in London until May. 我在伦教一直待到五月．

She left，but I remained（behind)． 她走了，我没走。

4) continue to be；stay in the same condition仍然是；保持不变

We should remain modest and prudent. 我们应该保持谦虚谨慎。

Let things remain as they are. 保持现状吧．

【辨析]remain＆stay

remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。

remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：

This place remains cool all summer. 这个地方整个夏天都凉爽。

stay强调“某人或某物继续留在原地而不离开”。例如：

He stayed to see the end of the game. 他一直待到比赛结束。

Step 5 Sentence focus

1. This gift was the Amber Room，which was given this name because several tons of amber were used to make it.

这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．

这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。

非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：

The chairman，who spoke first，sat on my right.

主席坐在我的右边，他最先发言。

The speech，which bored everyone，went on and on.

那演讲一直在进行，大家都觉得厌烦。

关系副词where和when也能引导非限制性定语从句。例如：

On April 1 they flew to Beijing，where they stayed several days.

4月1日他们飞到北京，在那里待了几天。

I'm seeing the manager tomorrow，when he will be back from New York.

我明天要去见经理，他明天从纽约回来。

另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：

They have invited us to visit their country，which is very kind of them.

他们非常友好地邀请我们去访问他们的国家。

They usually take a walk after supper，which does them a lot of good.

他们通常晚饭后去散步，这么做对他们很有好处。

2. The design of the room was in the fancy style popular in those days.

屋子的设计是当时流行的极富艺术表现力的建筑式样。

这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。

popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：

They have a house larger than yours. 他们的房子比你的大．

The boys easiest to teach are in my class. 我班上的男生最好教了。

嵌这类后置的定语在意义上相当于定语从句。例如：

a house larger than yours= a house which is larger than yours

the boys easiest to teach＝the boys who are easiest to teach

3. In 1770 the room was completed the way she wanted.

1770年，这间唬拍屋按照她的要求完成了。

句子中的the way she wanted作状语，表示方式。此句实际为the room was

completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：

I was never allowed to do things the way I wanted.

我从来就不被允许按照自己的想法去做事情。

We have to make it work in the way（that/in which) they want it to.

我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）

He was looking at her in the way that surprised her.

他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）

4. There is no doubt that the boxes were then put on a train for Konigsberg，which was at that time a German city on the Baltic Sea.

毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。

这是一个复合句,that the boxes were then put on a train for Konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定语从句，先行词为Konigsbergo

同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：

They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。

The doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。

I have no idea when he will return.我不知道他何时回来。

* There is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：

There is no doubt that he is a fine scholar.

毫无疑问他是一位优秀的学者。

There is no doubt that you can find a way to solve this problem.

毫无疑问你能找到解决这个问题的办法．

Step 6 Using words and expressions

Turn to page 42. Ask students to do the exercises in Using words and expressions in the Workbook. The following procedures may be followed：

1. Go through the two exercises with students and make sure they know what to do.

2. Several minutes for students to finish them individually.

3. Check the answers with the whole class.

Step 7 Homework

1. Finish off the Workbook exercises. Do Exercise 3 in your exercise book.

2. Learn the useful new words and expressions by heart.

The 3rd Period

Unit 1 Contents Learning about language

Teaching Aims Knowledge Vocabulary words local

phrases

1.Get students to know the structures of the restrictive and non-restrictive attributive clauses.

2. Let students learn the usages of the restrictive and non-restrictive attributive clauses.

Ability Enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.

Emotion l. Get Ss to become interested in grammar learning.

2. Develop Ss' sense of group cooperation.

Analysis

of the teaching materials Importance 1. Get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.

2. Let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.

Difficulties Enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Dictate some important sentences in the passage In Search o f the Amber Room．

Step 2 Grammar revision

Ask students to review relative pronouns and relative adverbs and then do some related exercises.

Step 3 Learning about grammar

1. Let students pick out the sentences that use the attributive clauses from Warming up，Pre-reading and Reading，read them aloud and then translate them into English.

2. Ask students to study these sentences，and compare the sentence“This gift was he Amber Room，which was given this name because almost several tons of amber were used to make it with the others. Let them try to find the difference.

3. Sum up：Restrictive ＆ non-restrictive clauses.

Do the following pair of sentences mean the same thing?

My uncle，who lives in London，is very rich.

My uncle who lives in London is very rich.

The first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. Conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.

Step 4 Grammar practice

1. Let students finish Exercise 3 and Exercise 4 in Discovering useful structures on page 4 and exercises in Using Structures on page 43.

2. Check the answers with the whole class，and see how well the students did.

Step 5 Additional exercises

Provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.

Step 6 Homework

1. Finish off the workbook exercises. Do the exercises in Using Structures in your exercise book.

2. Preview the next part Using language.

The 4th Period

Unit 1 Contents Using language: Reading & Talking

Teaching Aims Knowledge Vocabulary words trial，consider，opinion，evidence，prove，pretend

phrases more than，even though

1. Get students to learn some useful new words and expressions in this part

2. Let students know what a fact is，what an opinion is and the difference between them.

Ability 1. Develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.

2. Train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.

Emotion 1. Enable students to learn from Feng Jicai and protect cultural relics in their home town or city.

2. Develop students' sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students’reading skills by extensive reading.

2. Train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.

Difficulties 1. Enable students to learn to use reading strategies such as skimming and scanning.

2. Get Ss tolearn how to tell facts from opinions.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

3. Discussing

Teaching Procedures

The 4th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to translate some sentences using the attributive clause.

Step 2 Warming up by discussing

Tell students：We are going to read a passage about fact，opinion and evidence. Before reading it，let`s discuss the following questions.

1. If you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？

2. What makes a judge decide which eyewitnesses to believe and which not to believe?

Step 3 Reading

1. Ask students to turn to page 5．

2. Two minutes for students to read the passage fast and try to get the main idea.

3. Four minutes for students to read the passage again and answer the questions.

What is a fact?

What is an opinion?

What is evidence？

4. Ask students to listen to the tape and read the passage aloud.

5. Photocopy a brief newspaper article，preferably one which talks about. a crime trial. Then have students pick out the facts and opinions and give reasons for their answers.

Step 4 Talking

1. Ask students to turn to page 41 and make a dialogue giving facts and opinions.

2. Let them check and practice the dialogue in pairs and then give a performance for the class.

Step 5 Reading task

1. Show students Feng Jicai`s photo and one of his novels and talk about them.

2. Ask students to turn to page 45，read the passage Big Feng to the Rescue to try to find the best summary and answer these questions.

3. Let students discuss：How can we do to help Feng Jicai with his projects?

Step 6 Summing up

Ask students to choose one of the following to prepare and then report to the class.

1. Tell the differences between facts and opinions.

2. Tell something about how Feng Jicai protected the cultural relics of his hometown.

3. Talk about something which interests you in your own life.

Step 7 Homework

1. Finish off the Workbook exercises.

2. Read the two passages again and try to grasp the main idea of them.

The 5th Period

Unit 1 Contents Using language: listening & speaking

Teaching Aims Knowledge 1. Get students to learn some useful new words and expressions in this unit.

2. Let students learn the expressions of asking for opinions and giving opinions.

Are you sure he/she was telling the truth? How do you know that?

How can you be sure he/she was telling the truth?

Why/Why not？

I don't believe...，because...

That can't be true. It is（not) a fact.

I (don't) agree with you. I don't agree that..，

It can be proved. The truth is (not) easy to know.

I think they have said useful things.…has no reason to lie.

Ability 1. Enable students to catch and understand the listening materials.

2. Develop students’ability to get special information and take notes while listening.

3. Get students to learn how to ask for opinions and give opinions.

4. Let students write a short report.

Emotion 1. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.

2. Develop students’sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students' listening and speaking abilities.

2. Enable students to master different listening skills.

3. Let the students learn how to ask for opinions and give opinions.

Difficulties 1. Get students to listen and understand different listening materials.

2. Develop students’speaking ability.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 5th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to talk about facts，opinions and evidence.

Step 2 Warming up by talking

Ask students to talk about the story of the Amber Room and its fate. Tell the students：

No one knows exactly what happened to the Amber Room. A few people say that they were eyewitnesses who saw where the Amber Room was hidden. Listen to their stories. .-

Step 3 Listening on pages 5-6

Turn to page 6．Ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.

Step 4 Speaking on page 6

Turn to page 6．Ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.

Step 5 Listening on page 41

Ask students to turn to page 41，look at the picture and talk about the Aswan Dam and Abu Simbel temple. Let them listen to the tape and answer the questions and then check the answers with the class.

Step 6 Listening task on page 44

1. Ask students to look at the picture on page 44 and describe it. Then play the tape for students to listen to and get the main idea of the listening text.

2. Let students listen again and fill in the chart with details.

3. Ask students to listen to the tape a third time and try to get the right answers.

Step 7 Consolidation

Show students the three listening texts，let them read the texts aloud and then retell them.

Step 8 Homework

1. Finish off the Workbook exercises.

2. Read the listening texts again and try to retell them.

The 6th Period

Unit 1 Contents Using language: Reading & speaking

Teaching Aims Knowledge Vocabulary words treasure，besides

phrases search for，think highly of

1. 1. Get students to learn and master the new words and useful expressions：

2. Let students know the form of an English letter.

Ability 1. Develop students’writing ability by writing letters.

2. Enable students to express agreement and disagreement.

3. Enable students to express good reasoning and strong feelings.

Emotion 1. Stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.

2. Enable students to master writing skills and write excellent letters.

Analysis

of the teaching materials Importance 1. Develop students’writing ability.

2. Get students to use the expressions of expressing agreement and disagreement，and reasoning.

Difficulties 1. Get students to learn to express good reasoning and strong feelings.

2. Let students learn how to write a persuasive letter.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 6th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.

Step 2 Warming up

Ask students to talk about cultural relics found in their daily life. Ask them what they would do if they found a rare cultural relic.

Step 3 Reading

Let students read the letter and answer some questions according to the letter.

Step 4 Writing

Ask students to have a class debate and write a report on their debate.

Step 5 Writing task

Suppose there is one cultural relic in your hometown that is worth saving or protecting. Write a letter to all the students of your school to encourage them to help save the cultural relic.

1. Let students read the outline as a guide.

2. Give 10 minutes to them to write the letter.

3. Ask as many students as possible to read their letters to the class.

Step 6 Homework

1. Finish off the Workbook exercises.

2. Write the two letters in your exercise book.

八年级英语上册教案反思精选

教案课件是老师需要精心准备的，教案课件里的内容是老师自己去完善的。要知道高效教学水平可以体现在老师写的教案课件里面。大家在写教案课件前考虑哪些问题？下面，小编为大家整理的“八年级英语上册教案反思精选”，可能你会喜欢，欢迎分享。

八年级英语上册教案反思

教案反思是教学过程中非常重要的一个环节，能够帮助教师更好地了解教学的不足之处，并及时纠正，从而提高教学质量。以下是一些有关八年级英语上册教案反思的建议：

1. 确定教学目标：在开始教学之前，教师应该清楚地确定教学目标，以便在课堂上引导学生朝着特定的方向前进。例如，教学目标可以包括提高学生的词汇量、提高听力技能、提高阅读理解能力等。

2. 设计有趣的教学内容：有趣的教学内容可以吸引学生的注意力，让他们更加积极地参与课堂活动。教师可以通过使用图片、视频、游戏等多媒体形式来设计教学内容。

3. 提供充分的练习机会：在课堂上，教师应该提供充分的练习机会，让学生通过练习来巩固所学知识。例如，教师可以设计单词拼写和阅读理解练习等。

4. 鼓励小组合作：小组合作可以帮助学生更好地理解知识点，并且可以培养学生的团队合作能力。教师可以在教学过程中鼓励小组合作，并设定奖励机制来激励学生。

5. 关注学生的反馈：在课堂结束后，教师应该关注学生的反馈，了解他们是否掌握了所学知识。如果教师发现学生需要更多练习，教师应该及时进行补充。

总结起来，教案反思可以帮助教师更好地了解教学的不足之处，并及时纠正，从而提高教学质量。

八年级上册英语教案(9篇)

您可能会对“八年级上册英语教案”有些好奇不妨阅读本文了解更多，感谢您的阅读让我们一起享受文字和语言的魅力。每个老师需要在上课前弄好自己的教案课件，没有写的老师就需要抓紧完成了。教师应该根据学生的不同能力和需求制定不同的教案。

八年级上册英语教案(篇1)

一、教学目标：

1、目标语言

重点词汇：

1,want somebody to do

2. be good for

3.pretty healthy

4.my eating habit

5.try to do

6.two or three times a week

7. help somebody do

8.look after my health

9.get good grades

10.study better

11.the same as

12. kind of unhealthy

重点句型：

含有以上词组的11句子。

综合能力：

能阅读介绍饮食习惯方面的文章

2、情感渗透

学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。

二、教学准备：

教师准备：

设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。

学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。

预习导航:：

1、 听单词录音，熟记Section A的新单词，并制作单图片。

2、完成1a，列出图中物品的英语单词，并识记新单词。

3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny.

4、找出并区别I you my your his her。

三、教学过程：

1. 预习导学或自测

1) 很少/几乎不曾_______________

2) surf the lnternet _______________

3) 大部分学生__________________

4) as for ________________________

5) 一周两次_______________________

6) be good for ________________________

7) 照顾___________________________

8) eating habits ______________________

9) 六到八次_______________________

10) try to do sth ___________________

Step1. Revision.

Ask and answer in pairs like this.

What do you do on weekends/、、、/I often exercise How often do you exercise ?. I exercise five times a week.

(设计说明)先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。

Step2.Leading in.

1，要求学生将单词和字母对应，完成1a任务,2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。

(设计说明)这里可巩固练习词组,want somebody to do.与 be good for并造句子。

Step3：

3．播放录音，要求学生完成2a的听力内容。

4．再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。(设计说明)通过听力训练，使学生学会听关键词和推测词意的能力,并理解目标语言。

5．引导学生进行2c的Pair work活动，自编对话，完成2c中的学习内容。

6．引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究 课文解析. 3a

1) pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very.

相当健康：

2)I exercise every day, usually when I come home from

School.我每天锻炼身体，

3) eating habits：

4) try to do sth意为

eg：他尽力通过考试：

5) Of course.：

6) So you see, I look after my health. 所以你看，我很在意我的健康。

look after 意为

eg：Can you when I leave?

能帮我照顾一下孩子吗？

look还可以和许多词搭配，但意思不一样。

（1）look at

eg：Please look at the blackboard.

（2）look for

eg：我在找我的笔

（3）look like

eg::你爸爸长什么样？

4） Good food and exercise

好的饮食和锻炼帮助我学得更好。

5）帮助某人做某事

6) be good for

7）be good at =do well in

8）be good to sb.

9) 和…相同

与……不同

不同: (n.)differenceeg.There are many (不同点)between the two pictures.

10) although虽然，尽管,引导让步状语从句，与 同义，但不能与 同时出现在一个复合句中，可与still, yet同用。

11) 保持健康： = be in good health =keep/ be healthy

4．拓展创新

注意sometimes与几个形似的词的区别。

A. sometime是副词，意为“在某个时候”，“某时”

B. sometimes:有时候是副词。

C. some time是名词词组，意为“一段时间”，做时间状语用

D.some times是名词词组，意为“几次，几倍”。

eg：（1）I met him in the street last month.

(2) Will you come again next week?

(3) I will stay here for

5．引导学生阅读3b的短文，填单词，完成3b的内容。

1.要求学生写一篇短文，谈一谈自己的生活和饮食习惯。

2．要求学生口头谈一谈父亲或母亲的生活和饮食习惯。

3.引导学生做调查，完成下列任务。

Activitiesfrequency

a. go to the movies

b. watch TV

c. shop

d. exercise

e.read

F,listen to music

(设计说明)循序渐进学习目标语言Step10. Do some exercises.

综合能力训练P9自主学习

Step11. Summing-up

Stress the important phrases and sentences in this class.

Step12. Homework

介绍你自己：

四、教学反思：

学后反思：今天我学会了＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

我还不明白的是：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

教后反思：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

＿＿＿＿＿

Unit 1 How often do you exercise？

八年级上册英语教案(篇2)

新目标八年级上册英语教案范本

教案一：Unit 1 Where did you go on vacation?

1. 教学目标：

a. 学习并掌握目标词汇和短语，如vacation, activity, tourist, guide等。

b. 学习并掌握目标句型，如Where did you go? I went to…

c. 学会用过去式叙述过去发生的事情。

2. 教学准备：

a. PPT展示相关图片和单词。

b. 学生练习册。

c. 录音机和磁带。

3. 教学步骤：

a. 导入：利用PPT呈现一些度假图片，引导学生回忆并复习相关单词和短语。

b. 新词学习：教师通过幻灯片和板书介绍并讲解新单词和短语，并提供相关例句。

c. 句型学习：教师通过示范并操练句型“Where did you go? I went to…”，确保学生能正确运用。

d. 练习册：学生完成练习册相关练习，教师巡视并纠正错误。

e. 听力练习：播放录音，让学生根据听到的内容选择正确的答案。

f. 拓展活动：以小组为单位，要求学生同伴之间互相询问对方的假期并作简短介绍。

g. 总结与巩固：教师再次复习已学内容，巩固学生的知识。

h. 作业布置：布置相关作业，如复习单词和短语，完成练习册等。

4. 教学评价：

a. 能正确运用目标词汇和短语进行交流。

b. 能够运用句型“Where did you go? I went to…”进行简单的对话。

c. 能听懂简短的听力材料并选择正确的答案。

教案二：Unit 2 How often do you exercise?

1. 教学目标：

a. 学习并掌握目标词汇和短语，如exercise, often, sometimes, rarely等。

b. 学习并掌握目标句型，如How often do you…? I … every…

c. 学会用正确的频率副词表达自己的活动频率。

2. 教学准备：

a. PPT展示相关图片和单词。

b. 学生练习册。

c. 实物道具，如计数器，用来演示不同活动的频率。

3. 教学步骤：

a. 导入：利用PPT呈现一些运动图片，引导学生回忆并复习相关单词和短语。

b. 新词学习：教师通过幻灯片和板书介绍并讲解新单词和短语，并提供相关例句。

c. 句型学习：教师通过示范并操练句型“How often do you…? I … every…”，确保学生能正确运用。

d. 练习册：学生完成练习册相关练习，教师巡视并纠正错误。

e. 实物演示：教师使用计数器和实物道具演示不同活动的频率，引导学生用正确的频率副词表达自己的活动频率。

f. 拓展活动：以小组为单位，学生互相交流关于自己日常活动频率的话题，并写下来。

g. 总结与巩固：教师再次复习已学内容，巩固学生的知识。

h. 作业布置：布置相关作业，如复习单词和短语，完成练习册等。

4. 教学评价：

a. 能正确运用目标词汇和短语进行交流。

b. 能够运用句型“How often do you…? I … every…”表达自己的活动频率。

c. 能根据实物演示理解不同活动的频率，进行表达。

八年级上册英语教案(篇3)

本节课讲授的内容是仁爱版教材八年级英语（上册）第三单元Topic I Section A。这一单元描述hobbies，每个话题都是与学生日常生活息息相关的内容。第一话题I love collecting stamps不单是谈论有关集邮方面的爱好，还有听音乐、做运动等。这极大地丰富了同学们的业余生活，通过谈论彼此的兴趣爱好，既学到了知识，又加深了师生之间的感情。

一、指导思想

从新课标的理念出发，贯彻面向全体学生，以学生的终身发展为本的指导思想。对原教材内容重新加以处理。力求对教学过程精心设计，采用任务型教学途径，全方位调动学生学习英语的积极性，培养他们的综合语言运用能力。

　二、教学目标

1、知识与技能目标：①学会关于兴趣、爱好方面的词汇②能够运用语言谈论自己及他人的兴趣和爱好。

2、情感目标：有兴趣听英语、说英语、唱歌曲、做游戏，乐于模仿，敢于开口，积极参与，团结协作。

3、学习策略目标：能热情地与他人合作。共同完成学习任务；主动向老师和同学请教；注意力集中；积极地运用所学英语进行表达和交际。

三、教学重点及难点

1、教学重点：学生能够运用各种方式谈论兴趣、爱好、并初步认识感叹句。

2、教学难点：used to 的用法。

四、教学过程

1、课前热身，师生同唱一首歌：（调动学生的积极性，拉近师生的距离）

2、复习love，like，prefer，enjoy+v-ing结构，为新课作准备。

①教师简介家人的兴趣爱好My sister likes dancing，but she doesn`t love singing，My brother enjoys also prefers swimming。

②师生对话谈论喜欢做的事情，反复应用What do you lovelikeenjoyprefer doing？巩固用法，增进师生间了解.

3、导入：根据对话内容，教师表达Swimming is A’s ing is B’s hobby. Reading is my hobby.

教师拿出部分收集的邮票，边让学生看，边表达，Collecting stamps is my hobby， too. I love collecting stamps.导入Topic 1标题。这样创设情境，自然贴切。

4、导入1a（呈现）进行听、读、说的练习。

a.听前，提出听的任务，让学生听录音后回答问题。如：What’s Wen Wei’s hobby？ Does he often listen to rock music now？

b.然后，教师通过以旧带新，对比法呈现新pleased， colect， painting， valuable.并且推出used to 通过上下文学生会很轻松猜其含义，借助例句知其用法used to do sth.从而在一定程度上突破了难点，同时也为Section B的学习作了良好的铺垫。

c.学生朗读la，并能运用几个关键词进行角色表演。

5、组织学生两人一组编对话，谈论彼此的兴趣、爱好，学生可以利用教师为他们准备的实物（故事书、邮票、钱币等）也可随意发挥。教师应适时给予帮助和引导，最后请2~3组同学将所编对话表演出来。

6、呈现2a，3

①通过同学们编、演对话表现出的浓厚的兴趣，引出格言Interest is the best teacher。然后对学生说：I hope you can be interested in English. 进而呈现新词语，be interested in 由两个例句让学生归纳出它的用法：（板书）

②组织学生运用2a中的图片信息进行看图说话练习，进一步巩固be interested in 的用法。

③看图片3，听录音，录音放两遍，第一遍学生进行搭配练习，第二遍学生在横线上写出所听原句子，培养写的技能。

7、综合探究活动

展示8幅图

组织学生以小组为单位，采用比赛形式，在八幅图中任选其一，进行看图说话或对话练习，要求：重点运用本节呈现的语音知识，不少于5句话。准备时间不超过2分钟，表现最好的一组，给予奖励，小组研讨，培养合作精神；对话交流，提高综合语音运用能力。

a.习题巩固语言知识

b.课堂小结，知识梳理。

c.布置梯形任务作业。

　板书设计：

Unit 3 Our hobbies

Topic 1 What hobbies did you use to have？

Section A

Love/like/prefer/enjoy doing sth please→pleased

be interested in sth/doing sth paint→painting

be fond of doing sth value→valuable

八年级上册英语教案(篇4)

一、重点短语归纳

go on vacation去度假 go to the mountains去爬山go to the beach去海滩 stay at home待在家里 visit museums 参观博物馆 go to summer camp去参观夏令营quite a few相当多 study for为……而学习 go out出去 most of the time大部分时间

taste good尝起来很好吃 have a good time玩得高兴 of course当然 feel like给……的感觉；感受到go shopping去购物 in the past在过去 walk around四处走走 because of因为one bowl of… 一碗…… the next day第二天 drink tea喝茶 find out找出；查明 go on继续take photos照相 something important重要的事 up and down上上下下 come up出来

二、重点句型

buy sth. for sb. / buy sb. sth.为某人买某物 taste + adj. 尝起来…… look+adj. 看起来……

nothing…but+动词原形 除了……之外什么都没有 seem+（to be）+ adj. 看起来……

arrive in+大地点 / arrive at+小地点 到达某地 tell sb. (not) to do sth. 告诉某人（不要）做某事

try doing sth.尝试做某事 / try to do sth.尽力去做某事 decide to do sth.决定去做某事

forget doing sth.忘记做过某事/ forget to do sth.忘记做某事

enjoy doing sth.喜欢做某事 want to do sth.想去做某事 start doing sth.开始做某事

stop doing sth. 停止做某事 dislike doing sth. 不喜欢做某事 keep doing sth.继续做某事

Why not do. sth.?为什么不做……呢？ so+adj.+that+从句 如此……以至于……

三、重点、难点、考点精讲

（一）Section A

1.Where did you go on vacation?你去哪里度假了？（P1）

1）这是有疑问副词where引导的特殊疑问句，where用来询问地点和场所，放在句首，其后跟一般疑问句。

a._____ do you _____ ______?你从哪里来？ b._____does he______?他住在哪里？

2）go on vacation意为“去度假”。I want ____ ____ ____ ____in Hainan this winter.今年冬天我想去海南度假。

2.visited my uncle看望了我的叔叔（P1）

visit是及物动词，意为“拜访；探望”,后接表示人的名词或代词。visit还可以意为“参观；游览”，后接表示地点的名词。

a.I visited my grandmother last week. 上周我去______了我的外婆。

b.Do you want to visit Shanghai? 你想______上海吗？

拓展：1）visit可用作名词，意为“访问，参观，拜访” eg:This is my first visit to China._________________

2)visitor意为“参观者；游客”。

eg:These visitors come from America.__________________________

3.buy anthing special买特别的东西。（P2）

1）buy及物动词，意为“买；购买”。其过去式为______。

I takes a lot of money_____ _____a house.买一座房子要花一大笔钱。

拓展：buy sth. for sb.=buy sb. sth.意为“给某人买某物”。

My uncle_____ _____a bike.= My uncle_____ _____for me.

2)anything不定代词，意为“某事；某件东西”，主要用于疑问句或否定句中。

a.Do you want anything from me? b.I can’t say anything about it.

拓展：anything表示“任何事；任何东西”时，主要用于肯定句。You can ask me anything you want to know.

3) anthing special表示“特别的东西”，形容词修饰不定代词时后置。

a.Is there_____ _____in this book?这本书里有新的内容吗？

b.Do you want anything else?________________

4.Oh,did you go anywhere interesting?哦，你去有趣的地方了吗？（P2）

1）本句是did开头的一般疑问句

2）anywhere用作副词，意为“在任何地方”。eg：Did you go anywhere during the summer vacation？

辨析：anywhere与somewhere

anywhere意为“在任何地方”，常用于否定句和疑问句中。eg:I can’t find it anywhere.

somewhere意为“在某处；到某处”，常用于肯定句中。eg:I lost my key somewhere near here.

5.It was wonderful！它太美了！（P2）

wonderful形容词，意为“极好的；精彩的；绝妙的”。

a.It is such a wonderful film that we all enjoy it. b.I had a wonderful weekend.

6.We took quite a few photos there.我们在那里拍了不少照片。（P2）

take photo意为“照相；拍照”。 eg:We______ ______on the Great Wall.我们在长城上照了相。

辨析：quite a few与quite a littlequite a few意为“相当的;不少”，修饰可数名词复数；quite a little意为“相当的;不少”，修饰不可数名词。

a.He will stay here for _____ _____ _____days. b.There is _____ _____ _____water in the bottle(瓶子).

7.I just stayed at home most of the time to read and relax.我大部分时间只是待在家里读书休息。 （P2）

most of the time意为“大部分时间”，其中most为代词，意为“大部分；大多数；大体上”。

a.It’s noisy here most of the time.这儿大部分时间是很喧闹的。

b.Most of the time Alan studies hard.艾伦大部分时间学习都很刻苦。

拓展：most of…意为“……中的大多数”，它作主语时，谓语动词取决于most of后所修饰的名词。

a. Most of us_____(be)going to the park.我们大多数人要去公园。

b. Most of the food_____(go)bad.大部分的食物都变质了。

8.Everything tasted really good!所有的东西尝起来真的很好吃！（P3）

taste在此为系动词，意为“尝起来”，其后接形容词构成系表结构。

a.The food tastes really great.食物尝起来棒极了。

b. b.The milk tasted terrible.牛奶尝起来很糟糕。

9.Did everyone have a good time?大家都玩得很开心吗？（P3）

have a good time = enjoy oneself = have fun 玩得开心 （+ doing）

eg:We had a good time visiting the the Great Wall.

= We enjoyed ourselves visiting the the Great Wall.

= We had fun visiting the the Great Wall.

10.How did you like it?你觉得它怎么样？（P3）

How do/did you like…?意为“你觉得……怎么样？”，用来询问对方的观点或看法，相当于

What do you think of…?或How do you feel about…?

eg:How do you like your new job? = _____ _____ _____ _____ your new job?

= _____ _____ _____ _____ _____ your new job?

11.Did you go shopping? 你们去购物了吗？（P3）

go shopping意为“去购物；去买东西”，同义短语为do some shopping.

eg:I usually go shopping on Sundays.我通常星期天去购物。

拓展：“go+doing”形式表示“去做某事”，常用于表达从事某一体育活动或休闲活动。

go bike riding 骑自行车旅行 go climbing去爬山

go skating去滑冰 go hiking去远足

go sightseeing去观光 go fishing去钓鱼 go swimming去游泳 go skateboarding去进行滑板运动

go camping去野营 go surfing去冲浪 go boating去划船

12.I went to a friend’s farm in the countryside with my family.我和家人一起去了乡下一个朋友的农场。（P3）

a friend’s farm是名词所有格形式。一般情况下，表示“有生命的人或物”的名词后面加’s，表示所属关系。

eg:The red bike is Alice’s.那辆红色的自行车是爱丽斯的。

拓展：名词所有格的构成：

1）单数名词词尾加“’s”，复数名词词尾没有s,也要加“’s”：

the girl ‘s pen女孩的钢笔 women’s shoes女鞋 on Children’s Day

2）复数名词以s结尾的只加“’”： the students’ reading room学生阅览室 Teachers’s Day教师节

3）如果两个名词并列，并且分别有’s，则表示“分别有”；只后一个名词有一个’s，则表示“共有”：

John’s and Kate’s rooms约翰和凯特（各自）的房间 Lily and Lucy’s father莉莉和露西的爸爸

4）表示无生命的名词一般与of构成短语，表示所有关系

a map of China一幅中国地图 the name of the story那个故事的名字

13.The only problem was that there was nothing much to do in the evening but read.唯一的问题是晚上除了读书没什么事可做。（P3） nothing much to do意为“没什么事可做”。

a.I have_____ _____ _____ _____this afternoon.今天下午我没什么特殊的事可做。

b.There is_____ _____ _____ _____，so I go to bed early.没什么事可做，因此我就早早睡觉了。

拓展：nothing…but…意为“除……之外什么也没有；只有”。but后可接名词或动词原形。

a.I had nothing but a cup of tea this morning.我今天早上只喝了杯茶。

b.I had nothing to do but watch TV.我无事可做，只有看电视。

14.Still no one seemed to be bored.(即使这样)仍然没有人看起来无聊。（P3）

1）seem可作不及物动词或系动词，意为“好像；似乎；看来”。eg：Everything seems easy.一切似乎很容易。

拓展：a.seem+adj.“看起来……”。You seem happy today.你今天看起来很高兴。

b.seem+to do sth.“似乎，好像做某事”。 I seem to have a cold.我似乎感冒了。

c.It seems/seemed+从句“看起来好像…；似乎…”。It seems that no one believes you.看起来好像没有人相信你。

d.seem like…“好像，似乎……”。It seems like a good idea.它好像是个好主意。

2）辨析：bored与boring

a. bored意为“厌烦的；感到无聊的”，一般在句中修饰人，作表语

b. boring意为“无聊的；令人厌烦的”，一般在句中修饰事或物，可作表语和定语

eg：a.I’m _____with what he said.我对他说的话厌烦极了。b.I find the story very_____.我发现这个故事太无聊了。

（二）Section B

1.What did Lisa say about…?莉萨对……说过什么？（P4） say about意为“发表对……的看法”。

eg:a.I didn’t say anything about it.我对此事什么也没说。

b.What did she say about the people there?她对那里的人有什么看法？

2.What activities do you find enjoyable?你发现什么活动让人快乐？（P5）

1）activities是activity的复数形式，意为“活动”。Students like outdoor activities.___________________

2）enjoyable形容词，意为“愉快的；快乐的”。

I’m sure we will have an enjoyable vacation.我确信我们将会有一个愉快的假期。

3.I arrived in Penang in Malaysia this morning with my family.今天早上我和家人到达了马来西亚的槟城。（P5）

arrive不及物动词，意为“到达”。arrive in表示到达较大的地方，如国家、省、市等；arrive at表示到达较小的地方，如机场、商店、广场、村庄等。（注：地点副词home，here，there前介词省略）

辨析：arrive at(in) / get to / reach

4. …so we decided to go to the beach near our hotel…….因此我们决定到旅馆附近的海滩上去。（P5）

decide及物动词,意为“决定；决心”。decide to do sth.意为“决定去做某事”。

eg:They _____ ______ ______the museum.他们决定去参观博物馆。

拓展：1）decide后常跟“疑问词+动词不定式”做宾语。

He can’t decide when ______ ______(leave)他不能决定何时动身。

2）decide后常跟宾语从句。

I can’t decide where _________. A.I should go. B.should I go.我不能决定我该去哪儿。

5.My sister and I tried paragliding.姐姐和我尝试了滑翔伞运动。（P5）

try此处用作及物动词，其后常接名词、动名词或不定式，意为“尝试；试图，设法；努力”She is trying my bicycle.她正在试骑我的自行车。

拓展：1）try也可用作不及物动词，意为“尝试；努力”。

I don’t think I can do it,but I’ll try.我认为我做不了它，但是我要尝试一下。

2）try也可用作名词，意为“尝试”，常用短语“have a try”，意为“试一试”。

I’m going to have a try.我想试一试。

辨析：try doing sth. / try to do sth.

eg：1）try doing sth.尝试做某事，表示一种尝试、做做看的想法，不一定付出很多努力。

2）try to do sth.尽力、设法去做某事，表示想尽一切办法要把事情办成，强调付出一定的努力设法去完成。

a.I______ ______him,but no one answered.我试着给他打电话了，但没有人接听。

b.I’m ______ ______ ______English well.我正尽力把英语学好。

6.I felt like I was a bird.It was so exciting!我感觉自己就像一只小鸟。太刺激了！（P5）

1）feel like意为“给……的感觉；感受到”。其后常接从句。

eg:a.I feel like (that)I have never been there before.我感觉我以前从未到过那儿。

b.He feels like he is swimming .他感觉像在游泳一样。

拓展：feel like还可意为“想要……”，其后可接名词、代词或动名词。

a.Do you feel like a cup of tea now?你现在想喝杯茶吗？

b.Do yoou feel like______(take) a walk in the park with me?你想跟我在公园散步吗？

2）辨析：exciting与excited

exciting意为“令人兴奋的，使人激动的”，可作定语和表语，作表语时主语通常为物。

excited意为“感到兴奋的，激动的”，常作表语，主语通常为人。

a.The story is_________(exciting, excited) b.He told me the_______(exciting, excited)news.

c.Sarah was_______(exciting, excited)to see the singer.

7.There are a lot of new buildings now…现在有许多新的建筑物……（P5）

building可数名词,意为“建筑物；楼房”。build动词，“建造，建筑”（built，built），

builder名词，建设者，建筑者。

8.I wonder what life was like here in the past.我想知道在这儿过去的生活是什么样的。（P5）

wonder此处是及物动词，意为“想知道；琢磨”。其后常接who,what,why等疑问词引导的宾语从句。

I wonder_______________. A.the boy is who B.who is the boy 我想知道那个男孩是谁

I wonder what they were doing here.我想知道他去哪里了。

9.I really enjoyed walking around the town.我真的很喜欢在镇上到处走走。（P5）

1）enjoy及物动词，意为“喜爱；欣赏；享受……的乐趣”，其后接名词，代词或动名词作宾语。

a.Do you enjoy your job?你喜欢你的工作吗》 b.I enjoy reading books.我喜欢读书。(enjoy doing喜欢做某事)

拓展： enjoy oneself =have a good time = have fun 玩得开心 （+ doing）

2）walk around意为“四处走走”。He’s just walking around the village.他只是在村庄里随便走走。

10.What a difference a day makes!一天的变化有多大呀！（P5）

1）本句是what引导的感叹句，结构为：What+a/an（+adj.）+可数名词单数+主语+谓语！此句式所强调的成分是what后面的名词。what引导的感叹句结构还有What（+adj.）+ 复数名词或不可数名词+主语+谓语！

eg：What fun today is!今天多开心呀！ What beautiful flowers they are!多么漂亮的花啊！

2）difference可数名词，意为“差别，差异”，其形容词形式为different，意为“不同的；有差异的”。

a.What is the difference between this book and that book?

b.My schoolbag is different from yours. (be different from意为“与……不同”)

11.We wanted to walk up to the top,but then it started raining a little so we decided take the train.（P5）

1）want to do sth.意为“想要做某事”。

2）start doing sth.意为“开始做某事”，同义短语：start to do sth.

拓展：作“开始”讲时，start与begin两者可互换，但以下几种情况只能用start,不用begin。

a.表示“创办；开办”时。He started a new bookshop last month.他上个月新开了一家书店。

b.表示“机器开动”时。I can’t start my car.我不能启动我的车了。

c.表示“出发；动身”时。I will start tomorrow morning.我会在明天一早出发。

3）a little副词短语，意为“一点儿”，在句中修饰动词、形容词或副词。也可以修饰不可数名词。

a.I can draw a little,but only as a hobby.______________________________

b.It’s a little cold outside. ______________________________

c.He said he spoke a little English. ______________________________

4)take the train意为“乘火车”，take在此意为“乘坐”。

12.We waited over an hour for the train because there were too many people.因为人太多，所以我们等了一个多小时的火车。（P5）

1）wait for意为“等候”，其后可接人或物。

a.I’ll wait for you at the door. b.Tom was waiting for a bus over there.

2）over介词，意为“多于；超过；在……以上（表示数目、程度）”，相当于more than。

a.My father is over 40 years old. b.There are over eight hundred students in our school.

拓展：a.over表示“在……之上”，与物体垂直且不接触，反义词为under。There is a map over the blackboard.

b. over表示“通过”。I hear the news over the radio.

c. over表示“遍及”。I want to travel all over the world.

3)too many意为“太多”，其后接可数名词复数。He always has too many questions to ask me.

辨析：too many,too much与much too

13.And because of the bad weather,we couldn’t see anything below.而且因为坏天气，我们也没能看到下面的任何景色（P5）

1）辨析：because of与because

a.because of介词短语，意为“因为，由于”，后可接名词、代词或动名词，不能接句子。

He lost his job because of his age.

b. because连词，意为“因为”，引导状语从句，表示直接明确的原因或理由。I didn’t buy the shirt because it was too expensive .

2)below在此为副词，意为“在下面；到下面”。

Please write your name below. From the top of the mountain I could see the village below.

拓展：below作介词时的用法：below作介词时，意为“在……以下；低于”。反义词为above，意为“超过在……以上”。It was five below zero last night.

14.My father didn’t bring enough money…我爸爸没带足够的钱……（P5）

1）辨析：bring与take

bring意为“带来；拿来”，指从别处带到说话者所在地；take意为“拿走；带走”，指从说话者所在地带到别处去。

2）enough在此作形容词，意为“足够的，充分的”，作定语修饰名词。另外，还可以作副词，意为“足够地，充分地”，用来修饰形容词或副词，一般置于被修饰词之后。

a.We have enough time to do our homework. b.I know him well enough.我最他足够熟悉。

15.Well,but the next day was not as good.嗯，但是第二天却没有这么好了。（P6）

as在此为副词，意为“像……一样；如同”，用来表示程度。

a.Lily sings as well as a singer.莉莉歌唱得跟歌唱家一样好。

b.Tom plays soccer well,but I play just as well.汤姆踢足球不错，但我踢得也一样好。

拓展：as的其他用法：

a.作介词，表示“作为；当作”。He worked as a teacher for 10 years.他当过10年的老师。

b.作连词，意为“像；按照”。You must do everything as I told you.你必须按照我告诉你的那样去做。

c.作连词，意为“当……的时候”。As the students were talking, came in.当学生们在说话时，王老师进来了。

16. …because we forgot to bring an umbrella…….因为我们忘了带雨伞。（P6）

辨析：forget to do sth.与forget doing sth. forgetful,意为“健忘的”

forget to do sth.意为“忘记要做某事（事情还没做） eg:Don’t forget to close the window.

forget doing sth.意为“忘记做过某事（事情已经做过了） eg:I forget closing the window.

forget的反义词remember“想起；记得”

remember to do“_______________”；remember doing“_______________”。

17.About one hour later,we stopped and drank some tea.大约一小时后，我们停下来喝了些茶。（P6）

1）one hour later一小时后 ； 一小时前__________________

2）stop动词，意为“停止；中断”，过去式_________，现在分词__________；其后跟名词、动名词或动词不定式。

3）drink及物动词，意为“喝；饮”；还可以作名词，意为“饮料”。

18.Did you dislike anything?你不喜欢什么东西吗？（P7）

dislike意为“不喜欢；厌恶”，其后可接名词、代词或动名词形式作宾语。同义词是hate.

a.Mary ______ the hamburgers.玛丽不喜欢汉堡包。 b.I _____ ______ computer 我不喜欢玩电脑游戏。

19.Why not?为什么不带呀？（P8）

why not意为“为什么不呢”，一般用在疑问句中，表示提建议；why not后面需跟动词原形。

注：“Why not + 动词原形?” 相当于“Why don’t you+ 动词原形?”

a.Why not go to the party with me? =Why don’t you go to the party with me?为什么不和我一起去参加聚会呢？

b._____ _____take a walk? = _____ ______ _____ take a walk? 为什么不去散步呢？

20.Everyone in our class took a bag with some food and water.我们班上的每一个人都随身带了装有食物和水的提袋。（P8）

with介词，意为“具有；带有”。此处介词短语with some food and water作bag的后置定语。

拓展：with作介词时的其他用法：

a.和……在一起，I often go to school ______ my friend.我经常和朋友们一起去上学。

b.以（手段、材料），用（工具）， Cut the apple with a knife.用刀切苹果。

21.My legs were so tired that I wanted to stop.我的双腿太累了以至于我都想停下来。（P8）

so…that…/ such…that…（如此…以致）引导的结果状语从句

so+adj./adv.+that so+adj.+a/an+单数名词+that

such+(adj.)+复数名词或不可数名词+that such+a/an+adj.+单数名词+that

注：1)当名词前面有many,much,little,few修饰时，用so而不用such。2)so…that句型的否定形式可用简单句too…to或not…enough to代替。3)so that(以便，为了)引导目的状语从句，从句谓语中常含有may,might,can,could,will,would等情态动词。

拓展：常用的感叹句的结构：

1）What+adj.+ 复数名词或不可数名词+主语+谓语！ 2）What+a/an+adj.+可数名词单数+主语+谓语！

3）How+adj. +a/an+可数名词单数+主语+谓语！ 4）How+adj./adv. +主语+谓语！ 5）How +主语+谓语！

eg: What an interesting book it is! = How interesting a book is! 那本书多么有趣啊！

( )1.He is ____a lovely boy____we love him very much.

A.such,that B.too,to C.as,as D.so,that

( )2. He is ____lovely a boy____we love him very much.

A.such,that B.too,to C.as,as D.so,that

( )3. He is ____young____go to school.

A.such,that B.too,to C.as,as D.so,that

( )4. He is ____young____he can’t go to school.

A.such,that B.too,to C.as,as D.so,that

( )5.He gets up early every morning____he can catch the bus.

A.such that B.even if C.because D.so that

( )6. He run____fast____his brother can’t catch up with him.

A.such,that B.too,to C.as,as D.so,that

( )7.We have____much time_____we can finish the work very well.

A.such ,that B./,even if C. so ,that D./,because

( )8.I received _____becautiful flowers_____I can’t believe it.

A.too,to B. such ,that C. so,that D. as,as

( )9._____a clever girl she is! A.Who B.What C.How D.Where

( )10. _____clever a girl she is! A.Who B.What C.How D.Where

( )11._____important jobs they have done! A.What B.Who C.How D.Where

( )12._____sweet water it is! A.Who B. What C. Where D. How

( )13._____interesting the dog is! A.Who B. What C. Where D. How

( )14._____time flies! A.Who B. How C. Where D. What

22.My classmates told me to keep going,so I went on.我的同学告诉我坚持往前走，因此我便继续前进了（P8）

1）tell sb. (not)to do sth.意为“告诉某人（不要）做某事。

The teacher______ ______ ______ ______the window.老师告诉我们擦窗户。

2）keep doing sth.意为“继续做某事，一直做某事”。

She______ ______TV for two hours last night.昨晚她看了两个小时的电视。

23.Everyone jumped up and down in excitement.大家都兴奋地跳起来。（P8）

1）jump在此为及物动词，意为“跳跃”。

拓展：与jump相关的短语：

jump into跳入 jump off跳离 jump over跳过 jump out of跳出

2）up and down意为“上上下下；来来往往”，在句中作状语。

They looked me ______ ______ ______他们上上下下打量我。

He walks______ ______ ______the room.他在房间里来回走动。

24.Twenty minutes later,the sun started to come up.20分钟后，太阳开始升起来了。（P8）

come up意为“出现；发生”。 It gets hot after the sun has come up.太阳升起后，天气就热了。

Please let me know if anything comes up.如果发生什么事的话，请让我知道。

四、单元语法：

(一)复合不定代词（由some,any,no,every加上-one,-body,-thing构成的不定代词）

(二)一般过去时的规则动词与不规则动词

语法练习：

1.---Do you have______to say for yourself? ---No,I have______to say.

A.something;everything B.nothing;something C.everything;anything D.anything;nothing

2.---Would you like_______to eat? ---Thanks,please. A. something B. anything C. some things D.any things

3.Paul and I______tennis yesterday.He did much better than I. A.play B.will play C.played D.are playing

4.---What did Mr. Smith do before he came to China? ed s C.is working D.will work

5.He went into his room and ______to work. A.begins B.began C.beginning D.to begin

一、单选题

( )1.I don’t want to go to the museum,it’s too_______. A.relaxing B.boring C.bored D.beautiful

( )2. On weekends,I have nothing to do but______TV. A.watches B.to watch C. watching D. watch

( )3.I didn’t go to the mountains______the bad weather. A.so B.because of C.because D.but

( )4.Do you enjoy______photos? A.to take B.take C.taking D.takes

( )5.Yesterday afternoon,we______to the park. A.went B.go C.goes D.goed

( )6.It’s cold,so we decided______at home. A.stay B.to stay C.staying D.stayed

( )7.Don’t forget______your homework tomorrow. A.bring B.to bring C.brought D.bringing

( )8.She didn’t______me about it. A.told B.tell C.telling D.tells

( )9.-- ---How was your summer camp in Beijing last year? -

--______.I had a good time with my friends. A.Awful B.Great C.Expensive D.Not good

( )10-Where______ she ______on vacation? ---She visited her uncle.

A.did;go B.does;go C.did;went D.does;went.

二、句型转换

1.I did my homework yesterday.(改为否定句) I_____ ______my homework yesterday.

2.She went to New York on vacation.(就划线部分提问) _______did she______on vacation?

3.Vera visited the Great Wall last Sunday.(改为一般疑问句)

______ Vera_____ the Great Wall last Sunday?

4. The students had great fun in the park.(改为同义句)

5. The students______ ______ ______ ______ in the park.He was there at this time yesterday. (改为一般疑问句) ______ he_____ at this time yesterday?

三、书面表达My vacation文章来

八年级上册英语教案(篇5)

一、教材分析:

本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。

学情分析：

学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。

二、教学目标: (Teaching aims)

1、Knowledge Objects

a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,

square， structures, left, right, opposite, chairman,

between, turn, corner, along

b. Key structures ____ How do I get to…?

Can you tell me the way to….?

Go straight ahead.

Go along…../Go across….

Turn left into….

It’s opposite…/on the corner of…/

between…and...

2.Ability Objects

To understand the conversation of giving directions

To understand the sentences telling positions

To learn how to give directions

3.Moral Objects

Students can help the others.

三、教学重、难点：学生能熟练运用本节课重点句型

四、教材分析： 本单元是在通过日常的问候和交谈后，自然引出在

八年级上册英语教案(篇6)

难点：教师对新句的导入  和学生对整体对话内容的把握。

B．快速回答：教师借助自己讲桌或学生课桌上的实物或图片，在学生座位空档中走动，边说边向自己面前的学生提问，要求学生较快地给以回答。提的问馊纾?/P>

Is this my / your pen? Is it black? Is it an English pen? Is it a Japanese pen? Is it a Chinese pen? Where is your/ my pen? It is over there? What colour is it? 等，可以提问前几课所学过的内容。

2．复习第28课的会话，可以师生会话地可以做两人小组活动，同桌两人问答。

本课四会掌握的句型有Where is his home? 教学方法建议如下：

A．实物问答：教师可以手指实物说：This is my pen. That’s your pen. Where’s his pen? 使同学懂得Where’s his…?的.意思和句子的音调。并在此基础上，教师借助实物连续问答：教师Where’s his pen? 学生：Its on the desk。 教师：It’s near the book. 教师：Wheres his pencil?学生：It’s in the pencil-box。教师：Its near the ruler. 然后转题，教师：Where’s his home? 自答：Its near the school. It’s not far. 教学本课句型，同时为会话教学铺路。

B．问答练习：重点练习问题Where is his home? 可以做小组问答，也可以做连锁练习。

学生A问B，B答后再问C，C答后再问D，以此类推。

C．替换练寻：做Lets practise一项中的替换练习。方法同前一课。

本课四会掌握的单词有ill和see，教学方法建议如下：

A．看图学词：教师手持男学生生病在家卧床休息的图片问学生：Whos that in the picture? 学生可以任意回答姓名。教师：Is he at schoo1? 学生：No。 Hes at home。 教师：Yes. He is ill. He’s at home. Lets go and see him. 教师借助图片和自己的动作讲解ill和see的词义。并带读几遍，同时给学生纠音。使学生掌握这两个单词的发音和词义以及在句子中的读法。

A．听会话录音：看图听录音，即看着书中会话的图画，听录音。方法同前。

B．师生会话。可以教师问，学生集体回答，然后学生集体问，教师回答。

C．Pairwork. 同桌两人会话练习。

拼拼看游戏：教师在黑板上写句子，如：Where is his home? 学生同桌两人用字母卡片

的大写字母试拼单词和完成句子。边手拼边拼读。

录音内容：

根据录音顺序，写出相应单词中所缺的句子。

朗读并抄写本课课堂练习中的单词和句子。

八年级上册英语教案(篇7)

一、教材分析：

今天我说课的内容是 《join in 剑桥英语》 四年级上册第五单元 Free time 第一课时，本单元主要讲的是课余活动，而本课时主要介绍了活动单词及句型 I can.../I can’t...本课时的重点是能听、说、读 fly a kite, play football, play the guitar,play basketball,stand on my head,ride a horse 单词及词组，本课是本单元的起始课，为后面的学习埋下了伏笔。本课时是功能型的交际训练课，我采 用多样化的教学手段将听、说、玩、唱、演溶于一体，激发学生学习英语的兴趣和愿望，我把全班学生分成了小组，使学生通过小组合作 学习体验到成功的喜悦，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

二、教学处理：

我引导学生采用听、看、说、唱、演等方法来学习本课，通过听、看达 到有所思、有所得。帮助学生掌握学习重点，多表扬、勤鼓励，使不同层次的学生都有学习积极性，在能力上均有所提高。

三、教法方法：

为了顺利完成以上的各项目标，更好地突出重点、突破难点，按 照学生的认知规律，我采用了讲读、直观演示、交际、愉快教学相结 合的方法。如多媒体电化教学比较形象、直观;在教学过程中启发、引导学生思维，培养不同层次的`学生大胆用英语交际的能力。

根据本课教材的特点，我除了采用常规的教学手段外，还采用现 代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学 生学习兴趣，提高课堂效率。本课最大的特点就是充分运用了计算机 网络信息技术，把多媒体优化组合，动静结合，更能充分的发挥多媒 体深刻的表现力和良好的重现力。

1.导入设计： 在导入环节，我出示了各行各业精英的图片，让孩子们理解superstar的意思，并告诉孩子们只要努力，人人都可以成为明星，这节课要选出这节课的明星，鼓励孩子们赶快行动起来!很好的将孩子们带入了英语课堂。

四个任务由易到难循序渐进，在最后的展示环节将本节课带入高潮，为最后的写作奠定了基础。

3.趣味操练 模仿老师做动作：学生跟着我边读词组边做动作，我可能会故意 做错动作，如果学生没有跟着我做错动作，读的词组和动作一致就可 以得分，如果学生跟着我做错动作，就不能得分。 我说学生做和我做学生说：我说词组学生做相应的动作，做对得 分。我做动作学生说相应的词组，说对得分。

4.拓展运用 PPT 里出现了不同场景的图片，学生们可以用所学的功能句 I can…I can’t… 和所有活动的单词词组 draw, swim, dance, play the guitar, fly a kite, stand on my head 等，先小组讨论，再请学生说说在不 同场景中能做的和不能做的活动，也能培养学生的素质

通过本节课，网络信息资源不是一种辅助工具，而将成为基本的知 识载体、教学媒介和评价工具。在英语教学中合理运用网络信息，以 其生动、直观、形象、新颖的特征来优化英语课堂教学，使课堂学习气氛浓厚，学习氛围宽松，给学生提供更多的语言实践机会。

八年级上册英语教案(篇8)

一、教学目标：

1、目标语言

重点词汇：1,want somebody to do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind of unhealthy

重点句型：-含有以上词组的11句子。

综合能力：能阅读介绍饮食习惯方面的文章

2、情感渗透

学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。

二、教学准备：

教师准备：

1， 设计课后巩固练习的幻灯片,

2，部分有关事务的幻灯片

3，录音机和磁带。

学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。

预习导航:：

1、 听单词录音，熟记Section A的新单词，并制作单图片。

2、完成1a，列出图中物品的英语单词，并识记新单词。

3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny.

4、找出并区别I you my your his her。

八年级上册英语教案(篇9)

《新目标八年级上册英语教案》详细具体且生动

《新目标八年级上册英语教案》是一本帮助八年级学生提高英语听、说、读、写能力的教材。该教材结合了现代教育理念和国际化教育趋势，内容丰富多样，充满趣味性，在教学实践中广受好评。本文将详细、具体且生动地介绍该教材的特点、教学目标和教学方法。

首先，新目标八年级上册英语教案的特点是全面、系统性强。该教材包含了八个单元，每个单元的内容涵盖了语法、词汇、听力、口语、阅读和写作等方面。从语言技能的培养出发，设计了一系列有针对性的练习和活动，使学生在全方位、多角度地开展英语学习，提高综合语言能力。

其次，新目标八年级上册英语教案的教学目标是灵活、实用性强。该教材以培养学生的语言运用能力和交际能力为目标，注重学生的实际语言应用能力培养。在每个单元中，教学目标既强调语言基础知识的掌握，又注重语言技能的训练，如听力、口语和阅读等。通过多种情景对话和交际活动，培养学生在实际生活中运用英语的能力。

新目标八年级上册英语教案的教学方法注重互动、启发式教学。在教学过程中，教师采用多种教学方法，如讲授法、演示法、情景模拟法等，激发学生的学习兴趣和积极性。教师还注重培养学生的自主学习能力和合作意识，通过小组合作学习、角色扮演等活动，激发学生的创造力和合作精神。

除了上述特点、教学目标和教学方法外，《新目标八年级上册英语教案》还有一些其他值得注意的亮点。首先，该教材注重培养学生的跨文化交际能力，通过介绍不同国家的文化习俗和民间故事等内容，促使学生对不同文化的理解和尊重。同时，该教材也注重培养学生的学习策略和思维能力，通过综合训练、思维导图和情景模拟等方式，培养学生的英语学习方法和思维习惯。

总之，《新目标八年级上册英语教案》全面、系统性强，教学目标灵活、实用性强，教学方法注重互动、启发式教学。通过该教材的学习，学生能够在全方位的英语学习中提高听、说、读、写能力，培养跨文化交际能力和学习思维能力。同时，教材内容丰富多样，充满趣味性，能够激发学生的学习兴趣和积极性。因此，《新目标八年级上册英语教案》是一本优秀的教学资源，对提高八年级学生的英语水平具有重要意义。

人教版八年级英语上册教案精选8篇

编辑今天为大家精心挑选了一篇与“人教版八年级英语上册教案”相关的文章。教案课件是老师在课堂上非常重要的课件，这就要老师好好去自己教案课件了。教师要注重教案的细节方能做好课堂教学。本文内容仅供您的参考！

人教版八年级英语上册教案(篇1)

U1.fix one’s attention/ eyes on集中注意力于

3.at first sight; lose one’s sight; at the sight of ;catch sight of;

out of one’s sight/beyond one’s sight/ in one’s sight

景色，景象（可数，常用复数）The sunrise is a beautiful sight.

4. have an appetite for (knowledge) 求知欲

7.on purpose故意地; for the purpose of 为了…的目的

9. supply sth to/for sb; supply sb with sth

provide sth for sb; provide sb with sth

10.look out! = watch out!

11.be involved in (trouble) 卷入,忙于

12. the private/ state enterprise (私营/国营)企业

a spirit of enterprise 进取精神, 事业心

13. abandoned practice抛弃了的，废弃了的做法

14.a large amount of/ amounts of +u.n

15.experiment with/ on (animals)用…做实验

16.You deserve punishment/ punishing/ to be punished.

18.be designed to do / for sth/sb专为…设计的，打算

19.在脑海中出现某种想法A good idea occurred to me.

It occurred to me that…

22.lead a cosy life; a cosy little house

人教版八年级英语上册教案(篇2)

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:

第六课时：测试课

一、单项选择。

( )1. What ____ you ____ when she came in?

A. did, do B. are, doing C. do, do D. were, doing

( )2. The girl is ill. She’s ______.

A. in hosp

人教版八年级英语上册教案(篇3)

Unit 1 Where did you go on vacation?

1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc

能掌握以下句型：

① -Where did you go on vacation? -I went to the mountains.

② -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。

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。

1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。

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.

3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d

1. Point to the picture on the screen.

2. Play the recording the first time.

3. Play the recording a second time.

Listen to the recording and write numbers of the names in the right boxes of the picture.

4. Check the answers.

1. Point out the sample conversation.

2. Now work with a partner. Make your own conversation about the people in the picture.

3. Ss work in pairs. As they talk, move around the classroom and give any help .

4. Let some pairs act out their conversations.

1. Tell Ss they will hear a conversation about three students’ conversations.

2. Play the recording the first time. Ss listen and fill in the chart.

3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”

4. Check the answers with the Ss.

1. Let two Ss read the conversation between Grace, Kevin and Julie.

2. Let Ss work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

1. First let Ss read the conversation and match the people and places they went.

2. Let Ss act out the conversations in pairs.

3. Some explanations in 2d.

Homework:

用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。

B: Yes, I did. / No, I didn’t.

1) 复习所学的重难点句型及句式结构。

2）总结学习anyone, someone, everyone, something等不定代词的用法。

3）能练习运用所学的句型及句式结构。

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。

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) 复习运用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。

Ⅱ. Grammar focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

一、复合不定代词总结：

二、学生们读上面的探究试题，并合作探究完成。

Work on 3a:

1. Let Ss look at the conversation in 3a. First let one student read the words in the box.

2. Tell Ss to read the conversation and fill in the blanks.

1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.

1. Work on 3c: Ask your group questions about their vacation. Then tell the class your results.

2. Fill in the blanks according to the answers.

3. Try to make a report in each group. Then let one student read the report to the class.

1. If time is enough, do some more exercises on big screen.

1. 背诵Grammar focus 部分。

2. 复习复合不定代词及反身代词的用法。

1) 能掌握以下单词：decide, try, paragliding, feel like, bird, etc.

② What did…?

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

2. 阅读2b部分的短文并完成相关要求。

Work on 1a:

1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring

2. Read the words and let Ss read after the teacher.

Work on 1c:

1. T: Now let's work on 1c. 2. Play the recording for the Ss listen.

Work on 1d:

1. Tell Ss this time they have to write down .

2. Then play the recording for the second time.

1. Tell Ss to ask and answer about Lisa’s vacation.

2. Ss work in pairs and ask and answer about Lisa’s vacations.

1. Tell Ss to work in groups. Discuss the questions together.

2. Give Ss some possible answers:

3. Ss discuss the two questions.

Work on 2d:

1. Tell Ss they should read the conversation about Jane’s trip to Penang 2. Ss read the conversation about Jane’s trip to Penang

用所给动词的适当形式填空。

1) 复习询问或谈论假期去某地旅行的经历。

2) 能够综合运用动词的一般过去时形式，并能正确填空。

3) 总结回顾动词过去式的规则变化和不规则变化。

2. 情感态度价值观目标：

1) 学生了解我国不同地方的人们上学的方式，

2）通过谈论假期旅行的经历，明白在旅行时应注意保护环境。

1. 教学重点：

1) 能综合运用所的重难点词汇来完成相关任务。

2）能运用英语根据相关提示来记自己某次旅行的经历。

2. 教学难点：

能运用英语根据相关提示来记自己某次旅行的经历。

1. Tell Ss they went to one of these places of interest last summer vacation.

2. Let some Ss read the words in the box.

3. Ss read the diary and try to fill in the blanks with the words in the box.

4. Check the answers.

Work on 3b: Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.

Work on 3c:

1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.

1. 让学生们看自己的笔记，复习相关复合不定代词的用法。

2. Let Ss read the small conversation and choose the correct words in the box to fill in the blanks.

3. Check the answers with the Ss.

4. Explain any problem that Ss can’t understand.

1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。

2. Ss read the passage and fill in the blanks.

1. Tell Ss what they should in this activity.

2. Ss work in groups of four and ask and answer about their vacations in China.

3. Let some pairs act out their conversations in front of the class.

1. Review Section B.

2. 阅读Self check 2 的短文，并强化记忆所列举动词的一般过去式形式。

3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。

Unit 2 How often do you do exercise？

1) 能掌握以下单词：housework, hardly, ever, hardly ever, once, etc.

能掌握以下句型：

① -What does he do on weekends? -He usually watches TV.

② -How often do you watch TV? -I watch TV every day.

③ -Does he go shopping? -No, he never go shopping.

2) 能了解以下语法：频度副词及一般现在时简单谈论周末活动情况。

1) 对6个频度副词细微差异的理解及使用。

2) 弄清一般现在时在不同人称下动词形式及提问的变化。

2. 教学难点：

1) 第三人称单数谓语动词在此核心句型中的运用。

2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。

Talk about your last weekend’s activities.

1. “What do you usually do on weekends? ” I usually …… on weekends.

2. 教师出示动词卡片 watch TV，read books，exercise，swim, play football、go shopping、 go to movies让学生回答。

3. 点击鼠标屏幕上出现频率副词及相关的百分比。

always (100%)usually(80%) often (30-50%)

sometimes (20%) hardly ever(5%) never (0%)

领读频率副词，让学生快速认读。

1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.

2. Let some Ss read out their activities. Let other Ss add more activities.

1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.

2. Tell Ss to listen and write the letters from the picture above on the line below.

3. Play the tape for the first time. Ss listen and fill in the blanks.

4. Play the tape for the second time for the Ss to check the answers.

1. Act out the conversation with a student.

2. Let Ss talk about the pictures in 1a in pairs.

3. Let some Ss act out their conversations.

Work on 2a:

1. Let Ss read the phrases in the chart.

2. Tell Ss that Cheng Tao is taking about how often he does these activities.

3. Play the recording for the second time for the Ss to check the answers.

Work on 2b:

1. Tell Ss they will hear the recording again.

2. Ss listen and math the activities with the phrases.

3. Check the answers.

1. Ask one student how often he/she watch TV as a model.

T: Hi, S1. How often do you watch TV?

S1: I watch TV every day.

2. Let one student read the activities in the chart.

3. Ss work with their partners. Then ask some pairs to act out their conversations.

1. Read the conversation by themselves, then match the activity with the right time.

2. Let the Ss read the conversation after you.

3. Ss work with a partner and act out the conversation.

Homework:

Act out the conversation after class.

1) 复习运用频率词汇及询问活动频率。

2) 一般现在时态的熟练运用。

2. 情感态度价值观目标：

通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。

1. 教学重点：

1) -How often do you /does he(she)….? -He usually…

1) 第三人称单数谓语动词在此核心句型中的运用。

2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。

1. Ask and answer some oral questions on how often exercise.

2. Check the homework and have a dictation of some new words.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

2. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Tell Ss try to find the answers.

他们通常在周未锻炼吗？

___ they often ________ on weekends?

她一周上网二次吗？

_____ she _____ the Internet twice a week?

1. Tell Ss to make questions.

2. Then try to ask and answer questions about the questions.

3. Ask some Ss to ask and answer with their partners in front of the class.

1. Let Ss work in groups of six or eight.

2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the chart.

3. Ask their group mates the questions and fill in the chart.

4. Try to make a report about their partners.

Do a survey: What does he/she do on weekends?

1) 能掌握以下单词：percent，online , etc.

2) 能掌握以下句型：

not …at all The best way to … is …. such as…

2. 情感态度价值观目标：

了解其他学生们的日常生活情况，让学生们知道应如何安排日常生活。

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2) 阅读2b部分的短文并完成相关要求。

1. Daily greeting.

2. Check the homework. Let some Ss report what he/she does on weekends.

1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy.

2. Work on 1a. Read the words with the pictures then match the words with the pictures.

1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy”

2. Check the answer with the Ss.

3. Ask and answer questions about the pictures on 1a.

Work on 1c:

1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions.

3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences.

4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers.

5. Check the answers:

1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles.

2. Teacher can walk around the classroom, and give some help to the Ss.

Work on 2a:

1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.

2. Let some Ss tell their answers.

1. T: Read the passage quickly and find the answers to the two questions:

How many kinds of free time activities are mentioned in the passage?

What is the best way to relax?

2. Read the passage carefully and complete the pie chart below.

Ss read the passage and try to fill in the pie chart. Then check the answers together.

1. T: Now let’s read through the five questions.

2. Ss read carefully and try to find the answers to the questions.

3. Check the answers with the class.

Work on 2d:

1. T: Now let’s make some sentences with the percentages using always, usually or sometimes.

2. Ss read the passage again and try to make some new sentences. Check the answers with each others.

Work on 2e:

1. Let Ss read through the activities in the chart first.

2. Ss work in groups.

1. 读2b中的短文。

2. 根据2e的调查结果写一个报告。

1) 复习询问或谈论别人饮食。

2) 能够运用所给的提示，完成对某人饮食习惯的描写。

3) 总结回顾所有的频率副词，并学会运用所学的频率副词。

2. 情感态度价值观目标：

1) 通过小组活动，培养学生们的合作意识和团队精神。

2）提倡合理安排自己的生活，养成良好的生活习惯。

1. 教学重点：

1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。

2) 能运用一些相关资料对他人进行好习惯与坏习惯的调查。

2. 教学难点：

能运所给的提示词来描写个人的饮食起居等方面的习惯。

1. Have a dictation of the new words and expressions.

2. Let some Ss read the passage in 2b.

3. Check the homework.

1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.

2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits.

1. Look at the information in the chart and complete the report.

2. Ss read the passage then fill in the blanks with the words in the box.

3. Check the answers.

Work on 3b:

1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never.

2. Then let some Ss show their chart to the class.

Work on 3c:

1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.

2. Check the compositions and let some Ss read their compositions.

1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier?

2. Read the quiz and the chart first and make sure all the students know how to take the health quiz.

3. Work in groups and take the quiz in your group. See who is healthier?

1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。

2. Let some Ss read aloud their chart. Then try to write five sentences using the information above.

3. Make sure they use the correct forms of the verbs.

1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.

2. Ss read the conversations and try to fill in the blanks.

3. Check the answers:

usually, How often, Hardly, How often, once a; never

4. Let Ss practice the conversation with their partner.

1. Review Section B.

2. Write a short passage your father or mother’s good habits or bad habits.

Unit 3 I’m more outgoing than my sister.

1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working，etc.

2) 能掌握以下句型：

Tina is taller than Tara.

Sam has longer hair than Tom.

3) 能掌握以下语法：

形容词或副词比较级形式的构成。

表示两者进行比较的句式结构。

2. 情感态度价值观目标：

能对人物的外表进行描绘，个性进行比较。

1. 教学重点：

1) 形容词或副词比较级形式的构成。

2) 表示两者进行比较的句式结构。

2. 教学难点：

He has shorter hair than Sam.

She also sings more loudly than Tara.

Ask Ss to write down as many adj. about people as possible. Check the adj.

Give Ss an example by comparing Old Henry and Santa Claus.

Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.

e.g. The apples are bigger than the pears.

Summarize the Comparatives. Group competition.

A + be(V) + 比较级 + than + B.

Ask Ss to compare with their partners and find out the differences.

e.g. She is heavier than me. I am more outgoing than her.

Then listen to the recording. Ask Ss to number the twins.

Check the answers.

Point out the sample conversation in activity 1c.

Say, now work with a partner. Make your own conversation about the twins.

Ask several pairs to say one or more of their conversations.

1. Work on 2a:

Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.

Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.

Play the recording and check the answers.

2. Work on 2b.

Point out the picture and the two boxes with the headings Tina is and Tara is.

Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.

Play the recording and check the answers.

1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.

2. Ss practice their conversations.

3. Ask some pairs to act out their conversations.

1. Read the conversation first and try to match the people with the right things.

2. Let Ss read the conversations after the teacher.

3. Let Ss practice the conversation.

4. Then let some pairs act out their conversations in front of the class.

Homework:

Write six sentences:

Write about the things that are the same and different between you and your best friend.

1) 复习巩固形容词的比较形式及对两者进行对比。

2) 进一步总结所学的对两者进行比较的句式结构。

3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。

2. 情感态度价值观目标：

学会与朋友友好相处，培养乐观，积极向上的性格。

1. 教学重点：

1) 总结形容词及副词比较级的构成方式。

2) 进一步总结对两者进行比较的句式结构。

2. 教学难点：

1) 总结形容词及副词比较级的构成方式。

2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。

1. Ask some Ss compare he/she with his/her desk mates.

2. Show some pictures on the big screen. Let some Ss compare the things.

3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

(1) 汤姆比萨姆更聪明吗？

Is Tom _______ _____ Sam?

(2) 不是。萨姆比汤姆更聪明。

No, he isn’t. Sam is ______ _____ Tom.

(3) 塔拉比蒂娜更外向吗？

Is Tara ____ ________ ______ Tina？

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单

两者进行比较, 表示“一方比另一方更……”的句型：

两者进行比较, 表示“一方与另一方一样……”的句型：

Work on 3a:

1. 读下列句子，根据提示词完成一般疑问句，并做回答。

2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。

3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

Work on 3b:

1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.

2. Give an example:

T: S1, Are you taller now?

S1: Yes, I am. I’m taller than I was two years ago.

T: Pay attention to the tense. “I was two years ago.”

3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.

4. Check the answers with the class.

1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.

2. Ask one student the question:

T: Who is smarter, your mother or your father？

S1: I think my mother is smarter than my father.

3. Ss read the chart and check √ in the chart.

4. Work in groups. Ask and answer the questions with their partners.

5. Try to make a report.

1. Review the grammar focus after class.

2. Write down the same and different between you and a friend.

1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, etc.

2) 能掌握以下句型：

① I think a good friend makes me laugh.

② For me, a good friend likes to do the same things as me.

③ And a good friend is talented in music.

3) 阅读短文获得正确的信息的能力。

4) 阅读短文并能完成相关任务。

2. 情感态度价值观目标：

了解人与人之间的差异性，了解自己对朋友的看法。

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2) 阅读2b部分的短文并完成相关要求。

1. Daily greeting.

2. Check the homework. Let some Ss report what his/her father and mother are like.

1. Show a maxim to Ss: A friend indeed is a friend in need.

Ask, what kind of things are important in a friend?

Work on 1a:

Read each description to the class and ask the Ss to repeat.

What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)

Work on 1b:

1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four.

2. Ss try to write their own sentences.

1. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.

2. Ss listen to the tape and fill in the chart.

1. Work in groups. Make a conversation using information in the chart.

2. Teacher can walk around the classroom, and give some help to the Ss.

Work on 2a:

1. Write the comparative forms of the following adjectives.

2. Ss work in a group. Check each other’s answers.

3. Let some Ss read their sentences.

1. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.

2. Check the answers with the Ss.

1. Let Ss read the sentences in 2c. Make sure they know the meaning .

2. Let Ss read the passages again and judge these sentences are True or False.

3. Ss read and find the answers to the questions.

4. Check the answers.

1. Ss try to write their sentences.

2. Let some Ss read aloud their sentences to the class.

1. Let some Ss translate the sentences into Chinese.

2. Give the Ss an example. Ss think about it and try to tell something.

3. Let some Ss talk about it.

1. Read the passages after class.

2. Make sentences with the phrase below:

as long as, be different from, bring out, be similar to, etc.

1) 掌握下列词汇：primary, primary school, information

2) 复习如何对两者进行比较。

3) 总结回顾形容词或副词的比较级形式。

2. 情感态度价值观目标：

1) 能了解人与人之间的差异性，能做到相互理解相互学习。

2) 能正确看待自己和他人的优缺点，学人之长，补己之短。

1. 教学重点：

1) 能运用所学的知识对事物或人物进行对比。

2) 能正确运用形容词或副词的比较级形式。

2. 教学难点：

能根据提示信息，对两个人物或事物进行对比。

1. Have a dictation of the new words and expressions.

2. Let some Ss read their passages to the class.

3. Ask some Ss to compare themselves and their friends.

1. Show some pictures of the students of your class. Describe the Ss.

2. Let some Ss describe the student in the big screen.

1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.

2. Ss try to write these sentences.

3. Check the answers.

Work on 3b:

1. Think of your friends. Make notes about two of your friends.

2. Give some examples: popular, outgoing, serious, hard-working,etc.

3. Check the answers with each other.

Work on 3c:

1. Write two paragraphs describing your friends.

2. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.

1. Ask the questions about the ad.

What do the English Study Center need?

Should the student be outgoing?

2. Let Ss read the ad and answer the questions.

3. Let Ss think about what the student like?

Give Ss some examples:

He/She should be outgoing. He/She should be good with children.

4. Tell Ss to compare two of their classmates. They can use the real names.

5. Ss talk with their partners and compare two of their classmates.

1. Look at the chart. Let one student read the words in the box first.

2. Tell Ss to put the words in the correct columns in the chart.

3. Ss work by themselves and then check the answers with the Ss.

1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.

2. Ss work by themselves and fill in the blanks.

3. Check the answers with the Ss.

1. Have a writing test.

2. Ss write the sentences quickly and see who writes best.

3. Encourage some Ss to work harder.

1. Review Section B.

2. Write about six sentences about their parents. Compare them.

Unit 4 What’s the best movie theater?

1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket,etc.

能掌握以下句型：

① It has the biggest screens.

② It’s the most popular.

2) 能了解以下语法：

掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。

2. 情感态度价值观目标：

了解我们周围中有那些最出色的人或物。

1. 教学重点：

1) 形容词及副词最高级形式的构成。

2) 用形容词或副词的最高级形式来描述人或事物。

2. 教学难点：

用形容词或副词的最高级形式来描述人或事物。

向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。

Learn the new words.

1. How do you choose which movie theater to go to?

2. Ss discuss with their partners and write the words in the box in the chart.

1. T: Tell Ss to read the sentences in the chart.

2. Play the recording for the Ss to listen and match the statement with the right movie theaters.

3. Play the recording again. Check the answers with the Ss.

1. Let Ss read the model with a partner.

2. Use the information in the chart of 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Work on 2a and 2b.

1. Role-play the conversation.

2. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Homework:

写六个句子来说一下你们班的“最……”。

1) 学习掌握下列词汇：worse, service, pretty, menu, act

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。

4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。

2. 情感态度价值观目标：

了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。

2. 教学难点：

1) 掌握一些特殊形容词或副词的最高级形式。

2) 运用形容词和副词的最高级形式来描述人物或事物。

Answer some questions.

1. 学生阅读Grammar Focus中的句子，然后做练习：

2. 学生们根据记忆，看大屏幕来完成填空练习。

一、形容词和副词的最高级形式的构成：

1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。

2. 最后，由各小组长来说一说他们小组所做的总结。

二、用最高级来描述人物或事物的句型小结：

1. A + be + the 形容词最高级 + 表示范围的介词词组

2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）

Work on 3a:

1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.

1. 让学生们阅读表格中词语，并记忆这些词语的形式。

2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。

1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。

2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况。

If time is enough, do some more exercises on big screen.

谈论一下自己班级的“班级之最” Who’s the tallest? (the ...)

1) 能掌握以下单词：creative, performer, talent，etc.

2) 能掌握以下句型：

① Who was the best performer？

② All these shoes have one thing in common.

2. 情感态度价值观目标：

了解一些选秀节目的实质及目的，正确对待生活中的一些歌星。

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2). 阅读2b部分的短文并完成相关要求。

1. T: Show some movie theater or restaurant in the neighborhood .

2. Talk about the clothes stores or food stores in your neighborhood.

1. Ss listen to the recording carefully and try to fill in the blanks.

2. Play the recording again and check the answers with the class.

1. Work in groups.

2. Make a model for the Ss.

1. Let Ss read the passage quickly .

2 Ss read the passage quickly and find the answers to the questions.

1. T: Now let’s work on 2c.

2. Ss read carefully and try to find the answers to the questions.

1. T: Read the passage again.

2. Ss find the superlatives in the passage.Try to write their sentences.

1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2. 完成2e中的调查，并写出一个调查报告。

1) 复习形容词及副词的比较的构成规则。掌握生词crowded。

2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。

3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。

2. 情感态度价值观目标：

让学生认识到每个人都有自身的特长、优点和特点。

人教版八年级英语上册教案(篇4)

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 write “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

.

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:

英语八年级上册unit6教案

人教版八年级英语上册教案(篇5)

Skill focus 听 Listen for matching people with the music they like

说 Talk about opinions about music

读 Read a passage about music for information

写 Write a biography of a composer

You like western classical music, don’t you? Yes, I do.

Who’s your favourite classical composer? Beethoven.

She doesn’t like pop music, does she?

You’ve heard of him, haven’t you?

He was German, wasn’t he?

You listen to pop music, don’t you?

It’s certainly very traditional, isn’t it?

词汇 1. 重点词汇:

pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century

blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure

Ⅱ. Teaching materials analyzing 教材分析

本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家--约翰施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。

Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。

Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。

Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。

III．Class types and periods 课型设计与课时分配

Period 1 Listening and speaking (Unit 1)

Period 2 Reading and writing （Unit 2)

Period 3 Language in use (Unit 3)

Ⅳ Teaching plans for each period分课时教案

Unit 1 You like western classical music, don’t you?

pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise

Who’s it by?

You’ve heard of him, haven’t you?

He was German, wasn’t he?

You like western classical music, don’t you?

But Sally is a classical musician, so she doesn’t like pop music, does she?

No, she doesn’t.

What on earth is that?

Enable the students to listen to different types of music and learn tag questions.

Help the students to learn how to listen to and talk about different types of music and describe music.

Teaching important/difficult points 教学重难点

Learn some new words and expressions, learn tag questions.

A projector or some pictures about Project Hope, a tape recorder.

Teaching procedures and ways教学过程与方式

In this procedure, show some pictures to let the students know different types of music.

T: Hello. Boys and girls. Nice to see you again.

T: There are many different kinds of music. Let’s look at the pictures.

Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.

T: We can use some adjectives to describe different kinds of music. For example, how is pop music?

Help the students to say modern.

T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.

One sample conversation:

S1: What kind of music do you like?

Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.

In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.

T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.

T: Listen again and match the words with the music.

Check the answers with the students and then play the tape again to make the students correct their answers.

In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.

T: In these types of music, there is western classical music, do you like it?

T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.

Listen to the tape and ask the students to fill in the blanks of Activity 4.

T: Let’s check your answers with your friends.

T: Now, let’s listen again and check your answers.

Go through the answers with the students.

In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.

T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.

One sample conversation:

S1: They’re listening to western classical music.

S1: Strauss was born in the capital of Australia.

S2: False. Strauss was born in the capital of Austrian.

Add another three sentences for the students to

6. The music Tony is listening is by Strauss.

7. Sally doesn’t like pop music.

8. Daming likes rap music.

At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.

In the end, count the number of stars with the whole students to see which side is winner.

In this procedure, practice some words and expressions in Activity Five by having a discussion.

T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.

T: Work in pairs. Ask and answer questions in Activity 6.

One sample conversation:

S1: What’ s the capital of Shandong Province?

S1: Who is your favourite composer?

S2: My favourite composer is Beethoven.

…

Check the answers. Ask some pairs to make up a short conversation. .

Step 6 Pronunciation and speaking

In this procedure, listen to the tape and pay attention to the tone of tag questions.

T: In the dialogue, there are some tag questions, can you find them?

Help the students to find the tag questions in the dialogue.

T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.

Play the tape and help the students to find out the usage of tones.

T: When we want to ask a real question, will we use rising tone or falling tone?

T: What about checking information?

Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.

In this procedure, work in pairs, describe opinions of music.

T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.

T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.

One sample conversation:

S1: What music do you like?

S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?

Ask some pairs to make a conversation before the class.

Homework:

1. Ask the students to learn and remember the new words and expressions of this unit.

2. Ask the students to read the dialogue and grasp some important sentences.

Unit 2 Project Hope has built many schools

centre, drum, guitar, violin, elder, die, rest, younger, in addition to

There were two composers called Johann Strauss: a father and a son.

His Waltzes made him famous all over Europe.

Before he was six he played not only the piano, but also the violin and the organ.

Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.

Help the students read the passage for information and write a passage about a composer with the information given.

Teaching important/difficult points 教学重难点

Some new words and important sentences.

Develop the skills for reading for information

A projector or some pictures about Project Hope, a tape recorder.

Teaching procedures and ways教学过程与方式

In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.

T: Hello. Boys and girls. Nice to see you again.

T: In the last unit, we have learnt many different types of music. What are they?

S: Blues, classical, jazz, opera, pop, rock, techno

T: How are these types of music?

S2. Classical is serious.

…

T: Do pair work, ask and say your favourite music, using tag questions.

Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.

One sample conversation:

S1: You like pop music, don’t you?

S2: No, I like rock music. You don’t like rock music, do you?

S1: Yes. I do. I am a classical fan.

S2: What on earth is that?

Ask some pairs to make a conversation before the class.

In this procedure, make the students familiar with some new words of some instruments, using pictures.

T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano

Use pictures to help the students answer. Present the new words: organ, trumpet,

Ask the students to read these words. Make sure they understand the meaning of each word.

T: Look at pictures on page 36, match the pictures with the words.

In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.

T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?

Help the students to say some famous musician, in Chinese is OK.

T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?

T: There were also two great musicians in Vienna….

S: Johann Strauss and Mozart.

T: Well done. Today, let’s come to know the two great musicians.

T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.

Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.

In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.

T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.

When the students are reading, walk up and down to see if the students have any difficulties in reading.

T: Now, work in pairs, ask and answer the questions.

Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.

In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.

Write some sentences on the blackboard:

1. He is famous all over the Europe for his waltzes.

2. When he was 12, he wrote his first opera.

3. There were two composers. We call them Johann Strauss: a father and a son.

4. He played the piano, the violin and the organ.

T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.

After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.

2. at the age of: He went to school at the age of 7.

3. called: He has a boy called Tom.

4. Not only…but also: He not only read this book, but also remember the book.

In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.

T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.

Give some key words and ask the students to have a report.

Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer

Ask some students to report the story of Mozart.

In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.

T: There are many famous musicians in China. Who do you know?

S: Nie’er, Xian Xinghai and…

T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.

One possible version:

Xian Xinghai is one of the great composers of classical and traditional music. He was born in…

Ask two students to have a report.

Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.

Homework:

1. Learn and remember the new words and important sentences.

2. Read the passage for several times.

3. Practice writing.

maybe, phone, instrument, of course, loud, record, own, century

She doesn’t like pop music, does she?

You’ve heard of him, haven’t you?

He was German, wasn’t he?

You listen to pop music, don’t you?

It’s certainly very traditional, isn’t it?

Enable the students to understand the tag questions and use them.

Students can find information of a passage. Develop listening and speaking skills.

Teaching important/difficult points 教学重难点

Some pictures and a tape recorder

Teaching procedures and ways教学过程与方式

In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.

Have a dictation of some new words and expressions.

Ask some students to read the passage about the composer of Xian Xinghai.

In this procedure, revise the important points of this module. Do pair work to practise tag questions.

T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.

One sample conversation:

S1: You like rock music.

S1: He has written ten new songs this year.

T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.

Give the students a few minutes to write the correct answers.

T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.

Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.

T: Please tell us whether the speaker in each case is asking a real question or just checking information.

Ask the students to answer. Go through the answers with the students.

In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.

Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.

One sample conversation:

S1: What type of music is it?

S2: It’s lively and modern.

T: Please write down the different types of music below the five pictures.

T: Let’s look at Activity 5. Please add these words to the correct column.

Check the students’ answers. Then go through suggested answers with the students.

One possible version:

T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.

Ask one student to write the answer on the blackboard. Then check the students’ answers.

In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.

T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.

After reading, ask students to answer the questions.

T: Let’s ask and answer the questions in pairs.

One sample conversation:

S1: How long did Elvis live in Memphis?

S2: He lived there for 29 years.

The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.

In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.

Play the tape twice and ask the students to listen carefully.

T: Have you got it? Please ask and answer the questions in pairs.

One sample conversation:

S1: Where does Amy study?

Go through the answers with the students.

In this procedure, ask the students to read the passage to know something about the orchestra.

T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.

Give the students a few minutes to read this passage.

In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.

T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.

One sample conversation:

S1: What kind of music do you like best?

S2: Because it is lively and fast.

S1: Do you like classical music?

Ask some pair to act before the class.

T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.

One sample version:

S1: I like pop music. It’s lively and modern.

I don’t like rock music, because it’s too noisy

T: Please report your discussion to us.

One sample version:

S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.

1. Revise this Module.

反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。

He plays the piano well, doesn’t he?

They are listening to music, aren’t they?

My brother won’t leave for America, will he?

但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。

You must go home right now, needn’t you?

The car must be locked, mustn’t it.

祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?

Have a cup of tea, won’t you?/will you?

Don’t open the door, will you?

Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?

Let’s take a rest, shall we?

Let us do it, will you?

在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。

He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？

Yes, he did. (=He got up early) 不，他起得早。

No, he didn’t (=He didn’t get up early) 是的，他起得不早。

(2) not only…but also的含义及用法：

not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。

He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。

not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。

Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。

Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。

维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。

父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。

青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。

1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。

1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。

莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。

爵士乐（jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。

古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。

蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。

流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。

歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于15）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.

摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。

电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。

①It's t________ in England to eat turkey on Christmas Day.

②John is s________ because his dog has died.

③She's a l________ child and everyone likes him.

④What f________ it will be when we all go on holiday together.

⑤I can't work in here it's too n________.

⑥Our children have grown up and have children of their o________.

⑦While we play tennis what will the r________ of you do?

⑧Her face was s________ as she told us the bad news.

①-Jack hasn’t paid for the school things, has he?

-______. His father will pay for him.

A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t

②Your father has been to Guangzhou twice, ______?

A. has he B. hasn’t he C. doesn’t he D. isn’t he

③She’s an Australian, ______?

A. hasn’t she B. isn’t she C. doesn’t she D. is she

④He has never visited the Great Hall of the People, ______?

A. hasn’t he B. has he C. does he D. doesn’t h

⑤Lucy, you clean the blackboard today, ______?

A. do you B. did you C. will you D. can you

⑥Mr. Green went to Shenzhen on business last wee, ______?

A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he

⑦John can hardly understand Chinese, ______ he?

A. can’t B. doesn’t C. can D. does

⑧- weather! It’s raining!

-Bad luck! We have to stay at home all day.

A. What fine B. How fine C. How bad D. What bad

Keys:

(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious

人教版八年级英语上册教案(篇6)

Unit1 Where did you go on vacation?

12.have a good time 玩得高兴Xk b 1.C om

19. one bowl of… 一碗……

28. buy sth. for sb. / buy sb. sth. 为某人买某物

29. taste + adj. 尝起来……

30. look+adj. 看起来……

32.seem+（to be）+ adj. 看起来……

33. arrive in+大地点 / arrive at+小地点 到达某地

35. try doing sth. 尝试做某事 /

37. forget doing sth. 忘记做过某事/

45. Why not do. sth.? 为什么不做……呢？

46. so+adj.+that+从句 如此……以至于……

47. tell sb. (not) to do sth. 告诉某人（不要）做某事

Unit2 How often do you exercise?

15 have dance and piano lessons 上舞蹈课和钢琴课

20 not…at all 一点儿也不……

29 How about…? ......怎么样？/ ……好不好？

31 How many+可数名词复数+一般疑问句？ ……有多少……?

32 主语+find+that从句. ……发现……

33 spend time with sb. 和某人一起度过时光

34 It’s+ adj.+ to do sth. 做某事的……的。

37 What’s your favorite……? 你最喜爱的……是什么？

38 the best way to do sth. 做某事的最好方式

Unit3 I’m more outgoing than my sister.

2. as…as… 与……一样……

19. be good at 擅长…… wwW. x kB 1.c Om

21. have fun doing sth. 享受做某事的乐趣

25. as+adj./adv.的原级+as 与……一样……

26. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。

大多数形容词和副词有三个等级：1）原级（不作比较），修饰词very,so,too,pretty,really；2）比较级，表示“较……”或“更……”的意思（两者之间进行比较）, 标志词than,A or B,of the two, 修饰词much,a lot,a little；3）最高级，表示“最……”的意思（三者或三者以上作比较），形容词最高级前面一般要加定冠词the，后面可带in（of）短语来什么比较的范围。 形容词和副词的比较级和最高级规则变化： 构 成 方 法 原 级 比 较 级 最 高 级 单音 节词 和部 分双 音节 词 一般在词尾加-er或-est high short higher shorter highest shortest 以字母e词尾的词，加-r或-st late fine later finest latest finest

重读闭音节词词尾只有一个辅音字母时，先双写辅音字母，再加-er或-est hot big thin fat hotter bigger thinner fatter hottest biggest thinnest fattest

以“辅音字母+y”结尾的双音节词，先把“y”改为“i”，再加 -er或-est funny easy early funnier easier earlier funniest easiest earliest

多音节词和部分双音节词 在词前加more或most beautiful athletic outgoing more beautiful more athletic more outgoing most beautiful most athletic most outgoing

形容词和副词的比较级和最高级不规则变化：

far farther（更远） further（更深远） farthest(最远) furthest（最深远）

as…(原级)as与……一样……

Liming is as tall as Jim. Jack runs as fast as Tom. Lily is not as/so tall as Lucy. =Lily is shorter than Lucy.

Unit4 What’s the best movie theater?

6. 10 minutes by bus 坐公共汽车10分钟的路程

10. more and more…… 越来越……

16. play a role in… 在……方面发挥作用/有影响

21. Can I ask you some…? 我能问你一些……吗？

22. How do you like…? 你认为……怎么样？

23. Thanks for doing sth. 因做某事而感谢。

24. What do you think of…? 你认为……怎么样?

27. play a role in doing sth 在做某事方面扮演重要的角色

Unit5 Do you want to watch a game show?

9. have a discussion about 就……讨论

16. interesting information 有趣的资料

26. How about doing…? 做……怎么样？

28. try one’s best to do sth. 尽力做某事动词不定式做宾语

Unit6 I’m going to study computer science.

5. send…to… 把……送到……

Unit7 Will people have robots?

3. live to do 200 years old 活动200岁

18. will+动词原形 将要做……

19. fewer/more+可数名词复数 更少/更多……

20. less/more+不可数名词 更少/更多……

23. such+名词（词组） 如此……

24. play a part in doing sth. 参与做某事 w W w.x K b 1. c o m

25. There will be + 主语+其他 将会有……

26. There is/are +sb./sth.+doing sth.有……正在做某事

27. make sb. do sth.

30. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。

Unit8 How do you make a banana milk shake?

pour…into…把……倒入……

put…into…把……放入……

a piece of一片/张/段/首……

cover…with…用……覆盖……

how many+可数名词复数 多少……

how much+不可数名词 多少……

It’s time (for sb.)+to do sth. 到（某人）做某事的时间了 First…Next…Then…Finally 首先……接下来……然后…….最后……

Unit9 Can you come to my party?

18. at the end of this month这个月末

26. study for a test为考试学习新|课 |标| 第| 一|网

33. invite sb. to do sth.邀请某人做某事

34. what引导的感叹句结构：What+a/an+adj.+可数名词单数（+主语+谓语）！ What+adj.+名词复数/不可数名词（+主语+谓语）！ help sb.（to）do sth.帮助某人做某事

36. see sb. do sth.

37. see sb.doing sth.

38. the best way to do sth.做某事最好的方式

39. have a surprise party for sb.为某人举办一个惊喜派对

40. look forward to doing sth.期盼做某事

42. What’s today?今天是什么日子？

43. What’s the date today?

44. What day is it today?

Unit10 If you go to the party,you’ll have a great time!

15. give sb. some advice 给某人提一些建议

18. travel around the world 环游世界

25. be angry at/about sth. 因某事生气

29. the first step 第一步 新 课 标 第 一 网

38. advise sb. to do sth. 劝告某人做某事

39. It’s best (not) to do sth. 最好（不）做某事

人教版八年级英语上册教案(篇7)

3. I’m sorry, I can’t. 对不起，我不能。

6. (That’s) too bad. 那是太糟糕了。

7. How about you, Jenny?

8. What about you, Wilson?

那你呢，Wilson?

9. I’d love to. 我愿意。

为考试做准备。

11. 11. Sorry, I must ...

对不起，我必须......

13. I can’t. I might have to ...

16. I can’t either. 我也不能。

2. I’m sorry, I’m not free.

很抱歉，我没空。

I might have to ...我也许必须......

3. I’ll buy ... = I will buy...

5. (否定)I’m afraid not.

6. (肯定) I’m afraid so.

我恐怕是这样。

9. I’m not available. 我没空。

11. Good luck!祝你好运!

12. It sounds great. 这听起来太棒了。 (It sounds + adj.)

14. See you then./ See you. 再见。

I’d love to come.

That’s really too bad.

5. What’s today? 今天几号星期几?

3. is leaving (Be + Ving) “现在进行时表将来”将要离开

7. have a surprise party for sb. 为某人举办一场惊喜派对

10. any of ...

13. think of sth.考虑......

15. without + Ving/n./pron.

16. so that ...

18. hear from sb.

1. like ... a lot 非常喜欢......

2. help sb. to do sth.

8. bring sb. to sp.

1. thanks so much for doing sth. 非常感谢做某事

3. at the end of (this month )在(这个月)末

9. let me know (let sb. do sth.)让我知道

3. the opening of ... ......的开幕式

6. invite sb,. to do sth.

人教版八年级英语上册教案(篇8)

.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:

人教版八年级英语上册教案3500字

教案课件是老师需要精心准备的东西，按要求每个老师都应该在准备教案课件。只要老师写的教案课件优秀，也能认识到教学过程中不足。写教案课件时应该注意哪些问题？也许"人教版八年级英语上册教案3500字"就是你要找的，供您参考，并请收藏本页！

人教版八年级英语上册教案(篇1)

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 .E_plain what each one means .

2.Look at the picture .Point out the si_ 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 .

work : 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 bo_ 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 e_perience Sunday .

⑤ The alien visited the Museum Flight .

人教版八年级英语上册教案(篇2)

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:

第六课时：测试课

一、单项选择。

( )1. What ____ you ____ when she came in?

A. did, do B. are, doing C. do, do D. were, doing

( )2. The girl is ill. She’s ______.

A. in hosp

人教版八年级英语上册教案(篇3)

人教版新目标英语八年级上册教案6篇

人教版新目标英语八年级上册教案篇1

在这一学期中，我们九年级英语备课组教师在学校行政的领导下，教导处的指导下，按照英语教研组的计划扎扎实实地进行工作，尽力做到既教书又育人，各项工作齐头并进，圆满完成本学期的各项工作，下面从几个方面总结一下：

一、树立竟争意识，关爱每一位学生

面向全体学生，提高学生的道德素养，我们英语组每位老师敬业奉献，树立竞争意识，提高自身素质。在以人为本，以爱育人的教育理念指导下，把育人放在第一位，关爱后进生。树立新的教育理念，确实抓好教学。在教学中，我们把落实新课改，推进课程改革放在首位，因为新的课程标准颁布是基础教育的重大改革，对此，我组全体老师积极响应付诸实施。我们认真思考，积极讨论，制定出课改具体计划。我们通过相互观摩课、看录像等形式加强“课改”理论学习，提高自身的素质。

二、规范教学管理，进一步提高教学质量

教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，一堂准备充分的课，会令学生和老师都获益不浅。教学难度比较大的课，如果照本宣科地讲授，学生会感到困难和沉闷。为了上好每堂课，我们每位老师认真研究探讨，找出了重点，难点。

三、关爱每个学生，缩小两极分化

因为英语的特殊情况，学生在不断学习中，会出现好差分化现象，差生面扩大，会严重影响班内的学习风气。因此，绝对不能忽视。为此，我们制定了具体的计划和目标。对这部分同学进行有计划的辅导。

四、按照教学常规五个环节开展教学工作

备课：课前认真地备好每一节课，写好教案。既备教材，又备学生，针对学生分析、概括、表达能力差的特点，设计好教学方法。上课：每天都保持饱满的精神，让学生感受到一种自然气氛，认真做好组织教学，尽可能保证上课内容丰富，现实，教态自然，讲课生动，难易适中照顾全部，并且充分调动学生的学习积极性，设法令学生投入，不让其分心，让学生多动手，多动口、，多动脑，让课堂气氛活跃起来，充分调动学生的主观

能动性，力图让学生学有所得，学有所乐。作业和辅导：作业的布置适量，有针对性，重点放在遣词造句、阅读理解等;批改作业时多用赞美式、鼓励性的语言予以评价。对学生的辅导方面，做到有耐心，有方法，因材施教，个别无心思学的学生，经过一个学期的耐心教育，学习兴趣明显提高，成绩也有较大的进步。考试：本学期进行了多次阶段性的考试。每次的考试，都能做到考试前进行有系统的复习，考试后进行学科总结，及时查漏补缺，从中改正教学方法，也让学生调整学习方法，争取更大的进步。

五、其他方面

1、把握教学进度，合理安排时间，统一教学进度，顺利完成了本学期的教学任务。

2、认真辅导、组织学生参加了本学期举行的英语竞赛活动，并且取得了优异成绩。王梦涵同学和张宇熠同学在区英语口语比赛中获得一等奖。

3、为了加强自身的业务水平，积极对各种教育理论进行学习，给自己充电，以便在工作中以坚实的理论作为指导，更好地进行教育教学;努力提高英语专业水平，以适应当前教育的形式，为更好地进行素质教育夯实基础，撰写出较有质量的教育教学论文并进行各种课题的研究。

六、今后采取的措施

从今年网上阅卷的情况来看，可以检测老师的水平，也能了解学生在各方面的不足之处。在以后的教学中，加强学生们的书写，审题把握中心，并且在写作运用上加大力度。

#380450

人教版新目标英语八年级上册教案篇2

本学期我担任初三级(1)班、(2)班的英语教学。由于教学经验颇浅，我对教学工作不敢怠慢，认真学习，深入研究教法，虚心学习。经过一个学期的努力，获取了很多宝贵的教学经验。以下是我在本学期的教学情况。

一、备好课，备好学生，上好课

教学就是教与学，两者是相互联系，不可分割的，有教者就必然有学者。学生是被教的主体。因此，了解和分析学生情况，有针对地教对教学成功与否至关重要。不懂得了解学生对教学的重要性，只是专心研究书本，教材，想方设法令课堂生动，学生易接受，这是很容易碰钉子的。在上课前要了解清楚学生的实际情况：

一方面，农村的学生英语听，说的能力相对较弱，授课采用较深的全英教学，同学们较难适应。另一方面，(1)班的同学比较沉静，中等生占较大多数，尖子生相对较少。因此，讲得太深，就照顾不到整体，而(2)班的同学比较活跃，上课气氛积极，虽然优生比例大，但中等生也有一小部分，我备课时也注意到这点，因此教学效果比较理想。从此可以看出，了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。这就是教育学中提到的“备教法的同时要备学生”。这一理论在我的教学实践中得到了验证。

教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。虽然辛苦，但事实证明是值得的。

一堂准备充分的课，会令学生和老师都获益不浅。我认真研究了课文，找出了重点，难点，准备有针对性地讲。为使教学生动，不沉闷，我还为此准备了大量的教具，授课时就胸有成竹了。相反，我没有认真备课的时候，课堂气氛沉闷，教学效果不好，与此相比可见，认真备课对教学十分重要。特别是对英语这门学生不甚熟悉并感到困难的外语来说至关重要。

备课充分，能调动学生的积极性，上课效果就好。但同时又要有驾驭课堂的能力，因为学生在课堂上的一举一动都会直接影响课堂教学。因此上课一定要设法令学生投入，不让其分心，这就很讲究方法了。上课内容丰富，现实。教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。所以，老师每天都要有充足的精神，让学生感受到一种自然气氛。这样，授课就事半功倍。

二、激发学生学习兴趣

英语是一门外语，对学生而言，既生疏又困难，在这样一种大环境之下，要教好英语，就要让学生喜爱英语，让他们对英语产生兴趣。否则学生对这门学科产生畏难情绪，不愿学，也无法学下去。为此，我采取了一些方法，就是尽量多讲一些关于英美国家的文化，生活故事，让他们更了解英语，更喜欢学习英语。因为只有英语水平提高，他们才能达到交异国笔友的目的，同时也可以提高同学们的英语写作能力，对成绩优秀的同学很有好处。因为英语的特殊情况，学生在不断学习中，会出现好差分化现象，差生面扩大，会严重影响班内的学习风气。因此，绝对不能忽视。为此，我制定了具体的计划和目标。对这部分同学进行有计划的辅导。

三、注重听、说、读、写全面发展

英语是语言。因此，除了课堂效果之外，还需要让学生多读，多讲，多练。为此，在早读时，我坚持下班了解早读情况，发现问题及时纠正。课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。另外，对部分不自觉的同学还采取强硬背诵等方式，提高他们的能力。期中考和期末考是考察每位同学在本学期的学习成果，因此应该予以重视。考试前进行有系统的复习，考试后进行学科总结。在中段考后的时间里，我把力量主要集中在两班的差生辅导上，特别是(4)班，以缩短差距。另外，还发现学生的综合能力不够强，所以以后的教学中要加强这方面的训练。让学生轻松学，容易掌握。而期考结果证明，适当辅导后进生对班的整体发展有很大帮助。

经过一个学期的努力，期末考就是一种考验。无论成绩高低，都体现了我在这学期的教学成果。我明白到这并不是最重要的，重要的是在本学期后如何自我提高，如何共同提高两班的英语水平。因此，无论怎样辛苦，我都会继续努力，多问，多想，多向别人学习，争取进步。

#380976

人教版新目标英语八年级上册教案篇3

今年我担任毕业班两个班的英语，感到压力沉重。因为这两个班的学生素质相对较低，而且英语底子参差不齐，而九年级是整个初中阶段最重要一年，为使学生在英语这门学科上取得更大的进步，取得优异的成绩，我在教学中尝试了一些教学方法，现总结如下：

一、备课

教学中，备课是一个必不可少，十分重要的环节，既要备教材、备学生，又要备教法。备课充分，能调动学生的积极性，上课效果就好。

二、培养学生良好的英语学习习惯

我校的学生来源全是农村的，学生家长以及周围的环境对学习英语都不是很关注，而且大多是留守学生，学生的学习自觉性也较差，主要表现在以下几个方面：

1、不把背的作业当回事。学过的单词，句型，短文，老师要求背出，学生总是借口其他作业太多，没时间背等，往后一拖再拖，即便能背出来，也是临时死记强记出来的。等过不了多久又忘了。

2、针对性习题跟不上上过的新课，相应的配套练习，不能自觉去独立完成，总需要老师再三强调，但仍有部分学生拖拖拉拉不做。死记硬背的东西多，联系的东西少，因此表面上看感觉还可以，但真正一考起来，问题出来很多，而且差距很大。经过几次考试下来，问题也出来了，我任教的两个班：尖子生只有几个，中等生断层，差生面特大。

针对以上情况，改变这种局面，我从下面几个方面着手：

首先，培养学生良好的学习习惯，课前多预习，课堂45分钟让学生集中注意力听讲，把老师讲的内容真正听懂。不能似懂非懂。课后认真完成配套的巩固练习，不懂的地方，多向老师或成绩稍好的学生请教。

其次，学生学习要主次分明，主要学科课后时间分配相应的因当多一些，特别是对英语学科，因为他毕竟不是母语。基础不打好，以后想提高也难。

第三，灵活掌握学过的知识点，学习要讲究方法，举一反三，融会贯通，只有这样，学生才能把所学的知识串联起来，不容易忘记。要让学生明白，学习英语不是一天两天的事，是要靠平时慢慢积累起来的。

三、建设高效的课堂，努力提高驾驭课堂的能力

因为学生在课堂上的一举一动都会直接影响课堂教学，所以上课一定要设法吸引学生，不让其分心，上课内容力求丰富，现实。教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。另外，我每天都坚持保持充足的精神，让学生感受到一种积极上进的气氛。这样，授课就事半功倍。为了让学生真正参入到课堂中来，凡是学生自己能讲清楚的问题，都让学生自己解决，老师决不越俎代庖，课堂上尽量精讲、少讲把时间都留给学生。

四、加强课外辅导

英语学习是语言的学习。困此，除了课堂效果之外，还需要让学生多读，多讲，多练。为此，在早读时，我坚持认真了解早读情况，发现问题及时纠正。课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。另外，对部分不自觉的同学还采取强制背诵等方式，帮助他们养成良好习惯，提高他们的英语学习能力。

以上就是我在本学期的教学工作总结，有成绩也有不足。今后我将继续努力，取得更好成绩.

#380975

人教版新目标英语八年级上册教案篇4

时光飞逝，短暂而又愉快的假期生活已经结束了。接下来我所面临的是紧张而又愉快的新学期的教育教学生活。为把新学期的教育教学工作做好，特此作如下教学计划：

一.指导思想。

“减负”的内在，并以此指导自己的教育教学工作，遵循教育教学规律，紧扣大纲，把我教学层次，不断提高自己的业务水平。

二.基本情况。

这一学期，我继续担任初一(1，2)班的英语教学工作。这两个班级，每班各有学生三十五人左右，但是，基础却不尽人意。初一.1班的学生基础还可以，但是2班的基础却相差很远，学生基础参差不齐，两极分化严重，没有学习的兴趣。因此，教学工作开展的相当困难。

三.教材特点。

初中英语第一册(下)主要介绍了日常生活的交际用语以及一些西方国家的文化背景和风俗习惯，教材通俗易懂，旨在使初一级学生基本能用英语进行简单的交流。

四.教学目标。

力争在期末考试中优秀率打到30%左右，及格率达到60%左右。缩小学生间的差距。为下一学期的英语教育教学工作打下以良好的基础。

五.具体措施。

1.每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。

2.每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。

5.对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

6.关注学生的情感，营造宽松、民主、和谐的教学氛围。

7.实施任务型的教学途径，培养学生综合语言运用能力。

8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

9.加强对学生学习策略的指导，为他们终身学习奠定基础。

10.认真钻研教材，备好，上好每一节课，向45分钟要质量。

总之，新的学期已经开始了，我要以上一学期的基础为起点，树立信心，全身心的投入到新学期的教育教学工作中去。争取在新的一年里，把教育教学工作推向一新的层次。

#277306

人教版新目标英语八年级上册教案篇5

本学期我担任初三级(10)班、(13)班的英语教学。本学期以来,本人遵守学校各项制度，按时上课、组织学生早读，积极参加学校组织的各种教学活动，从各方面更加严格要求自己，结合本校的实际条件和学生的实际情况，认真备课、听课，深入研究教法，虚心向老教师请教，及时反思教学，使教学有计划、有组织、有步骤地开展虚心学习。现对本学期以来的教学教育工作做以下总结，希望不断发扬优点，克服缺点，总结经验，吸取教训，使自己的教学工作更上一层楼。

一、认真制定教学计划，使教学有序地进行。在新课程改革精神和新的教学理念的灌溉下，我依照教学大纲、教材、学生实际和教育教学规律，制定了学期教学计划，规划好阶段计划，课时计划。在此基础上，设计好每一堂课。

二、认真备课。作为一名年轻教师，我的体会是，上好一堂课难，但备好一堂课更难。在备课之前，必须对所有内容进行熟悉，参考多方面的资料，认真深入钻研教材，确定重点难点，同时，备课不仅要备教材，而且要备教法，备教学手段，因此，本人在自身努力钻研教材和教法的基础上，积极配合搞好同年级老师的小组集体备课。

三、认真组织课堂教学。一堂课的四十五分钟，就是一个教师表演技能的阶段。上课时，本着“传道、授业、解惑”的原则，努力提高教学质量，使讲解有条理、清晰、准确、生动。使每堂课学生有所获，努力使学生打好基础，培养能力，发展智慧，培养学生的正确思维方式，养成良好的学习习惯。坚持做到以学生为主体，教师为主导，训练为主线。在课堂上，特别注意调动学生的积极性，加强师生交流，充分体现学生的主体作用，让学生学得容易，学得轻松，学得愉快。在课堂上，根据不同学生设计不同层次的问题，树立学生的自信心，让各层次的学生都得到提高。

四、虚心请教其他教师。教师的教学过程即是一个学习的过程。因此，在此过程中，一旦心中有疑，必会请教于同行。由于自己是一个教坛新手，缺乏经验，所以有许许多多的东西都须向其他教师学习。认真做到每月听课两节，做好听课记录，取之所长，克服所短。并常常与其他教师交流，改进教学方法。

五、认真批改作业。坚持布置适量的作业，使学生所学知识得到巩固和提高。布置作业时，坚持做到有针对性，有层次性，形式多样化。以此同时，提倡学生写英语周记，坚持每两周检查一次。每周布置听写任务，对所学新单词、新短语、好句子进行听写。认真及时地批改作业、作文、周记及听写。并针对学生的作业作文情况，认真透彻地进行讲评，根据其情况不断改进教法。

六、认真反思教学。教学这一活动，没有反思的伴随就不会有进步。坚持每次授课后，认真回想，进行反思。记录其教法、做法及操作不大理想的地方，虚心请教前来听课的领导及教师，及时做改进。并根据班级情况，分组教学，使组与组之间进行竞争学习。正所谓“有竞争才有动力”，坚持长期性评价原则，使学生在组中相互帮助，相互学习，培养团结互助的学习精神。

七、做好课后辅导工作。在课后，对不同的学生进行相应的辅导。从平时的课堂反应，课后交流，周记记录中掌握各个学生的心理状况，抓住他们的特点和个性，有的放矢地与其进行交流，做到按层次、按情况进行辅导。及时给予关怀和关爱。善于发现学生的优点，并给予表扬;积极发现后进生的闪光点，及时给予鼓励，树立他们的自信心。充分结合课本知识，给学生讲相关的英语故事，了解外国文化，扩大知识面。引导他们对学习萌发兴趣，从而自觉地把身心投入到学习中去。

总之，在这一学期的教学过程中，我尽力地做好每项工作。其中学到的东西固然不少，但不足之处也很多。在以后的教学工作中，我将不断总结经验，发扬优点，改进缺点，不断探索新的教学方法和教学手段，激发学生的学习兴趣和积极性，提高自己的教学质量，做一位合格的人民教师，让我这颗教坛上的新星更加耀眼!

#380977

人教版新目标英语八年级上册教案篇6

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。具体如下：

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;

2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;

3、突出学生主体，尊重个体差异;

4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、全期教学总目标

学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

三.教材简要分析

《新课标英语》(冀教版)八年级(下册)，全书共有八个单元。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。

四、学情简要分析

初二年级

5、6班，共有学生人数 人，其中男生人，女生人。通过初一年半的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。

五、提高教学质量可行措施及教改措施：

(一)、面向全体学生，注重素质教育。

(二)、以学生为主体，尊重学生个体差异。

(三)、采用活动途径，倡导体验与参与。

(四)、开发课程资源，拓展学用渠道。

具体来说：

1.认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。

2.充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。

3.多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。

4.积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读 比赛、英语手抄报比赛、学唱英文歌曲，课前五分钟活动等。

5.注重个别辅导，在面向全体学生的基础上，培优补差。

6.不断学习，加强自身素质和业务能力的提高。

对于学生具体要求：

1. 每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。

2. 每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3. 认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。

5. 对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自 信，尽快成长起来。

6. 关注学生的情感，营造宽松、民主、和谐的教学氛围。

7. 实施"任务型"的教学途径，培养学生综合语言运用能力

8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

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人教版八年级英语上册教案(篇4)

第一单元 相亲相爱一家人

第一课 爱在屋檐下

第一框：我知我家

教学目标

情感、态度、价值观目标：爱自己的家、热爱父母的情感和厌恶不孝行经的情感。

能力目标：认识自己家庭的能力。

知识目标：了解家庭的一般概况;家庭关系的确立;子女与父母的关系不可选择;了解父母的特点;家人的优秀品质。

重点与难点：子女与父母的关系不可选择

教学准备

和父母一起回忆在你们的家庭生活经历中，印象最深的一件事(如生病、惹祸、比赛成功等)是什么?父母当时是怎么做的?

教学过程

[导语]有了泥土，嫩芽才会长大;有了阳光，春芽才会开花;我们每个人的成长都离不开我们的家。当我们还在妈妈肚子里的时候，爱我们的爸爸、妈妈、爷爷、奶奶就开始为我们绘制宏伟的蓝图，编制美丽的理想甚至为我们早早起好了名字。

有没有同学愿意为大家介绍一下你们名字的含义呀?(请2—3名同学介绍。)

一、“什么是家呢?”

简简单单的名字，寄予了家长深切的爱。我们从出生那一刻起，就被家的温暖所包围。

[情景故事]教材P4两则故事说：“那……不是我的房子” “我又有家了”。那么“家到底是什么?”

二、体验活动： “家”的遐想 /我眼中到的家。(并请说明理由)

[小结]家是温暖的避风港;是一片蓝天;是一把伞……

三、“画”家

A 爸爸、妈妈、哥哥、小松

b 爷爷、奶奶、爸爸、妈妈、小兰

c 爸爸、小刚

d 爸爸、妈妈、小浩、叔叔、婶婶

——我们有不同的家庭结构：大致有核心家庭，主干家庭，单亲家庭，联合家庭等。

[知识拓展]家庭是有婚姻关系、血缘关系或收养关系结合成的亲属生活组织。家里有亲人，家中有亲情。家庭关系的确立也有多种情形，依照法定条件和程序结婚组成的新家庭;因生育导致的血缘关系结合的家庭;依照法定条件和程序收养而组成的家庭;随父母再婚组成的新家庭。不同的家庭关系，促成了不同的家庭结构。

——父母赚钱不容易：为了撑起一个幸福、温馨的家庭，爸爸妈妈努力工作。你知道爸爸妈妈具体从事的工作吗?他们工作中有什么困难和委屈吗?他们回家后还要干什么?

——父母养育我们不容易：爸爸妈妈为了我们，一方面努力工作，一方面对我们的成长无时不刻倾注着他们对儿女的爱。你能说说爸爸妈妈在你成长道路上付出的爱吗?

四、实话实说：喜欢“选择什么样的父母”?

A、小冰早就想买一个新款MP3了，妈妈说家庭经济不宽余，一定要买的话就看期末考试有没有进步。

B、小亮是一个很调皮的男生，这次在学校不小心打破一块玻璃，要赔偿人民币15元。可是小他的父母刚听了一个开头，便不高兴了，拿起皮鞭打了他一顿。

C、小宁生活在一个十分优越的家庭。怕起早，每天爸爸开车送她去学校;嫌菜差，每天保姆送饭来学校;穿的是名牌，用的是精品;妈妈还告诉她学校的值周劳动最好不要参加。

D、……

五、小结：父母给予我们生命，这种天然生成的最自然的亲情，是无法选择、无法改变的。

六、作业：介绍我家的好品质、好家风。

第二框：我爱我家(一课时)

知识目标：体会家庭中亲情的温暖，明白抚养和教育子女是父母的道德和法律义务，而父母也理应受到子女的孝敬。

能力目标：辨证看待家庭中父母与子女权利义务关系的能力;收集父母为家庭作贡献的具体事例的能力，感受家庭亲情的能力。

情感态度和价值观目标：感受父母对自己的爱心和抚育，尊重父母的劳动和情感，培养学生权利与义务的意识，承担起自己的对家庭的责任。

教学重点：感受家庭的温暖。

教学难点：担负起自己的责任，与家人一起营造温馨的家。

教学过程：

【新课导入】

在一个小生命还酝酿在母体的时候，已经倾注了家人对他的关爱，那就是他的名字。请学生说说他们的名字的用意。以此来体会家人的期待和关爱。

一.爱的回忆

活动内容：先让学生回忆小时候受父母呵护的甜蜜时光，并把自己的童趣讲给同学听。再设问：在你的家庭中，有没有发生过令你感动的事?

设计意图：这一活动的目的在于让学生通过回忆，感受家庭的温馨，感受父母对自己的呵护。

教师行为：开展这一活动，一要注意正面引导，防止学生讨论亲子矛盾，而要着重引导学生感受父母的爱;二要注意辨证地看待这些事，因为许多家长对子女爱护有余，严格要求不足，所以要对学生反映出来的问题作具体分析。

二.无悔的爱

活动内容：让学生填写表格，即“在你家，下列事情通常由谁来做?”另外，讨论两个问题：“说说自己家中贡献最大的人是谁，要说出具体理由”和“夸夸自己的父母，并讲给同学听”。

教师行为：指导学生开展这一活动，一要让学生根据家庭情况如实填写，通过填写体会父母的贡献;二要引导学生在家做力所能及的事，渗透在家尽责的教育;三是说说家人的贡献，包括物质方面的，也包括良好道德、优秀思想方面的精神贡献;四是找父母的优点，夸夸自己的父母。

教学建议：开展这一活动，可以不限于教材表格中所列的项目，由学生根据实际情况填写。家中的事，凡学生能做的，要鼓励学生做，这既能培养学生能力，又能陶冶学生情操，而且有助于增进学生与父母的亲情，与父母更好地沟通。在学生的讨论中，可以讲“大”的事情，也可以讲感人的具体事例，有些小事反而更能体现父母的一片苦心，容易感动人。在活动中，要注意家庭有缺陷的学生的反应，防止伤害这些学生。

三.爱的低诉：

活动内容：给学生足够的时间写一段他对母爱或父爱的认识，交流自己对这种爱曾经的误会或曾经的感动。

教师行为：呈现两个关于母亲的故事(见附录)，并引导学生用心感悟他对母爱或父爱的认识，并将优秀作品展示给全班同学。

设计意图：这一活动意在让学生体会原来未曾注意的东西，也是丰富学生情感、促进其良知发展的重要环节。有的老师说，现在的学生不知感恩，不被感动，认为父母对自己所做的一切都是理所当然的。原因之一是我们的教育忽略了学生的体验，缺乏正确有效的引导。有的学生对家长不满甚至看不起父母，也与他们缺乏对父母的理解，不会感受或感受不到亲情呵护有关。因此，要通过这一活动，让同龄人自己教育自己，在轻松的氛围中深切感悟在家庭中获得的爱。

教学建议：开展这一活动，老师要善于引导，可以用具体事例来启发;要注意以情感人，烘托出良好氛围;不必面面俱到，只要发动学生积极地说、积极地体验就行了;要有意识地从父母的良苦用心、子女的责任两个方面来启发，突出正面教育的效果。如果有学生从反面冲突来讲，要注意剖析分析的本意和期望，剖析其中所蕴涵的爱，把学生引导到爱父母、爱家庭上来。

四.爱的告白：

活动内容：让学生给父母写寄言，即在感激父母抚育、理解父母心情的基础上，写几句话并交给父母，表达自己对父母的心情。

设计意图：设计这一活动，在于让学生与父母心灵碰撞，表达自己对父母的感激之情，表达自己对父母的责任和决心。

教师行为：指导学生开展这一活动，第一步，可以让学生写父母的优点长处，也可以让学生写父母对自己的呵护和期望，还可以让学生写自己的感受和决心。第二步，在同学中互相交流，互相感染启发。第三步，把自己所写的交给父母，与父母沟通互动。

教学建议：在这一活动中，要注意展示学生的才气，如让他们写诗歌、散文等形式来写。要强调写出自己的情感体验，避免说空话，避免应付。要注意引导学生把情感和意志结合起来，即要把自己的决心和打算反映出来。这件事是一个学生与家长的互动过程，要注意发挥家长的作用，如将学生的感受反馈给家长，有条件的可以让家长也给学生写寄言，在互动中加强对学生的教育。

五.爱的成长：

活动内容：讨论：当你们的父母发生了矛盾，你是怎样做的?若父母一方或双方下岗怎么办?为了使你的家庭更美满，你还应做些什么?

设计意图：引导学生体验温馨的家庭需要全家人的齐心协力。

第三框：难报三春晖(一课时)

知识目标：孝敬父母长辈是中华民族的传统美德;不孝敬父母长辈要受道德的谴责，要承担法律责任;孝敬父母长辈体现在日常生活的方方面面。

能力目标：辨证分析孝敬父母好处与不孝之坏处的能力，辨别具体行为是否属于孝的能力;孝亲敬长的具体行为实践能力。

情感态度和价值观目标：厌恶不孝行径的情感;体验尽孝后的快乐;树立家庭中的正确的是非观念，增强履行家庭义务的责任观念。

教学重点：如何孝敬父母。

教学难点：孝敬父母的道德和法律基础，防止愚孝。

教学过程：

一.爱洒心间

活动内容：出示材料：一封别样的信(见附录)，引导思考：你能读懂母亲这样做的良苦用心吗?

设计意图：一是设置悬念，激发兴趣;二是与教材中的故事有异曲同工之效。

教师行为：引导相互交流并分享自己感受到的父母的爱。

二.爱的回报

活动内容：小组竞赛，孝亲故事知多少?

设计意图：引导学生从“孝亲”的典例中感受榜样的力量，为自己“孝亲”行为提供借鉴。

活动内容：讨论：“你平时是怎样孝敬父母的?你认为孝敬父母应该表现在哪些方面?”“把自己尽孝后的感受谈出来与大家分享。”

设计意图：让学生交流自己孝敬父母的做法和收获，达到同龄人互相教育、启发、感染的效果。

活动内容：讨论，遇到下列情形该怎么办：

⑴父母只要我读好书，我该怎么办?

⑵父母不让我做家务，该怎么办?

⑶外出时应对父母说什么?

⑷父母生病了，该怎么办?

⑸当父母劳累一天下班回家，我该做些什么?

⑹当父母烦恼时，我该怎么做?

⑺作业未完成被老师留下来而迟归，我该怎么面对父母?

⑻成绩没考时，该如何面对父母?

⑼我想买电脑，父母认为我控制能力不强而不赞成，我该怎么办?

⑽朋友来访，但父母不喜欢，该怎么做?

设计意图：设计这一活动，主要目的在于让学生把孝敬父母落实到自己的实际行动上。孝敬父母表现于日常生活的各个方面，甚至在与父母交往的任何活动中，都有孝与不孝的问题。通过这一活动，可以把学生孝敬父母的心意、表现与行为选择结合起来，提高教育的实效性。

教学建议：指导学生开展这一活动，可以就教材所给材料进行讨论，通过分析、选择来判断是与非，进而明确应该如何对待父母。需要说明的是，这些题目都是开放性的，有许多可以辨析之处，关键是帮助学生树立为父母着想的观念，找出孝与不孝的出发点的不同。比如，成绩要不要告诉父母，本身很复杂。就学生的权利而言，不告诉并不一定错。但如果从爱父母、孝敬父母出发，可以用不同的方式与父母沟通，这对学生自己也有利。如果从怕批评、防父母出发，与父母有情感上的隔阂，就处理不好这件事。中国有句古话“百事孝为先，论心不论事，论事无孝子”。

教师行为：指导学生开展这一活动，首先要表扬孝敬父母的好人好事。如果老师知道一些，也可以先表扬，再引导学生自己谈。其次，让学生谈自己孝敬父母的具体做法，并注意将孝的各个方面的表现予以归类。再次，让学生谈尽孝后的感受。尽孝需要付出，但得到的是甜蜜。让学生在比较中选择孝行，是把教育落到实处的最好策略。也就是说，这种道德规范不是由外界强加的，而是学生自己的主动选择。

三.爱的反思：

活动内容：仔细阅读漫画，回答下列问题：图中“孝子”的言行反映了什么现象?你对此持什么态度?为什么?日常生活中你是否也有过类似的行为?如果有，你将如何改进?

教师行为：引导学生思考：自己曾有过不善待父母的事吗?你当时是怎么想的?发生了怎样的后果?现在你对这件事又是怎样想的?如果你当时按你现在的想法去做，设想一下结果又会是怎样?这一活动先在小组内交流，然后再进行全班交流。

设计意图：这个活动主要通过学生的回忆和反省，来体会父母对子女深沉、无私的爱，同时，意识到自己对父母付出太少，从而增强同学的责任意识，和为父母、为家庭付出的主动意识。

四.爱的传递

教师行为：引导学生回忆2004年春节联欢晚会小品“粮票的故事”。

设计意图：体验孝敬父母不仅是物质上的扶助，更应是精神上的关爱;不仅要孝敬我们的父母，还应孝敬爷爷奶奶、外公外婆等长辈，及至“老吾老，以及人之老”。

第二课 我与父母交朋友

第一框 严也是一种爱(两课时)

知识目标：通过案例的分析讨论及活动的体验探究，帮助学生认识什么是代沟，代沟的表现和形成原因，引导学生认识到逆反心理的危害，同时让学生明白通过亲子双方的努力，代沟是可以填平的。

能力目标：培养学生正确认识自己的自知能力和正确理解家长心情的知人能力;对代沟产生的原因的分析能力;对逆反心理的辨证分析能力，增强促进自我成长的责任意识。

情感态度和价值观目标：对父母亲人的爱;对自己正确行为的赞赏，对错误行为的后悔和耻辱;体会父母对自己的心情和期待，正确对待父母教育的情感;坚持正确的看法和行为，丢掉不良思想行为的态度。

教学重点：正确看待父母对自己的关爱和教育。

教学难点：代沟的产生及逆反心理的危害。

第一课时 成长也会有烦恼

课前准备：课前先通过班主任了解班级学生基本的家庭关系，记录特殊家庭的学生、与父母关系紧张的学生等，以便在活动中给予更多的关注。同时还可以记录家庭关系良好的学生，以便于有意识地让他们在活动中充分发挥作用，给其他同学提供好的建议。

教学过程

一、成长的烦恼

1.同龄人的心声(见附录)

活动内容：引导思考，同学们有过类似的烦恼吗?请举几例。为什么原来和谐亲密的亲子关系，现在变得格格不入?

设计意图：设置学生身边发生的事件场景，勾勒出“生活画面”，以增强学生的认同感。同时对同伴的了解有助于学生纠正认知偏差，缓解心理压力。如一些学生可能本来对自己的亲子关系很不满意，但他可能抱怨自己父亲不好。通过这一了解发现很多人也跟他差不多，知道这种现象是青春期孩子的共性，他对父母的不满情绪就会降低。

教师行为：指导学生开展这一活动，可以先让学生认可教材上的材料，即学生身边的事，是经常发生的事，是每个学生都可能遇到的事。然后可以让学生补充相近的材料，意在让学生参与，介入到现实生活情景之中。再让学生讨论分析原因，从中体会父母的期望、立场、态度、心思，通过这些分析体会父母的爱。最后，让学生思考解决这些问题的办法，这样可以让学生自己教育自己。

教学建议：开展这一活动，重在发挥其导向的功能，并不是要通过这一活动解决全部问题，因而要注意达成有限目标，要在努力方向上引导。要注意让学生站在不同立场上思考问题，即会与父母换位思考，尤其要注意引导学生体会父母严要求中蕴涵的爱心和期待。

2.苦恼的不只是我们(见附录：一份杂志上的两封信)

活动内容：分析成长中为什么会产生这些烦恼?通过比较两代人的不同，分析造成隔阂的原因。

设计意图：设计这一活动，首先在于让学生站在父母的角度看问题，这样对父母的正确做法更容易接受，不当之处也更容易理解和宽容。其次，通过比较，让学生对自己有个再认识。青春期的初中学生容易走极端，看问题容易片面。通过这一活动，可以帮助学生审视自己，从自己方面找原因，促进心理的成熟和处事方法的掌握。还有，比较方法是学生认识事物的重要方法，这一活动可以让学生在探究中获得终身受益的方法，以增强其能力。

教师行为：第一步，让学生分析，找出与父母的差别;第二步，探讨这些差别会造成哪些交往中的障碍;第三步，让学生评价矛盾的性质(爱与期待中的矛盾)，不能夸大这些矛盾;第四步，体会矛盾之中包含的父母的爱心和期待。鉴于比较两代人涉及许多内容，先为学生提供可比较的角度：

教学建议：开展这一活动，老师需要把握好度，即不能搞得太宽太多，因为这只是思想品德课教学的铺垫，而不是教学的重点。二是要渗透辨证观点的教育，即比较中分析并全面地看问题，分别看到两代人的利与弊。三是注意引导学生理解父母对子女的心情。这是体谅父母苦心的关键，也是我们对学生进行思想品德教育的重点。

二、成长不烦恼：

1.阅读感悟：其实你只有8%的烦恼

出示材料：有人做了这样一个心理学实验：要求实验者把未来7天所预料的烦恼事情写下来，投入“烦恼箱”。在过后第三周，打开“烦恼箱”，每个人核对“烦恼箱”的每项烦恼，结果发现其中九成的烦恼没有发生。他们把剩下的一成烦恼仍然留在“烦恼箱”里，过了三周，再拿出来核对，结果发现，那些烦恼已经不成为烦恼了。结论：一般人的忧虑40%属于过去，50%属于未来，只有10%属于现在。92%的忧虑没有发生，剩下8%是你可以轻易应付的。

设计意图：引导学生认识不必因亲子关系出现裂痕而过于忧虑。

2.质疑交流：订立一份《家庭和约》

出示材料：最近，华华在自己的卧室门上挂上了“请勿打扰”的牌子，让妈妈百思不得其解：“是自己做错了什么?还是孩子已经独立到非要挂牌子的地步?”爸爸也难过地说：“自从挂了那块牌子，我觉得好好的家就像旅馆似的。”但华华却不以为然。

教师行为：引导学生讨论：父母为什么为难过?你对此怎么看待?如果是你遇到这种情况，你会怎么办?如果与父母共同制定一个家庭规则并遵照家庭规则去做，结果可能会怎么样?并引导学生自拟提纲，与父母订立一份《家庭合约》。

3.身体力行：预防父母“唠叨”的招数

参照下面“预防父母‘唠叨’的招数”，指导学生将其运用于实践。

学习方面：赶前不赶后，完成了作业，父母唠叨自然少了。

仪表方面：如果你对奇装异服感兴趣，那肯定在父母干涉之列，此类的尽量避免。

社交方面：社交本来是你的自由，但别忘了父母还是你的法定监护人。所以，重要的是让他们知道，你在哪里，干什么，和谁在一起?出门前说得越详细越好，最好把联系电话留下，大多数父母即使知道孩子的派对地址，也不会到现场来“捉拿”你的。

卫生方面：起床叠被子，保持房间整洁，也是许多父母希望孩子养成的好习惯，如果你不讲究这一套，就不让他们看见，更不要让他们插手打扫啦(否则更有话唠叨你了)。适当的时候，来起早起，把自己的房间好好打扫一番，也捎带打扫一下家里的其他房间，这会让你的父母欣喜不已。

课前准备：

本课内容浅显，不涉及更多伦理，主要是情感和实践问题。要提高本课的教育实效，首先要在课前调查了解自己的学生，以加强教育的针对性和主动性。具体包括以下几个方面：①学生的现实生活中，哪些事容易引起与家长的冲突。②学生在化解与家长的冲突，有哪些成功的经验。③学生在与家长的关系中，还存在哪些主要问题。④学生逆反心理在家庭关系中的反映。⑤能够感染学生的例子，特别是在时间和空间上与学生接近的例子。

教学过程：

一.阅读感悟——爱的冲突(见附录)

活动内容：引导思考：你是否也经历过“爱的冲突”?试举一例。仔细体会材料，是爸爸妈妈不爱我们吗?还是他们不知道怎样表达爱?会不会是他们已经表达了而我们却未察觉?代沟，究竟谁不理解谁?是爸爸妈妈不理解我们，还是我们不理解爸爸妈妈?

设计意图：通过阅读和回忆自身心灵深处的感动和故事，让学生读懂父母的真诚与无私，为后面引导学生从自身角度分析逆反心理的危害作铺垫。

二.理性分析——冲突的代价

活动内容：连续性提问：你当时是怎样想的?最终结果怎样?这个结果对你日后的学习和生活与影响吗?如果有，请具体说明。现在你对这件事是怎样想的?如果你当时按你现在的想法去做，设想一下结果又会是怎样?你认为代沟产生的责任主要在于谁，为什么?

设计意图：意在让学生体会家庭冲突的不快，体会逆反心理造成的影响亲子关系、伤害父母和自己等危害，认识到逆反心理所存在的不利的一面。这样能让学生理智地对待与家长的矛盾，不任性，会控制自己的不良情绪。

教师行为：指导学生开展这一活动，主要让学生结合自己的经历谈感受，通过体验明辨是非，以便在今后的生活中作出正确的行为选择。因为冲突的解决有正面和反面两种体验。所以要引导学生从两个方面来谈，既可以讲正面的经验，也可以讲反面的教训。

教学建议：在活动中，要注意以下几点：引导学生讨论;注意保护学生的隐私;事件本身的介绍不必过细，核心在于让学生体验;要注意学生思想的升华，即理性地看待处理问题的不同结果;可以在学生讨论的基础上对危害进行梳理，如情感伤害、经济损失、阻碍家庭和个人发展等。

三.认真聆听——来自父母的心声

活动内容：出示材料：《孩子，我为什么会打你》(见附录)。引导思考：你也有过挨打的经历吗?当时心里是怎么想的?现在如何看待这种经历?采访自己的父母，问问他们当时是怎么想的?看了这篇文章你有什么感想?

教师行为：引导学生感受逆反心理导致的对父母的反抗，其结果都是惩罚了自己：不是拿自己的错误惩罚自己，就是拿父母的错误惩罚自己。这种结果也是对父母的一种伤害：不是拿自己的错误伤害父母，就是拿家长的错误伤害父母。同时帮助学生认识到父母对孩子的爱是出自本能的，是最无私的，只不过在现实生活中，有些父母表达爱的方式令孩子们不太喜欢罢了。但这也不足以导致某些孩子过激的方式来“回报”亲人。

四.出谋划策——面对生活中的烦恼

活动内容：就下列问题进行讨论交流：

①爸爸说写完作业就让我出去玩。我写完作业，妈妈又让我再做两道奥赛题……②妈妈说只要我期末考到班级前三名，就带我去旅游。我真的考了第二名，妈妈却说她没有时间……引导讨论：如果父母“说话不算数”，我们应该怎么办?

①妈妈非要我学钢琴，我一点都不喜欢，我的志向是当一个科学家。②妈妈很支持我，同意我学画画，可是现在我对它的前景不看好。③爸爸就知道让我学习，当尖子生，可我总是考不到第一，失望极了。引导讨论：如果父母的期望与你的愿望不一致，你是坚持己见还是服从父母的意志?你会如何说服父母来支持你的愿望?

①父母偷看了我的日记;②父母将我的朋友拒之门外。引导讨论：当父母的做法“不合理”时，你会怎么做?父母这样做的用意何在?建议：可结合教材中的阅读材料。

①一个同学说：我妈就是烦，每天我吃早饭的时候，她就说：“吃完早饭去喝牛奶，别忘了。”其实，牛奶和书包都放在我的写字台上，我上学拿书包，不就看见牛奶了吗?真是的!②女儿晚上去看电影，九点多回家。妈妈说：“才回来，我到路上都看了好几次了。”女儿说：“妈妈真是的，难道看看就能把我看回来?”③我骑自行车上学，爸妈每次都要叮咛一句：“路上小心，注意安全。”引导讨论：父母讲这些话的真正用意是什么?面对父母的唠叨，怎样做才会双赢?这里重在引导学生领悟同样一句话可以有多种意思的理解，即锣鼓听音，说话听声。

设计意图：选取这些两难问题，当然这些都是青少年学生所关心的、跟他们的成长密切相关的话题，让不同的价值观念相互碰撞，激起个体的内心价值冲突。让学生自主探究增进与父母的了解与沟通、化解冲突的办法，并让学生设想不同的方法可能带来的后果，让学生体会不同的态度、不同的沟通方式和处理方法所带来的结果是不同的。

第二框 两代人的对话(一课时)

知识目标：与父母沟通的过程;与父母沟通的基本要领;与父母交往的主要策略;以宽大胸怀和积极的态度与父母交往，不必非争高下不可。

能力目标：会与父母沟通商量的能力;对多种可能解决问题的方式进行选择的能力;把握与父母交往的诸多策略的应用能力;家庭交往中得失利弊的权衡能力。

情感态度和价值观目标：对父母的尊重，对自己人格的维护;崇尚与父母的平等，与父母共同遵守道德和法律准则;提高与父母沟通、解决问题的主动性;增强学生的责任意识和为家庭付出的主动意识。

教学重难点：

引导学生学会与父母进行沟通，彼此袒露内心世界，进而达到相互理解进行沟通的正确方法，并学习双赢的沟通策略。这既是本课的重点，也是本课的难点。

课前准备

对模拟表演先作出布置。这个模拟扮演活动，意在帮助学生正确地与父母沟通，要考虑多种因素和可能，正确解决与父母的矛盾。要把剧情让学生看仔细，让学生设计可能遇到的种种情形，最后找出双方可以接受的办法。应该给学生提出要求，在准备扮演活动中整理自己的经验和方法。

教学过程

一、借我一双慧眼——正确看待与父母的冲突

活动内容：根据书上的两个观点“家不是说理的地方。俗话说得好，清官难断家务事”和“家是爱的港湾，因为家里的矛盾易产生、也易解决，关键看我们怎么对待”进行讨论。

设计意图：引导学生正确认识家庭矛盾，因为夸大与父母的矛盾，会在处理家庭关系时有抵触情绪，妨碍沟通;看不到矛盾，会不在意解决与父母的矛盾，也不利于矛盾的解决和学生的进步。

教师活动：先让学生发表自己的看法，然后由老师举个具体的例子设计教学情境，分析处理方法，接着让学生讲自己如何处理家庭矛盾，最终得出有必要、有办法解决家庭矛盾的结论。当学生的争辩僵持不下的时候，老师要注意引导学生异中见同;当学生争辩趋同的时候，老师要引导学生同中见异。这样有助于提高学生认识问题和解决问题的能力。

教学建议：在活动中，要注意渗透辨证的观点，要注意引导学生更深入地思考。比如清官难断家务事，可以引导学生分析：家务事通常属于什么性质?是不是每件事只有一个答案?不同的观点和行为分别有什么合理的地方?如果站在对方的立场上来理解和思考，你会不会一定坚持自己的主见?在各有利弊的情况下，尊重别人的选择会带来什么好处?在自己有理的情况下，应不应得理不让人?可以不同意别人的做法，要不要尊重别人的选择?又如说明家中矛盾容易解决，要引导学生分析其中的原因，从父母爱子女、体谅子女的困难、期待子女更好等角度，论证自己的观点。讨论和争辩的过程，是道德学习的过程，也是学生体验的过程，对于掌握与家人交往的方法和艺术、提高教育实效有重大作用。

二、敢问路在何方——掌握与父母交往的方法

1.理解父母

阅读感悟：出示寓言故事：一把坚实的大锁挂在大门上，一根铁杆费了九牛二虎之力，还是无法将它撬开。钥匙来了，他瘦小的身子钻进锁孔，只轻轻一转，大锁就“啪”地一声打开了。

铁杆奇怪地问：“为什麽我费了那麽大力气也打不开，而你却轻而易举就把它打开了?”钥匙说：“因为我最了解他的心。” 设问：寓言给了我们什么启示?

设计意图：引导学生感悟到每个人的心，都像上了锁的大门，任你再粗的铁棒也撬不开。唯有理解，才是打开别人心锁的钥匙，与父母的交往亦如此。

案例分析：结合教材中小冰的例子，小冰冒火的理由是什么?爸爸的理由是什么?你的协调办法是什么?让学生选择A、干脆不去同学家了;B、按照家长的意思办，8点前到家;C、先斩后奏，写完作业、看完录像再回来。你还有什么好办法吗?

教师活动：指导学生开展这一活动，第一步可以引导学生思考处理这一问题的各种可能，并分析其利弊。比如：不到同学家做作业、看录象了，会导致对同学失信，自己也不满意，由此还会迁怒于家长;按家长的要求做，这保证了安全和休息，可未必有时间看录象，自己和同学都不能尽兴;不理家长的要求，写完作业、看完录象再回来，这会让家长担心、着急，说不定到现场亲自捉拿;与家长协商，双方都作些让步，可能双方都满意。第二步在分析各种可能、权衡各种利弊后，不同的学生会有不同的方法，这时可以对这些具体方法进行再剖析，在比较中选择最优方案。第三步，让学生把思考和解决这一问题的过程梳理一下，上升到一般方法论的高度，即引导学生善于与家长沟通，向本框教育目标靠拢。

教学建议：在活动中，要注意尊重学生的分析和选择，不应该预定某种解决问题的模式;鼓励学生大胆设想方案，分析利弊，正确选择;老师要有足够的准备，应对学生讨论中的难以预料的情况。当老师遇到没有把握回答或者难以驾驭的问题时，可以在鼓励学生的同时，将问题留待课下探究。

2.尊重父母

案例分析：母亲要到另一个城市去，临行前母亲问女儿：“回来我想给你买件衣服，可不知你喜欢什么样的?”女儿回答：“您只要把服装店里您瞧着最不顺眼的衣服买回来就行了。”引导讨论：为什么亲子间的价值观会有如此大的差异?这种差异还可能表现在生活中的哪些方面?会对家庭关系产生什么影响?对待这种差异是任之发展还是设法解决?如果你与父母的价值观不一致，你会怎么做?

阅读感悟：《珍珠与谷物》(见附录)

设计意图：重在引导学生领悟：珍珠和公鸡的价值观不同，是因为它们的需要不同。价值不是固有的，事物的价值在于使用者的需要。了解价值观取向是影响相互关系的一个重要原因，常言“话不投机半句多”。进而引导学生认识“多元价值观”存在是一个客观事实，父母和孩子的价值取向不同是正常的。

教学建议：可引导学生思考，自己哪些方面和父母价值观存在冲突?增进学生了解自己和父辈的价值取向差别的主要内容，如对服装的要求，父母在意便宜，宁可式样老一些;少年在意时尚，宁可质量差一些等。引导领悟亲子冲突不是父母变了，也不是自己变坏了，而是自己长大了。这一认识很重要，是积极沟通的前提。因为很多事情无所谓对错，如头发的长短等，仅仅是一种文化。亲子间的矛盾和冲突不一定干戈相见，它是可以通过良好的沟通和接纳多元价值观而缓解的。

3.认真聆听

活动内容：寻找父母与我们的共同点：问问父母，他们像你这么大的时候，他们最崇拜的人是谁?为什么?他们有些什么想法和愿望?他们的父母容许他们做什么，不容许他们做什么?他们是如何争取更多的自由和空间的……

设计意图：家长在回忆自己少年往事的时候，一般会很自豪地，不知不觉中放下家长的架子和孩子敞开心扉。这时，他们更容易理解孩子目前的经历和感受，认真考虑孩子独立的要求，甚至向孩子做出妥协和让步。从而引导学生发现原来爸爸妈妈有这么多与自己相似的行为特征，并把这种新感觉描述下来。

4.讲究艺术

出示材料：母亲在数落儿子，儿子一边看书一边聆听教诲。忽然儿子问母亲：“妈妈，一本内容枯燥冗长的书和说话罗嗦有什么区别?”母亲不假思索地回答：“你可以把书丢一边，可是却无法叫罗嗦的人闭嘴。”说完，母亲突然恍然大悟。“啊!你是在嫌我罗嗦呀!”母子俩都笑了。儿子用幽默的方法不仅提醒了习惯唠叨的母亲，而且自然地避免了母子之间的冲突。请出几个类似的金点子。

教师行为：在引导的时候，重点应提示学生“策略”内容并不重要，而且因人而异;重要的是当我们面对问题的时候，要学习思考什么是双赢的策略?要尽量避免“不满——冲突——冷战”这样的应对模式。

教学建议：要提示学生，没有标准答案，每个人的处境不一样，价值观取向不一样，对一个人是好的选择，对另一个人未必是好的。当没有“最好”即没有双赢时，要选择“更好”。

5.模拟沟通

活动内容：根据教材中小莉的例子模拟与家长沟通的过程。

设计意图：第二个活动侧重于探究处理冲突的步骤，这个活动侧重于让学生掌握与父母沟通的要领，不光有个步骤问题，更是情感交流的过程。沟通涉及的经验很多，核心是以爱的方式尊重父母，理解父母。

人教版八年级英语上册教案(篇5)

【学习目标】

1.学生学会关于假期去旅行的一些常用词汇与句型，并学会复合不定代词的用法。

2.通过与学生交流假期去哪里旅行的话题，提升学生的语言交际能力。

3.学生会用一般过去时态进行信息交流，形成环保意识，热爱大自然。

【学习重点】

学生能用所学的功能语言交流假期去了什么地方旅行。

【学习难点】

学习复合不定代词someone，anyone，something，anything等的用法。

Learning action tips: leading in by showing PPT about the students’holiday trip.

Topics：Did you have a good time during the vacation?Yes，Idid. Did you go anywhere interesting with your parents?Can you tell us where you went on vacation?……Review the past tense.

Task 1

Learning action tips: Preview the words on Page2 in the word list. Studentsread the words by phonetic symbols, then underline new words in the text and markthe Chinese meaning. At last finish the task in 1a.

【知识链接】

1.复合不定代词有：

某人someone

任何人anyone

没有人no one

每个人everyone

某事something

任何事anything

没有东西nothing

一切everything

2.anyone与any one的区别

anyone通常指人，侧重于个体，后面不带of;any one既指人，又指物，侧重于整体，后面可接of。情景导入　生成问题

1.T：Didyou have a good time during the vacation?

S：________________________________________________________________________

2.T：Wheredid you go on vacation?

S：________________________________________________________________________

自学互研　生成能力

Task1Let\'sread the new words and the phrases.

1.I can read.(我会读)

anyone，anywhere，wonderful，quite a few，most

2.I can write.(我会写)

翻译下列短语：

(1)待在家里stay__at__home(2)去纽约城go__to__New__York__City

(3)去夏令营go__to__summer__camp(4)与某人一起去go__with__someone

(5)buy something special买特殊的东西

(6)遇见有趣的人meet__someone__interesting

(7)study for tests为考试学习

3.I can summarize.(我会总结)

Did you buy anything special?其中anything 是不定代词。

复合不定代词用法小结：

(1)带some的复合不定代词常用于肯定句中;带any的复合不定代词常用于否定句或疑问句中。

(2)当形容词修饰不定代词时，应放在其后面。

(3)复合不定代词作主语时，都作单数看待，其谓语动词用第三人称单数形式。

(1)I did somethinginteresting last summer.去年夏天我做了有趣的事情。

(2)Did you go anywherecool on vacation?假期你去凉爽的地方了吗?

(3)在那里我没见到人。　I didn’t see anyone there.

Task2Let\'slisten to the tape and finish 1b，2a，2b.

Task3Let\'smake conversations and interview.

1.I can practice.(我会练)

A：Grace，where did you go on vacation?

B：I went to (1)Central__Park(中央公园).

A：Oh，really?Did you go with anyone?

B：No.No__one(没有人)was here. Everyone wason vacation.

A：Did you buy (3)anything__special(特殊的东西)?

B：No.I bought nothing.

【导练】

( C )Did you see ______ in the dining room?

A.someoneB.some one

C.anyone D.anyone

人教版八年级英语上册教案(篇6)

【学习目标】

1.引导学生学习关于电视节目的常用词汇与句型，掌握mind和stand的用法。

2.通过交流使学生能听懂谈论电视节目的对话;学会用英语简单谈论几种电视节目。

3.引导学生通过开展小组学习活动，培养协作意识;并能学会询问他人对某事物的观点并会正确表达自己的看法。

【学习重点】

教会学生用所学的功能语言谈论电视节目。

【学习难点】

通过交流表达和听力训练，引入各种学习方法和策略来学习“Whatdo you think of…?”

Learning action tips:

Play the wonderful film clips that students most like to see, guide studentsto talk about the film types and contents they most like to see.

Task 1

Learning action tips：Previewthe words on Page33-34 in the word list. Students read the wordsby phonetic symbols, then underline new words in the text and mark the Chinese meaning.At last finish the task in 1a.

【Method coach】

▲Let\'s watch a talk show. 让我们看谈话节目吧。

让某人做某事：Let sb. do sth.

【导练】

( C )Let\'s ______ for a walk, shall we?

A.togoB.going

C.go

▲stand

(1)作不及物动词时，意为“站立”，构成stand up, 反义词为sit down。

(2)作及物动词时，意为“忍受，忍耐”，一般多用于否定句中，构成短语can\'t stand (doing) sth. 不能忍受(做)某事。如：情景导入　生成问题

1.T：Whatdo you think of …?

S：________________________________________________________________________

2.T：Whichcharacter do you like best?

S：________________________________________________________________________

自学互研　生成能力

Task1Let\'sread the new words and the phrases.

1.I can read.(我会读)

sitcom, soap opera, news,mind, stand, educational, plan, hope, discussion, happen, expect

2.I can write.(我会写)

翻译下列短语：

(1)访谈节目talk__show(2)肥皂剧soap__opera

(3)游戏节目game__show (4)体育节目sports__show

(5)才艺节目talent__show (6)从……学learn…from

(7)计划去做某事plan__to__do (8)期待去做某事expect__to__do__sth.

(9)调查出，弄清find__out (10)希望成为hope__to__be

(11)将来的某一天one__day

3.I can summarize.(我会总结)

你能总结介词mind和stand的用法吗?

mind doing sth.表示“介意做……”，stand doing sth.表示“忍受做某事”。

【拓展】

其他接doing的动词：

(1)enjoy doing sth. 意为喜欢做某事。

(2)practice doing sth.意为练习做某事。

(3)finish doing sth. 意为完成做某事。

(1)I don\'t mind watching(watch) soap operas.

(2)I can\'t stand closing(close)the window.

(3)I\'ll practice skating(skate)every day in window.

(4)You should finish doing(do)your homework first.

Task2Let\'slisten to the tape and finish 1b，2a，2b.

Task3Makeconversations and interview.

1.I can practice.(我会练)

A：What do you (1) want__to__watch(想看)?

B：What do you (2)think__of(认为)soap operas?

A：Oh, I (3)can\'t__stand__them(我不能忍受). I think soap operasare really boring.

B：Well, (4)what__about__game__shows(游戏节目呢)?

A：I like watching game shows. I watchit every night.

B：(5)Why__do__you__like__it?(为什么?)

A：Because I think game shows are moreeducational.

B: Then let\'s watch gameshows.

I can\'t stand soap operas.我无法忍受肥皂剧。

【导练】

My brother can\'t stand writing (write) diaries.

人教版八年级英语上册教案(篇7)

《昆明的雨》

教材分析：

《昆明的雨》是语文（人教版）八年级上册第四单元的一篇散文，这篇文章或写人或写景，但字里行间都饱含着汪曾祺深挚的情感，倾诉着他对昆明的雨的想念与热爱。

教学目标

【知识目标】 了解昆明的雨的特点。

【能力目标】  1.通过朗读，感受作者对昆明的热爱。

2.尝试以平淡生活入手表达自我感悟。

【情感目标】 感悟作者表达的情感，培养学生关注日常生活细节的习惯，引导他们在平淡的生活中发现情趣。

【教学重难点】   重点：感悟作者表达的情感。  

难点：通过朗读，感受作者独特的情趣。

【课时安排】 一课时

【课前准备】 预习本文字词，扫清阅读障碍。

教学过程

一、诗情导入 初读情感

读汪曾祺的一首小诗： 莲花池外少行人，野店苔痕一寸深；

浊酒一杯天过午，木香花湿雨沉沉。

二、整体感知

1.作者简介

2.在预习的基础上，提醒字音，学生自由速读课文，并圈点出昆明雨季的特点。

明确：昆明的雨季是明亮的、丰满的，使人动情的。

三、深化理解 体悟情感

1.为什么昆明的雨季是明亮的？（请用文中的句子回答）

明确： 因为“是下下停停、停停下下，不是连绵不断，下起来没完”。

2. 为什么昆明的雨季是丰满的？（请用文中的句子回答）

明确：因为“草木的枝叶里的水分都到了饱和状态，显示出过分的、近于夸张的旺盛”。

3.文中写了哪些植物体现昆明雨季的丰满？

明确：仙人掌、各类菌子、杨梅、缅桂花、木香花……

因为“仙人掌不仅多，且极肥大，可以种在菜园的周围代替篱笆，并且倒挂着也能开花。”

因为“昆明的杨梅很大，有一个乒乓球那样大，颜色黑红黑红的，叫做“火炭梅”。

四、点明主旨

1．昆明的雨季是使人动情的，作者动了什么情？（明确情感）

明确：想念  热爱  （解释乡愁的缘由）

2.朗读小结（升华情感）

五、写作练习

仔细观察品味生活中一草一木、一枝一叶，抓住其特点，并融入自己的个人情感，写一点能表现自己独特感悟的文字。

随堂展示、评价。

六、课堂小结

同学们的习作都很有趣，希望也能像汪曾祺一样，在寻常小事中体悟出属于自己的人生滋味。

七、板书设计

昆明的雨   

汪曾祺

想             明亮的           热

念             丰满的           爱

使人动情的

人教版八年级英语上册教案(篇8)

【学习目标】

1.学生能掌握六个频率副词的用法。

2.学生能听懂谈论各项活动的对话;学会用英语谈论做各项活动的频率。

3.通过完成各项活动，学生能够养成团结协作的意识，并能合理利用时间。

【学习重点】

学生能够学会用六个频率副词谈论做各项活动的频率。

【学习难点】

通过交流表达和听力训练，掌握六个频率副词

Learning action tips：

Play the video about students\'activities on weekends in class. Let students watch it.

Task 1

Learning action tips：Previewthe words on Page2 in the word list. Students read the words by phonetic symbols,then underline new words in the text and mark the Chinese meaning. At last finishthe task in 1a.

【知识链接】

▲once，twice，three times等次数的表达法

(1)这三个词都表示次数，once是一次，twice是两次，除了一次、两次，其他的次数都用“数字+times”表达。如：三次是three times，五次是fivetimes。

(2)这些表达数的词后与一段时间连用，表示动作多长时间发生几次，即动作的频率。

【导练】

(1)我一周看一次电视。

I watch TV once aweek.

(2)我每天读三次英语。

I read English threetimes__aday.情景导入　生成问题

T：What do you usually do on weekends?

S1：I usually play basketball.

S2：I often go shopping.

S3：I sometimes help my parents with housework.

自学互研　生成能力

Task1Let\'sread new words and the phrases.

1.I can read.(我会读)

housework，once，twice，Internet，program，always，usually，often，sometimes，hardly ever，never

2.I can write.(我会写)

翻译下列短语和句子。

(1)帮忙做家务help__with__housework

(2)在周末on__weekends

(3)去看电影go__to__the__movies

(4)一周两次twice__a__week

(5)上网use__the__Internet

(6)动物世界animal__world

(7)hardly ever几乎不

(8)How often do you watchTV?你多久看一次电视?

(9)我从不逛街。I__never__go__shopping.

(10)I exercise three timesa week.我一周锻炼三次。

3.I can summarize.(我会总结)

频率副词hardly ever的用法：

hardly ever意为“几乎不”，表示否定概念。一般位于实义动词之前，be动词、助动词或情态动词之后。如：

Lucy hardly ever callsme.露西几乎不给我打电话。

Peter is hardly ever late.彼得几乎不迟到。

【拓展】

频率副词的比较：

always(100%)usually(80%)often(30%-50%)

sometimes(20%) hardly ever(5%) never(0%)

(1)汤姆几乎不做运动。Tom hardly ever takes(take)exercise.

(2)平时，他几乎不在家。He is hardly everat home on weekdays.

(3)—I saw you come to schoolby bus this morning.

—Oh，I __B__ come to school by bus，but it is raining today.

A.usually B.hardlyever C.sometimes

Task2Let\'slisten to the tape and finish 1b，2a，2b.

Task3Makeconversations and interview.

How often多久一次

用来提问动作发生的频率。如：

—How often do you go to the library?你多久去一次图书馆?

—Once a week.一周一次。

【备注】

我们学过的有关how的疑问词组：

how old多少岁

how much问不可数名词的数量多少

how many问可数名词的数量多少

how far多远

how long多久;多长

人教版八年级英语上册教案(篇9)

【学习目标】

1.学生学会形容词或副词比较级形式的构成及两者进行比较的一些常用词汇与句型。

2.通过听对人物的外表进行描绘、个性进行比较的对话，学生学会怎样就两者进行比较。

3.学生学会用比较级进行信息交流，增强自信心，多交益友，快乐生活，快乐学习。

【学习重点】

用所学的功能语言交流如何运用比较级描绘人物的外貌与个性。

【学习难点】

学习形容词和副词比较级的用法

Learning action tips：Accordingto the actual situation of the students in class, create scene to lead in the new course by the way of teacher and student\'squestion and answer：

—Which one is more hard­working at their lessons? —Lisa is.

And revise the adjectives about describing the appearance and personalityof a person.

Learning action tips: Preview the words on Page17-18 in the word list. Students read the words by phonetic symbols, thenunderline new words in the text and mark the Chinese meaning. At last finish thetask in 1a.

【知识链接】

clearly adv.清楚地;清晰地;明白地

【拓展】

形容词后加上­ly常构成副词。eg：loud→loudly;quiet→quietly;serious→seriously;usual→usually;different→differently;real→really

friendly adj.友好的

(1)friendly的比较级是more friendly。

(2)be friendly to sb.对某人友好的。

【拓展】

某些名词后加上­ly可构成形容词。eg：month→monthly;mother→motherly;week→weekly;day→daily情景导入　生成问题

1.T：Whatdo you think of your best friend?

S：________________________________________________________________________

2.T：Isshe taller than you?

S：________________________________________________________________________

自学互研　生成能力

Task1　Let\'sread the new words and the phrases.

1.I can read.(我会读)

outgoing，better，loudly，quietly，hard­working，competition，fantastic，which，clearly，win，though

2.I can write.(我会写)

翻译下列短语：

(1)敲鼓play__the__drums　(2)长(短)头发long(short)__hair

(3)更外向more__outgoing　(4)和……一样努力work__as__hard__as

(5)起得早get__up__early　(6)跑得快run__fast

(7)歌咏比赛the__singing__competition

(8)最主要的事情the__most__important__thing

(9)学到新东西learn__something__new　(10)玩得高兴have__fun

3.I can summarize.(我会总结)

形容词和副词比较级的变化规则：

(1)一般的在词尾加er

(2)以不发音的字母e结尾的词尾加r

(3)以一个辅音字母结尾的重读闭音节，先双写这个辅音字母再加er

(4)以辅音字母加y结尾先改y为i再加er

(5)多音节和部分双音节词在该词前面加more

(6)不规则的变化需要我们用心记忆

写出下列形容词或副词的比较级。

(1)long longer (2)short shorter 　(3)nice nicer (4)early earlier

(5)big bigger (6)hot hotter (7)thin thinner (8)easy easier

(9)quietly more__quietly(10)beautiful more__beautiful(11)good better

Task2　Let\'slisten to the tape and finish 1b，2a，2b.

Task3　Makeconversations an interview.

1.I can practice.(我会练)

A：Peter，(1)is__that__Paul?

B：No, that\'s Tom. Paul is thinner thanTom.

And he also (2)has__longer__hair(更长的头发)than Tom.

A：Oh，(3)can__they__sing?

B：Yes, they can sing well.

A：(4)Who__can__sing__better，Paul or Tom?

B：Tom sings better than Paul…

win

v.获胜;赢;赢得

n.winner 获胜者

【辨析】

win与beat

两者均可作动词，意为“赢”，但用法不同：

(1)win(won，won)后接比赛、竞赛、战斗、奖品、钱等名词。

(2)beat(beat，beaten)后接竞争对手。

【导练】

(1)我们的队赢得了篮球比赛。Our team won the basketball match.

(2)昨天乒乓球比赛我打败了内莉。I beat Nelly at ping­pong yesterday.

人教版八年级英语上册教案(篇10)

3. I’m sorry, I can’t. 对不起，我不能。

6. (That’s) too bad. 那是太糟糕了。

7. How about you, Jenny?

8. What about you, Wilson?

那你呢，Wilson?

9. I’d love to. 我愿意。

为考试做准备。

11. 11. Sorry, I must ...

对不起，我必须......

13. I can’t. I might have to ...

16. I can’t either. 我也不能。

2. I’m sorry, I’m not free.

很抱歉，我没空。

I might have to ...我也许必须......

3. I’ll buy ... = I will buy...

5. (否定)I’m afraid not.

6. (肯定) I’m afraid so.

我恐怕是这样。

9. I’m not available. 我没空。

11. Good luck!祝你好运!

12. It sounds great. 这听起来太棒了。 (It sounds + adj.)

14. See you then./ See you. 再见。

I’d love to come.

That’s really too bad.

5. What’s today? 今天几号星期几?

3. is leaving (Be + Ving) “现在进行时表将来”将要离开

7. have a surprise party for sb. 为某人举办一场惊喜派对

10. any of ...

13. think of sth.考虑......

15. without + Ving/n./pron.

16. so that ...

18. hear from sb.

1. like ... a lot 非常喜欢......

2. help sb. to do sth.

8. bring sb. to sp.

1. thanks so much for doing sth. 非常感谢做某事

3. at the end of (this month )在(这个月)末

9. let me know (let sb. do sth.)让我知道

3. the opening of ... ......的开幕式

6. invite sb,. to do sth.

人教版八年级英语上册教案(篇11)

U1.fix one’s attention/ eyes on集中注意力于

3.at first sight; lose one’s sight; at the sight of ;catch sight of;

out of one’s sight/beyond one’s sight/ in one’s sight

景色，景象（可数，常用复数）The sunrise is a beautiful sight.

4. have an appetite for (knowledge) 求知欲

7.on purpose故意地; for the purpose of 为了…的目的

9. supply sth to/for sb; supply sb with sth

provide sth for sb; provide sb with sth

10.look out! = watch out!

11.be involved in (trouble) 卷入,忙于

12. the private/ state enterprise (私营/国营)企业

a spirit of enterprise 进取精神, 事业心

13. abandoned practice抛弃了的，废弃了的做法

14.a large amount of/ amounts of +u.n

15.experiment with/ on (animals)用…做实验

16.You deserve punishment/ punishing/ to be punished.

18.be designed to do / for sth/sb专为…设计的，打算

19.在脑海中出现某种想法A good idea occurred to me.

It occurred to me that…

22.lead a cosy life; a cosy little house

人教版八年级英语上册教案(篇12)

短语归纳

stay at home待在家里

take the bus乘公共汽车

tomorrow night明天晚上

have a class party进行班级聚会

half the class一半的同学

make some food做些食物

order food订购食物

have a class meeting开班会

at the party在聚会上

potatochips炸土豆片，炸薯条

in the end最后

make mistakes犯错误

go to the party去参加聚会

have a great/good 玩得开心

give sb.some advice给某人提一些建议

go to college上大学

make(a lot of)money赚(许多)钱

travel aroundthe world环游世界

work hard努力工作

a soccer player一名足球运动员

keep…to oneself保守秘密

talk with sb.与某人交谈

in life 在生活中

be angry at/about sth.因某事生气

be angry with sb.生某人的气

in the future在将来

run away逃避;逃跑

the first step第一步

in half分成两半

solve a problem解决问题

school clean-up学校大扫除

ask sb.to do sth.要求某人做某事

give sb.sth.给某人某物

tell sb.to do sth.告诉某人做某事

too…to do sth.太……而不能做某事

be afraid to do sth.害怕做某事

advise sb.to do sth.劝告某人做某事

It’s best (not) to do sth.最好(不)做某事

need to do sth.需要做某事

语法讲解

由 if 引导的条件状语从句 (主将从现)

if 用做连词时，可以表示“如果;假如”，用来引导一个条件状语从句。如：

I will go if he asks me.

If you eat bad food, you may be ill.

注意：在主句和条件状语从句中的动词都表示将来的动作时，主句中常用一般将来时，含有情态动词的句子或祈使句，也可以是谓语含有want, hope,wish等动词的句子，但从句中常用一般现在时代替将来时。如：

We will come to see you if we have time.

You won’t be able to pass the exam if you don’t work hard.

I hope to visit her if I am free.

1、I

分析：

be going to do sth.将要、打算做某事。如：

I am going to do some shopping with my mother.

辨析：be going to and will.

be going to and will 两者都可以表示将来，其区别如下：

be going to 常用于事先经过的打算、计划或意图，也可用于根据某种迹象将要发生的动作。如：

Why are you taking down all the pictures?

I am going to repaint the wall.

L ook at the dark clouds in the sky.I t ’ s going to rain.

will 常用于不受人的主观意愿影响的单纯将来，也可用于条件状语从句中，还可以表趋向或习惯的动作。如：

Tomorrow will be Teacher ’ s Day.

I f it doesn ’ t rain tomorrow, we will go to the zoo.

W e will die without air or water.

2、Half

分析：

① half, adj and n.一半(的)。 h alf 常用于名词或修饰名词的冠词前面，即half a/an/the/one ’ s +n.还可以用于a half +n.这中结构。如：

P lease cut the cake into halves.

T he little boy drank half a bottle of water.== the little boy drank a halfbottle of water.

H alf of the children are from Chinese .

注意：half 短语作主语时，谓语动词与half后的名词保持一致

短语归纳

on Saturdayafternoon在周六下午

prepare for为……做准备

go to the doctor去看医生

have the flu患感冒

help my parents帮助我的父母

come to the party来参加聚会

another time其他时间

last fall去年秋天

go to the party去聚会

hang out常去某处;泡在某处

the day after tomorrow后天

the day before yesterday前天

have a pianolesson上钢琴课

look after照看;照顾

accept an invitaton接受邀请

turn down aninvitation拒绝邀请

take a trip去旅行

at the end of this month这个月末

look forward to盼望;期待

the opening of… ……的开幕式/落成典礼

reply in writing书面回复

go to the concert去听音乐会

not…until直到……才

meet my friend会见我的朋友

visit grandparents拜访祖父母

study for a test为考试学习

have to不得不

too much homework太多作业

do homework做家庭作业

go to the movies去看电影

after school放学后

on the weekend在周末

invite sb.to do sth.邀请某人做某事

what引导的感叹句结构：What+a/an+adj.+可数名词单数(+主语+谓语)!

What+adj.+名词复数/不可数名词(+主语+谓语)!

help sb.(to)do sth.帮助某人做某事

be sad to do sth.做某事很悲伤

see sb.do sth.see sb.doingsth.

the best way to do sth.做某事最好的方式

have a surprise party for sb.为某人举办一个惊喜派对

look forward to doing sth.期盼做某事

reply to sth./sb.答复某事/某人

What’s today?今天是什么日子?

What’s the date today? What day is it today?

语法讲解

1、prepare意为“准备”，强调准备的动作与过程。

prepare 强调准备的动作与过程。宾语是这一动作的承受者。其后也可接双宾语，还可接不定式。

get/be ready意为“准备好”，强调准备的结果。常见结构有：①beready(for sth.)②getsth.ready ③beready(for sth)④be get ready to do(准备干某事，乐于干某事)

We _____ the mid-term examination.Miss Li said, “Everyone should______beforeclass.

2.have

3.hang

4.catch

catch up with =keep up with 赶上，跟上 ,catch hold of=take hold of 抓住

5.accept

(1) turn down = refuse 拒绝 turn up 放大调高 turn over 翻身 take turns 依次，轮流

(2) help sb.(to) do sth 帮助某人做某事 helpsb.with sth 在某方面帮助人 help oneself tosth 随便吃

(3)at the end of 在…末尾，在…尽头， bythe end of 到…末为止 in the end of 终于

6.surprised

surprising 形容词，令人惊讶的，主语是物 Thenews was surpring.surprise 名词，惊奇、惊讶 to one’ssurprise使某人吃惊，动词，使惊奇，使感到意外 It surprise sb to do sth.

7.look

hear from sb.收到某人的来信 = receive a letter from sb.

hear of = hear about 听说

8.make

商量确定的时间，表示将来某项计划的安排，后接时间状语。 Let’s make it at seven o’clock on Tuesday.

成功办成某事 = succeed After yearsof hard work, he finally made it.

9.reply

作及物动词，意为回答，回答说。作名词，意为：答道，回信，答复，后跟介词 to .

answer 是最普通的用语，包括口头，书面或行动的回答，可作及物和不及物动词。

短语归纳

milk shake奶昔

turn on接通(电流、煤气、水等);打开

pour…into…把……倒入……

a cup of yogurt一杯酸奶

a good idea好主意

on Saturday在星期六

cut up切碎

put…into…把……放入……

one more thing还有一件事

a piece of一片/张/段/首……

at this time在这时

a few一些;几个

fill… with…用……把……装满

cover…with…用……覆盖……

one by one一个接一个;逐个;依次

a long time很长时间

how many+可数名词复数 多少……

how much+不可数名词 多少……

It’s time (for sb.)+to do sth.到(某人)做某事的时间了

First…Next…Then…Finally 首先……接下来……然后…….最后……

want + to do sth.想要做某事

forget+to do sth.忘记去做某事

how + to do sth.如何做某事

need+to do sth.需要做某事

make+宾语+形容词 使……怎样

let sb.+do sth.让某人做某事

短语归纳

1.on

6.in

8.play

10space station太空站 puter programmer电脑编程员

12.look

14thesame…as…与……一样 15.getbored感到厌烦的

16.over

18.will+动词原形

19.fewer/more+可数名词复数

20.less/more+不可数名词

21.have

22.agree

23.such+名词(词组)

24.play

25.There

26.There

27.make

28.try

29.It’s+

短语归纳

1.grow

3.be

5.send…to…把……送到……

7.the

9.different

11.have

12.ta

13.too…to…太……而不能……

14.be

15.practice

16.keep

17.learn

18.finishdoing

mise

20.help

21.remember

22.agree

24.want

人教版八年级英语上册教案(精选7篇)

本文聚焦于与“人教版八年级英语上册教案”相关的主题。每个老师上课需要准备的东西是教案课件，现在着手准备教案课件也不迟。编写好的教案让教学过程更加有序高效。请阅读，或许对你有所帮助！

人教版八年级英语上册教案 篇1

Unit1 Where did you go on vacation?

12.have a good time 玩得高兴Xk b 1.C om

19. one bowl of… 一碗……

28. buy sth. for sb. / buy sb. sth. 为某人买某物

29. taste + adj. 尝起来……

30. look+adj. 看起来……

32.seem+（to be）+ adj. 看起来……

33. arrive in+大地点 / arrive at+小地点 到达某地

35. try doing sth. 尝试做某事 /

37. forget doing sth. 忘记做过某事/

45. Why not do. sth.? 为什么不做……呢？

46. so+adj.+that+从句 如此……以至于……

47. tell sb. (not) to do sth. 告诉某人（不要）做某事

Unit2 How often do you exercise?

15 have dance and piano lessons 上舞蹈课和钢琴课

20 not…at all 一点儿也不……

29 How about…? ......怎么样？/ ……好不好？

31 How many+可数名词复数+一般疑问句？ ……有多少……?

32 主语+find+that从句. ……发现……

33 spend time with sb. 和某人一起度过时光

34 It’s+ adj.+ to do sth. 做某事的……的。

37 What’s your favorite……? 你最喜爱的……是什么？

38 the best way to do sth. 做某事的最好方式

Unit3 I’m more outgoing than my sister.

2. as…as… 与……一样……

19. be good at 擅长…… wwW. x kB 1.c Om

21. have fun doing sth. 享受做某事的乐趣

25. as+adj./adv.的原级+as 与……一样……

26. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。

大多数形容词和副词有三个等级：1）原级（不作比较），修饰词very,so,too,pretty,really；2）比较级，表示“较……”或“更……”的意思（两者之间进行比较）, 标志词than,A or B,of the two, 修饰词much,a lot,a little；3）最高级，表示“最……”的意思（三者或三者以上作比较），形容词最高级前面一般要加定冠词the，后面可带in（of）短语来什么比较的范围。 形容词和副词的比较级和最高级规则变化： 构 成 方 法 原 级 比 较 级 最 高 级 单音 节词 和部 分双 音节 词 一般在词尾加-er或-est high short higher shorter highest shortest 以字母e词尾的词，加-r或-st late fine later finest latest finest

重读闭音节词词尾只有一个辅音字母时，先双写辅音字母，再加-er或-est hot big thin fat hotter bigger thinner fatter hottest biggest thinnest fattest

以“辅音字母+y”结尾的双音节词，先把“y”改为“i”，再加 -er或-est funny easy early funnier easier earlier funniest easiest earliest

多音节词和部分双音节词 在词前加more或most beautiful athletic outgoing more beautiful more athletic more outgoing most beautiful most athletic most outgoing

形容词和副词的比较级和最高级不规则变化：

far farther（更远） further（更深远） farthest(最远) furthest（最深远）

as…(原级)as与……一样……

Liming is as tall as Jim. Jack runs as fast as Tom. Lily is not as/so tall as Lucy. =Lily is shorter than Lucy.

Unit4 What’s the best movie theater?

6. 10 minutes by bus 坐公共汽车10分钟的路程

10. more and more…… 越来越……

16. play a role in… 在……方面发挥作用/有影响

21. Can I ask you some…? 我能问你一些……吗？

22. How do you like…? 你认为……怎么样？

23. Thanks for doing sth. 因做某事而感谢。

24. What do you think of…? 你认为……怎么样?

27. play a role in doing sth 在做某事方面扮演重要的角色

Unit5 Do you want to watch a game show?

9. have a discussion about 就……讨论

16. interesting information 有趣的资料

26. How about doing…? 做……怎么样？

28. try one’s best to do sth. 尽力做某事动词不定式做宾语

Unit6 I’m going to study computer science.

5. send…to… 把……送到……

Unit7 Will people have robots?

3. live to do 200 years old 活动200岁

18. will+动词原形 将要做……

19. fewer/more+可数名词复数 更少/更多……

20. less/more+不可数名词 更少/更多……

23. such+名词（词组） 如此……

24. play a part in doing sth. 参与做某事 w W w.x K b 1. c o m

25. There will be + 主语+其他 将会有……

26. There is/are +sb./sth.+doing sth.有……正在做某事

27. make sb. do sth.

30. It’s+ adj.+for sb. to do sth. 对某人来说，做某事……的。

Unit8 How do you make a banana milk shake?

pour…into…把……倒入……

put…into…把……放入……

a piece of一片/张/段/首……

cover…with…用……覆盖……

how many+可数名词复数 多少……

how much+不可数名词 多少……

It’s time (for sb.)+to do sth. 到（某人）做某事的时间了 First…Next…Then…Finally 首先……接下来……然后…….最后……

Unit9 Can you come to my party?

18. at the end of this month这个月末

26. study for a test为考试学习新|课 |标| 第| 一|网

33. invite sb. to do sth.邀请某人做某事

34. what引导的感叹句结构：What+a/an+adj.+可数名词单数（+主语+谓语）！ What+adj.+名词复数/不可数名词（+主语+谓语）！ help sb.（to）do sth.帮助某人做某事

36. see sb. do sth.

37. see sb.doing sth.

38. the best way to do sth.做某事最好的方式

39. have a surprise party for sb.为某人举办一个惊喜派对

40. look forward to doing sth.期盼做某事

42. What’s today?今天是什么日子？

43. What’s the date today?

44. What day is it today?

Unit10 If you go to the party,you’ll have a great time!

15. give sb. some advice 给某人提一些建议

18. travel around the world 环游世界

25. be angry at/about sth. 因某事生气

29. the first step 第一步 新 课 标 第 一 网

38. advise sb. to do sth. 劝告某人做某事

39. It’s best (not) to do sth. 最好（不）做某事

人教版八年级英语上册教案 篇2

.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:

人教版八年级英语上册教案 篇3

Skill focus 听 Listen for matching people with the music they like

说 Talk about opinions about music

读 Read a passage about music for information

写 Write a biography of a composer

You like western classical music, don’t you? Yes, I do.

Who’s your favourite classical composer? Beethoven.

She doesn’t like pop music, does she?

You’ve heard of him, haven’t you?

He was German, wasn’t he?

You listen to pop music, don’t you?

It’s certainly very traditional, isn’t it?

词汇 1. 重点词汇:

pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century

blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure

Ⅱ. Teaching materials analyzing 教材分析

本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家--约翰施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。

Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。

Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。

Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。

III．Class types and periods 课型设计与课时分配

Period 1 Listening and speaking (Unit 1)

Period 2 Reading and writing （Unit 2)

Period 3 Language in use (Unit 3)

Ⅳ Teaching plans for each period分课时教案

Unit 1 You like western classical music, don’t you?

pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise

Who’s it by?

You’ve heard of him, haven’t you?

He was German, wasn’t he?

You like western classical music, don’t you?

But Sally is a classical musician, so she doesn’t like pop music, does she?

No, she doesn’t.

What on earth is that?

Enable the students to listen to different types of music and learn tag questions.

Help the students to learn how to listen to and talk about different types of music and describe music.

Teaching important/difficult points 教学重难点

Learn some new words and expressions, learn tag questions.

A projector or some pictures about Project Hope, a tape recorder.

Teaching procedures and ways教学过程与方式

In this procedure, show some pictures to let the students know different types of music.

T: Hello. Boys and girls. Nice to see you again.

T: There are many different kinds of music. Let’s look at the pictures.

Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.

T: We can use some adjectives to describe different kinds of music. For example, how is pop music?

Help the students to say modern.

T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.

One sample conversation:

S1: What kind of music do you like?

Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.

In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.

T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.

T: Listen again and match the words with the music.

Check the answers with the students and then play the tape again to make the students correct their answers.

In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.

T: In these types of music, there is western classical music, do you like it?

T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.

Listen to the tape and ask the students to fill in the blanks of Activity 4.

T: Let’s check your answers with your friends.

T: Now, let’s listen again and check your answers.

Go through the answers with the students.

In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.

T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.

One sample conversation:

S1: They’re listening to western classical music.

S1: Strauss was born in the capital of Australia.

S2: False. Strauss was born in the capital of Austrian.

Add another three sentences for the students to

6. The music Tony is listening is by Strauss.

7. Sally doesn’t like pop music.

8. Daming likes rap music.

At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.

In the end, count the number of stars with the whole students to see which side is winner.

In this procedure, practice some words and expressions in Activity Five by having a discussion.

T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.

T: Work in pairs. Ask and answer questions in Activity 6.

One sample conversation:

S1: What’ s the capital of Shandong Province?

S1: Who is your favourite composer?

S2: My favourite composer is Beethoven.

…

Check the answers. Ask some pairs to make up a short conversation. .

Step 6 Pronunciation and speaking

In this procedure, listen to the tape and pay attention to the tone of tag questions.

T: In the dialogue, there are some tag questions, can you find them?

Help the students to find the tag questions in the dialogue.

T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.

Play the tape and help the students to find out the usage of tones.

T: When we want to ask a real question, will we use rising tone or falling tone?

T: What about checking information?

Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.

In this procedure, work in pairs, describe opinions of music.

T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.

T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.

One sample conversation:

S1: What music do you like?

S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?

Ask some pairs to make a conversation before the class.

Homework:

1. Ask the students to learn and remember the new words and expressions of this unit.

2. Ask the students to read the dialogue and grasp some important sentences.

Unit 2 Project Hope has built many schools

centre, drum, guitar, violin, elder, die, rest, younger, in addition to

There were two composers called Johann Strauss: a father and a son.

His Waltzes made him famous all over Europe.

Before he was six he played not only the piano, but also the violin and the organ.

Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.

Help the students read the passage for information and write a passage about a composer with the information given.

Teaching important/difficult points 教学重难点

Some new words and important sentences.

Develop the skills for reading for information

A projector or some pictures about Project Hope, a tape recorder.

Teaching procedures and ways教学过程与方式

In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.

T: Hello. Boys and girls. Nice to see you again.

T: In the last unit, we have learnt many different types of music. What are they?

S: Blues, classical, jazz, opera, pop, rock, techno

T: How are these types of music?

S2. Classical is serious.

…

T: Do pair work, ask and say your favourite music, using tag questions.

Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.

One sample conversation:

S1: You like pop music, don’t you?

S2: No, I like rock music. You don’t like rock music, do you?

S1: Yes. I do. I am a classical fan.

S2: What on earth is that?

Ask some pairs to make a conversation before the class.

In this procedure, make the students familiar with some new words of some instruments, using pictures.

T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano

Use pictures to help the students answer. Present the new words: organ, trumpet,

Ask the students to read these words. Make sure they understand the meaning of each word.

T: Look at pictures on page 36, match the pictures with the words.

In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.

T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?

Help the students to say some famous musician, in Chinese is OK.

T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?

T: There were also two great musicians in Vienna….

S: Johann Strauss and Mozart.

T: Well done. Today, let’s come to know the two great musicians.

T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.

Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.

In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.

T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.

When the students are reading, walk up and down to see if the students have any difficulties in reading.

T: Now, work in pairs, ask and answer the questions.

Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.

In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.

Write some sentences on the blackboard:

1. He is famous all over the Europe for his waltzes.

2. When he was 12, he wrote his first opera.

3. There were two composers. We call them Johann Strauss: a father and a son.

4. He played the piano, the violin and the organ.

T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.

After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.

2. at the age of: He went to school at the age of 7.

3. called: He has a boy called Tom.

4. Not only…but also: He not only read this book, but also remember the book.

In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.

T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.

Give some key words and ask the students to have a report.

Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer

Ask some students to report the story of Mozart.

In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.

T: There are many famous musicians in China. Who do you know?

S: Nie’er, Xian Xinghai and…

T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.

One possible version:

Xian Xinghai is one of the great composers of classical and traditional music. He was born in…

Ask two students to have a report.

Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.

Homework:

1. Learn and remember the new words and important sentences.

2. Read the passage for several times.

3. Practice writing.

maybe, phone, instrument, of course, loud, record, own, century

She doesn’t like pop music, does she?

You’ve heard of him, haven’t you?

He was German, wasn’t he?

You listen to pop music, don’t you?

It’s certainly very traditional, isn’t it?

Enable the students to understand the tag questions and use them.

Students can find information of a passage. Develop listening and speaking skills.

Teaching important/difficult points 教学重难点

Some pictures and a tape recorder

Teaching procedures and ways教学过程与方式

In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.

Have a dictation of some new words and expressions.

Ask some students to read the passage about the composer of Xian Xinghai.

In this procedure, revise the important points of this module. Do pair work to practise tag questions.

T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.

One sample conversation:

S1: You like rock music.

S1: He has written ten new songs this year.

T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.

Give the students a few minutes to write the correct answers.

T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.

Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.

T: Please tell us whether the speaker in each case is asking a real question or just checking information.

Ask the students to answer. Go through the answers with the students.

In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.

Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.

One sample conversation:

S1: What type of music is it?

S2: It’s lively and modern.

T: Please write down the different types of music below the five pictures.

T: Let’s look at Activity 5. Please add these words to the correct column.

Check the students’ answers. Then go through suggested answers with the students.

One possible version:

T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.

Ask one student to write the answer on the blackboard. Then check the students’ answers.

In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.

T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.

After reading, ask students to answer the questions.

T: Let’s ask and answer the questions in pairs.

One sample conversation:

S1: How long did Elvis live in Memphis?

S2: He lived there for 29 years.

The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.

In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.

Play the tape twice and ask the students to listen carefully.

T: Have you got it? Please ask and answer the questions in pairs.

One sample conversation:

S1: Where does Amy study?

Go through the answers with the students.

In this procedure, ask the students to read the passage to know something about the orchestra.

T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.

Give the students a few minutes to read this passage.

In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.

T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.

One sample conversation:

S1: What kind of music do you like best?

S2: Because it is lively and fast.

S1: Do you like classical music?

Ask some pair to act before the class.

T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.

One sample version:

S1: I like pop music. It’s lively and modern.

I don’t like rock music, because it’s too noisy

T: Please report your discussion to us.

One sample version:

S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.

1. Revise this Module.

反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。

He plays the piano well, doesn’t he?

They are listening to music, aren’t they?

My brother won’t leave for America, will he?

但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。

You must go home right now, needn’t you?

The car must be locked, mustn’t it.

祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?

Have a cup of tea, won’t you?/will you?

Don’t open the door, will you?

Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?

Let’s take a rest, shall we?

Let us do it, will you?

在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。

He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？

Yes, he did. (=He got up early) 不，他起得早。

No, he didn’t (=He didn’t get up early) 是的，他起得不早。

(2) not only…but also的含义及用法：

not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。

He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。

not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。

Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。

Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。

维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。

父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。

青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。

1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。

1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。

莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。

爵士乐（jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。

古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。

蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。

流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。

歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于15）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.

摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。

电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。

①It's t________ in England to eat turkey on Christmas Day.

②John is s________ because his dog has died.

③She's a l________ child and everyone likes him.

④What f________ it will be when we all go on holiday together.

⑤I can't work in here it's too n________.

⑥Our children have grown up and have children of their o________.

⑦While we play tennis what will the r________ of you do?

⑧Her face was s________ as she told us the bad news.

①-Jack hasn’t paid for the school things, has he?

-______. His father will pay for him.

A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t

②Your father has been to Guangzhou twice, ______?

A. has he B. hasn’t he C. doesn’t he D. isn’t he

③She’s an Australian, ______?

A. hasn’t she B. isn’t she C. doesn’t she D. is she

④He has never visited the Great Hall of the People, ______?

A. hasn’t he B. has he C. does he D. doesn’t h

⑤Lucy, you clean the blackboard today, ______?

A. do you B. did you C. will you D. can you

⑥Mr. Green went to Shenzhen on business last wee, ______?

A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he

⑦John can hardly understand Chinese, ______ he?

A. can’t B. doesn’t C. can D. does

⑧- weather! It’s raining!

-Bad luck! We have to stay at home all day.

A. What fine B. How fine C. How bad D. What bad

Keys:

(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious

人教版八年级英语上册教案 篇4

3. I’m sorry, I can’t. 对不起，我不能。

6. (That’s) too bad. 那是太糟糕了。

7. How about you, Jenny?

8. What about you, Wilson?

那你呢，Wilson?

9. I’d love to. 我愿意。

为考试做准备。

11. 11. Sorry, I must ...

对不起，我必须......

13. I can’t. I might have to ...

16. I can’t either. 我也不能。

2. I’m sorry, I’m not free.

很抱歉，我没空。

I might have to ...我也许必须......

3. I’ll buy ... = I will buy...

5. (否定)I’m afraid not.

6. (肯定) I’m afraid so.

我恐怕是这样。

9. I’m not available. 我没空。

11. Good luck!祝你好运!

12. It sounds great. 这听起来太棒了。 (It sounds + adj.)

14. See you then./ See you. 再见。

I’d love to come.

That’s really too bad.

5. What’s today? 今天几号星期几?

3. is leaving (Be + Ving) “现在进行时表将来”将要离开

7. have a surprise party for sb. 为某人举办一场惊喜派对

10. any of ...

13. think of sth.考虑......

15. without + Ving/n./pron.

16. so that ...

18. hear from sb.

1. like ... a lot 非常喜欢......

2. help sb. to do sth.

8. bring sb. to sp.

1. thanks so much for doing sth. 非常感谢做某事

3. at the end of (this month )在(这个月)末

9. let me know (let sb. do sth.)让我知道

3. the opening of ... ......的开幕式

6. invite sb,. to do sth.

人教版八年级英语上册教案 篇5

Unit 1 Where did you go on vacation?

1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc

能掌握以下句型：

① -Where did you go on vacation? -I went to the mountains.

② -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。

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。

1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。

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.

3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d

1. Point to the picture on the screen.

2. Play the recording the first time.

3. Play the recording a second time.

Listen to the recording and write numbers of the names in the right boxes of the picture.

4. Check the answers.

1. Point out the sample conversation.

2. Now work with a partner. Make your own conversation about the people in the picture.

3. Ss work in pairs. As they talk, move around the classroom and give any help .

4. Let some pairs act out their conversations.

1. Tell Ss they will hear a conversation about three students’ conversations.

2. Play the recording the first time. Ss listen and fill in the chart.

3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”

4. Check the answers with the Ss.

1. Let two Ss read the conversation between Grace, Kevin and Julie.

2. Let Ss work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

1. First let Ss read the conversation and match the people and places they went.

2. Let Ss act out the conversations in pairs.

3. Some explanations in 2d.

Homework:

用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。

B: Yes, I did. / No, I didn’t.

1) 复习所学的重难点句型及句式结构。

2）总结学习anyone, someone, everyone, something等不定代词的用法。

3）能练习运用所学的句型及句式结构。

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。

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) 复习运用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。

Ⅱ. Grammar focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

一、复合不定代词总结：

二、学生们读上面的探究试题，并合作探究完成。

Work on 3a:

1. Let Ss look at the conversation in 3a. First let one student read the words in the box.

2. Tell Ss to read the conversation and fill in the blanks.

1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.

1. Work on 3c: Ask your group questions about their vacation. Then tell the class your results.

2. Fill in the blanks according to the answers.

3. Try to make a report in each group. Then let one student read the report to the class.

1. If time is enough, do some more exercises on big screen.

1. 背诵Grammar focus 部分。

2. 复习复合不定代词及反身代词的用法。

1) 能掌握以下单词：decide, try, paragliding, feel like, bird, etc.

② What did…?

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

2. 阅读2b部分的短文并完成相关要求。

Work on 1a:

1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring

2. Read the words and let Ss read after the teacher.

Work on 1c:

1. T: Now let's work on 1c. 2. Play the recording for the Ss listen.

Work on 1d:

1. Tell Ss this time they have to write down .

2. Then play the recording for the second time.

1. Tell Ss to ask and answer about Lisa’s vacation.

2. Ss work in pairs and ask and answer about Lisa’s vacations.

1. Tell Ss to work in groups. Discuss the questions together.

2. Give Ss some possible answers:

3. Ss discuss the two questions.

Work on 2d:

1. Tell Ss they should read the conversation about Jane’s trip to Penang 2. Ss read the conversation about Jane’s trip to Penang

用所给动词的适当形式填空。

1) 复习询问或谈论假期去某地旅行的经历。

2) 能够综合运用动词的一般过去时形式，并能正确填空。

3) 总结回顾动词过去式的规则变化和不规则变化。

2. 情感态度价值观目标：

1) 学生了解我国不同地方的人们上学的方式，

2）通过谈论假期旅行的经历，明白在旅行时应注意保护环境。

1. 教学重点：

1) 能综合运用所的重难点词汇来完成相关任务。

2）能运用英语根据相关提示来记自己某次旅行的经历。

2. 教学难点：

能运用英语根据相关提示来记自己某次旅行的经历。

1. Tell Ss they went to one of these places of interest last summer vacation.

2. Let some Ss read the words in the box.

3. Ss read the diary and try to fill in the blanks with the words in the box.

4. Check the answers.

Work on 3b: Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.

Work on 3c:

1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.

1. 让学生们看自己的笔记，复习相关复合不定代词的用法。

2. Let Ss read the small conversation and choose the correct words in the box to fill in the blanks.

3. Check the answers with the Ss.

4. Explain any problem that Ss can’t understand.

1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。

2. Ss read the passage and fill in the blanks.

1. Tell Ss what they should in this activity.

2. Ss work in groups of four and ask and answer about their vacations in China.

3. Let some pairs act out their conversations in front of the class.

1. Review Section B.

2. 阅读Self check 2 的短文，并强化记忆所列举动词的一般过去式形式。

3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。

Unit 2 How often do you do exercise？

1) 能掌握以下单词：housework, hardly, ever, hardly ever, once, etc.

能掌握以下句型：

① -What does he do on weekends? -He usually watches TV.

② -How often do you watch TV? -I watch TV every day.

③ -Does he go shopping? -No, he never go shopping.

2) 能了解以下语法：频度副词及一般现在时简单谈论周末活动情况。

1) 对6个频度副词细微差异的理解及使用。

2) 弄清一般现在时在不同人称下动词形式及提问的变化。

2. 教学难点：

1) 第三人称单数谓语动词在此核心句型中的运用。

2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。

Talk about your last weekend’s activities.

1. “What do you usually do on weekends? ” I usually …… on weekends.

2. 教师出示动词卡片 watch TV，read books，exercise，swim, play football、go shopping、 go to movies让学生回答。

3. 点击鼠标屏幕上出现频率副词及相关的百分比。

always (100%)usually(80%) often (30-50%)

sometimes (20%) hardly ever(5%) never (0%)

领读频率副词，让学生快速认读。

1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.

2. Let some Ss read out their activities. Let other Ss add more activities.

1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.

2. Tell Ss to listen and write the letters from the picture above on the line below.

3. Play the tape for the first time. Ss listen and fill in the blanks.

4. Play the tape for the second time for the Ss to check the answers.

1. Act out the conversation with a student.

2. Let Ss talk about the pictures in 1a in pairs.

3. Let some Ss act out their conversations.

Work on 2a:

1. Let Ss read the phrases in the chart.

2. Tell Ss that Cheng Tao is taking about how often he does these activities.

3. Play the recording for the second time for the Ss to check the answers.

Work on 2b:

1. Tell Ss they will hear the recording again.

2. Ss listen and math the activities with the phrases.

3. Check the answers.

1. Ask one student how often he/she watch TV as a model.

T: Hi, S1. How often do you watch TV?

S1: I watch TV every day.

2. Let one student read the activities in the chart.

3. Ss work with their partners. Then ask some pairs to act out their conversations.

1. Read the conversation by themselves, then match the activity with the right time.

2. Let the Ss read the conversation after you.

3. Ss work with a partner and act out the conversation.

Homework:

Act out the conversation after class.

1) 复习运用频率词汇及询问活动频率。

2) 一般现在时态的熟练运用。

2. 情感态度价值观目标：

通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。

1. 教学重点：

1) -How often do you /does he(she)….? -He usually…

1) 第三人称单数谓语动词在此核心句型中的运用。

2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。

1. Ask and answer some oral questions on how often exercise.

2. Check the homework and have a dictation of some new words.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

2. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Tell Ss try to find the answers.

他们通常在周未锻炼吗？

___ they often ________ on weekends?

她一周上网二次吗？

_____ she _____ the Internet twice a week?

1. Tell Ss to make questions.

2. Then try to ask and answer questions about the questions.

3. Ask some Ss to ask and answer with their partners in front of the class.

1. Let Ss work in groups of six or eight.

2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the chart.

3. Ask their group mates the questions and fill in the chart.

4. Try to make a report about their partners.

Do a survey: What does he/she do on weekends?

1) 能掌握以下单词：percent，online , etc.

2) 能掌握以下句型：

not …at all The best way to … is …. such as…

2. 情感态度价值观目标：

了解其他学生们的日常生活情况，让学生们知道应如何安排日常生活。

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2) 阅读2b部分的短文并完成相关要求。

1. Daily greeting.

2. Check the homework. Let some Ss report what he/she does on weekends.

1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy.

2. Work on 1a. Read the words with the pictures then match the words with the pictures.

1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy”

2. Check the answer with the Ss.

3. Ask and answer questions about the pictures on 1a.

Work on 1c:

1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions.

3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences.

4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers.

5. Check the answers:

1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles.

2. Teacher can walk around the classroom, and give some help to the Ss.

Work on 2a:

1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.

2. Let some Ss tell their answers.

1. T: Read the passage quickly and find the answers to the two questions:

How many kinds of free time activities are mentioned in the passage?

What is the best way to relax?

2. Read the passage carefully and complete the pie chart below.

Ss read the passage and try to fill in the pie chart. Then check the answers together.

1. T: Now let’s read through the five questions.

2. Ss read carefully and try to find the answers to the questions.

3. Check the answers with the class.

Work on 2d:

1. T: Now let’s make some sentences with the percentages using always, usually or sometimes.

2. Ss read the passage again and try to make some new sentences. Check the answers with each others.

Work on 2e:

1. Let Ss read through the activities in the chart first.

2. Ss work in groups.

1. 读2b中的短文。

2. 根据2e的调查结果写一个报告。

1) 复习询问或谈论别人饮食。

2) 能够运用所给的提示，完成对某人饮食习惯的描写。

3) 总结回顾所有的频率副词，并学会运用所学的频率副词。

2. 情感态度价值观目标：

1) 通过小组活动，培养学生们的合作意识和团队精神。

2）提倡合理安排自己的生活，养成良好的生活习惯。

1. 教学重点：

1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。

2) 能运用一些相关资料对他人进行好习惯与坏习惯的调查。

2. 教学难点：

能运所给的提示词来描写个人的饮食起居等方面的习惯。

1. Have a dictation of the new words and expressions.

2. Let some Ss read the passage in 2b.

3. Check the homework.

1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.

2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits.

1. Look at the information in the chart and complete the report.

2. Ss read the passage then fill in the blanks with the words in the box.

3. Check the answers.

Work on 3b:

1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never.

2. Then let some Ss show their chart to the class.

Work on 3c:

1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.

2. Check the compositions and let some Ss read their compositions.

1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier?

2. Read the quiz and the chart first and make sure all the students know how to take the health quiz.

3. Work in groups and take the quiz in your group. See who is healthier?

1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。

2. Let some Ss read aloud their chart. Then try to write five sentences using the information above.

3. Make sure they use the correct forms of the verbs.

1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.

2. Ss read the conversations and try to fill in the blanks.

3. Check the answers:

usually, How often, Hardly, How often, once a; never

4. Let Ss practice the conversation with their partner.

1. Review Section B.

2. Write a short passage your father or mother’s good habits or bad habits.

Unit 3 I’m more outgoing than my sister.

1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working，etc.

2) 能掌握以下句型：

Tina is taller than Tara.

Sam has longer hair than Tom.

3) 能掌握以下语法：

形容词或副词比较级形式的构成。

表示两者进行比较的句式结构。

2. 情感态度价值观目标：

能对人物的外表进行描绘，个性进行比较。

1. 教学重点：

1) 形容词或副词比较级形式的构成。

2) 表示两者进行比较的句式结构。

2. 教学难点：

He has shorter hair than Sam.

She also sings more loudly than Tara.

Ask Ss to write down as many adj. about people as possible. Check the adj.

Give Ss an example by comparing Old Henry and Santa Claus.

Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.

e.g. The apples are bigger than the pears.

Summarize the Comparatives. Group competition.

A + be(V) + 比较级 + than + B.

Ask Ss to compare with their partners and find out the differences.

e.g. She is heavier than me. I am more outgoing than her.

Then listen to the recording. Ask Ss to number the twins.

Check the answers.

Point out the sample conversation in activity 1c.

Say, now work with a partner. Make your own conversation about the twins.

Ask several pairs to say one or more of their conversations.

1. Work on 2a:

Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.

Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.

Play the recording and check the answers.

2. Work on 2b.

Point out the picture and the two boxes with the headings Tina is and Tara is.

Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.

Play the recording and check the answers.

1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.

2. Ss practice their conversations.

3. Ask some pairs to act out their conversations.

1. Read the conversation first and try to match the people with the right things.

2. Let Ss read the conversations after the teacher.

3. Let Ss practice the conversation.

4. Then let some pairs act out their conversations in front of the class.

Homework:

Write six sentences:

Write about the things that are the same and different between you and your best friend.

1) 复习巩固形容词的比较形式及对两者进行对比。

2) 进一步总结所学的对两者进行比较的句式结构。

3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。

2. 情感态度价值观目标：

学会与朋友友好相处，培养乐观，积极向上的性格。

1. 教学重点：

1) 总结形容词及副词比较级的构成方式。

2) 进一步总结对两者进行比较的句式结构。

2. 教学难点：

1) 总结形容词及副词比较级的构成方式。

2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。

1. Ask some Ss compare he/she with his/her desk mates.

2. Show some pictures on the big screen. Let some Ss compare the things.

3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

(1) 汤姆比萨姆更聪明吗？

Is Tom _______ _____ Sam?

(2) 不是。萨姆比汤姆更聪明。

No, he isn’t. Sam is ______ _____ Tom.

(3) 塔拉比蒂娜更外向吗？

Is Tara ____ ________ ______ Tina？

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单

两者进行比较, 表示“一方比另一方更……”的句型：

两者进行比较, 表示“一方与另一方一样……”的句型：

Work on 3a:

1. 读下列句子，根据提示词完成一般疑问句，并做回答。

2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。

3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

Work on 3b:

1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.

2. Give an example:

T: S1, Are you taller now?

S1: Yes, I am. I’m taller than I was two years ago.

T: Pay attention to the tense. “I was two years ago.”

3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.

4. Check the answers with the class.

1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.

2. Ask one student the question:

T: Who is smarter, your mother or your father？

S1: I think my mother is smarter than my father.

3. Ss read the chart and check √ in the chart.

4. Work in groups. Ask and answer the questions with their partners.

5. Try to make a report.

1. Review the grammar focus after class.

2. Write down the same and different between you and a friend.

1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, etc.

2) 能掌握以下句型：

① I think a good friend makes me laugh.

② For me, a good friend likes to do the same things as me.

③ And a good friend is talented in music.

3) 阅读短文获得正确的信息的能力。

4) 阅读短文并能完成相关任务。

2. 情感态度价值观目标：

了解人与人之间的差异性，了解自己对朋友的看法。

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2) 阅读2b部分的短文并完成相关要求。

1. Daily greeting.

2. Check the homework. Let some Ss report what his/her father and mother are like.

1. Show a maxim to Ss: A friend indeed is a friend in need.

Ask, what kind of things are important in a friend?

Work on 1a:

Read each description to the class and ask the Ss to repeat.

What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)

Work on 1b:

1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four.

2. Ss try to write their own sentences.

1. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.

2. Ss listen to the tape and fill in the chart.

1. Work in groups. Make a conversation using information in the chart.

2. Teacher can walk around the classroom, and give some help to the Ss.

Work on 2a:

1. Write the comparative forms of the following adjectives.

2. Ss work in a group. Check each other’s answers.

3. Let some Ss read their sentences.

1. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.

2. Check the answers with the Ss.

1. Let Ss read the sentences in 2c. Make sure they know the meaning .

2. Let Ss read the passages again and judge these sentences are True or False.

3. Ss read and find the answers to the questions.

4. Check the answers.

1. Ss try to write their sentences.

2. Let some Ss read aloud their sentences to the class.

1. Let some Ss translate the sentences into Chinese.

2. Give the Ss an example. Ss think about it and try to tell something.

3. Let some Ss talk about it.

1. Read the passages after class.

2. Make sentences with the phrase below:

as long as, be different from, bring out, be similar to, etc.

1) 掌握下列词汇：primary, primary school, information

2) 复习如何对两者进行比较。

3) 总结回顾形容词或副词的比较级形式。

2. 情感态度价值观目标：

1) 能了解人与人之间的差异性，能做到相互理解相互学习。

2) 能正确看待自己和他人的优缺点，学人之长，补己之短。

1. 教学重点：

1) 能运用所学的知识对事物或人物进行对比。

2) 能正确运用形容词或副词的比较级形式。

2. 教学难点：

能根据提示信息，对两个人物或事物进行对比。

1. Have a dictation of the new words and expressions.

2. Let some Ss read their passages to the class.

3. Ask some Ss to compare themselves and their friends.

1. Show some pictures of the students of your class. Describe the Ss.

2. Let some Ss describe the student in the big screen.

1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.

2. Ss try to write these sentences.

3. Check the answers.

Work on 3b:

1. Think of your friends. Make notes about two of your friends.

2. Give some examples: popular, outgoing, serious, hard-working,etc.

3. Check the answers with each other.

Work on 3c:

1. Write two paragraphs describing your friends.

2. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.

1. Ask the questions about the ad.

What do the English Study Center need?

Should the student be outgoing?

2. Let Ss read the ad and answer the questions.

3. Let Ss think about what the student like?

Give Ss some examples:

He/She should be outgoing. He/She should be good with children.

4. Tell Ss to compare two of their classmates. They can use the real names.

5. Ss talk with their partners and compare two of their classmates.

1. Look at the chart. Let one student read the words in the box first.

2. Tell Ss to put the words in the correct columns in the chart.

3. Ss work by themselves and then check the answers with the Ss.

1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.

2. Ss work by themselves and fill in the blanks.

3. Check the answers with the Ss.

1. Have a writing test.

2. Ss write the sentences quickly and see who writes best.

3. Encourage some Ss to work harder.

1. Review Section B.

2. Write about six sentences about their parents. Compare them.

Unit 4 What’s the best movie theater?

1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket,etc.

能掌握以下句型：

① It has the biggest screens.

② It’s the most popular.

2) 能了解以下语法：

掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。

2. 情感态度价值观目标：

了解我们周围中有那些最出色的人或物。

1. 教学重点：

1) 形容词及副词最高级形式的构成。

2) 用形容词或副词的最高级形式来描述人或事物。

2. 教学难点：

用形容词或副词的最高级形式来描述人或事物。

向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。

Learn the new words.

1. How do you choose which movie theater to go to?

2. Ss discuss with their partners and write the words in the box in the chart.

1. T: Tell Ss to read the sentences in the chart.

2. Play the recording for the Ss to listen and match the statement with the right movie theaters.

3. Play the recording again. Check the answers with the Ss.

1. Let Ss read the model with a partner.

2. Use the information in the chart of 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Work on 2a and 2b.

1. Role-play the conversation.

2. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Homework:

写六个句子来说一下你们班的“最……”。

1) 学习掌握下列词汇：worse, service, pretty, menu, act

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。

4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。

2. 情感态度价值观目标：

了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。

2. 教学难点：

1) 掌握一些特殊形容词或副词的最高级形式。

2) 运用形容词和副词的最高级形式来描述人物或事物。

Answer some questions.

1. 学生阅读Grammar Focus中的句子，然后做练习：

2. 学生们根据记忆，看大屏幕来完成填空练习。

一、形容词和副词的最高级形式的构成：

1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。

2. 最后，由各小组长来说一说他们小组所做的总结。

二、用最高级来描述人物或事物的句型小结：

1. A + be + the 形容词最高级 + 表示范围的介词词组

2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）

Work on 3a:

1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.

1. 让学生们阅读表格中词语，并记忆这些词语的形式。

2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。

1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。

2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况。

If time is enough, do some more exercises on big screen.

谈论一下自己班级的“班级之最” Who’s the tallest? (the ...)

1) 能掌握以下单词：creative, performer, talent，etc.

2) 能掌握以下句型：

① Who was the best performer？

② All these shoes have one thing in common.

2. 情感态度价值观目标：

了解一些选秀节目的实质及目的，正确对待生活中的一些歌星。

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2). 阅读2b部分的短文并完成相关要求。

1. T: Show some movie theater or restaurant in the neighborhood .

2. Talk about the clothes stores or food stores in your neighborhood.

1. Ss listen to the recording carefully and try to fill in the blanks.

2. Play the recording again and check the answers with the class.

1. Work in groups.

2. Make a model for the Ss.

1. Let Ss read the passage quickly .

2 Ss read the passage quickly and find the answers to the questions.

1. T: Now let’s work on 2c.

2. Ss read carefully and try to find the answers to the questions.

1. T: Read the passage again.

2. Ss find the superlatives in the passage.Try to write their sentences.

1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2. 完成2e中的调查，并写出一个调查报告。

1) 复习形容词及副词的比较的构成规则。掌握生词crowded。

2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。

3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。

2. 情感态度价值观目标：

让学生认识到每个人都有自身的特长、优点和特点。

人教版八年级英语上册教案 篇6

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:

第六课时：测试课

一、单项选择。

( )1. What ____ you ____ when she came in?

A. did, do B. are, doing C. do, do D. were, doing

( )2. The girl is ill. She’s ______.

A. in hosp

人教版八年级英语上册教案 篇7

U1.fix one’s attention/ eyes on集中注意力于

3.at first sight; lose one’s sight; at the sight of ;catch sight of;

out of one’s sight/beyond one’s sight/ in one’s sight

景色，景象（可数，常用复数）The sunrise is a beautiful sight.

4. have an appetite for (knowledge) 求知欲

7.on purpose故意地; for the purpose of 为了…的目的

9. supply sth to/for sb; supply sb with sth

provide sth for sb; provide sb with sth

10.look out! = watch out!

11.be involved in (trouble) 卷入,忙于

12. the private/ state enterprise (私营/国营)企业

a spirit of enterprise 进取精神, 事业心

13. abandoned practice抛弃了的，废弃了的做法

14.a large amount of/ amounts of +u.n

15.experiment with/ on (animals)用…做实验

16.You deserve punishment/ punishing/ to be punished.

18.be designed to do / for sth/sb专为…设计的，打算

19.在脑海中出现某种想法A good idea occurred to me.

It occurred to me that…

22.lead a cosy life; a cosy little house