2024-2025学年人教版八年级英语上册教案

八年级上册英语教学设计(全册) 一 Unit1 Where did you go on vacation教学设计 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit1 Where did you go on vacation 课型 新授 教材分析 Unit1 Where did you go on vacation 这单元通过复习动词过去式和学习一些关于活动的词汇,用Where did you go on vacation谈论暑假活动,与七年级(下)Unit 11 How was your school trip. 学习一般过去式的构成及用法, Unit 12 What did you do last weekend?谈论周末的活动有着密切的联系。 学情分析 本单元教学对象是八年级的学生。已要求具备一定的基本知识和技能,对英语学习有一定的兴趣和爱好。能学会讨论过去发生的事情,并对其简单评价。在课堂活动中乐于模仿、敢于开口、积极参与,主动请教。对即将学习的内容能适当地提前做好预习工作。 教 学 目 标 1、让学生能说,能背,能写这7个表示暑假活动的词组的过去式形式:stayed at home, went to the beach, went to the New York city, visited my uncle, went to summer camp, went to the mountain, visited museums. 2、让学生两两能用Where did you go on vacation?的句型进行对话询问并回答 教学重点难点分析 重点是掌握本课等重点词汇,重点句型和一般过去时态的使用。 规则动词和不规则动词的过去式 教学策略分析 情景可以满足学生的心理需要,引起他们的有意注意因此,上课伊始 教师从实际情况导入问 同学暑假到了哪些地方玩?在训练学生听音的同时思考并用英语说出自己的活动。合作学习:积极参与2人或4人小组对话或活动,相互交流,互帮互助,合作完成任务,培养团队精神。 课前准备 教师 录音机 PPT 日历 学生 预习并准备度假的照片 教学活动过程设计(第 1 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 I. Pre-task 1.Lead-in 1)Use some pictures of mine to introduce my last summer vacation; 2)Present some questions to ask students to think of: Q1: Did you have a good time during your summer vacation? Q2: Where did you go? Q3: What did you do there? Look and think (Teacher-student interaction) Have a free talk 1.Warm the class; 2.Arouse their interest; 教 学 环 节 教学活动 Comprehensive use of the target language; 教 师 活 动 学 生 活 动 II. While- task activities of their last summer vacation; T: Each picture shows something a person did in the past. Q: Where did they go on vacation? 2)Name each activity and ask students to pay attention to the Simple past tense of regular and irregular verbs; P: stayed at home/went to mountains/went to New York City/went to the beach/ visited my uncle/visited museums/went to summer camp 3)Match each phrase with one of the pictures and point to the sample answer; Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d 4)Present the sentence structure and ask students to answer with the phrases; Q: Where did she/he go on vacation? A: She/He _. 5)Present the names and the activities on the screen; 6)Ask Ss to listen and write down the letter of each activity under the names; Tina-c Xiang Hua-b Sally-f Bob-g Tom-d 7)Ask Ss to make sentences with the names and their activities; S: Tina went to the mountains 8)Look at the picture and talk about where they went on vacation; Q1: Where did Tina go on vacation? Q2: Did Tom go to summer camp? with the help of the pictures; (Read aloud) Look and find differences Look and match Ask and answer (Teacher-student interaction) Pre-listening Listen and write down the letters Listen and make sentences Look and talk (Pair work) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 III. Post-task 1.Explain some language points; 2.Do some exercises: 1)What did you do on vacation? I _ (go) to New York City. 2)They helped me _ (find) my books. 3)What _ (do) you _ (do) last night? 4)Where did she go on vacation? She _ (go) to the beach. 5)你去哪里度假了?_ 我去了夏令营。_ Write and think Comprehensive use of the target language; 板 书 设 计 Unit 1 Where did you go on vacation? 1. stayed at home 2. visited my uncle/museums 3. went to New York City 4. went to summer camp 5. went the mountain/beach 6. Where did you/Tina/Bob go on vacation? -I/She/He- 7. Did you go to summer camp? —No, I didn’ 教 学 反 思 英语教学提倡体验、实践、参与、交流与合作的学习方式,要使学生尽可能亲身感受和直接体验语言,本节课结合日常生活中所涉及的语言、词汇等融入一系列小任务中,完成任务型教学活动,让学生达到实际运用所学语言知识进行交流的目的。 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit1 Where did you go on vacation 课型 新授 教材分析 Unit1 Where did you go on vacation 这单元通过复习动词过去式和学习一些关于活动的词汇,用Where did you go on vacation谈论暑假活动,与七年级(下)Unit 11 How was your school trip. 学习一般过去式的构成及用法, Unit 12 What did you do last weekend?谈论周末的活动有着密切的联系。 学情分析 本单元教学对象是八年级的学生(即13-14岁年龄段的)。已要求具备一定的基本知识和技能,对英语学习有一定的兴趣和爱好。能学会讨论过去发生的事情,并对其简单评价。在课堂活动中乐于模仿、敢于开口、积极参与,主动请教。对即将学习的内容能适当地提前做好预习工作。 教 学 目 标 1、让学生能说,能背,能写这7个表示暑假活动的词组的过去式形式:stayed at home, went to the beach, went to the New York city, visited my uncle, went to summer camp, went to the mountain, visited museums. 2、让学生两两能用Where did you go on vacation?的句型进行对话询问并回答 教学重点难点分析 重点是掌握本课等重点词汇,重点句型和一般过去时态的使用。 规则动词和不规则动词的过去式 教学策略分析 情景可以满足学生的心理需要,引起他们的有意注意因此,上课伊始 教师从实际情况导入问 同学暑假到了哪些地方玩?在训练学生听音的同时思考并用英语说出自己的活动。合作学习:积极参与2人或4人小组对话或活动,相互交流,互帮互助,合作完成任务,培养团队精神。 课前准备 教师 录音机 PPT 日历 学生 教学活动过程设计(第 2 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 1 Free talk Ask the question:Where did you go last Sunday? Students talk about events in the past. 1.Warm the class; 2.Arouse their interest; 教 学 环 节 教学活动 Comprehensive use of the target language; 教 师 活 动 学 生 活 动 Step 2 Presentation Step 3 Practice (用班里的学生为例做练习) Point out the pictures in the photo album. Ask students to describe what they see.(In Picture 1 there is a man with a bowl of soup.There is also a waiter. He looks angry.) (In picture 2 there is a beautiful beach.There is a man.He looks unhappy.) Read the first two lines of the dialogue to the class.Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue.Read the conversation to the class saying the word blank for each blank line: How blank the beaches? Then say,Write the word was or were in each blank. Ask students to complete the activity ontheir own. Point to picture 3 and ask students to say what they see. Then read the words under the picture.Pronounce any new words and explain what they mean,if necessary Say:In this picture a girl is on a bus.The girl is taking a bus trip.Ask,What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes. Describe what they see in picture 1 and picture 2 Fill in the blanks in the conversation (学生看3a部分) practice and act. Listen. (学生看图互问) Work with the teacher. Work with a partner and act out. Read and learn. Make their own conversation 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 4 Practice Say:First fill in the chart with the information about your last vacation,Say where you went,what the weather was like, what you ate,and what else you did.As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures. Act it out Fill in the chart with Their own information Then ask and answer Comprehensive use of the target language; 板 书 设 计 anyone, someone, everyone, something, anything, nothing Did you go out with anyone? No. No one was here. Everyone was on vacation. Did you buy anything special? Yes, I bought something for my father. No, I bought nothing. How was the food? Everything tastes good. 教 学 反 思 本节课学习了3个生词,和句式的练习运用。通过本节课的学习,学生能熟练地运用句型where did you go? I went … . 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit1 Where did you go on vacation 课型 新授 教材分析 Unit1 Where did you go on vacation 这单元通过复习动词过去式和学习一些关于活动的词汇,用Where did you go on vacation谈论暑假活动,与七年级(下)Unit 11 How was your school trip. 学习一般过去式的构成及用法, Unit 12 What did you do last weekend?谈论周末的活动有着密切的联系。 学情分析 本单元教学对象是八年级的学生(即13-14岁年龄段的)。已要求具备一定的基本知识和技能,对英语学习有一定的兴趣和爱好。能学会讨论过去发生的事情,并对其简单评价。在课堂活动中乐于模仿、敢于开口、积极参与,主动请教。对即将学习的内容能适当地提前做好预习工作。 教 学 目 标 1、让学生能说,能背,能写这7个表示暑假活动的词组的过去式形式:stayed at home, went to the beach, went to the New York city, visited my uncle, went to summer camp, went to the mountain, visited museums. 2、让学生两两能用Where did you go on vacation?的句型进行对话询问并回答 教学重点难点分析 重点是掌握本课等重点词汇,重点句型和一般过去时态的使用。 规则动词和不规则动词的过去式 教学策略分析 情景可以满足学生的心理需要,引起他们的有意注意因此,上课伊始 教师从实际情况导入问 同学暑假到了哪些地方玩?在训练学生听音的同时思考并用英语说出自己的活动。合作学习:积极参与2人或4人小组对话或活动,相互交流,互帮互助,合作完成任务,培养团队精神。 课前准备 教师 录音机 PPT 日历 学生 教学活动过程设计(第 3 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 1 Organization (1’) Organize Ss by greeting each other. greeting each other. 1.Warm the class; 2.Arouse their interest; 教 学 环 节 教学活动 Comprehensive use of the target language; 教 师 活 动 学 生 活 动 Step 2 Presentation Step 3 1b writing Step 4 Listening Ask:What do you think of this book? Is it interesting?(通过对话弓l出本 课要学习的新形容词expensive 等)Point to the picture, This is a ring. The price is one hundred million dollars. This activity introduces more key vocabularies. Point out the six words delicious,awful,expensive,inexpensive, crowded 1.Say each word and ask students to repeat them, 2.Call attention to the fourth picture saying: This is a cake. It’s delicious!Then do the same thing for all six pictures. crowded delicious 3.Then point out the blank line in front of each numbered word. 4.Point out the sample answer. As students work,move around the room answering questions as needed. Answers 1.f2.a3.d 4.e 5 6.c This activity provides writing practice using the target language. Simple draw:the smiley face and the frowny face.Say,the smiley face is for good things. The frowny face is for bad things. Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word. Ask students to finish the activity individually, .Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class. Answer the questions together Say:It’s expensive. Repeat loudly Practice in pairs then act it out Match each word with a picture by writing the letter of each picture in the blank in front of the correct word. Discuss in groups (act the faces out) Cite some examples to learn these adjectives 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 5 Pair work This activity provides guided oral practice using the target language. Call attention to the question words. Have a student read them to the class .Ask Where did you go on vacation? Say,please work in pairs.As students talk,move around the room offering pronunciation and language support as needed. Read out. (Role play) 板 书 设 计 Words: decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry ① Where did…? ② What did…? ③ How was…? / How were…? ④ Did she/he…? Did Jane have a good time on Monday? What about on Tuesday? 教 学 反 思 本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习,学生能熟练地用英语表达自己的感受,培养了他们热爱集体活动的情感。 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit1 Where did you go on vacation 课型 新授 教材分析 Unit1 Where did you go on vacation 这单元通过复习动词过去式和学习一些关于活动的词汇,用Where did you go on vacation谈论暑假活动,与七年级(下)Unit 11 How was your school trip. 学习一般过去式的构成及用法, Unit 12 What did you do last weekend?谈论周末的活动有着密切的联系。 学情分析 本单元教学对象是八年级的学生(即13-14岁年龄段的)。已要求具备一定的基本知识和技能,对英语学习有一定的兴趣和爱好。能学会讨论过去发生的事情,并对其简单评价。在课堂活动中乐于模仿、敢于开口、积极参与,主动请教。对即将学习的内容能适当地提前做好预习工作。 教 学 目 标 1、让学生能说,能背,能写这7个表示暑假活动的词组的过去式形式:stayed at home, went to the beach, went to the New York city, visited my uncle, went to summer camp, went to the mountain, visited museums. 2、让学生两两能用Where did you go on vacation?的句型进行对话询问并回答 教学重点难点分析 重点是掌握本课等重点词汇,重点句型和一般过去时态的使用。 规则动词和不规则动词的过去式 教学策略分析 情景可以满足学生的心理需要,引起他们的有意注意因此,上课伊始 教师从实际情况导入问 同学暑假到了哪些地方玩?在训练学生听音的同时思考并用英语说出自己的活动。合作学习:积极参与2人或4人小组对话或活动,相互交流,互帮互助,合作完成任务,培养团队精神。 课前准备 教师 录音机 PPT 日历 学生 教学活动过程设计(第 3 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 1 Organization (1’) Organize Ss by greeting each other. greeting each other. Warm the class; 教 学 环 节 教学活动 Comprehensive use of the target language; 教 师 活 动 学 生 活 动 Step 2 Free talk Step 3 Presentation Step 4 Practice writing Ask the questions: What day is it today? What day was it yesterday? 1.Let the students read Kim’s travel diary and find the new words. 2.Teach the new words: later, felt,little, corner Explain the meaning and the usage of the new words. Let the students write the new words. 3.Say,Now read the diary and circle all the good things about Kim’s holiday.Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad,” You may want to ask a student to tell you what the first“bad thing” was. 4.Check the answers. Answers Good things The beach(beautiful) Playing in the waves(fun) Finding the little boy/returning him to his father(happy) Playing tennis (really fun) Eating fried fish and garlic vegetables (delicious) Bad things: Kim’s kite breaking(not much fun) Museum (boring and crowded) No money for taxi/walking back to hotel(tired) 5.The teacher tell the students the methods of writing the diary. Thus activity provides guided writing practice using the target language. 1.Say,Now write a travel diary like the one in 3a. Answer: It is Friday.It was Thursday. Read Kim's travel diary and find out the new words. Read the new words after then write them in the notebooks. Read again and finish the activity individually. Then discuss in pain: Read aloud,Then read the diary,try to learn the key words by hearts. 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 5 Groupwork 2.Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work,move around he classroom offering assistance as necessary 3.Have several students read out their diaries to the class(You might want to make this activity more substantial, and set it as written homework to be collected and marked.) This activity gives students listening and speaking practice using the target language Read out. (Role play) Talk about it in groups 板 书 设 计 August, hot and sunny, a Beijing hutong, beautiful, bought something special, it was interesting, Beijing duck, delicious, tired Where did you go? What food did you eat? Did you go with anyone? What did you like best? How was the weather? Did you dislike anything? What did you do every day? How did you feel about the trip? 教 学 反 思 能设置一种情景,让学生在假期中“真正”去过某些地方,然后再进行问答,相信会更好。 尽可能多地创设英语氛围,以提高学生的语言综合运用能力。任务型教学能调动学生的积极性,激起学生的好奇心,使学生产生成就感,进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言,在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力,并在学习的基础上了解文化差异,培养合作精神和社会公德意识。 Unit 2 How often do you exercise?教学设计(单元教案) 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit 2 How often do you exercise? 课型 新授 教材分析 本单元的中心话题是谈论休闲时所进行的活动,本节是本单元的第一节,通过谈论周末进行某项活动的频率,初步学会运用频率副词和目标句型来进行与同伴对话,由于本节的内容与学生的生活息息相关,语言实践性较强,很容易开展话题交流。 学情分析 学生初一已学过一般现在时,并且学习现在进行时已学了许多关于活动的短语,他们已经有了描述活动的能力,因此,本单元学习时注意频率副词或短语的位置即可。只要积极参与教学任务中去,和教师、同伴进行互动、合作交流定能学好这节内容。 。 教 学 目 标 What do you usually do on weekend? I usually play soccer. How often do you shop? I shop once a month. What do ….? How often…?引导的特殊疑问句、频度副词。 通过What du you usually do on weekends ? 这个话题的讨论,从而培养学生学会与人沟通,善于交际、关心别人、融入社会的能力品质。 教学重点难点分析 1、以”What do …”句型为引导的日常活动:reading , watch TV , go to the movies , shop , exercise , sleep , drink milk , eat vegetables等。 2、以 “How often…”句型为引导的话题及词汇:always , usually, often , sometimes ,hardly ever , never , three times a week 等。 教学策略分析 通过老师讲解带读,激发学生学习兴趣,让学生自主学习,合作学习,探究学习,在熟悉的情境中用英语进行交流表达,在轻松的氛围中学习新知。 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 1 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 . Lead in Greetings Talk about last weekend’s activities. Greet students as usual Warm the class; . Presentation . Writing . Listening (1)Teacher ask:“What do you usually do on weekends ? ” (并且板书)让学生根据自己的实际回答。 I usually …… on weekends. sometimes….. (2) 教师引导学生用英语说出书本中图片活动的英语表达。 watch TV,read books,exercise,help with housework,go shopping,go to movies (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. 学生观看课件回答问题 学生观看课件 学生跟读并理解记忆。 学生自己写下活动的名称。 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 . Pair work . Listening . Pair work . Role-play 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 conversatio 1. Let Ss read the phrases in the chart. 2. Tell Ss that Cheng Tao is taking about how often he does these activities. Play the recording for the first time. Ss listen and number the activities [1-5]. 3. Play the recording for the second time for the Ss to check the answers. 1. Read the conversation by themselves, then match the activity with the right time. Dance lesson Tuesday Piano lesson Wednesday and Friday Playing tennis Monday 2. Let the Ss read the conversation after you. 3. Ss work with a partner and act out the 学生观看课件 学生跟读并理解记忆。 学生自己写下活动的名称。 播放听力,学生先听一遍,由根据要求找答案,在老师的引导下再听一次,最后由学生来复述听到的内容。 学生角色表演 学生按照听力训练部分1b的模式来完成2a部分的听力,大声的跟读复述。 输出所学语言点 板 书 设 计 Unit 2 How often do you exercise? What does he do on weekends? —He usually watches TV. How often do you watch TV? —I watch TV every day. Does he go shopping? —No, he never go shopping. 教 学 反 思 英语教学要根据新课标的要求,强调学生的主体地位,在教学活动中激发学生学习的兴趣,引导学生自主学习,合作交流,大胆的表达。听力这一块是学生比较薄弱的环节,要加强训练。老师要加强与学生的互动,了解学生知识点存在的缺漏,并采取有效措施予以解决。 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit 2 How often do you exercise? 课型 新授 教材分析 本单元的中心话题是谈论休闲时所进行的活动,本节是本单元的第一节,通过谈论周末进行某项活动的频率,初步学会运用频率副词和目标句型来进行与同伴对话,由于本节的内容与学生的生活息息相关,语言实践性较强,很容易开展话题交流。 学情分析 学生初一已学过一般现在时,并且学习现在进行时已学了许多关于活动的短语,他们已经有了描述活动的能力,因此,本单元学习时注意频率副词或短语的位置即可。只要积极参与教学任务中去,和教师、同伴进行互动、合作交流定能学好这节内容。 。 教 学 目 标 What do you usually do on weekend? I usually play soccer. How often do you shop? I shop once a month. What do ….? How often…?引导的特殊疑问句、频度副词。 通过What du you usually do on weekends ? 这个话题的讨论,从而培养学生学会与人沟通,善于交际、关心别人、融入社会的能力品质。 教学重点难点分析 1、以”What do …”句型为引导的日常活动:reading , watch TV , go to the movies , shop , exercise , sleep , drink milk , eat vegetables等。 2、以 “How often…”句型为引导的话题及词汇:always , usually, often , sometimes ,hardly ever , never , three times a week 等。 教学策略分析 通过老师讲解带读,激发学生学习兴趣,让学生自主学习,合作学习,探究学习,在熟悉的情境中用英语进行交流表达,在轻松的氛围中学习新知。 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 2 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Brainstorm & lead-in 1. To ask Ss about their daily activities. -What do you usually do in your free time?(Task 1) 2. To ask Ss to make some sentences using the adverbs of frequency. (Task 2) 1.Students answer the questions. 2.Students make some sentences using the adverbs of frequency. 1. To lead Ss to review some useful phrases. 2. To lead Ss to practice the adverbs of frequency. 教 学 环 节 教学活动 1. To train students som 教 师 活 动 学 生 活 动 Reading comprehension 1. Fast reading To ask Ss to read the passage quickly and try to get the main idea of the passage, and then finish some exercises related to the passage. (Task 3&4) 2. Careful reading (1) To ask Ss to read the passage carefully and try to answer more detailed questions. (Task5) (2) To ask Ss to underline some useful phrases.(Task 6) 3.Pair-work The teacher shows some difficult sentences and asks Ss to talk about them in pairs. Then the teacher lets them finish the exercises related to these difficult points. (Task 7) (1) Fifteen percent of our students exercise every day. (2) Here are the results. =The results are here. (3) Although many students like to watch sports, 4. Discussion (1) The teacher gives students three short paragraphs and asks students to talk about whose lifestyle is healthy. 1. Ss read the passage quickly and try to complete the charts. 2. (1) Ss read the passage carefully and answer more detailed questions. (2) Ss try to find out some useful phrases. 3. (1) Ss try to translate some difficult sentences on the screen and talk about the sentence structures in pairs. (2) Ss try to finish the exercises related to these key points. Sixty percent of the children _ (be) from China. Here _ (come) the bus. Here _(be) some examples. Although the car is old, it still runs well. 4. (1) Ss have a free talk about the lifestyle of the three students and explain the reasons. (2) Ss learn a good sentence with the teacher’s help. 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Testing Homework Exercises on the paper (1) Finish activity 2d. (2) Retell the text with the help of the chart. Complete the report 3a and make a preparation for your own article “My habits”. Ss finish the exercises To make Ss consolidate the key points of the class. 板 书 设 计 1. in one’s free time=in one’s spare time 2. ask sb. about sth./ ask sb. for sth / ask sb.(not) to do sth. 3. not…at all/ first of all/ after all/ in all/ above all 4. be surprised that/ be surprised at sth./ be surprised to do sth./ to one’s surprise/ in surprise=surprisingly 5. at least / at most 6. the answer to the question/ the key to the door/ the solution to the problem/ the key to success 7. It is+adj/n (for sb.)to do sth. 8. by doing sth. 9. the best way to do sth.=the best way of doing sth. by the way/ on the way/ on one’s way (to) in the way/ in a way/in this way 教 学 反 思 英语教学要根据新课标的要求,强调学生的主体地位,在教学活动中激发学生学习的兴趣,引导学生自主学习,合作交流,大胆的表达。听力这一块是学生比较薄弱的环节,要加强训练。老师要加强与学生的互动,了解学生知识点存在的缺漏,并采取有效措施予以解决。 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit 2 How often do you exercise? 课型 新授 教材分析 本单元的中心话题是谈论休闲时所进行的活动,本节是本单元的第一节,通过谈论周末进行某项活动的频率,初步学会运用频率副词和目标句型来进行与同伴对话,由于本节的内容与学生的生活息息相关,语言实践性较强,很容易开展话题交流。 学情分析 学生初一已学过一般现在时,并且学习现在进行时已学了许多关于活动的短语,他们已经有了描述活动的能力,因此,本单元学习时注意频率副词或短语的位置即可。只要积极参与教学任务中去,和教师、同伴进行互动、合作交流定能学好这节内容。 。 教 学 目 标 What do you usually do on weekend? I usually play soccer. How often do you shop? I shop once a month. What do ….? How often…?引导的特殊疑问句、频度副词。 通过What du you usually do on weekends ? 这个话题的讨论,从而培养学生学会与人沟通,善于交际、关心别人、融入社会的能力品质。 教学重点难点分析 1、以”What do …”句型为引导的日常活动:reading , watch TV , go to the movies , shop , exercise , sleep , drink milk , eat vegetables等。 2、以 “How often…”句型为引导的话题及词汇:always , usually, often , sometimes ,hardly ever , never , three times a week 等。 教学策略分析 通过老师讲解带读,激发学生学习兴趣,让学生自主学习,合作学习,探究学习,在熟悉的情境中用英语进行交流表达,在轻松的氛围中学习新知。 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 3 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step1: Revision Ask and answer How often do you exercise? How often do you eat vegetables/fruit/junk food? How often do you drink milk/coffee/tea? How many hours do you sleep every day? . Work in groups 激发兴趣 教 学 环 节 教学活动 开拓学生思维 鼓励交流 Step 2.Presentation and Practice 1. Free talk. What is a healthy lifestyle. After that, T can show a picture with healthy lifestyle and unhealthy one: sleep 9 hours sleep 5 hours do exercise never do exercise healthy lifestyle unhealthy lifestyle T: And you know: Healthy lifestyle can help us get good grades. Good food and exercise help us to study better. My student Katrina has a good lifestyle. Let’s see it. Compare the passage with yourselves. Explain: of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth.., look after, help sb. to do sth., study better, the same as, be different from Give more examples. 学习新的表达方式 熟练句型 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 4. Group work Sep 5.Homework: Read the text for many many times. And correct your composition referring to it. 语言输出 熟练掌握 板 书 设 计 I always get up early. I am never late for class. I sleep nine hours every night. always usually often hardly ever never 教 学 反 思 英语教学要根据新课标的要求,强调学生的主体地位,在教学活动中激发学生学习的兴趣,引导学生自主学习,合作交流,大胆的表达。听力这一块是学生比较薄弱的环节,要加强训练。老师要加强与学生的互动,了解学生知识点存在的缺漏,并采取有效措施予以解决。 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit 2 How often do you exercise? 课型 新授 教材分析 本单元的中心话题是谈论休闲时所进行的活动,本节是本单元的第一节,通过谈论周末进行某项活动的频率,初步学会运用频率副词和目标句型来进行与同伴对话,由于本节的内容与学生的生活息息相关,语言实践性较强,很容易开展话题交流。 学情分析 学生初一已学过一般现在时,并且学习现在进行时已学了许多关于活动的短语,他们已经有了描述活动的能力,因此,本单元学习时注意频率副词或短语的位置即可。只要积极参与教学任务中去,和教师、同伴进行互动、合作交流定能学好这节内容。 。 教 学 目 标 What do you usually do on weekend? I usually play soccer. How often do you shop? I shop once a month. What do ….? How often…?引导的特殊疑问句、频度副词。 通过What du you usually do on weekends ? 这个话题的讨论,从而培养学生学会与人沟通,善于交际、关心别人、融入社会的能力品质。 教学重点难点分析 1、以”What do …”句型为引导的日常活动:reading , watch TV , go to the movies , shop , exercise , sleep , drink milk , eat vegetables等。 2、以 “How often…”句型为引导的话题及词汇:always , usually, often , sometimes ,hardly ever , never , three times a week 等。 教学策略分析 通过老师讲解带读,激发学生学习兴趣,让学生自主学习,合作学习,探究学习,在熟悉的情境中用英语进行交流表达,在轻松的氛围中学习新知。 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 4 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 1 :Greeting. Step2 Discussion Work in groups, discuss which kind of life is healthy. Do a report according the discussion. We think we should eat fruit and vegetables… . Work in groups, discuss which kind of life is healthy. 激发兴趣 教 学 环 节 教学活动 开拓学生思维 鼓励交流 教 师 活 动 学 生 活 动 Step3 Self check Step 4 Grammar Fill in each blank with the correct word given. Then make your own sentence with each word. 1. wants 2.exercises 3.help 4.try 5.have 掌握句型: 1)What do you usually do on weekends? I often go to the movies. What does she do on weekends ? She often goes to the movies. What do you usually do on weekends? I often go to the movies. (watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies) How often do you exercise/… ? Task one “Find my group members.” 学习新的表达方式 熟练句型 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 6: Pair work Step 7: Listen Step 8 .Group work Get Ss to make a long conversation by themselves. Get the Ss to listen and circle the answers to each question .Later check the answers. Role play. Student A is the interview. Student B is Katrina. Student C is Bill. Try to act the conversation out .They can use their own words. 语言输入 熟练掌握 板 书 设 计 of course , pretty healthy/good ,unhealthy ,a healthy lifestyle, try to do sth.., look after, help sb. to do sth., study better, the same as, be different from 教 学 反 思 英语教学要根据新课标的要求,强调学生的主体地位,在教学活动中激发学生学习的兴趣,引导学生自主学习,合作交流,大胆的表达。听力这一块是学生比较薄弱的环节,要加强训练。老师要加强与学生的互动,了解学生知识点存在的缺漏,并采取有效措施予以解决。 Unit3 I’m more outgoing than my sister单元教案 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit3 I’m more outgoing than my sister. 课型 新授 教材分析 本单元话题是谈论人物个性特征和比较人物,它是七年级下册Unit9 What does he look like描述人物外貌长相的补充和提升,也为学习下个单元形容词最高级打下坚实的基础。在教学中起到承上启下的作用。 学情分析 学习有较强的记忆力、模仿能力和较强的求知欲。部分学生存在不自信,羞于表现等思想顾虑,但又希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,通过学生间的合作学习,使他们体验到成功的喜悦。提高他们综合运用语言的能力。 教 学 目 标 目标词汇:outgoing, better, loudly, quietly 目标语言: Tina is taller than Tara. 语法:形容词、副词比较级的变化规则及用法。 教学重点难点分析 语法:形容词、副词比较级的变化规则及用法。 形容词、副词比较级的变化规则及用法。 能在交际中准确地运用本单元的话题对自己与他人进行描述,作出比较 教学策略分析 情境教学法;根据多媒体展示的图片,以小组为单位练习使用比较级进行对话。词汇教学——采取情景描写或演示对比的方式进行教学,让学生在情境中操练、理解含义,并学会运用;听力教学——采取听,填表的方式; 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 1 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 1: Free Talk : 复习有关人物描写的形容词。教师要求学生至少用4个词语描写自己的朋友,让学生尽可能多地说出有关描写人物的形容词。 Free Talk : My friend in my eyes 通过描写自己眼中的搭档,复习关于人物描写的形容词,引入新课,贴近生活,创设熟悉的生活环境。 教 学 环 节 教学活动 帮助学生感受目标语言,了解比较级的用法,进行语言输入环节 帮助学生感受目标语言,了解比较级的用法,对语言再次输入。 通过听力练习,帮助学生熟悉目标语言,学习is more outgoing than, works s hard as等用法。 教 师 活 动 学 生 活 动 Setp2.New words Setp3. Compare famous people Step 4: Listening Step 5: Listening 利用多媒体呈现生词,并要求学生写出1a中这些词的反义词。 利用多媒体展示名人图片,进一步练习生词及让学生初步了解并应用比较级的句子 首先让学生看图片,熟悉人物名称,回答问题,预测所听内容;再根据听的内容,判断所说人物特点属于谁,引领学生捕捉关键信息,聚焦目标语言。 播放听力材料,要求学生根据听到的内容完成表格,写出所给形容词的比较级形式。再次播放听力材料,要求学生听,并且填出表格所缺信息,即Tina 和Tara的不同之处。 让学生在情境中理解生词含义,为下一步的听做铺垫。 练习生词 听力 听力 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 6:Super star Step 8:Consolidation and Sum-up 对教材中的2C进行改编,让学生用比较级来谈自已未来的变化,进一步对比较级进行应用。 1、让学生对已学知识进行总结,教师综合陈述。 2、让学生进行书面训练,巩固重点。. 练习比较级的句型 巩固重点 改编后更贴进学生的生活,树立学生的信心,增加学生的学习兴趣。 让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性;教师作综合陈述,犹如给学生一颗定心丸,给学生增添了信心 板 书 设 计 Unit 3 I’m more outgoing than my sister Draw two people on the blackboard. One is Judy. The other is Bobby. Judy is taller than Bobby. Bobby is shorter than Judy. 教 学 反 思 英语教学提倡体验、实践、参与、交流与合作的学习方式,要使学生尽可能亲身感受和直接体验语言,本节课结合日常生活中所涉及的语言、词汇等融入一系列小任务中,完成任务型教学活动,让学生达到实际运用所学语言知识进行交流的目的。 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit3 I’m more outgoing than my sister. 课型 新授 教材分析 本单元话题是谈论人物个性特征和比较人物,它是七年级下册Unit9 What does he look like描述人物外貌长相的补充和提升,也为学习下个单元形容词最高级打下坚实的基础。在教学中起到承上启下的作用。 学情分析 学习有较强的记忆力、模仿能力和较强的求知欲。部分学生存在不自信,羞于表现等思想顾虑,但又希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,通过学生间的合作学习,使他们体验到成功的喜悦。提高他们综合运用语言的能力。 教 学 目 标 目标词汇:outgoing, better, loudly, quietly 目标语言: Tina is taller than Tara. 语法:形容词、副词比较级的变化规则及用法。 教学重点难点分析 语法:形容词、副词比较级的变化规则及用法。 形容词、副词比较级的变化规则及用法。 能在交际中准确地运用本单元的话题对自己与他人进行描述,作出比较 教学策略分析 情境教学法;根据多媒体展示的图片,以小组为单位练习使用比较级进行对话。词汇教学——采取情景描写或演示对比的方式进行教学,让学生在情境中操练、理解含义,并学会运用;听力教学——采取听,填表的方式; 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 2 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 : Step I Greet the class Step II 2a Read the words in the box to students. Funny 有趣的 serious 严肃的Outgoing (性格)外向的 quiet 安静 学习新单词 教 学 环 节 教学活动 帮助学生感受目标语言,了解比较级的用法,进行语言输入环节 帮助学生感受目标语言,了解比较级的用法,对语言再次输入。 教 师 活 动 学 生 活 动 Step III 2b Step IV 2c Pair work Step VI Grammar Focus Ask students to look at the boxes with the headings. Tina is …, Tara is … Listen to the recording again. This time write how Tina and Tara are different. Please write words in the boxes. Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom. Have students know they will talk about Sam and Tom in this activity. Student A: Is Tom more intellectual than Sam? Review the grammar box. Ask a student to read the sentences to the class. Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier. 让学生在情境中理解生词含义,为下一步的听做铺垫。 练习生词 总结语法 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step VII Show some dialogue on the blackboard Step VIII Summary and Homework A: Is that Mary? B: No, it isn’t. It’s Peter. Peter is more carful than Mary. A: Yes, Mary is more careless than Peter. Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart. 练习比较级的句型 巩固重点 让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性;教师作综合陈述,犹如给学生一颗定心丸,给学生增添了信心 板 书 设 计 Unit 3 I’m more outgoing than my sister Funny, funnier More serious than 教 学 反 思 英语教学提倡体验、实践、参与、交流与合作的学习方式,要使学生尽可能亲身感受和直接体验语言 年级 八年级 学科 英语 主备教师 复备教师 课题 Unit3 I’m more outgoing than my sister. 课型 新授 教材分析 本单元话题是谈论人物个性特征和比较人物,它是七年级下册Unit9 What does he look like描述人物外貌长相的补充和提升,也为学习下个单元形容词最高级打下坚实的基础。在教学中起到承上启下的作用。 学情分析 学习有较强的记忆力、模仿能力和较强的求知欲。部分学生存在不自信,羞于表现等思想顾虑,但又希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,通过学生间的合作学习,使他们体验到成功的喜悦。提高他们综合运用语言的能力。 教 学 目 标 目标词汇:outgoing, better, loudly, quietly 目标语言: Tina is taller than Tara. 语法:形容词、副词比较级的变化规则及用法。 教学重点难点分析 语法:形容词、副词比较级的变化规则及用法。 形容词、副词比较级的变化规则及用法。 能在交际中准确地运用本单元的话题对自己与他人进行描述,作出比较 教学策略分析 情境教学法;根据多媒体展示的图片,以小组为单位练习使用比较级进行对话。词汇教学——采取情景描写或演示对比的方式进行教学,让学生在情境中操练、理解含义,并学会运用;听力教学——采取听,填表的方式; 课前准备 教师 录音机 PPT 学生 教学活动过程设计(第 3 课时) 教 学 环 节 教学活动 设计 意图 教师活动 学生活动 Step 1: Greet Step 2: new words Read the new words to students and ask them to repeat. Reading 重复训练,强化记忆 教 学 环 节 教学活动 自由发表见解,引出本课主题内容。