新目标八年级英语下册第8单元学案

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新目标八年级下册英语unit8学案

Unit 8 Have you read treasure island yet?Section A 1a - 2d ( 第1课时)执笔教师：吴玲玲授课教师：定向诱导：【学习目标】1、学会用现在完成时表达过去发生的但与现在情况有关的事情。

2、掌握现在完成时结构和了解其含义3、学会区分现在完成时与一般过去时的区别。

自学探究、词汇达标：already,yet.island,treasure短语达标：hear of,at least,finish doing,on Page 25,hurry up,put it down,grow up.full of【重点语法、句型讲解】1．现在完成时：1)含义：表示动作过去发生，但与现在有联系或影响，此时态常与以下时间词连用，如already 已经,yet已经，还，just刚刚,ever曾经,so far到目前为止,before从前,times次数,for+时间段，since自从…以来,how long多久，never从不，in the past….在过去….2)．结构：主语+have/has+动词的过去分词（have/has是助动词，没有“有”的意义）肯定句：She has finished her work.她完成了她的工作。

一般疑问句：Has she finished her work?_Yes,she has./No,she,hasn’t.否定句: She hasn’t finished her work.3)．动词的过去分词的构成：规则动词的过去式就是过去分词，不规则动词的过去分词见不规则动词表。

4)．现在完成时态与一般过去时的区别：句子中如有yesterday,last,just now,in1999等过去时间词出现就只用一般过去时。

5)．特别提醒：句子中如有when出现，一定不能用完成时例题：A:Jack has read the book,B:When did he read it?A:Last weekend2.Have you read Little Woman yet?你已读过《小妇人》吗？Yet（已经，还）的用法：在现在完成时中，already(已经)用于肯定句，yet用于一般疑问句或否定句，例句：肯定句：I have already eaten lunch.我已经吃过午饭了。

新目标八年级英语下Unit8全单元教案(5份)

Unit 8 Have you read Treasure Island yet?教学目标：1语言目标：掌握本单元词汇，听懂、掌握谈论读书的语言材料。

2 技能目标：能听懂语言材料，掌握听的技巧；能就阅读方法提建议，掌握阅读策略；能读懂介绍名著的文章。

3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。

通过本单元的阅读，培养学生的文学鉴赏能力，陶冶思想情操。

教学重点(1) 短语: hear of, be like ,go out ,full of, finish doing sth., be about, grow up,put down, hurry up, arrive on this island, make a boat, bring back, give up, wait for, cut down, build a house, kill…for food ,the marks of another man’s feet, who else, see sb. doing sth., run towards, help sb. do sth., name sb.…,teach s b. sth., be interested in ,can’t wait to do sth., used to, fight over, return home ,on the radio, make sb. do sth., think about, come to realize ,ever since, the home of, such as, belong to, be kind to sb., trust one another, remind sb. that…,have been to,do research on ,hope to do sth. introduce …to(2) 句子:Have you ever read Little Women yet?What’s it like?Oliver Twist is about a boy who goes out to sea and finds an island full oftreasures.Steve, have you decided yet which book to write about for English class?Although I have lost everything, I have not lost my life.How long have they been here?So I will not give up and I will wait for another ship.Not long after that, I saw some cannibals trying to kill two men from a broken ship.One of them died, but the other ran towards my house.I named him Friday because that was the day I met him.Every time she is in the library, Sally looks at the many books she hasn’t readyet and can’t wait to read them.When Sarah was a teenager, she fought over almost everything with her family.Ever since then, she has been a fan of American country music.It reminds us that the best thing in life is free….Sarah hasn’t been to Nashville yet, but it is her dream to go there one day.He’s sold more th an 120 million records.Have you introduced the singer to others?(3)语法：现在完成时教学难点：现在完成时与一般过去时的区别.课时划分Section A1 1a – 2dSection A2 3a-3cSection A 3 Grammar Focus 4a-4cSection B1 1a-2eSection B2 3a-3b Self check SummarySection A1 (1a – 2d)Step1 Presentation1a Look at the picture. Have you read these books? Check (√) the ones you know.___ Alice in Wonderland ___ Little Woman___ Treasure Island ___ Olive Twist___ Robinson Crusoe ___ Tom SawyerStep 2 Learn the new wordstreasure, island, classic, page, hurry, dueStep 3 Listening1. 1b Listen and complete the chart.Step 4 Speaking1c Practice the conversation. Then talk about the other books in 1a.ExamplesA: Have you read Little Women yet?B: No, I haven’t. Have you?A: Yes, I have already read it.B: What’s it like?A: It’s fantastic.Step 5 Listening2a Listen. Who has read these books? Circle the names.1. Treasure Island Mark / Tina2. Olive Twist Mark / Tina3. Robinson Crusoe Mark / Tina4. Tom Sawyer Mark / TinaKeys: 1. Tina 2. Mark Tina 3. Mark Tina 4. Tina2b Listen again. Write T for true and F for false.1. Oliver Twist is about a boy who goes out to sea and finds an island full of treasures. ( )2. Robinson Crusoe is a classic. ( )3. Tina thinks that Treasure Island is a fantastic book. ( )4. Tom Sawyer is about a boy who lives in the United Kingdom. ( )Keys: FTTFStep 6 Speaking2c Use the information in 2a and 2b to talk about the books.A: Has Tina read Treasure Island?B: Yes, she has. She thinks it’s fantastic.A: What’s it about?B: It’s about….2d Role –play the conversationStep 7 Language points and summary1. Oliver Twist is about a boy who goes out to sea and finds an island full of treasures.《雾都孤儿》是一个男孩去海边发现一个充满珍宝的岛的故事。

新目标(Go for it)版八年级英语下册单元教案 unit 8教案

3. Explain the difficulties.
4. Let Ss read in pairs.
5. Let several pairs of students role play the conversation in front of the class.
1. Ss learn about the background of the conversation by going through it quickly and answering the questions.
Summarize the uses of the present perfect tense and the important language points.
培养学生探究、归纳总结能力。
Step 9
Consolidation
教师设置巩固检测练习:
Ⅰ.用括号内所给单词的适当形式填空。
1. —Have youheard(hear) of these books yet?
(3)Has Amy finished reading her book yet? How many pages has she already read? What’s it like?
(4)When do they have to hand in the book report?
2. Let Ss read the conversation together.
②What do you think of them?
Then lead in 1a by asking the question: Do you know any other foreign works?
2. Let Ss look at the pictures in 1a and match the names with the pictures.

新目标初二英语下册第8单元教案.doc

新目标初二英语下册第8单元教案Unit 8Why don’t you get her a scarf?(Section A)Teaching goals:nguage goals:(1)Learn to compare qualities.(2)Master the target language.a. The new words of Section A.b. How to give suggestions and comments.how about…what about…why not…why don’t you…That’s a good idea.That’s boring/personal/creative.That sounds good.c. Present perfect tense.2. Ability goals:Train student s’ abilities of listening to special information.3. Moral goals:(1) Let student s’ know the habits of giving gifts on special days in foreigncountries.(2) Train student s’ feelings of loving their parents and friends.Teaching important and difficult points.1. The target language in Section A .2. How to give suggestions and comments.Teaching methods:Task-based teaching and learning method; cooperation.Teaching aids:A tape recorder and some gifts given by friends.The first period(1a-1c)Teaching procedures:Step1.Leading in (Talking about the teacher’s best gift )1. The teacher show some gifts to some students such as a scarf,a ring and so on .T: What’s this?SS: It’s a ring.T: The ring is the most important gift for me. Do you know why?2. Make the students guess.SS: Because it is expensive/interesting…T: No, because it is the first gift from my husband. It cost only ¥100, but it’s my best gift .I love it because I love my husband.I got it ten years ago.Step2.Pre-tast (Talking about the gifts the students have)T: What gifts do you have?SS: Talk about the gifts they have.T: Do you like them? Why?Help students to answer with cheap, expensive, boring,interesting.T: What do you get on your friend’s birthday?T: Show the target words.It’s cheap/expensive/boring/interesting.Step3.While—taskTask1.1. Show the task: What do you think of these gifts? Read theinstruction to the students.2. T: Here are some gifts. What do you think of them?SS: Write the names of gifts in the chart then finish activity 1a.T: Can you add other gifts to each column?SS; Add other gifts to each column.3. Check the answers in pairs.Task2. (Pairwork)1. Show the task: What should I get my mom for her birthday?T: Tomorrow is my mother’s birthday. What should I get her? Can you help me find a gift for her? You can discuss it in pairs.SS: Give suggestions withHow about…? What about…?Why not…? Why don’t you…?T: Give comments.eg: T: What should I get my mother for her birthday?SS: How about a sweater?T: No, that’s too boring.SS: How about a scarf?T: Yes, that’s a good idea.(2).Lead students to drill the conversation.(3).Practice the dialogue in the whole class. Finish the activity of 1c.Task3: Listening task1. Show the task: Listen and number the comments in the order, thenfinish the activity of 1b.2. Check the answers.Step4.Post—task (Pairwork)Make a survey and fill in the blanks .What should you get on special days for special people?Step5.SummarySum up the main knowledgeStep6.Homework1.Recite 1b and 1c.2.Make a survey about gifts .The second period(2a-2c)Teaching procedures:Step1. Leading in1. RevisionCheck the homework of survey. What should you get on these special days for special people.2.Revise how to give suggestions and comments.Step2.Pre-task (Pairwork)1. Make one—minute dialogue.A: What should I get my mo ther on Women’s Day?B: How about a scarf?A: No, that’s too boring.B: …2. Get some pairs to act out their own dialogues.Step3.While-taskTask1.Listening task.1. Show the task. Listen to the tape and finish theactivities of 2a and 2b.2. Read the instructions to the class.1) Tell the students that they are going to hear threeconversations about the pictures of 1a.2) Play the recording the first time. The students only listen.3) Play it a second time. Write down the answers.4) Check the answers.5) Listen again and finish 2b.(Learn the new words: suggestion; comment; album;personal; not special enough )6) Check the answers to 2b.Task2. (Pairwork)1. Show the task.Think of a friend or a family member who is having abirthday soon, but you have only ¥50. Discuss what youshould or should not get for him.2. Discuss in pairs.3. Act out in pairs.Step3.Post-task. (Groupwork)1. Help the teacher find a gift and then fill in the blank.T: I want to spend ¥100 to buy some New Year’s presents for a 3-year-old girl and a 10-year-old boy. What do you think I should get? And tell me your reasons.2. Please discuss in groups. Then fill in the blank .4. The teacher decide to choose one of suggestions and saythanks for their help.Step4.Grammar focus:1. Review the grammar box. Ask students to say thestatements and responses.2. Make summaries about suggestions and comments.Step5. SummarySum-up how to give suggestions and comments again.Step6.Homework1. Go over the new words.2. Revise how to compare qualities.The third period(3a-4)Teaching proceduresStep1.Leading inT: Miss Qu has some personal questions to ask you. Can you tell me?T: Have you ever received letters? Who wrote it to you?T: Have you ever received any gifts on your birthday? (Write down the sentences on the blackboard.)T: Who gave it to you?SS: Talk about the questions.Step2. Pre-task1. Show the task: Talk about the teacher’s gif ts.2. Show a card.T: What’s this? SS: It’s a card.T: Do you know who gave it to me? SS: Guess the gift.T: That’ s the most creative gift I have ever received. One of my students gave it to me on Teachers’ Day. It was madeby himself. It looks like a heart .I love it.3. Show another gift (a watch).T: Can you guess when I got it? SS: Guess.T: That’s the most expe nsive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever.Step3: While-taskTask1.Talk about your own gifts.(Pairwork)1. Show the task.What’s the best gift you have ever received ?( have+过去分词)When did you receive /get it?Who gave it to you?(Write the three sentences on the blackboard.)2 ．Talk about in pairs.3. Ask and answer in pairs, then finish 3b .4. Ask some pairs to present their conversations to the class. Task2. (Pairwork)1. Show the task:You are talking about gifts the four people received got .You will say what the best gift is, when the person got it and who gave it to him.2. Let the students read the chart for one minute .3. Students A and B practice in pairs.4. Check the answers to activity 3a.Step4. Post-task.Play a guessing game then finish 41. Read the instructions to the class. Students can practiceseveral times.2. Ask two students to read the dialogue.3. Make similar dialogues in groups.4. Ask some students to present their conversations to theclass.Step5. Summary1. Sum-up how to give suggestions and comments2. Sum-up the usage of present perfect tenseBlackboard DesignWhy don’t you get her a scarf?Section BTeaching goals:nguage goals:(1) Learn and master the new words about animals such asspider,mouse(mice), hamster, turtle ,pot－bellied pig,rabbit and so on.(2) Go on learning how to give suggestions and commentssuch as not friendly enough, easy to take care of and soon.2.Ability goals:(1) Train the students’listening ability by practicing inunderstanding the target language in spokenconversations.(2) Let students practice writing about animals.3.Moral goals:(1) Let students learn about pet animals.(2) Train students’ feeling of loving animals.Teaching important and difficult points:1. The target language.the new words about animalsthe comments about animal pets2. Practice introducing pet animals.Teaching methods1. Task-based teaching and learning methods.2. CooperationTeaching aidsSome animals pictures, a recorder.Teaching proceduresThe fourth period(1a--- 2c)Step1. Leading in1.The teacher will ask some questions to lead in the topic.(1)Do you like pets?(2)Have you ever kept a pet? What’s it?(3)What do you think of them?Are they friendly? Are they easy to take care of?2.The students discuss the questions.Step2. Pre-task1. The teacher will show some animal pictures and ask somestudents if they know about them.2. Let the students learn the new words by themselves.( goldfish; turtle; snake; mouse; spider; hamster; dog;parrot )3. The students learn and practice the animal words.Step3. While-taskTask11. Show the task: Which of these animals would be good orbad pets?2. Point out the pet shop in the picture. Ask the students tosay the names of the animals.3. Ask the students to say some other animals.4. Write down the names of the animals in the picture in thecorrect parts of the diagram, then finish activity 1a.5. Discuss the answers.(1) Ask some students to say why they think the animalsare good or bad pets and why they aren’t sure.(2) Help the students use the target language such asfriendly, easy to take care of, too scary and so on.6. Make a list of the pets they have. Talk about pets they haveat home, then decide which are the most popular pets and the most unusual pets, then finish activity 1b.Task2. Listening task1. Show the task. Tell students they will listen to the recordingand number the pets in the order they hear in activity 2a.2. Ask different students to read the names of the pets in 2a.3. Play the tape the first time. The students only listen.4. Play it again. The students listen and fill in the blanks with1—5.5. Check the answers.Task3. Listening task1. Show the taskTell the students they will listen to the recording again and they should draw lines to match the pets with the comments.2. Ask different students to read the names of the comments.3. Listen and draw lines.4. Check the answers.Task 4. (Pairwork)1.Show the task.Find a best pet for my family members.2.Tell the students I don’t know much about animals. Can youhelp me find a best pet for my family members? Can you give me the reasons?My daughter is a 6-year-old girl. My mother is an 80-year-old woman. My husband is a 35-year-old man. You can discuss3.Talk in pairs4.Check the answers by calling on different pairs to talk abouttheir own choices.Step4. Post - taskFind a best pet for yourselves and give your reasons.Step5. Summary1. Revise the words of animal pets.2. Sum up the comments about animals pets.Step6. HomeworkMake a survey about your friends what pets they have ever kept and why they kept them.The fifth period(3a-4)Step1. Pre-task1.Revise the pets they have learnt.2.Ask some students if pigs can be pets.3.Tell students today we are going to learn the trendiest kindof pet these days in North London. Do you want to know what it is?(Teach the new word of trendy.)4.Students guess the trendiest pets.Maybe some students can speak out pot-bellied pig. If they can’t, teacher can tell them about it.Step2. while- taskTask1. Reading practice using the target language.(Pairwork)1.Show the task.Here is an article about pot-bellied pig. Please read it and answer these questions.2.Read the instructions to the class. Make sure theyunderstand the words of pot-bellied (fat) ; popular ( many people like them ) ;advantages (good things) and disadvantages (bad things).3.Read the article by students then write down the answersto the two questions.4.Check the answers in pairs.5.Check the answers in class.6.Teacher read the story to the class, then ask students ifthey have problems.7.The teacher should explain the new words and sentences.(1) What’s the meaning of trendy and perfect?(2) Can you understand the sentences.… a pot-bellied pig named Connie… life with a pig isn’t always perfect… she’s too big to sleep in the house… I don’t have enough time to spend with her8.Let the students read the story again. If they still haveproblems, teacher should offer help.Task 2. Writing practice by using the target language.(Groupwork)1.Show the task.Write an article about hamsters by using these notes in activity 3b.2.Point to the picture and ask some students what it is and Ifthey know about hamsters? (hamster)3.Look at the notes for one minute and answer what theadvantages and disadvantages of keeping hamsters are?4. The students will discuss in pairs.5. Point out the list of good and bad things about hamsters inclass.6. Ask a student to read the beginning of the article. Studentswill finish writing the article using the phrases. They can add their own ideas.7. Ask some students to read their own article.8. Exchange their articles in groups. Then the teacher mayread the teacher’s article to the students.Task3. Play a game. (Groupwork)Guess what it is.1.Show the task. Look at the picture in activity 4, anddescribe one of the animals. The other students guess what it is.2.Please write an article about one of the pets. Remindstudents not to say what the animal is.3.The students can write their articles.4.Ask a few groups to read their own articles. The otherstudents must guess.Step4. Post-task1.Make a discussion between Group A and Group B. GroupA can agree with keeping pets in an apartment. Group Bcan’t agree with keeping pets in an apartment. Group Aand B should tell their reasons.3.Ask a few groups to share their lists. Step5. Homework。

人教版新目标八年级英语下册 Unit 8 导学案

人教版新目标八年级英语下册Unit 8 导学案人教版新目标八年级英语下册Unit 8 导学案人教版新目标八年级英语下册Unit 8 导学案课题：Unit 8 B1 课型：New 课时数：2课时班级: 姓名：【教学目标】学习并掌握现在完成时的用法及already ,yet 在现在完成时的用法。

【德育目标】Unite with your classmates and be ready to help others.【重点难点】现在完成时的用法、动词过去分词的变化规则及already, yet 用法。

【教学过程】二次备课预习指导：I. 默写下列单词和词组1.流行音乐_____2.摇滚乐______3.乐队_______4.乡村音乐________ ______5.永远________6.在国外_______7.真实地________8.自从_______ _______9.迷_____ 10.南方的_________ 11.现代的__________ 12.成功_________13.属于_________ 14.互相_____ __________ 15.笑________ 16.美_________17.一百万_________ 18.唱片________ 19.介绍__________ 20.行________II. 预习并写出下列短语和句子1.演奏流行音乐______________2.听起来更象摇滚______________________3.听汤姆乐队的音乐是个很好的醒来方式。

_________________________________________________________________4.摇滚音乐______________5.乐队名_____________6.醒来__________当堂训练：I. 单项选择( ) 1. Kim has ______ the film Rush Hour. She saw it last weekend.A. seeB. sawC. seenD. seeing( ) 2. My father hasn’t finished reading the book ______.A. alreadyB. yetC. tooD. also( ) 3. What’s in the box? I can’t wait ______ it.A. to openingB. openingC. openD. to open( ) 4. My father hasn’t finished reading the book ______.A. alreadyB. yetC. tooD. also( ) 5. Don’t go into the supermarket ______ people. It’s crowded.A. full ofB. covered withC. made ofD. similar toII. 翻译下列句子1.你喜欢那种音乐?What ______________ _____________ music do you like?人教版新目标八年级英语下册Unit 8 导学案III. belong to 的用法:二次备课这本书属于Tom。

人教新目标八年级英语下册第八单元教学设计(教案)

1.教师呈现本节课的重点词汇和句型，如“achieve”，“set an example”，“concentrate on”等，并结合语境进行讲解和示范。
2.讲解一般过去时、现在完成时等时态的用法，并通过例句展示如何描述过去的事件和经历，以及如何表达未来的计划。
3.引导学生关注听力、阅读策略，如预测、关键词定位、快速浏览等，以便在采访和阅读过程中能够有效获取信息。
3.教师提出本节课的学习目标：Today, we are going to learn how to conduct an interview and write a report about a person we admire.（今天我们将学习如何进行采访并撰写一篇关于我们敬佩的人的报告。）
（二）讲授新知
（二）教学设想
1.创设情境：利用多媒体展示真实的人物采访视频，激发学生的兴趣，让他们在情境中感受英语的实际运用。
2.互动式教学：采用问答、讨论、角色扮演等形式，鼓励学生主动参与课堂，提高他们的口语表达能力。
3.分层次教学：针对不同水平的学生，设计不同难度的任务，使每个学生都能在原有基础上得到提高。
4.合作学习：鼓励学生进行小组合作，共同完成采访任务，培养他们的团队协作能力和沟通能力。
（四）课堂练习
1.教师为学生提供一段人物采访的视频，要求学生观看并完成相应的听力练习，检测他们对采访内容的理解和听力技巧的掌握。
2.学生根据视频内容，运用所学词汇和句型，进行口语练习，如角色扮演、模拟采访等。
3.学生利用所学知识，尝试撰写一篇关于敬佩人物的采访报告，教师进行现场指导和反馈。
（五）总结归纳
2.采用任务型教学法，引导学生通过完成各种真实、有意义的任务，提高英语实际运用能力。

新目标八年级英语下册Unit8教学设计

新目标八年级英语下册Unit8教学设计mentalbumguyspidermousehamsterturtlechildpigadvantagedisadvantager abbitcompanypresentbenchstagewinnerSpokespersonprogressstatement 本单元重点句型:（1）WhatshouldIgetsb?(2)Whydon’get／buysb.sth.?(3)What／Howaboutsth.?(4)It’s／They’retoo+adj(5)Presentperfecttense^(6)掌握如何表达给别人买什么礼物。

掌握如何建议为别人买礼物的表达方法。

掌握如何比较物品的质量。

通过学习如何赠送礼物，对比中西方文化的不同。

2、过程与方法采用“任务型”教学模式，首先把本单元的学习任务即学习掌握“送礼物”的表达方式告诉学生，在明确了学习任务后，老师提供为完成学习任务的过程中形成主动的学习状态，产生学习的欲望与动力。

同时通过听力训练为主；第三课时集中词汇教学；第四3、情感态度与价值观通过询问为别人买什么礼物以及提出建议别人应该买什么礼物，达到了解、关心别人的目的，以此增进友谊。

三、教学重难点1、重点(1)WhatshouldIgetsb?(2)Whydon’get／buysb.sth.?(3)What／Howaboutsth.?(4)It’s／They’retoo+adj(5)Presentperfecttense2、难点（1）too+adj.意为“太……”（2）adj.+enough意为“足够……”四、教学关键A.重点词汇名词：suggestioncommentalbumguyspidermousehamsterturtlechildpigadvantag edisadvantagerabbitcompanypresentbenchstagewinner Spokespersonprogressstatement动词：receivechooseopenenterencouragesuggestdrive形容词：personalspecialpot-belliedtrendyperfectcleanasleepnativemodestearlierint erested词组：fallasleep,giveaway,hearof,aninterestin,makefriendswith B.语言结构WhatshouldIgetmysister?Whydon’tyougetacamera?That’stooexpensive. Howaboutawatch？That’stoopersonal.Whydon’tyoubuyascarf?That’snotinteres tingenough.WhatshouldlgetLisa?HowaboutaCD?No,that’stoocheap.What’sthebestpresentyouhaveeverreceived?C:语言功能。

人教新目标八年级英语下册第八单元优秀教学案例(教案)

2.新词汇和短语的学习：教授本节课的重点词汇和短语，如“robots”、“future”、“technology”等，并通过例句和练习帮助学生理解和运用。
3.阅读理解：提供一篇关于未来科技的阅读材料，让学生通过阅读获取信息，提高阅读理解能力，并加深对未来科技的认识。
（三）学生小组讨论
1.小组活动：将学生分成小组，每组分配一个讨论话题，如“What impact will robots have on our daily lives in the future?”，鼓励学生展开讨论和交流。
（三）情感态度与价值观
1.学生通过学习未来科技的知识，增强对科技发展的认识和理解，培养科学精神和探索意识。
2.学生通过参与各种活动，培养积极的学习态度和团队合作精神，提高自我认知和自信心。
3.学生通过对未来科技的探讨，思考科技对人类生活的影响，培养对科技进步的积极态度和责任感。
4.学生通过学习和实践，体验英语学习的乐趣和成就感，增强对英语学习的兴趣和动力。
2.小组分享：每个小组选择一名代表向全班分享他们的讨论结果，鼓励其他学生进行评价和补充，培养学生的团队合作和沟通能力。
3.小组报告：每个小组准备一个简短的报告，汇报他们讨论的结果和结论，培养学生的报告和表达能力。
（四）总结归纳
1.教师引导：教师根据学生的讨论和分享，引导学生总结和归纳未来科技对人类生活的可能影响，帮助学生构建知识体系。
在教学案例中，我作为特级教师，以学生为中心，结合课程内容和学科特点，设计了一系列紧密相连的教学活动。首先，我通过展示一段未来科技的视频，激发学生的学习兴趣，并引导他们思考未来的科技发展。接着，我设计了一组机器人相关的词汇练习，帮助学生巩固新词汇。然后，我组织了一场角色扮演活动，让学生在模拟情境中运用情态动词“will”进行对话，提高他们的口语表达能力。最后，我安排了一项小组讨论任务，让学生结合课文内容，探讨未来科技对人类生活的影响，培养他们的创新思维和团队协作能力。

新目标英语八年级下册第八单元教案

新目标英语八年级下册第八单元教案Unit8 Why don’t you get het a scarf? Section A一、Teacher’word:It’s better to give than to receive. （给予比接受要好）二、Teaching aims:（一）知识目标：Words: comment, album, personal, special, receive,gave, guyPhrases: get sb for sth, how about, give…….to, what aboutSentenses: 1）What should I get my sister、2）Why don’t you get my sister?3）How about / What about some tennis balls?（二）能力目标：让学生掌握如何评价、比较事物，并学会提建议。

（三）情感目标：要有爱心，珍惜爱护自己身边的人和事物。

三、教学重难点：1）enough的用法。

2）情态动词should+动词原形表达征求意见,以及运用Why don’t you---? How/What about---?等句型结构来表示提建议。

四、学习过程：Step1 写出下列单词及短语评论，意见____________集子，相片簿，唱片集____________ 私人的，个人的_______特别的，专门的_______收到，接受___________动词give的过去式______家伙，人_________日历_________有创造力的__________Step2 自主探究，合作交流Task 1: 预习交流：小组内检查交流预习情况，并订正错误。

Task 2: 自主学习，精讲点拨：1)完成1a表格内容写出下列单词：字典__________照相机___________便宜的________昂贵的_____________无聊的，乏味的________有趣的__________2) 听录音，完成1b,2a,2b的听力练习，并回答下列问题：⑴What’s up?含义：____________________同义句：_____________\No way 如何翻译？____________________.⑵That’s too boring, too.句子中两个too分别代表什么含义？有关too的短语你能想起哪些？___________________________________________________ _______⑶not special enough.试回忆enough的用法：___________________________________⑷sound good. sound属于什么词？其结构通常是什么？类似的词还有哪些？___________________________________________________ _.Step3 Pairwork.仿照听力内容，自编对话小组练习。

新目标八年级英语下册第8单元教案

新目标八年级英语下册第8单元教案Why don’t you get her a scarf?(Section B 3a--4)Teaching goals:nguage goals:(1) Learn and master the new words in this period such as company,advantage, disadvantage, perfect, pot－bellied pig, rabbit andso on.(2) Go on learning how to talk about the comments on pets inEnglish..2.Ability goals:(1) Train the students’ reading ability by practicing in understandingthe passage.(2) Let students practice writing about animals.3.Moral goals:(1) Let students learn about pet animals.(2) Train students’ feeling of loving animals.Teaching important and difficult points:1. The target language.the new wordsthe comments about animal pets2. Practice introducing pet animals.Teaching methods1. Task-based teaching and learning methods.2. CooperationTeaching aidsSome animals pictures, a recorder.Teaching proceduresStep1. Leading in1.The teacher will ask some questions to lead in the topic.(1)Do you like pets? Do you want to keep pets?(2)Do you want to visit my pet shop?(3)Play a guessing game by describing some animals: Who am I?2.The students discuss and answer the questions.Step2. Pre-task1.Ask students what the trendiest kind of pet these days in NorthLondon is. Do you want to know what it is?(Teach the new word of trendy.)2.Students guess the trendiest pets.Maybe some students can speak out pot-bellied pig. If they can’t, teacher can tell them about it.3. Teach the new words.Step3. While-taskTask1 Listen to the tape and know about the main idea1. Show the task: Choose the best main idea of the passage.2. Question 2: Is life with a pig always perfect?3. Check the answers.Task2. Read the passage aloud and fill in the chart1. Show the taskAsk students to find the advantages and disadvantages of keeping such a pet.2. Check the answers in pairs.3. Check the answers in class.Task 3. ，Explain the language points and practice(1) name:(2) too…to… / so…that…(3)makeTask 4. Read the passage togetherIf they still have problems, teacher should offer help.Step4. DiscussionDivide students into two groups and talk about the advantages and disadvantages of keeping pets in an apartment.Step5. Summary1. Revise the words and structures.2. Sum up the comments about animals pets.Step6. Homework1.Write an article about hamsters according to the notes in 3b.2.Retell the passage.以上是我本节课的全部设计过程。

新目标人教版八年级英语(下)Unit 8英语学案设计(含答案)

人教版八年级英语（下）Unit 8英语学案班级____________ 姓名_____________ 学号________[课前自学]二、用法集萃三、翻译句子。

1. 你觉得东莞怎么样？________________________________________________________________________ 纠正：__________________________________________________________________ 2. 我至今还没有读完那本书。

________________________________________________________________________ 纠正：__________________________________________________________________ 3. 我们已经学了6年英语。

________________________________________________________________________ 纠正：__________________________________________________________________ 4. 你们来这里有多久了？________________________________________________________________________纠正：__________________________________________________________________5. 她去过桂林两次。

________________________________________________________________________纠正：__________________________________________________________________6. 我可以借这本书多长时间？________________________________________________________________________纠正：__________________________________________________________________7. 你做完作业了吗？是的，我已经做完作业了。

新目标八下英语第八单元教案

新目标八下英语第八单元教案教案标题：Exploring Chinese Culture教学目标：1. 通过学习本单元的课文和语法知识，学生能够理解并运用描述人物外貌特征和性格特点的表达方式。

2. 通过阅读和讨论相关话题，学生能够了解中国的传统文化和习俗，并能够对比中西方文化差异。

3. 培养学生的听说读写能力，提高他们的交际能力和语言表达能力。

教学重点：1. 描述人物外貌特征和性格特点的表达方式。

2. 了解中国的传统文化和习俗。

3. 对比中西方文化差异。

教学难点：1. 运用所学知识描述人物外貌特征和性格特点。

2. 理解和运用相关词汇和短语描述中国的传统文化和习俗。

3. 分析中西方文化差异并进行比较。

教学准备：1. 教材：《新目标八下英语》第八单元课本。

2. 多媒体设备和投影仪。

3. 课件和图片展示中国传统文化和习俗。

4. 学生小组活动所需的材料。

教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and review the vocabulary related to physical appearance and personality traits learned in the previous unit.2. Show pictures of famous Chinese people and ask students to describe their physical appearance and personality traits using the vocabulary they have learned.Step 2: Pre-reading (10 minutes)1. Introduce the topic of Chinese culture and customs.2. Show pictures and briefly explain traditional Chinese festivals, such as the Spring Festival and the Mid-Autumn Festival.3. Engage students in a short discussion about their own cultural traditions and festivals.Step 3: Reading and Comprehension (15 minutes)1. Have students read the text silently and underline any unfamiliar words or phrases.2. Discuss the main ideas and key details of the text as a class.3. Divide students into pairs or small groups and ask them to answer comprehension questions related to the text.Step 4: Vocabulary and Grammar Practice (15 minutes)1. Review and practice vocabulary related to physical appearance and personality traits.2. Introduce and practice new vocabulary words and phrases related to Chineseculture and customs.3. Review and practice the grammar structures used to describe physical appearance and personality traits.Step 5: Speaking and Writing (20 minutes)1. Divide students into pairs or small groups.2. Assign each group a specific Chinese festival or custom to research and discuss.3. Have students prepare a short presentation or role-play to share their findings with the class.4. Encourage students to use the vocabulary and grammar structures learned in the previous steps.Step 6: Wrap-up (5 minutes)1. Summarize the main points discussed in the lesson.2. Provide feedback and praise for students' participation and language use.3. Assign homework, such as writing a short paragraph about their favorite Chinese festival or custom.教学延伸：1. 鼓励学生在课后进一步了解中国的传统文化和习俗，并与同学分享他们的发现。

新目标八年级英语下册Unit8教案

新目标八年级英语下册Unit8教案新目标八年级英语下册Unit8教案Teaching goals :1.掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的.品质。

2.通过学习如何赠送礼物，对比中西方文化的不同。

Important points :1.What should I get sb ?2.Why don’t you get/buy sb sth ?3.What about /How about sth ?4.It’s/They are too + adj .5.Present perfect tense .Difficult points（教学难点） :1.too + adj : 太…2.adj + enough :足够Sructures（语言结构）1.What should I get my sister ?2.Why don’t you get a camera ? hat’s too e xpensive .3.How about some tennis balls ? hey are too cheap .4.What about a watch ? That’s too personal .5.What’s the best present you have ever received ? A bike .第一课时Teaching of new lesson （新课教学）Step 1 Assign the taskIn this unit students learn to compare qualities .SB Page 60 , 1a .1.Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning .2.Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart .3.Discuss the answers .SB Page 60 , 1b .1.Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift .2.Then ask a pair of students to read the conversation .3.Play the recording the first time .Ss only listen .4.Then play the recording a second time .Number the sentences from 1 to 4 .5.Check the answers .SB Page 60 , 1c .1.Read the instructions and then have Ss work in pairs .2.Check the answers by calling on several different pair of students to say their conversations to the class .Step 2 Warm up （热身）SB Page 61 , 2a .1.Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift .2.Play the recording and ask Ss to make checkmarks in the chart .3.Check the answer .SB Page 61 , 2b .1.Point out the suggestions and Comments .Review the meaning of any terms students are not sure of .2.Point out the sample answers .3.Play the recording several times .Fill in the suggestions and comments on this chart .4.Correct the answers .SB Page 61 , 2c .1.Ask two students to read the example in the sampledialogue in activity 2c .Say , Please work with your partner .2.Ask one or tow pairs of students to say their answers to the class .Step 3 Grammar FocusReview the grammar box .Ask students to say the statements and responses .Exercise –designing for 第一课时: 汉译英1.我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！2.为什么你不给妈妈买一条围巾呢？那不够有趣。

新目标八年级英语下Unit8教案：句子成分的理解与运用

New Target 8th Grade English Lesson Plan: Understanding and Applying Sentence ElementsEnglish grammar is an essential part of learning and understanding the language. One of the key components of English grammar is sentence structure, which plays a vital role in communicating ideas and thoughts effectively. In the New Target 8th Grade English lesson plan, students learn about sentence elements and how to use them correctly. This article will explore the importance of understanding and applying sentence elements and how it can improve English language skills.Understanding Sentence ElementsA sentence is a group of words that expresses a complete thought. The basic elements of a sentence are subject, predicate, and object. The subject is the noun or pronoun that performs the action of the sentence. The predicate is the verb that shows what the subject is doing or the state of being. The object is the noun or pronoun that receives the action of the sentence. Understanding these sentence elements is crucial in constructing clear and effective sentences.In addition to the basic sentence elements, there are other sentence elements such as adjectives, adverbs, prepositions, conjunctions, and interjections. Adjectives describe or modify nouns; adverbs describe or modify verbs, adjectives, or other adverbs; prepositions show the relationship between the subject and other parts of the sentence; conjunctions connect words, phrases, and clauses; interjections express emotions or feelings.Applying Sentence ElementsKnowing the different sentence elements is not enough; applying them correctly is equally important. Students need to learn how to use sentence elements in constructing grammatically correct sentences. For instance, using the correct order of sentence elements is crucial. The correct sentence structure is subject-verb-object, but other sentence structures can also be used depending on the intended meaning.Students also need to learn how to use different sentence elementsto convey the desired message effectively. For example, using adjectives and adverbs to describe nouns and verbs can makesentences more vivid and interesting. Prepositions can show the relationship between words and phrases, which helps in conveying specific meanings. Conjunctions help in connecting words, phrases, and clauses, which creates coherence and cohesion in writing.Benefits of Understanding and Applying Sentence ElementsUnderstanding and applying sentence elements can improve a student's English language skills significantly. It can improve their writing skills by enabling them to construct clear and effective sentences that convey their intended message. It can also improve theirreading skills by enabling them to identify sentence elements and their functions in different types of texts. Additionally, understanding and applying sentence elements can improve their speaking skills by enabling them to communicate their ideas and thoughts more effectively.ConclusionUnderstanding and applying sentence elements is crucial indeveloping English language skills. By learning about sentence elements, students can construct clear and effective sentences that convey their intended message. It also enables them to identify sentence elements and their functions in different types of texts, which improves their reading skills. Additionally, understanding and applying sentence elements can improve their speaking skills by enabling them to communicate their ideas and thoughts more effectively. Therefore, teachers should encourage students to learn and apply sentence elements in their writing and speaking activities to enhance their English language skills.。