江苏省扬州一中八年级英语《Unit1》教学设计
关于八年级上册英语第一单元教案5篇
关于八年级上册英语第一单元教案5篇关于八年级上册英语第一单元教案5篇教案帮助教师规划教学内容和安排教学进程。
它提供了每节课的时间分配、课堂活动设计等信息，有助于教师合理安排教学时间，优化教学资源的利用，确保教学进度的顺利推进。
下面给大家分享八年级上册英语第一单元教案，欢迎阅读！八年级上册英语第一单元教案精选篇1一、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 Objectsa. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,square， structures, left, right, opposite, chairman,between, turn, corner, alongb. 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 ObjectsTo understand the conversation of giving directionsTo understand the sentences telling positionsTo learn how to give directions3.Moral ObjectsStudents 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，自然引出在五、策略与方法：1.教法(1)直观教学法：借用多媒体展示画面，给学生直观的感觉，创建真实的语言环境，引导学生在情景中学习语言，在学习新的语言知识后，创造地运用语言。
八年级上册英语第一单元教案
八年级上册英语第一单元教案八年级上册英语第一单元教案教学目标：1.能够正确地听、说、读、写本单元的重点词汇和重点句型。
2.能够正确使用一般现在时来表达自己的日常活动。
3.能够听懂、会表达兴趣爱好、日常活动和能力，并与他人进行简单的交流。
4.能够理解文章大意，从中获取信息，并能够写出简单的日记。
教学重点：1.重点词汇及短语：hobby, skill, play the guitar, play chess，go shopping, swim, read books, play basketball等。
2.重点句型：What do you do at the weekend? I often go shopping. Do you like swimming? Yes, I do.教学准备：PPT课件、单词卡片、录音机教学过程：一、导入（5分钟）1. 老师用PPT出示一张张单词卡片，让学生说出单词的汉语意思。
2. 老师以“What’s your hobby?”为题展开小组讨论，让学生介绍自己的爱好，并与他人交流。
二、新课讲解（15分钟）1. 老师用PPT介绍新词汇，并教授它的音标和词性。
2. 老师用PPT出示卡片，学生跟读单词及完成相关练习。
三、听力训练（10分钟）1. 老师播放录音。
2. 学生根据录音内容选择正确答案。
四、口语练习（15分钟）1.学生两人一组，轮流用“What do you do at the weekend?”和“What’s your hobby?”来询问和回答。
2. 扩展练习：老师将学生分群，分别给每组一种媒体——电视、广播、报纸等，并用“What do you often do when you watch TV?”或“When do you often listen to the radio?”等问题来让学生描述他们的活动。
五、写作训练（10分钟）老师带领学生写一篇15-20词的小短文，描述自己的一个好朋友所喜欢的活动。
八上英语u1阅读教学设计
八上英语u1阅读教学设计[引言]英语阅读是学生提高语言能力和阅读理解能力的重要途径之一。
本文结合八年级上册英语Unit 1的教学内容和教学目标，设计了一节针对阅读技巧和阅读理解的教学活动。
[活动一：预读环节]在课堂开始之前，教师可先向学生介绍课文的标题和主题，并通过问题引导学生预测文章的内容，并在黑板上写下学生的预测结果。
这将激发学生的学习兴趣，同时也为后续教学提供了一个引子。
[活动二：扫读与细读]为了培养学生的整体理解能力，教师可要求学生阅读全文。
在学生完成扫读之后，教师可以设计一些问题，引导学生进行细读。
例如可以要求学生标记出关键词，了解文章的大意，并回答一些细节性的问题。
[活动三：词汇学习和拓展]阅读过程中难免会遇到一些生词和短语。
教师可以提前选取一些关键词汇，通过图片或实物等方式呈现给学生，帮助学生理解词义并进行记忆。
同时，为了进一步拓展学生的词汇量，教师还可以设计一些词汇拓展活动，例如词义辨析、句子填空等。
[活动四：阅读策略培养]为了提高学生的阅读技巧，教师可以引导学生掌握一些常用的阅读策略。
例如，教师可以教授学生如何利用标题和图片预测文章内容，如何通过关键词快速获取信息等。
通过实际操作和示范，帮助学生在阅读过程中更加灵活地运用这些策略。
[活动五：阅读理解与拓展]在学生完成阅读理解题目之后，教师可以设计一些探究性的问题，引导学生进行深入思考和讨论。
例如，教师可以要求学生就课文中的某个观点或事件发表自己的看法，或者提出一些关于文中未提及的问题。
这样能够培养学生的批判性思维和创造力。
[活动六：综合拓展活动]为了巩固和拓展所学知识，教师可以为学生设计一些综合性的拓展活动。
例如，可以要求学生以课文内容为基础，编写一篇类似的文章，或者设计一个有关该话题的小组讨论。
[结尾]通过设计上述教学活动，可以帮助学生提高阅读理解能力，培养学生的阅读兴趣，并为日后的学习打下坚实的基础。
教师在教学过程中也应灵活运用不同的活动形式和教学方法，以适应学生的学习需求，提高教学效果。
八年级上册英语unit1教案
八年级上册英语unit1教案一、教学目标。
1. 语言知识目标。
- 学生能够正确拼写、朗读和运用本单元的重点单词，如anyone, anywhere, wonderful, few, most等。
- 掌握并能运用重点短语，如go on vacation, quite a few, of course等。
- 熟练运用一般过去时描述过去的经历。
2. 语言技能目标。
- 听：能听懂有关旅游经历的简单对话和短文。
- 说：能够用英语谈论自己或他人的旅游经历，包括去了哪里、做了什么等。
- 读：能读懂关于旅游的文章，理解文章大意并获取关键信息。
- 写：能够根据提示写出自己的旅游经历或他人的旅游故事，正确运用一般过去时。
3. 情感态度目标。
- 激发学生对旅游的兴趣，拓宽国际视野，了解不同地方的文化和风俗习惯。
- 鼓励学生积极分享自己的经历，增强自信心和表达能力。
二、教学重难点。
1. 教学重点。
- 一般过去时的用法，包括be动词和实义动词在一般过去时中的变化形式。
- 本单元重点单词和短语的记忆与运用。
- 能够运用所学知识描述旅游经历。
2. 教学难点。
- 一般过去时中不规则动词的过去式的记忆与正确使用。
- 如何引导学生在描述旅游经历时，使内容丰富、有条理。
三、教学方法。
1. 情景教学法。
通过创设旅游的情景，让学生仿佛置身于旅游场景中，更直观地学习和运用英语。
2. 任务驱动法。
布置各种任务，如对话练习、短文写作等，让学生在完成任务的过程中提高语言运用能力。
3. 交际教学法。
鼓励学生之间进行英语交流，分享旅游经历，提高口语表达能力。
四、教学过程。
1. 导入（5分钟）- 展示一些著名旅游景点的图片，如长城、埃菲尔铁塔、自由女神像等，然后提问学生：“Have you ever been to these places? Where did you go on vacation last year?”引导学生用简单的英语回答，从而引出本单元的话题——旅游经历。
初中英语八年级教案学案unit1教案
What's your name?
What's this (that)?
It's…
3.J oin in the stude nts to practise.
4.Correct the students mistakes and tell them to use the different greeti ngs in differe nt situati on. Help them to use the greeti ngs correctly.
Teach ing tools
A computer, cards and tapes.
Teach ing procedure
Content
Teachers'activities
Students'activities
Step One
Letters from A to N
Prepare some cards and tapes to teach the stude nts En glish letters
Teach ing tools
A multi-media computer, cards
Teach ing procedure
Content
Teacher's activities
Students'acties
Inten tio n
Time
Pre-task
In troduct ion and everyday En glish about
Listen, read and write letters
Step Two
八年级上册英语unit1教案
八年级上册英语unit1教案Unit 1: Greetings and IntroductionsObjectives:- To introduce and practice common greetings and introductions. - To strengthen vocabulary related to greetings and introductions. - To develop listening and speaking skills through dialogues and role-plays.Materials needed:- Textbook- Flashcards with vocabulary words- Handout with practice exercises- Timer or clockIntroduction (5 minutes):1. Greet and welcome the students.2. Review the last lesson briefly.3. Explain the objectives of the lesson.Presentation (20 minutes):1. Introduce and practice common greetings and introductions through a short dialogue.2. Use flashcards to show the vocabulary words and ask students to repeat after you.3. Play an audio recording of a dialogue and have students listen and follow along in their textbooks.4. Ask comprehension questions to check their understanding of the dialogue.Practice (20 minutes):1. Divide the students into pairs and give each pair a handout with dialogues to practice.2. Have students take turns being person A and person B, practicing the dialogues.3. Circulate around the room and provide assistance as needed.4. After a few minutes, ask some pairs to perform their dialogues in front of the class.Production (15 minutes):1. Divide the class into groups of 4-5 students.2. Assign each group a scenario, such as meeting a new friend, introducing a family member, or greeting a teacher.3. Give the groups a few minutes to create a dialogue based on the scenario.4. Have each group perform their dialogues in front of the class.5. Encourage other students to ask questions or provide feedback after each performance.Conclusion (5 minutes):1. Recap the main vocabulary and phrases learned in the lesson.2. Ask students if they have any questions or difficulties.3. Thank the students for their participation and effort.4. Assign homework, such as reviewing the vocabulary words or practicing the dialogues at home.。
八年级上册英语unit1教案
八年级上册英语unit1教案教案标题：八年级上册英语Unit 1教案教学目标：1. 了解并掌握本单元的主要词汇和短语；2. 能够运用所学的语言知识描述人物的外貌特征和性格特点；3. 能够运用所学的语言知识进行简单的自我介绍；4. 能够听懂简短的对话并获取相关信息；5. 能够运用所学的语言知识进行简单的书面表达。
教学重点：1. 本单元的重点词汇和短语；2. 描述人物的外貌特征和性格特点的语言表达；3. 简单的自我介绍和书面表达。
教学难点：1. 运用所学的语言知识描述人物的外貌特征和性格特点；2. 运用所学的语言知识进行简单的书面表达。
教学准备：1. 教材《八年级上册英语》Unit 1教材和教辅资料；2. 多媒体设备。
教学过程：Step 1：导入（5分钟）1. 利用多媒体设备呈现一些人物的图片，让学生观察并描述这些人物的外貌特征和性格特点，激发学生对本单元主题的兴趣。
2. 引导学生用英语描述他们自己的外貌特征和性格特点，进行简单的自我介绍。
Step 2：词汇和短语学习（10分钟）1. 教师通过图片、实物或多媒体等方式呈现本单元的重点词汇和短语，帮助学生理解和记忆。
2. 教师与学生一起进行词汇和短语的发音练习和操练，确保学生能够正确运用。
Step 3：听说训练（15分钟）1. 教师播放相关对话录音，让学生听并回答相关问题，培养学生的听力理解能力。
2. 学生分组进行对话练习，模拟对话中的情境，练习运用所学的语言知识进行简单的对话。
Step 4：阅读训练（15分钟）1. 学生阅读课本中的相关文章或短文，理解文章的大意和关键信息。
2. 学生回答与文章内容相关的问题，培养学生的阅读理解能力。
Step 5：写作训练（15分钟）1. 学生根据所学的语言知识，以自己为例，写一篇简短的自我介绍。
2. 学生相互交换作文，进行修改和改进，提高写作水平。
Step 6：小结和作业布置（5分钟）1. 教师对本节课的重点内容进行小结和总结，回顾学生所学的知识点。
8年级英语unit1 单元教案
Unit 1 Where did you go on vacation?教材解读本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。
因此“Where did you go on vacation?”“Did you go to the beach? Yes，I did / No，I didn’t．”等是教学的重点。
通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
单元目标一、知识与技能1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.2. 句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes, she did．No, she didn’t.3. 语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。
4. 能力目标：能用一般过去时熟练谈论假期发生的事。
二、过程与方法灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。
三、情感、态度与价值观1．通过描述假期发生的事，增进同学间的了解，增进感情。
2．通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。
3．了解自己的能力，培养情操4．培养学生们对英语的兴趣。
教法导航1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。
2. 在教学中创设切实可行的任务型教学活动、突出交际性。
3. 教师为主导、学生为主体、任务为基础，注重实用性。
八上unit1单元教学计划
八上unit1单元教学计划八上单元一：教学计划教学目标：1. 了解并掌握新的英语词汇与短语。
2. 能够运用所学词汇与短语进行交流并描述人物特征。
3. 培养学生的听说能力，能够准确理解和运用日常用语。
4. 增加对不同国家文化和地理知识的了解。
教学重点：1. 掌握新的英语词汇与短语。
2. 运用所学词汇与短语描述人物特征。
3. 提高学生的听说能力。
教学难点：1. 运用所学词汇和短语进行口语交流。
2. 利用所学知识描述人物特征。
教学准备：1. 多媒体设备2. 教材和课件3. 实物和图片资源教学过程：第一课时：课前导入1. 利用多媒体设备呈现一张世界地图图片，引入关于不同国家及其地理位置的讨论。
第二课时：词汇与短语学习1. 利用多媒体设备展示并讲解本单元的新词汇与短语，例如continent, the United States, Germany等。
第三课时：听说训练1. 利用多媒体设备放音频材料，要求学生仔细听并回答问题。
2. 进行听力练习，学生带着问题仔细听音频并作答。
第四课时：口语训练1. 多媒体设备展示一些人物照片，并要求学生根据所学词汇和短语来描绘人物特征。
2. 分组讨论并展示学生所描述的人物特征。
第五课时：巩固与练习1. 利用教材或课件上的练习题进行课堂练习，检验学生对所学知识的掌握情况。
2. 对学生进行个别辅导，帮助他们解决遇到的问题。
第六课时：课堂作业1. 布置一篇关于自己喜欢的国家的短文作业，要求学生根据所学知识和词汇，描述该国家的地理位置、人物特征、文化等方面的特点。
教学反思：通过本单元的教学，学生掌握了新的英语词汇和短语，能够运用所学知识进行口语交流，并且对不同国家文化和地理有了更深入的了解。
在听说训练和口语训练环节，学生的参与度较高，表达能力有所提高。
在以后的教学中，可以在口语训练方面加强学生的练习，提高他们的口语表达能力。
Unit1Reading1教案
今天的课堂，我们围绕中秋节的主题展开了一系列的教学活动。在导入环节，我通过提问的方式引导学生回顾中秋节的庆祝活动，激发了他们的学习兴趣。在新课讲授中，我发现学生们对中秋节的文化背景和习俗表现出浓厚的兴趣，但同时对一般现在时态的运用还稍显生疏。
在实践活动和小组讨论中，学生们积极参与，各抒己见。通过角色扮演活动，他们能够在实际情境中运用所学知识，提高了英语口语表达能力。然而，我也注意到，在讨论过程中，部分学生对于如何将传统文化与现代生活相结合的问题存在一定的困惑。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演活动。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“中秋节的文化传承与现代创新”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
（2）阅读技巧：提高学生的阅读速度和理解能力，特别是对长句、复杂句的理解。
举例：分析文章中的长句、复杂句，指导学生通过抓取关键信息，提高阅读效率。
（3）跨文化交际：了解并尊重不同文化背景下的节日庆典，提高学生的跨文化交际能力。
举例：对比中秋节与西方节日，让学生了解文化差异，提高跨文化交际意识。
（4）学习策略：培养学生自主阅读、合作交流、总结反思等学习策略。
3.提高学生的思维品质，通过分析、推理、判断等思维活动，深入理解文章内容，提升阅读理解能力；
4.增强学生的学习能力，培养学生自主阅读、合作交流、总结反思等学习策略，形成有效的英语学习习惯。
三、教学难点与重点
1.教学重点
（1）词汇与短语：本节课的核心词汇和短语，如festival, traditional, celebrate, mooncake等，这些词汇是描述中秋节的关键，需要学生熟练掌握。
八上英语unit1阅读教学设计
呈现环节
导入：通过提问、图片或视频等方式，引起学生的兴趣和好奇心，激发他们的学习动力。
新课呈现：通过实物、图片、视频等手段，将新知识呈现给学生，帮助学生建立感性认识，为 后续学习打下基础。
练习巩固：通过多种形式的练习，如填空、选择、翻译等，帮助学生巩固所学知识，加深对课 文的理解和记忆。
总结反馈：对本节课所学内容进行总结归纳，同时收集学生的反馈意见，为后续教学提供改进 依据。
教学方法的有效 性：是否能够激 发学生的学习兴 趣和积极性
教学方法的实用 性：是否符合学 生的实际需求和 学习水平
教学方法的创新 性：是否能够培 养学生的创新思 维和实践能力
教学方法的可持 续性：是否能够 长期使用并持续 提高教学质量
教学过程存在问题与改进建议
存在问题：部分 学生在阅读过程 中存在理解困难， 需要加强词汇和 语法的教学。
教学内容：通过阅读、听力、口语练习等多种形式，让学生全面了解本单元的主题和知识点。
教学方法：采用任务型教学法，通过小组合作、角色扮演等形式，引导学生积极参与课堂活动， 提高英语实际应用能力。
教学评价：通过课堂表现、作业、测试等多种方式，对学生的学习成果进行全面评价，及时反馈 教学成果。
评价与反馈
单击添加标题 教学内容 教学过程
教学目标 教学方法 教学反思
知识目标
掌握本单元的重点词汇和 短语
理解课文中的语法和句型 结构
能够运用所学知识进行简 单的英语交流
提高阅读理解能力和英语 思维能力
能力目标
能够运用阅读策 略获取文章主旨 大意
能够通过上下文 猜测生词含义
能够理解文章中 的复杂句型和语 法结构
激活学生的前知
利用学生已有的 知识，引导他们 进入新的学习单 元。
八年级上册英语Unit1整体设计
八年级上册英语Unit1整体设计一、单元标题Unit 1 How often do you exercise?二、单元话题单元话题Unit Topic：free time activities三、单元目标认知目标Cognition Goals:1、Students listen to the tape 3 times, after listening, students can repeat and pronounce the important words and expressions.2、Students can read the dialogue after teacher and imitate the dialogue on the blackboard.3、students know the simple description words about weekends and use these description words to describe the what they want to do on weekends.能力目标Ability Goals: Students can understand the content of the conversation from the tape.情感目标Affectivity Goals:Students have big interest in the topic and can actively participate in activities, in group activities, students can actively participate in the dialogue exercise, if the problem encountered in the dialogue they don’t know, they can take the initiative to the side or to the teacher for help, to overcome the psychological cowardice and a bold display inthe classroom.策略目标Strategy Goals:1、Students to concentrate when listening to material, and write down important information to better learn course content.2、after learning a new sentence can take the initiative to imitate the students and practice dialogue with the side.文化目标Culture Goals:Students know simple description words of weekends.三、重点句型1. What do you usually do on weekdays? I often go to the movies.2. How often do you watch TV? I watch TV every day.3. What sports do you play? I like to play…..4. How many hours do you sleep every night? I sleep nine hours.四、重点词汇exercise (v.), always, usually, often, sometimes, hardly ever, never, how often, twice a week, once a week, times, surf the internet, shop (v.), all, most, result, activity, survey, improve, translate, junk food, fruit, milk, sleep, vegetable, health, healthy, pretty, eating habit, try, a lot of, of course, look after, grade, difference, more, unhealthy, yuck, maybe, although, skateboarding重难点一览表五、单元任务：任务名称及实施活动Tasks and ActivitiesTask 1. Talk about the things you do on weekends. And how often do you do them?Task 2. What is the best way of learning English? And how often do you do them?Task 3. What is the healthy food and how often do you eat them?Task 4. How do we protect our teeth?六、单元教材分析本单元主要学习谈论别人有哪些业余爱好以及做事情的频度，包括询问他人的生活习惯等。
江苏省扬州一中八年级英语(Unit1)教学设计 教案
Unit 1 Main taskI. Aim:To plan ideas for writingTo learn the proper and easy ways to write something;To write a description of the appearance and personality of a friend.II. Teaching procedures:RevisionIn this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions.Ask: What aspects can we talk about from when we talk about our best friends? ➢What’s his/her name?➢What’s he/she like？➢What’s his/her quality of a good friend (personality)?➢What does he/she like doing?➢What would he/she like to do in the future?Please keep them in your mind. We will talk about them step by step. Brainstorming.1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we can use to describe our friends? Let’s do it in groups. Please show us you are the best.After it, T collects their words on the Bb and decide which group is the winner.2. Go through the words in the table on P15.3. Read the passage on P16 quickly and find out some information about Daniel’s best friend4. Group work. Find out the useful words about how to describe the best friends ( eg. tall, slim; square, long; bright, smiling; pretty, kink; clever, help, happy) Phrases and sentencesNow we have these words. Is it enough to write a passage? No. So we still need some phrases and sentences structures. Try to find the phrases and sentences Daniel used in his passage.Paragraphs1. ElicitOK. I’m going to write about my good friend.…is my best friend. ……(put these phrases and sentences together randomly)(ask for their opinion about this ‘passage’)So the structure of a passage is very important.2. Ask Ss to find out the structure of the passage by themselves. T can help them when needed.Introduction—Body(appearance—personality and ability)—Conclusion(hobbies and future plans)Go back to the beginning of this class.Have we learnt how to write about these in this unit? Can you remember what we talked about at the beginning of this class?➢What’s his/her name?➢What’s he/she like？➢What’s his/her quality of a good friend (personality)?➢What does he/she like doing?➢What would he/she like to do in the future?Are you ready to write about your good friends? Let’s have a try. (They can talkabout sb in the class in groups first. In this way, the weak students will know what to write and how to write it.)Writing and checkingAfter they finish writing, use some of their passages as a model. Show them to the whole class and ask the other students to find out the good points in each passage. After talking about some passages, ask them to rewrite their passages to make them better.III. Homework:Write a passage about their good friends.。
江苏省扬州一中八年级英语《Unit1》学案
Unit 1 Integrated SkillsI. Aim:To get specific information from a listening material;To talk about a friend.To talk about future plansII. Teaching procedures:Revision1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, camping, diving, cycling, skiing…) What do you like doing? What would you like to do when you grow up?(Ask two pairs to talk about what they have learnt in the last lesson. The other students will listen to them and try to write down their answers in the proper boxes, e.g.)If they can’t, teachers can give them an example (I like hiking best becauseI think it is very interesting and it’s good for our health. I also like swimmingand diving. But I am not good at swimming. So I dare not to swim or dive in the water. In the future, I would like to have a swimming lesson and try to dive in the sea. I don’t like cycling at all. But I must ride a bike every day, or I will have to spend too much time on buses. I would like to drive a car in the future if I can.)2. Ask Ss to share their answers with each other to see if they have got the right ones.3. Ask Ss some questions about the table, e.g.:What does … like do ing?What would … like to do in the future?Task I Millie’s future plans1. Just now, … talked about their hobbies and their future plans. It’s really interesting. Our friend Millie is also talking to Amy about her future plans. Can you find out what she would like to do in the future? You can listen to their conversation and put a tick in the correct boxes in the table.2. Listen to the tape again and check their answers.3. Suppose you are Millie. A reporter from NJTV is interviewing you. Please makea dialogue with your partner, talking about your future plan.4. Now you are quite familiar with Millie’s future plan. Please help her completea letter.Sandy’s future plans1. So Millie would like to be a social worker when she grows up. She is really kind and helpful. What about Sandy? What would Sandy like to do when she grows up? Does she also want to be a social worker? If not, what’s her plan? Please listen to the tape and find it out.2. Listen to the tape again and help Sandy complete her letter.Speak up, talking about friends1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer:✧Whom are they talking about?✧What would Peter like to do in the future?2. Listen and repeat.3. Do you have any interesting pictures? I’m sure you do. Would you like to take them out and share them with your partners? (Practice in pairs, talking about their appearance and their own plans, using some pictures of their family or their friends)III. HomeworkWrite at least 5 sentences to show what they like and what they would like to do in the future.。
初二英语上册module1unit1教学设计教案
初二英〔上〕 Module 1 Unit 1教课教材剖析： Unit 1通听、、，初步学人提建的方法。
此中活 1 要求将所表示学活的分；活 2 要求依据音判断主；活 3—5 听包括建的并达成填表、答等任。
活 6 学英中的法；活 7 依据提示口人提建的方法。
教课目：To get to know the key vocabulary.To understand the dialogue 3.To be able to talk about the problems in learning English.教课要点：Key points: translate, correct, grammar, pronunciation, spelling, tryto do,Why don’t you ⋯? How about ⋯?教课方法 Listening and speaking. 教具准 Tape recorder教课流程Teacher ’ s Activit ythe students to introduce themselvesfirst,them the importance of learning English and how to learn English.: Now we are going to learn a lot about English, such as grammar ,pronunciation, vocabulary, and how to listen, speak, write andread English. Now please look at activity 1 on page 2.Ask students to read the words aloud and try to match them with the headings.It ’s best if you can Student ’ s Activity1.Introduce themselvesfirst.2.Listen to the teacher tosay about the importanceof learning English andhow to learn English.3.Read the words aloud andtry to match them with theheadingstell them something about each of the item. Make sure students understand each of the items (And try to include the words in activity 2 as well!).Take “Grammar〞 for example:T:Grammaris part of English. It helps us form words and sentences. It helpsus check our speaking and writing.For example, you can say “I am Daming.〞, but you cannot say“I is Daming.〞 That ’s grammar.Check the answers by asking some students to read the words.put Talk about English learning.and T: English is a widely-used language. practice People in more than one hundredcountries speak English.And manymore countries take English as secondlanguage. Learning English is fun,and of course not an easy job. Butwhat is in English?What are we goingto learn about English? Do you know?Encourage students to speak outwhat they have in mind.S:We’ll learn English letters and words.S: We’ll learn to speak English.S:We’ll learn how to talk to foreigners.Put 1. Listening (2)First encourage students to tell themeaning of words in activity 2 and tryto give someexamples for each item,andthen ask them to listen to theconversations and match them.T: Next we are going to listen to someshort conversations.In theconversations, Daming, Lingling andMiss Li are talking about Englishlearning. Listen carefully and try tomatch these conversations with thewords in the box in activity 2. Butbefore this, can you first tell methemeaning of these words?Ask students to tell the meaning ofthese words either in Chinese orEnglish and then listen to theconversations.Check the answers. Ask students totry to give the reasons why theychoose the words.Speak out What they are going to learn about English?1.Listen to theconversations and matchthem, tell the meaningof these words either inChinese or English andthen listen to theconversations again.2.Listen to the tapeand finish activity 4.3.Read the conversationrepeatedly and act outthe conversation in pairs.Then ask and answer thequestions in pairs2. Listening and reading (3—5)ListeningAsk students to listen to theconversation between Ms James and herstudents carefully with books closed.Then ask students to listen again andfinish activity 4. Check the answerswith the class.ReadingAsk students to work in pairs and readthe conversation repeatedly and thenask some pairs to act out theconversation. Then ask and answer thequestions in pairs.4. Practice Speaking (6, 7)the sentences in activityAsk students to listen to and repeat the in pairs and ask and answersentences in activity 6.T: When we the questions in activityspeak English,we often read some7.syllables (one ending with consonantand the other beginning with a vowel)together. Now listen to the recordingand repeat these sentences.After a few minutes, ask students towork in pairs and ask and answer thequestions in activity 7.Sample conversation:S1: What should I do to improve yourgrammar?S2: You should do more exercises.S1: What else?S2: Try to read more English books andnewspapers.S1: I ’ll try to.S2: And don’t forget to read somegrammar books.S1: Thanks very much.5. Feedback Give e should,can or Finish the followingIt ’s a good idea to⋯exercises and have a1.speak English more in class check.2.listen to China RadioInternational3.read aloud in the morning4.write new words in groups5.read English newspapers1.the conversation in activity3repeatedly.2.Finish activities1-4 on page 112 inWorkbook.。
八年级英语上册unit1教案
八年级英语上册unit1教案教案标题：八年级英语上册 Unit 1 教案教学目标：1. 通过本单元的学习，学生将能够掌握与个人信息、家庭成员、日常活动等相关的词汇和表达方式。
2. 学生能够运用所学知识进行简单的口语交流和书面表达。
3. 培养学生的听、说、读、写的综合语言运用能力。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 学会正确运用一般现在时态来描述日常活动。
3. 学会使用第三人称单数形式的动词。
教学难点：1. 正确使用第三人称单数形式的动词。
2. 运用所学知识进行口语交流和书面表达。
教学准备：1. 多媒体设备及相关教学资源。
2. 学生教材和练习册。
3. 单词卡片、图片等教具。
教学过程：Step 1: 导入新课 (5分钟)1. 利用图片或幻灯片展示一些与个人信息和日常活动相关的图片，激发学生的学习兴趣。
2. 引导学生回忆并复习一些与个人信息和日常活动相关的词汇。
Step 2: 学习新知 (25分钟)1. 向学生介绍本单元的重点词汇和短语，并通过图片或实物进行示范和解释。
2. 让学生进行词汇拼写和语音练习，巩固记忆。
3. 引导学生学习一般现在时态的用法，并通过例句和练习来加深理解。
4. 重点讲解第三人称单数形式的动词，并通过例句和练习来巩固掌握。
Step 3: 合作交流 (15分钟)1. 将学生分成小组，让他们根据所学知识编写对话，描述自己和家人的日常活动。
2. 鼓励学生在小组内进行交流，并互相纠正错误，提高口语表达能力。
Step 4: 拓展延伸 (10分钟)1. 让学生运用所学知识，完成一篇关于自己和家人日常活动的短文。
2. 鼓励学生使用第三人称单数形式的动词，并注意时态的正确使用。
Step 5: 总结复习 (5分钟)1. 回顾本节课所学内容，让学生总结重点词汇和短语。
2. 提醒学生注意第三人称单数形式的动词的用法。
Step 6: 作业布置 (5分钟)1. 布置相关的课后练习，巩固所学知识。
八年级英语第一单元教案
八年级英语第一单元教案教案标题：八年级英语第一单元教案教案目标：1. 通过本单元的学习，学生将能够掌握描述人物外貌特征和性格特点的词汇和句型。
2. 学生将能够运用所学知识，描述自己和他人的外貌和性格特征。
3. 学生将能够通过听、说、读、写等多种方式，提高英语的综合运用能力。
教学重点：1. 掌握描述人物外貌特征和性格特点的词汇和句型。
2. 运用所学知识，描述自己和他人的外貌和性格特征。
教学难点：1. 运用所学知识，描述自己和他人的外貌和性格特征。
2. 培养学生的听说能力，提高英语的综合运用能力。
教学准备：1. 教材：八年级英语教科书第一单元。
2. 多媒体设备：投影仪、电脑等。
3. 学生教材和练习册。
教学过程：Step 1: 导入新课 (5分钟)1. 制作一张包含不同人物的图片海报，并放在教室的显眼位置。
2. 引导学生观察图片海报，并提问：“你能描述一下这些人的外貌特征和性格特点吗？”3. 学生进行小组讨论，然后向全班汇报他们的观察结果。
Step 2: 词汇学习 (15分钟)1. 使用多媒体设备展示人物外貌特征和性格特点的词汇表。
2. 逐个呈现每个词汇，并帮助学生理解和记忆。
3. 进行词汇练习，如词汇填空、配对等。
Step 3: 句型学习 (15分钟)1. 使用多媒体设备展示描述人物外貌特征和性格特点的句型。
2. 解释每个句型的用法和结构。
3. 进行句型练习，如句型转换、对话填空等。
Step 4: 听说练习 (20分钟)1. 播放录音，让学生听取关于人物外貌特征和性格特点的对话。
2. 学生进行听力理解练习，回答相关问题。
3. 学生分组进行对话练习，描述自己和他人的外貌和性格特征。
Step 5: 读写练习 (20分钟)1. 学生阅读课文，理解并掌握相关知识。
2. 学生进行阅读理解练习，回答相关问题。
3. 学生进行写作练习，写一篇关于自己或他人外貌和性格特点的短文。
Step 6: 总结和拓展 (5分钟)1. 回顾本节课所学内容，强调重点和难点。
八年级英语Unit1_Topic1活动设计
学生学习活动设计方案
提交者姓名工作单位
学科年级八年级英语上册教材版本仁爱版课题Unit1 Topic1 I’m going to play basketball.SectionA
活动目标1．复习已经学过的与运动相关的词汇2．学习谈论即将到来的一场篮球比赛3．学会运用已学的知识来开展自己的对话
信息技术手段多媒体展示学生进行篮球运动的动画，及对话的录音。
出示一些体育活动的图片。
活动步骤1．趣味导入
展示学生活动的动画及图片，引出basketball, team。
讨论篮球队的队员人数。
2．活动一
创设情景，学生进行对话，谈论明天或者周末的计划。
从学生用的plan to do sth.，引出新授be going to一般将来时态的结构。
3．活动二
学生在播放完对话的动画之后，分角色模仿表演，先以小组形式排练，再向全班同学呈现，尽量做到脱稿表演。
预期成果1．学生在活动中掌握1a的新词汇
2．学生能用be going to表述自己的计划。
3．学生能自主完成1a后的相应练习题。
1。
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Unit 1 Main task
I. Aim:
To plan ideas for writing
To learn the proper and easy ways to write something;
To write a description of the appearance and personality of a friend.
II. Teaching procedures:
Revision
In this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions.
Ask: What aspects can we talk about from when we talk about our best friends?
What’s his/her name?
What’s he/she like？
What’s his/her quality of a good friend (personality)?
What does he/she like doing?
What would he/she like to do in the future?
Please keep them in your mind. We will talk about them step by step. Brainstorming.
1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.
So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we can use to describe our friends? Let’s do it in groups. Please show us you are the best.
After it, T collects their words on the Bb and decide which group is the winner.
2. Go through the words in the table on P15.
3. Read the passage on P16 quickly and find out some information about Daniel’s best friend
4. Group work. Find out the useful words about how to describe the best friends
( eg. tall, slim; square, long; bright, smiling; pretty, kink; clever, help, happy) Phrases and sentences
Now we have these words. Is it enough to write a passage? No. So we still need some phrases and sentences structures. Try to find the phrases and sentences Daniel used in his passage.
Paragraphs
1. Elicit
OK. I’m going to write about my good friend.
…is my best friend. ……(put these phrases and sentences together randomly)(ask for their opinion about this ‘passage’)
So the structure of a passage is very important.
2. Ask Ss to find out the structure of the passage by themselves. T can help them when needed.
Introduction—Body(appearance—personality and ability)—Conclusion(hobbies and future plans)
Go back to the beginning of this class.
Have we learnt how to write about these in this unit? Can you remember what we talked about at the beginning of this class?
What’s his/her name?
What’s he/she like？
What’s his/her quality of a good friend (personality)?
What does he/she like doing?
What would he/she like to do in the future?
Are you ready to write about your good friends? Let’s have a try. (They can talk about sb in the class in groups first. In this way, the weak students will know what to write and how to write it.)
Writing and checking
After they finish writing, use some of their passages as a model. Show them to the whole class and ask the other students to find out the good points in each passage. After talking about some passages, ask them to rewrite their passages to make them
better.
III. Homework:
Write a passage about their good friends.。