北师大版八年级英语上册全册教案

Unit 1 Television
Lesson 1 Last week on TV
By listening to the TV programs discussed by the four reviewers and their emotional attitude and other details, education students like to watch different personalities of different TV programs. Introduce the t opic of this unit to stimulate students’ interest in the topic. Activate students’ existing TV program vocabulary, solve students’ existing knowledge, and prepare for the final output of the class. Students imitate the example sentences given by teachers, use key words to describe their favorite TV programs, and make a preliminary warm-up for the listening topic.
【知识目标】
Learn about the use of participle adjectives (-ed and -ing forms).
Learn about simple past tense.
Talk about a TV program.
【能力目标】
To tr ain students’ listening and reading skill.
Verbally describe why the four reviewers liked the TV shows and discussed their favorite TV shows and reasons with their peers.
【情感目标】
They should read more news, learn about national events, and become a person with broad vision, love life, and love nature.
【教学重点】
Focus on the positive and negative sentences in the past tense.
【教学难点】
Guide students to use the sentence patterns flexibly in activities and life, and cultivate students’ ability to read English.
Multimedia
Step 1. Warm up
Is learning a language difficult?
Look at the key words. Listen and read.
Key words: Language learning
character, conversation, grammar, listening, passage, pronunciation, reading, speaking, vocabulary, writing
Choose the correct words to complete the sentences on the right.
1. She speaks English very well. Her __________________ is quite good.
2. He is learning to write Chinese _________.
3. Sometimes ____________________ rules are hard to remember.
4. I just read an interesting _________ in an old book.
5. We had a long ____________ about the interview on the Internet.
Step 2.Discussion
1. What do you think is difficult about learning a language?
2. Have a discussion with your partner, using the key words.
Step 3.Listening
1. When did Tina come to Beijing?
2. Did Tina like her teacher?
What did Tina do in her Chinese class?
Listen to the first part of the interview and answer the questions.
1. When did Tina come to Beijing?
2. Did Tina like her teacher?
3. What did Tina do in her Chinese class?
Think about the information in the chart.
Listen to the second part of the interview and complete the notes about James. James—learning Chinese
Listen to the whole interview and write Tina, James or Tina ＆James in each blank.
1. ______learned some Chinese from games and TV.
2. ______ began learning Chinese at university.
3. _____________ think(s) Chinese writing is difficult.
4. ______ didn’t speak any Chinese before 2008.
Step 4.Grammar
一般过去时态：陈述句变一般疑问句
1. 当句中含有系动词was/were或情态动词could/would时，把系动词或情态动词提到句首。

I could ride a bike two years ago.
Could you ride a bike two years ago?
She was at Australia last year.
Was she at Australia last year?
一般过去时态：陈述句变一般疑问句
2. 当句中含有实义动词时，在主语前加助动词did，动词还原成原形。

I got up at 5 o’clock yesterday.
Did you get up at 5 o’clock yesterday?
Look at the table and circle the correct words.
Step 5.Pair work
Make yes/no questions about James. Ask and answer in pairs. see a Chinese book in his cousin’s room?
learn Chinese in high school?
go to university?
enjoy his Chinese class?
A: Did he see a Ch inese book in his cousin’s room?
B: Yes, he did.
A: Did he learn Chinese in high school?
B: No, he didn’t.
A: Did he go to university?
B: Yes, he did.
A: Did he enjoy his Chinese class?
B: Yes, he did.
Step 6.Practice
Write wh- questions about the underlined words.
Tina came to Beijing in 2008.
________________________________________
She sometimes played games in Chinese class.
_________________________________________
James went to university in the US.
_________________________________________
James did n’t use Chinese for many years.
_________________________________________ Brainstorm more wh- questions to ask Tina and James.
Why did you want to learn Chinese?
Who was your favorite teacher?
Step 7.Group work
Work in group of three, take turns role-playing Tina, James and the interviewer, asking and answering questions.
Step 8.Speaking
Work in pairs. Talk about your own English learning experience.
- When did you begin learning English?
- What did you do in your English class?
- What did you do after class?
- What helped you learn English?
A: In English class, I usually listen to the teacher carefully.
B: Me too. Taking notes is also very important.
Step 9.Speaking
A: In English class, I usually listen to the teacher carefully.
B: Me too. Taking notes is also very important.
Step 10.Pronunciation
Choose a circle. Guide your partner to it by reading the words aloud.
Step 11.Play a game!
For example:
may, day, tree, try, me
Step 12. Homework
1. Recite the words and phrases.
2. Talk about your English learning experience.
略。

Unit 1 Television
Lesson 2 An Interview on TV
This unit is titled TV programs, language learning experiences, sports and events. In unit 1-3 of this unit, students have
carried out language learning and preliminary application of relevant content through reading and listening activities. In the first three input classes, students read and obtained the relevant language information of last week's TV program and sports and events. Through listening, I learned about the interview with Tina and James, so as to understand the information of their language learning experience. In this lesson, students should use the relevant vocabulary and language information obtained in this unit to introduce and evaluate their favorite TV programs in written form.
【知识目标】
At the end of this lesson, students can:
By observation, the structure of affirmative, negative and general questions is summed up in the past.
Use the general questions in the past tense and answer affirmatively and negatively;
Write wh- questions in the past tense according to the underlined part.
By practicing, you can use the past complete sentences. Focus on
【能力目标】
To train students’ listening and reading skill.
Verbally describe why the four reviewers liked the TV shows and discussed their favorite TV shows and reasons with their peers.
【情感目标】
Attitude and values Chinese learning is not easy for foreigners, firm learning confidence and learning English well.
【教学重点】
Use the general questions of the past tense and make affirmative and negative answers.
【教学难点】
Through practice, can use the past complete sentence.
Multimedia
Step 1. Warm up
Is learning a language difficult?
Look at the key words. Listen and read.
Key words: Language learning
character, conversation, grammar, listening, passage, pronunciation, reading, speaking, vocabulary, writing
Choose the correct words to complete the sentences on the right.
1. She speaks English very well. Her __________________ is quite good.
2. He is learning to write Chinese _________.
3. Sometimes ____________________ rules are hard to remember.
4. I just read an interesting _________ in an old book.
5. We had a long ____________ about the interview on the Internet.
Step 2.Discussion
What do you think is difficult about learning a language?
Have a discussion with your partner, using the key words.
Step 3.Listening
1. When did Tina come to Beijing?
2. Did Tina like her teacher?
3. What did Tina do in her Chinese class?
Listen to the first part of the interview and answer the questions.
1. When did Tina come to Beijing?
2. Did Tina like her teacher?
3. What did Tina do in her Chinese class?
Think about the information in the chart.
Listen to the second part of the interview and complete the notes about James. James—learning Chinese
Listen to the whole interview and write Tina, James or Tina ＆James in each blank.
1. ______learned some Chinese from games and TV.
2. ______ began learning Chinese at university.
3. _____________ think(s) Chinese writing is difficult.
4. ______ didn’t speak any Chinese before 2008.
Step 4.Grammar
一般过去时态：陈述句变一般疑问句
1. 当句中含有系动词was/were或情态动词could/would时，把系动词或情态动词提到句首。

I could ride a bike two years ago.
Could you ride a bike two years ago?
She was at Australia last year.
Was she at Australia last year?
一般过去时态：陈述句变一般疑问句
2. 当句中含有实义动词时，在主语前加助动词did，动词还原成原形。

I got up at 5 o’clock yesterday.
Did you get up at 5 o’clock yest erday?
Look at the table and circle the correct words.
Step 5.Pair work
Make yes/no questions about James. Ask and answer in pairs.
1. see a Chinese book in his cousin’s room?
2. learn Chinese in high school?
3. go to university?
4. enjoy his Chinese class?
A: Did he see a Chinese book in his cousin’s room?
B: Yes, he did.
A: Did he learn Chinese in high school?
B: No, he didn’t.
A: Did he go to university?
B: Yes, he did.
A: Did he enjoy his Chinese class?
B: Yes, he did.
Step 6.Practice
Write wh- questions about the underlined words.
Tina came to Beijing in 2008.
________________________________________
She sometimes played games in Chinese class.
_________________________________________
James went to university in the US.
_________________________________________
James didn’t use Chinese for many years.
_________________________________________
Brainstorm more wh- questions to ask Tina and James.
Why did you want to learn Chinese?
Who was your favorite teacher?
Step 7.Groupwork
Work in group of three, take turns role-playing Tina, James and the interviewer, asking and answering questions.
Step 8.Speaking
Work in pairs. Talk about your own English learning experience.
- When did you begin learning English?
- What did you do in your English class?
- What did you do after class?
- What helped you learn English?
A: In English class, I usually listen to the teacher carefully.
B: Me too. Taking notes is also very important.
Step 9.Speaking
A: In English class, I usually listen to the teacher carefully.
B: Me too. Taking notes is also very important.
Step 10.Pronunciation
Choose a circle. Guide your partner to it by reading the words aloud.
Step 11.Play a game
For example:
may, day, tree, try, me
Step 12. Homework
1. Recite the words and phrases.
2. Talk about your English learning experience.
略。

Unit 1 Television
Lesson 3 The Big Game
This paper mainly discusses the real-time information of sports events and the feeling of watching the games, and lays a foundation for the final comprehensive language output of this unit.
【知识目标】
agree, season, hurt, score, basket, point, win, fantastic, perfect, field, pass, goal, kick, make a basket, foul, kid, call, terrible, shame, hit, court, break, prize, lose, fall.
【能力目标】
At the end of this lesson, students can:
Look for keywords to determine what kind of sports you are talking about;
Get real-time information about football, basketball and tennis by reading the conversation;
【情感目标】
Use the language you learned in this lesson, and talk briefly about football, basketball and tennis.
Guide students through reading to obtain information about sports events.
【教学难点】
How to strengthen the understanding of the vocabulary of sports competition and introduce the language function of this course.
Multimedia.
Step 1.Warm up
Talk about sports.
What sports do you like to watch? Describe one of your favourite sports shows to the class. Make a list of some of the TV programs you watched during your vacation.
1. Hours of TV you watched:
2. An interesting program:
3. A boring program:
I watched a football game between France and
Germany in the vacation. It was exciting.
Step 2.Reading
Do you know any of these sports?
Step 3.Read the dialogues.
Match each dialogue with the correct picture.
Step 4.Reading
Read the dialogue again and write the correct names in each blank.
1. __________ hurt his foot.
2. __________ scores a goal.
3. __________ fouls when he tries to make a basket.
4. __________ hits the ball to the back of the court.
Step 5.Project
Brainstorm other sports you know.
play ping pong play chess play baseball
Step 6.Vocabulary
Match the words from the text with the correct sport. Some may match more than one.
Brainstorm other vocabulary for the three sports.
catch, throw, pass, shoot…
set, racket, backhand…
team, goalie, coach…
Step 7.Grammar：感叹句
1. 含义：
感叹句通常由what, how引导，表示赞美、惊叹、喜悦等感情。

what修饰名词，how 修饰形容词、副词或动词。

How lovely the baby is!
What a lovely baby!
2. 句式结构：
(1) How + 形容词+ 名词+ 其他
How + 副词+ 其他
How beautiful (she is) !
How well he writes!
(2) What+名词+其他
What+(a/an)+形容词+名词+其他
What a shame!
What a clever boy he is!
What cold weather it is!
(3) 陈述句、疑问句、祈使句以及一些感叹词语on dear, ouch, good heavens等也可以表示感叹。

Oh! That’s a shame!
Congratulations!
Listen to me!
Did you ever hear of such a thing!
Step 8.Practice
Read the Key Expressions. Then circle the improper exclamations below.
1. A: My dad is a teacher.
B: Can you believe that?
2. A: Mark broke his leg.
B: What a shame!
3. A: You won first prize!
B: How exciting!
4. A: Tomorrow it’ll be very cold and rainy.
B: What a great day!
5. A: We did very well on our tests.
B: What a shame!
6. Wow! Our team is playing really well.
Make sentences with the words and add the exclamations from Exercise 5.
A: She kicked the ball and made a goal.
B: How exciting!
7. I/ forget/ homework
8. my dad/ lose/ car keys
9. she/ fall/ hurt her arm
10. our team/ win the game
Step 9.Speaking
Work in pairs. Tell your partner five events that have happened recently, and respond to your partner’s events using exclamations.
A: My dad lost his car keys.
B: Oh, that’s too bad!
Step 10.Pronunciation
What is the vowel sound in both these names?
short i, /ɪ/
long i, /i:/
Listen and underline the words with an /ɪ/ sound.
Tim and Tina are brother and sister. Tim and Tina played tennis. Tim is weaker and Tina is bigger, so Tina won easily.
Listen again and circle the words with an /i:/ sound. Then read aloud to your partner.
Tim and Tina are brother and sister. Tim and Tina played tennis. Tim is weaker and Tina is bigger, so Tina won easily.
Step 11. Homework
谈论自己喜欢的体育节目或团队。

略。

Unit 2 Teams
Lesson 4 Class Projects
Focus on the mastery of key words and the understanding of the text. The students can understand the mea ning of “material, object” through the pictures, so as to set the stage for the later reading. By reading, students match the subjects with four items, and find out the theoretical basis and obtain details about the rules of the class project. After reading, summarize the use condition of modal verbs according to key words. For reading materials, design simple verbal output activities to further consolidate the reading information in the form of oral output.
【知识目标】
1. Learn about modal verbs can, must, have to.
2. Learn about words with the sound /æ/ and /eɪ/.
3. Talk about school rules.
【能力目标】
At the end of this lesson, students can:
1. Through reading, find the corresponding subjects in the four classroom projects, and obtain the detailed information about the rules in the classroom;
2. Using the information and language acquired, the four classroom projects, oral and q&a, consolidating the reading information, and summarizing the application and the “rules” modal verbs;
【情感目标】
Guide students to form the habit of observing classroom discipline and be a civilized middle school student.
【教学重点】
1. Learn Can, must, have to, and complete different levels of practice;
2. Use the modal verb can, must, have to address specific problems, express school rules, class rules and classroom routine;
【教学难点】
To raise students’ ability to write an article by using the sentences of notes.
Multimedia
Step 1. Warm up
What are your English class rules?
Read the school rules for Project A.
You can use wood.
You mustn’t use other things.
You have to paint the model.
You must describe your building but it doesn’t have to be long.
Step 2. Grammar-情态动词
can
can 表示__________________
can’t 表示__________________
She can run fast, but I can’t.
Can I come in?
You can’t stay out late.
must
must 表示__________________,表示说话人的主观意图和个人情感。

mustn’t 表示__________________
I must leave now.
I must get up early tomorrow.
We mustn’t waste our time.
have to
have to 表示________________，含有”客观条件使得必须如此做”的意思
don’t have to 表示________________
You have to do it now.
He can’t play games, because he has to do his homework.
You don’t have to tell me your secret.
Step 3. Grammar
Read the sentences and complete the school rules with can/can’t or have to/ don’t have to. You _______ play basketball in the classroom. You _______ play in the playground.
1. You ______ borrow books from the library, but you _______ return them on time.
2. You______ use dictionaries in English class, but you _______ use them for tests.
3. You _______ come to school before 8, and you _______ leave school after 5:00.
4. You _______ use mobile phones after class, but you _______ use them during class.
5. You _______ take phones of the animals, but you _______ feed them.
Step 4. Practice
Complete the traffic rules with must/ mustn’t.
1. You __________ stop at a red light.
2. You _________ cross the road on a red light.
3. You _________ drive fast near a school.
4. Drivers ________ use mobile phones.
5. Babies ________ sit in a baby seat.
Step 5. Speaking
What are your school rules? Talk to your partner. Use the phrases in the box to help you.
eat food in class, use mobile phones in class, get to class on time, listen to music in class, talk in exams, sleep in class, bring dictionaries to school
We mustn’t eat food in class.
We must get to class on time.
Step 6. Groupwork
Work in small groups. Think of other school rules in your school. Then make a poster with the rules listed.
Step 7. Pronunciation
Listen and circle the sentences you hear.
1. (1) There are some snacks in the cupboard.
(2) There are some snakes in the cupboard.
2. (1) There are two cats in his room.
Which one do you mean?
(2) There are two kates in his room.
Which one do you mean?
3. (1) The pan is on the right.
(2) The pain is on the right.
Step 8. Homework
1. 掌握情态动词can/must/have to的用法，并完成相关练习题。

2. 预习下节课内容。

略。

Unit 2 Teams
Lesson 5 Teamwork
This lesson is the fifth lesson of unit 2 in the eighth grade of junior high school English. The topic is teamwork. The teaching design of this lesson is divided into two periods. First class focuses on listening comprehension, dialogue students by listening activity, listen to and out of the three students discussed about the famous building of subject, and to finish their preferences form, at the same time they are discussing the details of the subject information.
【知识目标】
1. Able to obtain information about Adam, Luo Li and Rachel through listening.
2. Can evaluate team cooperation according to team scoring rules.
3. Be able to retell or adapt new dialogues according to the table and questions.
【能力目标】
1. To train students’ listening skill.
2. To expand students’ horizons.
【情感目标】
1. To teach students some skills of reading.
2. To teach students to express their own ideas
【教学重点】
Review the vocabulary by selecting the words to fill in the blanks and completing the evaluation form;
【教学难点】
1. Students can do like/love doing, hate doing, mind doing and can’t stand doing by observing, discovering, practicing and applying.
2. Students can enhance teamwork awareness and cultivate cooperative awareness.
Multimedia.
PART 2
Step 1.Warm up
What is a team? Is teamwork important?
Which of these do you think are important for effective teamwork?
1. listen to each other
2. work together all the time
3. speak to each other politely
4. be in a team with your friends
5. question each other
6. have clear roles for everyone
7. finish before the other teams
8. have a good leader
I think it’s important to listen to each other in gro up discussions.
Step 2.Listening
the Bird’s Nest the Pyramids the Temple of Heaven
Can you guess the topic of the dialogue according to the pre-listening?
Listen to the first part of a discussion about a class project. Complete the table with the words from the box.
Making models, doing research, doing research alone
Likes/ loves Doesn’t mind Doesn’t like/ hates
Adam
Luo Li
Rachel
Listen to the second part and answer the questions.
1. Which building does Luo Li suggest?
_______________________________________
2. Which buildings does Adam want to do?
_______________________________________
3. Which buildings are they going to study?
_______________________________________
Listen to the second part again and answer the questions.
1. What buildings are they talking about?
2. Why doesn’t Adam want to make the model of the Bird’s nest?
3. How many models do they need to make?
4. Which buildings do they need to find information?
Listen to the whole discussion. How did the group do as a team? Fill in the observation sheet.
5-Excellent 4-Very good 3-Good 2-Not very good 1-Poor
1. They listened carefully to each other.
___________________________________________
2. They spoke to each other politely.
___________________________________________
3. Each student had a different role.
___________________________________________
4. Everyone in the team participated.
____________________________________________
5. They asked each other questions and this helped them understand their task. _____________________________________________
Step 3.Pair work
Retell the dialogue according to the form and the questions.
Step 4.Discussion
Make a new dialogue.
Step 5. Homework
Write down your retelling in your exercise book.
略。

Unit 2 Teams
Lesson 6 A special team
This lesson is the sixth lesson of unit 2 in the eighth grade of junior high school English. The topic is the team. The third class of this class for this unit, mainly discuss about how people in earthquake under this special time, relying on the power of the team out of the dilemma, for the
final basis for language comprehensive language output of this unit. The lesson focuses on the understanding of reading content, and guides the students to obtain information about how to save themselves in the earthquake by reading. In the reading activity, guide the students to extract the main information and details, and pay attention to the related vocabulary used in the description of an earthquake, and finally combine the text information and language to carry out the output activities.
【知识目标】
special, couple, resort, earthquake, dark, heavily, ruins, blanket, flashlight, flash, etc.
shake, completely, call for one’s attention, enough, divide, encourage, support, e tc.
【能力目标】
Read the passage and get information about how a team saved themselves in the earthquake.
【情感目标】
Understand the semantics of resort, flashlight and other words in the context through reading. Feel the importance of the team during the earthquake.
【教学重点】
Review the vocabulary by selecting the words to fill in the blanks and completing the evaluation form;
【教学难点】
How to train their ability step by step.
Multimedia.
Step 1.Warm up
earthquake地震
a very strong earthquake
ruin 废墟
Who are they?
What are the people doing?
a team
a special team一个特殊的团队
resort 旅游圣地
mountain resort
an old couple
一对夫妇
The old couple was on holiday at a mountain resort. They were taking a walk.
It was dark. 黑暗的
It started to rain heavily. 下大雨
Step 2.1st reading
Which is the main idea?
A. How a group of people saved others after an earthquake.
B. How a group of people helped each other after an earthquake.
Step 3.Fast reading
Complete the sentences with correct numbers.
1. The earthquake lasted for ____ minutes.
2. The Lins found ____ people at the resort.
3. Mr. Lin divided the 25 people into ____ groups.
4. It took the team ____ hours to get out safely.
Step 4. Reading
What is the structure of the story?
Setting _____________
Development ______________
Ending ____________
Step 5.Reading---Part I (para. 1-2)
In the early afternoon.
At a mountain resort.
Mr Lin, Mrs Lin and 23 other people.
Step 6. Reading
They were taking a walk when suddenly the ground started to __________.
In just two minutes, everything changed_______________.
The Lins found 23 other people. Soon it was _______, and it started to __________________. Some cried and some ______________.
Step 7. Reading---Part II (para. 3-5)
How many blankets did they find?
How did they solve the problem?
What did the group leaders do?
Why did they do that?
Was it easy?
How did they make it?
Step 8. Reading---Part III (para.6)
What was the ending like?
They got out safely.
Step 9. Discussion
A Special Team
Why did they feel lucky?
小组讨论。

小组代表展示组内观点。

Retell the passage and try to write it down.
略。

Unit 3 Faster, Higher, Stronger
Lesson 7 Time to Exercise
This lesson is the first lesson of this unit, the main content of learning is by listening to dialogue, for David and Mike this week to do sports, because information, introduce class 8 Olympic champion, 9 class topics such as the Antarctic expedition. In the seventh grade, students learn vocabulary about sports, and this class will talk more about sports. In terms of grammar, students do not have a systematic approach to the use of comparative levels, which will be a difficult point in this course.
【知识目标】
special, couple, resort, earthquake, dark, heavily, ruins, blanket, flashlight, flash, etc.
shake, c ompletely, call for one’s attention, enough, divide, encourage, support, etc.
【能力目标】
At the end of this lesson, students can:
1. Read and say words about sports.
2. Listen to the dialogue and get information about the sports and reasons that David and Mike are
going to do this week, and learn about the characters and characters of the characters.
3. By observing the sentences, preliminarily perceive the form and usage of the comparative level, and preliminarily use the comparative level to talk about the sports that they like.
【情感目标】
Build awareness of movement.
【教学重点】
By listening to the conversation, get information about the sports and reasons that David and Mike are going to do this week, and get to know the characters and personalities of the characters.
【教学难点】
By observing the sentences, we will initially perceive the form and usage of the comparative level, and preliminarily use the comparative level to talk about the sports that we like.
Multimedia.
Step 1.Warm up
Football running table tennis
Basketball tennis
◆教学重难点
◆
◆课前准备
◆
◆教学过程
Swimming badminton
Match the activities with the correct photos.
1. do push-ups
2. do sit-ups
3. run a race
4. climb a rope
5. do the high jump
Work in pairs. Answer these questions.
Which sport is easy for you? Why?
Which sport is hard for you? Why?
_____ is easy (hard) for me because I …
Step 2.Listening
Listen to the dialogue and answer the questions.
Listen to the dialogue and answer the questions.
What do you think of them?
Circle the words that match each person
Mike slow tall Active funny fast fit David slow tall active funny fast fit Listen to the first part and fill in the table.
Sport Name Reasons (ideas)
David。