人教版英语八年级上册教案全册

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【教案】新版人教版八年级上册英语教案

【教案】新版人教版八年级上册英语教案第一课时教学目标1. 研究询问别人的姓名和年龄的表达方式并能够流利运用。

2. 掌握数字 one 到 twenty 的发音和英语书写形式。

3. 培养学生的口语表达能力和自信心。

教学重点1. 询问别人的姓名和年龄的表达方式。

2. 数字 one 到 twenty 的发音和英语书写形式。

教学难点1. 如何帮助学生提高口语表达能力。

教学过程1. Warming-up利用图片或教具，引入数字 one 到 twenty。

2. Presentation根据教材第一页的内容，介绍如何询问对方姓名和年龄，帮助学生了解常见的礼貌用语，例如 excuse me，What's your name? 和How old are you? 等。

3. Practice3.1 学生两人一组进行练，模拟真实场景，询问对方姓名和年龄，并记录下来。

3.2 学生分组进行数字 one 到 twenty 的听说练，教师检查每组的发音和读音。

4. Production4.1 学生分组进行对话，可以创造自己的场景并使用所学的语言进行对话练。

4.2 教师抽取三名同学进行 oral presentation，检查学生口语表达能力。

作业完成教材第二页的练。

教学反思本节课教学重点是询问别人的姓名和年龄的表达方式并能够流利运用，以及数字 one 到 twenty 的发音和英语书写形式。

通过多种形式的练习，帮助学生提高口语表达能力。

教学效果良好，但在课堂上发现学生们的英语基础参差不齐，因此需要针对不同学生制定个性化的教学计划。

人教版八年级上册英语全英版教案：Unit4 SectionA(1a-Grammar Focus)

人教版八年级上册英语全英版教案：Unit4 SectionA （1a-Grammar Focus）Unit4 SectionA（1a-Grammar Focus）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Discuss preferences.,(2)Key Vocabulary：theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, worse, service, pretty(3)Target Language：①What’s the best movie theater?②It’s the closest to home. And you can buy tickets the most quickly there.③Which is the worst clothes store in town?④Dream Clo thes. It’s worse than Blue Moon. It has the worst service.⑤What do you think of 970 AM? I think 970 AM is pretty bad. It has the worst music.(4) Structure：the+:superlative2. Ability Objects(l)Develop the abilities to discuss preferences.(2)Learn the rules of superlatives(3)Compare places with the superlative forms of adjectives and adverbs.3. Mora Objects(1)Encourage students to discover the beautiful or good things in life.(2)Share the good information with friends.Teaching MethodsSituation teaching method.Teaching Aids1. Some pictures of a theater or a park.2. A tape recorder.Teaching ProceduresStep 1 Greeting and Leading in (about 5 minutes)T：Good morning, class!of superlatives.T：Listen to the tape and finish lb. Now let’s begin.T：I want to ask you some questions. What does “the biggest screens” mean?Let several students answer.T：“Biggest” is a form of superlatives. Its adjective is “big”. The comparative form of “good” is “better”. The form of superlative is “best”. Do you know how to change an adjective word into comparative words.T：We usually add “est/st” to an adjective. But so me words should add “most” before the words.E. g. ：popular — most popular, comfortable 一most comfortable.Step 4 1c (about 6 minutes)Ask students to talk about the movie theater using superlatives. The teacher should give students 1 minute to prepare it. Then ask students to practice the conversation with their partners.Step 5 2a (about 5 minutes)Play the recording. Ask students to circle the answers.T：Let’s play the recording again. Pay attention to the words about places and the radio station. Then I’ll ask someone to share the answer.Step 6 2b (about 5 minutes)Play the recording again. Explain the key words of the passage. Then check the answers.T：There are three places and three radio stations. Each of them has a strong point. Can you find them? Now let’s listen to the tape carefully.Step 7 2c (about 5 minutes)Ask one student to play as a reporter and: ask questions to another. Talk about the best places in the town. And state the reasons.Attention：The students may make mistakes, the teacher should correct them on the blackboard.Step 8 2d (about 10 minutes)First, read the conversation for students.Second, explain and some important phrases.Third, let students read the conversation for three times.Fourth, show the key words of every sentence on the blackboard and ask students to retell every sentence.At the end, ask several pairs of students to role-play the conversation.Attention：If students have trouble in the role-play the teacher should encourage them and give chances to them. And the teacher should allow the students to retell the sentences freely.Step 9 Grammar Focus (about 3 minutes)Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Then help the students find out the main structure of each sentence.Step 10 Summary and Homework (about 3 minutes)T：Today we have learned the rules of how to change adjectives/ adverbs to the superlative forms.And we also learned how to make sentences with superlative adjectives/ adverbs.Then remember your homework ：1. Make a conversation with your partner.2. Write a passage about a place you like. You can write about a park, a supermarket, a clothes store, a theater. Now class is over. Have a rest, and so on. Six sentences at least.Black board DesignUnit 4 What’s the best movie theater?The First Period (Section A la—Grammar Focus)1. be closed to.e. g. My home is closed to my school.2. Structure：the superlative+ n.。

新版人教版新目标英语八年级上册全册教案

新版人教版新目标英语八年级上册全册教案第一单元: GreetingsLesson 1: Greetings and Introduction- 教学目标：研究如何进行问候和自我介绍。

- 教学内容：- 学生可以运用英语进行日常问候。

- 学生可以用英语介绍自己的名字、年龄、国籍等信息。

- 教学步骤：1. 导入新课，呈现问候语并进行示范。

2. 学生模仿老师进行问候，并互相问候。

3. 引导学生研究介绍自己的基本信息。

4. 学生分组互相介绍，并在班级中展示。

- 教学评价：- 观察学生的口语表达能力和正确使用问候语的情况。

- 评价学生介绍自己的准确性和流利度。

Lesson 2: Daily Routines- 教学目标：研究描述日常活动。

- 教学内容：- 学生能够运用英语描述自己的日常活动。

- 学生可以用英语叙述一天的活动安排。

- 教学步骤：1. 复前一课的内容，引导学生回忆日常活动的英语表达。

2. 引导学生研究新的日常活动的词汇和句型。

3. 学生分组分享自己的一天活动安排，并向全班汇报。

- 教学评价：- 观察学生对日常活动词汇和句型的掌握程度。

- 评价学生的口语表达和沟通能力。

第二单元: Hobbies and Leisure ActivitiesLesson 1: Hobbies- 教学目标：研究谈论自己的兴趣爱好。

- 教学内容：- 学生可以用英语描述自己的兴趣爱好。

- 学生可以运用所学词汇进行对话练。

- 教学步骤：1. 复前一课的词汇和句型。

2. 引导学生研究新的兴趣爱好词汇。

3. 学生分组进行对话练，谈论自己的兴趣爱好。

- 教学评价：- 观察学生对兴趣爱好词汇的掌握情况。

- 评价学生在对话练中的口语表达能力。

Lesson 2: Leisure Activities- 教学目标：研究谈论闲暇活动。

- 教学内容：- 学生能够用英语描述自己的闲暇活动。

- 学生能够与他人交流关于闲暇活动的话题。

- 教学步骤：1. 复前一课的词汇和句型。

新人教版八年级上册英语全册教案(51页) 全册

单元课题Unit 4 What’s the best movie theatre?语法归纳Unit 4教学札记形容词的比较级和最高级（二）1. 形容词的比较级和最高级的用法（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。

than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。

另外，在上下文明确时，形容词比较级也可以单独使用。

例如：This room is smaller than that one (is). 这个房间比那个房间小。

He is younger than I(am). 他年纪比我小。

His English is better than his brother 's (is). 他的英语比他哥哥的好。

1.形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。

最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。

Of后面一般接表示同类的名词，in接表示范围的名词。

例如：He is the tallest of all. 他是所有人中最高的。

Li Hua is the best student in his class. 李华是他班上最好的学生。

2.比较级与最高级的区别与联系（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句：（A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。

(B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。

【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。

八年级上册英语教案人教版5篇

八年级上册英语教案人教版5篇八年级上册英语教案人教版篇1一、教材内容分析本课是人教版八年级上册英语第一单元第三个话题的第一课时，主要谈话讨论如何给别人提出建议，并给予适当的评论。

二、教学目标（知识，技能，过程与方法情感态度、价值观）1、知识与技能（1）掌握Why don’t you get her a scarf ? That’s too boring .这种句型，并认识新单词。

（2）运用新句型熟练的进行小组对话。

（3）进行听力练习。

2、过程与方法（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说听的基本方法；（2）能够通过两两说和综合说体验合作学习的过程和方法；（3）能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。

（4）能够通过观看图片激发说话的欲望。

3、情感态度与价值观（1）培养学习英语的兴趣；（2）在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练；（3）使学生学会礼貌待人。

三、学习者特征分析1、学生是八年级的学生。

2、学生已经学习了camera、hat,flowers 等物品的词。

3、学生对 great,interesting,boring 这些评论性的词非常熟悉。

4、学生好奇心强，对送什么礼物很感兴趣。

5、学生善于表现自己，乐于交际。

6、学生的听力能力不够强。

四、教学策略选择与设计1、谈话策略：运用谈话法引入新课。

2、自主听读策略：学生通过自主听读拓展材料，在完成课标要求的基础上训练听说能力，积累和丰富英语词汇和句式。

3、角色扮演法：让学生通过扮演不同角色，小组对话练习熟练地掌握重点句型。

五、教学环境及资源准备1多媒体教室。

2 本课教材，课件。

六、教学过程教学过程教师活动学生活动设计意图及资源准备Step1: Greeting Hello , cliass! How are you! Are you happy ... Greeting. 拉近教师和学生的距离。

新版人教版八年级英语上册教案(全册共106页)

新版人教版八年级英语上册教案（全册共106页）目录Unit 1Where did you go on vacation?Unit 2How often do you exercise?Unit 3I'm more outgoing than my sister.Unit 4What's the best movie theater?Unit 5Do you want to watch a game show?Unit 6I'm going to study computer science.Unit 7Will people have robots?Unit 8How do you make a banana milk shake?Unit 9Can you come to my party?Unit 10If you go to the party，you'll have a great time!Unit 1Where did you go on vacation?本单元教材以Where did you go on vacation？为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy...？和特殊疑问句Where/What/How...？询问过去的事件，让学生学会谈论和分享过去发生的事件。

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交流。

在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。

Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的一般疑问句：Did you...？及不定代词的用法。

Section B安排了许多听、说、读、写的任务活动，教师在教学中可以灵活运用这些活动，将其中的一些活动进行变化或整合，充分调动学生参与的积极性，提高学生的听说读写能力。

人教版八年级上册英语全册教案

【能力目标】能够使用skimming和scanning阅读技巧找出文章的主要内容,并完成任务。

【情感目标】培养学生的阅读能力和语言表达能力,陶冶情操。

教学一般过去时态的各种句式。

重难点教学过程◆Step 1Leading inT:Good morning,class.Today we will learn Section B(1a-2e).First,let’s review what we learnedyesterday.Now let’s have a free talk.教学过程T:Where did you go on vacation?S:I went to summer camp.T:Did you do anything special there?S:Yes,I...T:Did you buy anything for your parents or friends?S:Yes,I bought...for.../No,I bought nothing.T:How was/were...?S:It was/They were...设计意图让学生做到温故知新。

◆Step 21a1.Look at the six pictures.2.Match the words with the pictures.3.Students complete the task in 1b individually.4.Check the answers.(见课件)◆Step 31bNow class,look at the words in 1a again.Which words do you think describe good things and which ones not.Let’s have a try.Try to write words on the left.Write words on the right.Check the answers.(见课件)◆Step 4 1c & 1d1.Ask students to scan the questions in 1c.2.Play the recording for the first time.And say:Listen to the tape.Lisa is talking about her plete the four questions.Unit 3 I’m more outgoing than my sister.Unit 4What’s the best movie theater?。

初中八年级人教版英语上册全册教案 - 中学课件 - 道客巴巴文库

初中八年级人教版英语上册全册教案 - 中学课件 - 道客巴巴我要下载我要上传会员中心帮助0你好，欢迎来到道客巴巴-在线文档分享平台[请登录][免费注册]站内信箱首页浏览文档共享文档我要上传搜索高级搜索所有文档>>教学课件>>中学课件>>初中八年级人教版英语上册全册教案文档简介初中八年级人教版英语上册全册教案文档日志wuhonglian2005 2011-10-9 09:42:05 阅读了此文档.konglingli220 2011-10-9 08:41:43 阅读了此文档.jessnyxyz 2011-10-8 19:29:56 阅读了此文档.kelly1150 2011-10-7 14:55:29 收藏了此文档.zhangyanli921 2011-10-6 16:34:20 阅读了此文档.共有50个 1 2 3 4 5 6 7 8 9 10文档留言 >>>暂无留言信息文档信息文档上传人：文档空间文档格式：DOC文档页数：162下载积分：300上传日期：2011-05-1614:30:28浏览次数：774文档星级：举报此文档为什么看不清楚？为什么只能看到部分内容？如何下载? 如何下载到本地电脑？相关文档初中粤教版八年级上册政治全册教案人教版八年级英语上册全册教案（表格型）人教版八年级上册全册教案人教版八年级上册全册音乐教案人教版八年级语文上册全册教案人教版八年级语文上册全册教案人教版八年级上册地理全册教案冀教版八年级英语下全册教案人教版八年级上英语全册教案人教版四年级英语上册全册教案人教版三年级上册英语全册教案人教版七年级上册英语全册教案人教版四年级英语上册教案全册人教版六年级上册英语全册教案人教版三年级上册英语全册教案人教版四年级英语上册全册教案冀教版八年级英语上册教案人教版八年级上册英语全册课课练苏教版八年级美术上册全册教案川教版八年级上册历史全册教案关于道客巴巴 - 版权声明 - 免责声明 - 网站地图 - 人才招聘 - 友情链接 - 客服copyright © 2008-2011 道客巴巴网站初中八年级人教版英语上册全册教案下载提示：此文档需要积分下载，下载积分为300。

人教版八年级上册英语全册教案设计(2022年10月修订)

人教版八年级上册英语全册教案设计（2022年10月修订）新目标英语八年级第一学期教材分析一、解读课标要求基础教育阶段英语课程目标的各个级别均以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合行为表现为基础进行总体描述。

本册教学内容属于英语课程标准中的四级目标部分，以培养学生的综合语言运用能力为总体目标；以培养学生语言技能、语言知识、情感态度、学习策略和文化意识等素质为具体目标；以促进学生个性发展为根本目标。

在教学中的主要任务是培养学生的学习兴趣、培养语言综合运用能力、培养创新能力和培养跨文化意识。

针对本册重难点内容，将课程标准要求解读为：听力技能：听懂正常语速、熟悉话题的语段，识别主题，获取主要信息；能根据连续的指令完成任务；能听懂广播、电视中初级英语教学节目。

口语技能：能根据提示给出连贯的简单指令；能引出话题并进行几个回合的交谈；能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历；能在教师的指导下参与角色扮演等活动；能在上述口语活动中使用正确的语音、语调。

阅读技能：能连贯、流畅地朗读课文；能读懂说明文等应用文体的材料；能从简单的文章中找出有关信息，理解大意；能根据上下文猜测生词的意思；能理解并解释图表提供的信息；能理解简易读物中的事件的发生顺序和人物行为；能读懂简单的个人信件；能使用英汉词典等工具书帮助阅读理解；除教材外，课外阅读量应累计达到10万词以上。

技能：能正确使用标点符号；能用词组或简单句为自己创作的图片写出说明；能写出简短的文段，如简单的指令、规则；能在教师的帮助下或以小组讨论的方式起草和修改作文。

编写者根据教学内容有机地渗透了学习策略、情感态度以及文化意识的培养。

学习策略主要包括：认知策略、调控策略、交际策略、资源策略。

情感态度主要体现在培养学生的学习兴趣；学习动机与目的；学习自信心；克服学习上的困难；在英语交际中理解并尊重他人情感；合作精神。

文化意识包括文化知识、文化理解和跨文化交际能力。

人教版八年级英语上册教案全册完整版

人教版八年级英语上册教案全册完整版一、教学内容二、教学目标1. 掌握并运用一般过去时、频率副词、比较级和最高级等语法知识。

2. 提高学生的听说读写能力，特别是日常对话和描述事物的能力。

3. 培养学生的团队合作精神和跨文化交际意识。

三、教学难点与重点教学难点：一般过去时、比较级和最高级的运用，以及日常对话中的交际技巧。

教学重点：各单元词汇、语法和句型的掌握，以及听说读写能力的提高。

四、教具与学具准备教具：多媒体设备、PPT、黑板、卡片等。

学具：英语课本、练习册、笔记本、字典等。

五、教学过程1. 导入：通过展示与单元主题相关的图片、视频或实物，引发学生的兴趣，导入新课。

2. 新课内容展示：讲解各单元的词汇、语法、句型，结合实际情境进行例句演示。

3. 实践情景引入：设计角色扮演、小组讨论等实践活动，让学生在实际情境中运用所学知识。

4. 例题讲解：针对重难点，进行详细讲解，帮助学生理解。

5. 随堂练习：设计各种题型，如填空、选择、改错等，巩固所学知识。

六、板书设计板书内容主要包括各单元的词汇、语法、句型，以及重要知识点。

设计要求简洁明了，突出重点。

七、作业设计1. 作业题目：Unit 1: Write a short passage about your last vacation.Unit 2: Make a survey about your classmates' exercise habits.Unit 4: Design an advertisement for your favorite movie theater.Unit 5: Write a dialogue between you and your friend about a game show.Unit 6: Write a short essay about your future career plan.2. 答案：根据学生完成情况，给出相应答案。

2024年人教版八年级英语上册教案全册完整版

2024年人教版八年级英语上册教案全册完整版一、教学内容Unit 1 Where did you go on vacation?Unit 2 How often do you exercise?Unit 3 I'm more outgoing than my sister.Unit 4 What's the best movie theater?Unit 5 Do you want to watch a game show?二、教学目标1. 掌握并运用一般过去时、频率副词、形容词比较级和最高级等语法知识。

2. 提高学生的听说读写能力，尤其是日常对话和描述性句型的运用。

3. 培养学生的团队合作精神和批判性思维。

三、教学难点与重点1. 教学难点：一般过去时与频率副词的运用，形容词比较级和最高级的区分。

2. 教学重点：日常对话的听说读写能力，描述性句型的构建。

四、教具与学具准备1. 教具：PPT、录音机、黑板、教学卡片。

2. 学具：课本、练习本、彩笔。

五、教学过程1. 导入：通过展示学生感兴趣的旅游景点或活动图片，引发学生对Unit 1话题的兴趣。

2. 新课内容展示：讲解一般过去时，举例说明，引导学生进行对话练习。

3. 例题讲解：针对Unit 1的语法点，给出例题，并讲解解题过程。

4. 随堂练习：分组练习，让学生相互提问并回答假期经历。

6. 课堂延伸：以类似方式教授Units 25，注意结合各单元特点进行教学。

六、板书设计1. 板书八年级英语上册教案2. 板书内容：Unit 1: 一般过去时，频率副词Unit 2: 形容词比较级Unit 3: 形容词最高级Unit 4: 描述性句型Unit 5: 日常对话七、作业设计1. 作业题目：Write a short passage about your last vacation using the simple past tense.Compare two movie theaters in your city and explain which one is better.Make a survey about how often your classmates exercise and present the results.2. 答案：见附件。

新人教版八年级上册英语教案(全册)

新人教版八年级上册英语教案(全册) Unit 1 School lifeLesson 1 Where's the post office?Teaching objectives- Learn and master the new words: post office, bookstore, hotel, cinema, restaurant- Learn and master the new sentence pattern: Where is the post office?- Train the students' listening and speaking ability.Key points and difficult points- Key points: The usage of new words and sentence pattern.Teaching methods- Demonstration method.- Task-based language teaching method.Teaching aids- Multimedia courseware.Teaching procedures1. Warm-up.2. New lesson.3. Listening practice.4. Speaking practice.5. Summary and homework.Unit 2 Personal informationLesson 1 My name's Gina.Teaching objectives- Learn and master the new words: name, family name, given name, spell- Learn and master the new sentence pattern: What's your name? My name is Gina.- Train the students' listening and speaking ability.Key points and difficult points- Key points: The usage of new words and sentence pattern.Teaching methods- Situational method.- Task-based language teaching method.Teaching aids- Multimedia courseware.Teaching procedures1. Warm-up.2. New lesson.3. Listening practice.4. Speaking practice.5. Summary and homework.Lesson 2 Where are they from?Teaching objectives- Learn and master the new words: country, Australia, England, China- Learn and master the new sentence pattern: Where are you from? I'm from Australia.- Train the students' listening and speaking ability.Key points and difficult points- Key points: The usage of new words and sentence pattern.- Difficult points: How to ask and answer questions about where people are from.Teaching methods- Situational method.- Task-based language teaching method.Teaching aids- Multimedia courseware.Teaching procedures1. Warm-up.2. New lesson.3. Listening practice.4. Speaking practice.5. Summary and homework. ......。

人教版英语八年级上全册精品教案【全套】

备课本人教版八年级上册英语全册教案班级______教师______日期______人教八英语八年级上册教学计划一、指导思想以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。

正确把握英语学科特点，积极倡导合作探究的学习方式。

培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

二、学生基本情况分析：大多数学生已能听懂有关熟悉话题的语段和简短的故事。

能与教师或同学就熟悉的话题交换信息。

能读懂短篇故事，能写便条和简单的书信。

但由于各种因素的影响，学生发展参差不齐。

有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。

十来个学生根本没有学习目标，完全放弃学习，但学生的纪律总体还是不错，这样为学生的学习打下良好的基础。

另外，学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。

例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不留意知识的巩固和积累。

三、教材分析人教版《新目标英语》八年级（上册），本套八年级教材共分十个单元，每单元分Section A和Section B以及Self-check三部分。

Section A : 1a呈现本单元的重点单词，语法结构与功能；1b呈现任务型听力练习；1c结对练习核心对话；2a,2b是多种听力练习；2c呈现不同的任务。

Grammar Focus 呈现语法功能重点；3a-3c提供多种课堂活动。

Section B: 1a词会扩展；1b新旧知识综合运用，同时在原有基础上有所扩展；2a,2b为听力练习；3a-4提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。

八年级英语上册全册教案(人教版)

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Unit 2 How often do you exercise?教学设计（单元教案）Unit3 I’m more outgoing than my sister单元教案Step 3. Section B1aStep 4. Gro upw orkStep 5. Listen ing. T: All of you have good friends,right? Well , Can you tell me thesame and di fference betweenyou and your friends?S1: He is quiter than me.S2: We are both tall.S3: Her hair is longer than mine.T: Great! And what do you thinkthe most important things are tobe your friends?Statements your friends usingthe phrases in 1a.In this activity, first ask thestudents to look at the names andthe first column of the table.Tell students they will hear abinterviewer talking to Molly andMary. They are t alking about whatthey like about their best friends.SpeakingGroupworkListening主题内容。

小组操练，培养集体协作能力。

以便学生能抓住其精髓。

教学环节教学活动设计意图教师活动学生活动Step6 Discussion Step 7. Home work 1 Who would you like to makefriends with? (Ron, Hermoine,or Harry Porter) Why?2 Introduce your new friend to usWrite five statements about w hatis important in a friend.Discussion本部分的讨论活动是对前面片段的总结, 主要目的是激发学生用所学的句子结构发表自己的意见板书设计Unit3 I’m more outgoing than my sister..has cool clothesis popular in school.likes to do the same things as me. ( has the same interests)is good at sports ( athletic)is good at schoolwork.makes me laugh. ( funny)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A goodfriend。

人教版新目标八年级上册英语全册教案集

人教版新目标八年级上册英语全册教案集Unit 1How often do you execisePage 1. Section A 1a~1cI. Teaching Aims and Demands1.Knowledge Objects:Names of activities; Adverbs of frequency.What do you usually do on weekends I often go to the movies. 2.Ability Objects:Writing and listening skills; Communicative competence.3.Moral Object:Keep a diary every day in English.II.Teaching Key Pointswatching TV , reading , shopping , skateboarding , exercising. III.Teaching Difficulties1.always , usually , often , sometimes , hardly ever , never ;2.What does she do on weekendsShe often goes to the movies. IV.Teaching MethodsDiscovering, listening and writing methods; Pairwork.V.Teaching AidsA tape recorder; Large monthly calendar showing the days of the week;A projector.VI.Teaching ProceduresStep IGreet the classT : Good morning, boys and girls.(S : Good morning.)I’ll introduce myself first. My name’s …,I’ll be your English teacher this term. Do you like English(S: Yeah.)Now let’s begin. This class we’ll learn Unit 1.How often do you exercisePlease open your books at page 1 .Step II 1aFirst look at the picture . Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends.Then name each activity. Ask students to repeat each one.One girl is shopping . Another girl is reading. This boy is exercising. Another girl is watching TV. These girls are skateboarding.Point out the sample answer. Then ask students to list all the activities in the thought bubbles. If they don’t know how to write the activities, use bilingual dictionaries.Then ask the student who finishes first to write the answers on theboard.Check the answers and ask students to correct their own activities.Step III1bShow six new words on the screenalwaysusuallyoften sometimeshardly ever never总是通常经常有时难得从不Teach new words. Read the new words to students. Ask them to repeat. Tell students these words are adverbs of frequency. Point to each scene in Activity 1a . Ask students to look at each picture and tell what the person does on weekends.Listen to the recording and write the letter of one activity (a through e ) after the word in the list.Then check the answers with the whole class.Step IV 1c PairworkDisplay a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.Ask two students to read the example dialogue in speech bubbles.What do you usually do on weekends I often go to the movies.Now work with a partner. Make your own conversations about the people in the picture. For example,Picture a : What does she do on weekendsShe often goes shopping.Then have students work in pairs. Make their own converwations about the people in the picture. Then ask some pairs to present their conversations to the class.Picture b :What does she do on weekendsShe often does reading.Picture c :What does he usually do on weekends He often doesexercise.Picture d : What does he usually do on weekends He often watches TV.Picture e : What do they usually do on weekendsThey often skateboard.Step VSummary and HomeworkThis class we’ve learnt some names of activities.And we also learnt someadverbs of frequency.Now homework: write a weekend diary what you do on weekend. If necessary. I’ll ask you to read your diaries to the class.StepVIBlackboard DesignUnit 1.How often do you execisewatching TV readingskateboardingexercisingshoppingWhat does she do on weekendsShe often goes shopping.Step VII Teaching reflection:Unit 2 What’s the matterPage 8Section A2a~2cGrammar FocusI . Teaching Aims and Demands1.Knowledge Objects:New words; Some advice; Grammar Focus.2.Avility ObjectsListening, reading and writing skills. Communicative competence.3.Moral Object :II. Teaching Key Pointstoothachefevershouldn’tlie down and resthot tea with honey see a dentist drink lots of waterIII.Teaching DifficultiesWhat’s the matterI have a toothache.Maybe you should see a dentist.That’s a good idea.He has a stomachache.He shouldn’t eat anything.IV.Teaching Methods:Listening,reading and writing methods. Pairwork.V.Teaching Aids :A tape recorder;A projector.VI.Teaching ProceduresStep IGreet the class .Show the new words on the screen.Read the new words to students and ask them to repeat.Talk about the Chinese meanings.feverlieresthoneydentistwater shouldn’tStep II 2aNow open your books at Page 8. First read the eight items to students and ask them to repeat.toothache sore throatstomachachefeverlie down and resthot tea with honey see a dentist drink lots of waterListen to the recording . Please pay attention to the first one has been done for you . The boy has a toothache and the advice is to see dentist.Then check the answers on the blackboard.Step III2bFirst look at the four pictures. Each picture illustrates one of the conversation.Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blank lines.(Play the recording one time only)Then check the answers.Step IV 2c PairworkFirst I’ll have two students read the dialogue in the box .A: What’s the matterB: I have a toothache.A: Maybe you should see a dentist.B: That’s good idea.Now practice the conversation in Activity 2b. Take turns having the problems and giving advice.Ask students to work in pairs. After they practice a while, haveseveral pairs of student present their conversations to the class.Step V Grammar Focus(Show on the screen)I have a headache.He has a toothache.You should go to bed.He shouldn’t eat anything.She should see a dentist.shouldn’t = should notStep VI SummaryThis class we’Step VII Homework:Practice the conversations and review the Grammar Focus.Step XBlackboard DesignUnit 2 What’s the mattertoothache lie down and restsore throathot tea with honeystomachachesee a dentistfeverdrink lots of waterStep XITeaching reflection:Unit 3 What are you doing for vacationPage 16 Section B 1a~2cI.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Oral practice.2.Ability Objects:Listening, speaking, reading and writing skills;Communicative competence.3.Moral Object :Take walks and keep healthy.II.Teaching Key Points1.Key vocabulaygo bike riding , go sightseeing , take walks , go fishing , rent videos.2.Target languageWhere are you going for vacationWhat’s it like thereWhat are you doing thereWho are you going withHow long are you stayingIII.Teaching Difficulty :Oral practice.IV. Teaching MethodsListening, speaking, reading and writing methods;Pairwork.V.Teaching Aids:A tape recorder;A projector.VI.Teaching ProceduresStep I Greet the class .Step IISection B1aShow five pictures on the screen, ask students to read the five phrases.go bike riding , go sightseeing , take walks , go fishing , rentvideos.Call attention to the first picture. For example, Look at this girl. She ’s happy . She ’s fishing. Repeat. She ’s fishing . Students repeat. Do this for all the five pictures.Then ask students match the words and check the answers.Step III 1bNow work with a partner. Talk about what you would like to do on vacation.Talk about the activities in 1a and other activities you know.Help students to find partners.Then havethe class listen to one student ask another about each activity.Step IV 2a and 2bLook at the picture, please. Listen to the conversation carefully. Put a checkmark next to the questions you hear the reporter asks. Then listen again. This time write He Yu answers to the questions.Then check the answers.Step V 2c PairworkFirst ask two students to read the conversation in the box.A: Hello, He Yu . Can I ask you some questions about your vacation plansB: Yes .A: What are you doing…Now work in pairs.Student A you are the reporter. Student B you are He Yu .Ask and answer questions about He Yu’s vacation. Then change roles.As students work, move around the classroom, offering language support if needed.Then ask pairs of students to present their conversations to the class.Step VIISummaryThis class we’ve learnt key vocabulary and target language. And also we’ve done an oral practice.Step VIIHomeworkAfter class, ask classmates about the vacation plan and fill in a chart.(Show the chart on the screen.)Step VIII Blackboard DesignUnit 3 What are you doing for vacationgo bike riding ,go fishing ,go sightseeing ,rent videos, take walks .Step X Teaching reflection :Unit 4How do you get to schoolPage 19 Section A 1a ~1cI. Teachig Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Oral practice.2.Ability Objects:Listening and writing skills; Communicative competence.II. Teaching Key PointsKey vocabulary: walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parent’s car.III.Teaching DifficultiesTarget language :Hey, Dave. How do you get to schoolI walk. How about you , SallyI ride my bike.How does Bob get to schoolHe takes the train.IV. Teaching Methodsistening and writing methods; Pairwork.V . Teaching Aid : A tape recorder;A projector.VI. Teaching ProceduresStep IGreet the class and show the screen:(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.Use finger to trace a path from the house to the school.Ask students, How do you get to school Do you walk Do you ride a bicycle (For example, if you ask , How do you get to school and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.)Say, Today we’re talking abot how you go from one place to another.Step IISection A 1aFirst ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.Hey, Dave. How do you get to schoolI walk. How about you, SallyI ride my bike.Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.Read the phrases to them and ask them to repeat. Then ask them towrite them in the box and add other ways to get to school.Then check the answers.Step IV 1bFirst point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to schoolThen, use these persons to make a dialogue like this:A: Hey, Bob. How do you get to schoolB: I take the train. How about you, MaryA: I take the subway.Ask students to complete the activity individually.Then check the answersStep V 1c PairworkAsk two students to read the dialogue in the box to the class.A: How does Bob get to schoolB: He takes the train.Now work with a partner. Make your own conversations about how the people in the picture get to school.Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.) As they talk , move around the room, offering language or pronunciation support as needed.Step VISummary and HomeworkThis class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school Next class I’ll ask some students to tell me the answers.Step VII Blackboard DesignUnit 4 How do you get to schoolwalksubwaytraintake the subway/train go in a parent’s carHow do you get to school I walk.How does he get to schllo He walks.Step VIIITeaching reflection:Uint 5 Can you come to my partyPage 26 Section2a~2cI.Teachig Aims and Demands1.Knowledge ObjectsKey vocabulary; Target language; Grammar focus.2.Ability ObjectsListening skill and communicative competence.3.Moral ObjectIt’s polite to refuse one’s invitation if you can’t go.II.Teaching Key Points1.Key vocabulary:hey, baseball game , too much homework2.Target languageHey, Dave,can you go to the movies on SaturdayI’m sorry, I can’t . I have too much homework this weekend.I have to help my mom.I’m playing soccer.I have to go to my guitar lesson.I’m going to the movies.I have to visit my aunt.III.Teaching Difficulties:Grammar focus;Pairwork.IV.Teachig MethodsListening and speaking methods;Communicative approach; Pairwork.V.Teaching Aids:A tape recorderVI.Teaching ProceduresStep IGreet the class.Step II 2aFirst ask students to look at the sentences to the class twice. The first time say can and the second time say can’t .Listen to the conversations carefully and then circle the word “can〞or “can’t 〞.Check the answers with the whole class.Step III 2bAsk a student to read the five sentences in Activity 2b.Listen to the recording again and fill in the three numbers as they listen.Step IV 2c PairworkAsk students if they can give other reasons besides the lists in Activity 2b.(Possible answers : not feeling well, have to babysit, going on a trip.)Look at the sample conversation in the book. Ask a pair of students to read it to the class.A : Hey, Dave,can you go to the movies on SaturdayB : I’m sorry, I can’t . I have too much homework this weekend.A : That’s too bad. Maybe another time.B : Sure, Joe. Thanks for asking.Now work with a partner. One of you is student A and one of you is student B. Student A, invites your partner to do something with you. Student B, say you can’t do it and give a reason.Then change roles.Then ask some pairs of students to present their dialogues to theclass.If some pairs do well, give them little presents to praise them.Step VSummary and HomeworkToday we’ve learnt how to say “no〞to someone’s invitation and give a reason. After class practice the concersations with you partner.Step VIBlackboard DesignUnit 5 Can you come to my partyhas tohave toShe ____play basketball. He_____study.They _____go to party. I_____study for a test.Step VIITeaching reflcetion:Unit 6I’m more outgoing than my sister.Page 31Section A1a~1cI.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary; Targe language; Oral practice.2.Ability Objects:Listening and speaking skills; Communicative competence.3.Moral Object:Learn to play a musical instrument.II. Teaching Key Points1.Key vocabularyTall, short, thin, heavy, long hair, short hair, calm, wild, more than.2.Target LanguageIs that SamNo, that’s Tom. He has shorter hair than Sam.Is that TaraNo, it isn’t. It’s Tina .Tara’s shorter than Tina.III.Teaching Difficulty:Oral practice using the target language.IV.Teaching MethodListening and speaking methods; Communicative approach.V. Teaching AidsA tape recorder; A projector; Some objects.VI.Teaching ProceduresStep IGreet the class.Step IIMake a simple drawing of a boy and a girl on the board. Make the boy tall and make the girl a little taller than the boy. Write the name Lucyunder the girl and the name Bob under the boy. Then compare Lucy and Bob and ask studets to repeat the sentences.Bob is tall. Lucy is tall. Lucy is taller than Bob.Then bring out two rulers of different length. Say ,This is a ruler. It’s Bob’s ruler.(longer) This is Lucy’s ruler.(long)Bob’s ruler is longer than Lucy’s.Step III Show some new words on the screen.more than calm wildRead the new words to students and ask them to repeat.Step IV 1aT : Now please open your books at page 31. First, look at the picture. How many people are there in the pictureS: Nine .T: Good, please tell me their names.S: Pedro and Paul. Ton and Sam. Tara and Tina.T: Great! Who is taller, Pedrl or PaulS: Pedro.T: That’s right. Pedro is taller .Ss: Pedro is taller.Then ask students to repeat the following sentences:Tina is wilder than Tara. Tara is calmer than Tina.Sam is wilder than Tom. Sam has longer hair than Tom.Tom is calmer than Sam. Tom has shorter hair than Sam.Pedro is heavier than Paul. Paul is thinner than Pedro.Tell students to draw lines between the words of the opposite meanings . For example, tall and short.Step V 1bFirst tell students what the twins are. Twins are children born at the same time to the same parents. Sometimes they look exactly alike, but not always. The twins in this picture do not look exactly alike.Listen to the conversation carefully and number the pairs of twins (1~3)in the picture. Then check the answers.Step VI 1cPairworkFirst ask two students to read the sample conversation to the class.A: Is that TaraB: No, it isn’t .It’s Tina.Tara’s shorter than Tina.Then have students work with a partner. Make converwations aboutthe other twins.Ask some pairs of students to say one or more of their conversations to the class.Step VIISummary and HomeworkToday we’ve learnt the twins are having a concert. We’ve learnt how to compare people. After class, give more practice, compring your school things. Next class I’ll ask some of you to say your conversations.Step VIII Blackboard DesignUnit 6I’m more outgoing than my sister.BobLucyLucy is taller than Bob.Bob is shorter than Lucy.Step XTeaching reflection:Unit 7How do you make a banana milk shakePage 41Section A1a~1cI.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Writing practice.2.Ability Objects:Listening, sequencing, writing and cooperating skills.1.Moral Objects:Knowing that it is not easy to be a chef.There is a lot of fun in cooking.II. Teaching Key Points1.Key vocabulary:Turn on , cut up, peel, pour, put, drink, blender2.Target languageHow do you make a banana milk shakeFirst, peel the bananas and cut it up.Then put the milk into the blender…III. Teaching MethodsWatching, listening and writing methods; Pairwork.IV. Teaching Aids:A tape recorder ; A projector.V. Teaching ProceduresStep IGreet the class.Step IILearn the following new words with the help if the pictureswhile showing them on the screen.blender milk bananaPoint to the pictures and the names of all items and ask students to repeat.Step IIISection A 1aShow the pictures with the blanks on the screen as shown on students’book.Ask students to tell what they see in the picture.Point out the blank lines in the picture.Ask students to write the names of the actions on the blank lines.Give one sample answer. Then ask students to fill in the blanks on their own.Ask a student who finishes first to write the answers on the blackboard.Check the answers on the blackboard and ask students to correct their own answers.Step IV 1bListen and put the instructions in the correct order.Point out the actions in the picture and the list if actions in Activity 1b.Ask different students to look at the picture and tell what is happening .Ask others to read the list of actions in Activity 1b.Listen to the conversation and ask the students to complete the activity on their own. Then check the answers.Step V 1cPairworkPoint out the instructions in Activity 1b.Ask a student to read the instructions in the correct order.Now work with your partner.Cover the instructions in 1b and tell your partner how to make a banana milk shake.Point out the example in the speech bubble and say, You can start like this, if you want to .Ask one or two students to say the list of instructions to the class without looking at the book.Step VISummaryToday we have learned some names of food. And we also learned how to make a banana milk shake.After class if you want to drink something you could make a special one. Not by your mother or father, but by you.You could make it anytime. And we know it is not easy to be a chef. But still there is a lot of fun in cooking.Step VII HomeworkWrite a sequence of making an apple milk shake.Step IX Blackboard DesignUnit 7 How do you make a banana milk shaketurn on cut uppeel pour put drinkblenderSequence of making milk shake:peel …cut up ………Step XTeaching reflection:Unit 8 How was your school tripPage 47Section A1a~1cI.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary; Target language.2.Abiklity ObjectsListening, speaking, writing and cooperating skills.1.Moral ObjectWhat you do today is what you do tomorrow.II.Teaching Key Points1.Key vocabularyaquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.2.Target languageDid you go to the zooNo, I didn’t. I went to the aquarium.Were there any aharksNo, there weren’t any sharks, but there were some really smart seals.III. Teaching Difficulty:Spoken practice.IV. Teaching MethodsOral practising, listening, writing, asking and answering methods; Pairwork.V. Teaching ProceduresStep I Greet the class.Step IIToday we are going to learn Uint 8 How was your school tripDuring this unit we will learn more ways to talk about things that happened yesterday, last week or last year. Now I’d like to ask some questions about things you did yesterday or last week.Warming – up:Ask different students questions about things they did yesterday or last week using verbs they have already studied.Ask the students to give the short answers, Yes, I did . No, I didn’t .Yes, I was. No, I wasn’t. Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Review the present and past of some verbs students have already studied. Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Step IIIShow new words on the screenaquarium shark seal souvenirLead the students read the words above and add some more words needed to teach.Step IV Section A 1aAak students to make separate lists.Ask students to read their lists to the class. On the board, make a list of all the activities students talk about using a past verb and the activity. Point to the items and ask different students to read theitems to the class.Step V 1bPoint out the picture and the list of activities. Read the instructions.Listening carefully and circle only the things you hear on the recording .Check the answers.Step VI 1c PairworkAsk students to look at the picture in Activity 1a. Then point out the sample comversation in Activity 1c. Ask two students to read it to the class.Say, Now work with a partner. Make your own conversations about the people in the picture.Ask several pairs to present one or more of their converwations to the class.Step VII GameDivide the class into two teams. Name one team “past〞and the other “present〞. The “past 〞team will talk about things that happened last week or last year. The “present〞team will talk about things that happen every day. The “past 〞team starts by saying a sentence. The “present〞team has to change the sentence into a “present〞sentence. For example,I went swimming yesterday becomes I go swimming every day. The “present〞team to change. Each team gets one point for changing a sentence correctly.Step VIII SummaryToday we have learned how to talk about what you didon your last school trip. This is about something happened in the past. And now we know how to say it in English. We have to work hard every day then we could make progress every day.Step IX HomeworkReview the Activity 1a. Practice the Activity 1b with yout partner.Step X Blackboard DesignUnit 8 How was your school tripDid you go to the zooNo, I didn’t. I went to the aquarium.Were there any aharksNo, there weren’t any sharks,but there were some really smart seals.Step XITeaching reflection:Unit 9 When was he bornPage 56Section B1a~2cI.Teaching Aims and Demands1.Knowledge Objects: Key vocabulary; Target language; Writing practice.2.Ability Objects : Listening, writing and speaking skills.1.Moral Object: Working hard makes a man.II.Teaching Key Points1.Key vocabularytalented, loving, outstanding, unusual, beautiful, creative, kind, famous.2.Target languageA: Who’s MidoriB: She’s a famous violinist.A: When was she bornB: She was born in 1971.A: When did she tour the U.S.III.Teaching Difficulty: Target language.IV. Teaching MethodsListening, writing and speaking methods; Pairwork; Groupwork.V. Teaching Aids: A tape recorder; A projector.VI.Teaching ProceduresStep I Greet the class .Step II Lead- in and IntroductionToday we start to learn to talk more about people.They are different but just common like us.Show the new words on the screen.talented loving outstanding unusual creative grandchildviolinist skating skater becomePoint to them and lead the students to learn them.Step III Section B 1aFirst learn the words in the yellow bar at the top of the page. Write them on the board. Then point to the words one by one and ask students to say what they mean. Have students explain the words, or use the words in several sentences to show what they mean. For example , T: Talented. A talented person can do something very well. Deng Yaping is a talented table tennis player, Sun Yanzi is a talented singer. Who else is talentedS: Carlos is a talented soccer player.Read the instructions and point out the pictures. Ask a student to read the names of the people in the pictures. Help him if he has some difficulties in pronunciation of the names.Ask students to write one or orwo words from the list under each person’s picture. Give students an example to help them understand how a possible answer is.Step IV 1b GroupworkPoint to the different people in the pictures in Activity 1a.Ask several students to read to the class the words they wrote under each picture.Read the sample sentences: A: Arthur is a loving frandfather.He spends all his free time with his grandson.Say, Now work with a group. Make your own statements about the people in the pictures using the words you wrote in your book.Ask students to tell the class what they said about some of the people.Step V 2aRead the instructions and point out the words in the list in Activity 1a. Say, Listen to the boy and girl talking about people the admire. Circle the words you hear.Check the answers.Step VI 2bShow the eight sentences on the book’box. Stuents read.Check the answers.Step VII 2c PairworkPoint out the sample conversation. Ask two studnts to read it to the class.Then lead the class to read the sample conversation toghther.Have students work in pairs. Ask some pairs of students to say a conversation to the class.Step VIII SummaryToday we have learned to talk about people with words talented, loving, outstanding, unusual, beautiful, creative, kind, famous.And we listened to a story about Midori and Laura. Both of them became very famous when they were very young. Working hard makes a man. You are young, you have chances to prepare and go.Step X Blackboard DesignUnit 9When was he borntalentedlovingoutstandingunusualbeautiful creativekind famousA: Who’s MidoriB: She’s a famous violinist.A: When was she born B: She was born in 1971.。

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Unit 1 Where did you go on vacation?第1课时Section A(1a ~ 2d)重点教学教学步骤自主学习案1.学生自学新单词和词组(教材P1的单词),看谁记得又快又准。

(1 分钟)【新词自查】2.根据首字母及汉语提示完成句子。

(3分钟)(1) He told her not to tell a nyone.(2)There had never been such a beautiful woman a nywhere in the world.(3) This world is a w onderful place.(4)Only a f ew people here know his name.(5)On Sunday, I like staying at home m ost of the time to watch TV.(6)Quite a few(相当多)students were late this morning.课堂导学案Step 1情景导入参考案例T:What did you do last Sunday?S:…T:Today we are going to learn how to talk about past events.环节说明:从询问全班学生的度假情况入手,让学生初步理解对过去事情的谈论,以及其基本结构。

激发学生学习本单元的兴趣,自然地导入新课。

Step 2完成教材1a~1c的任务1.要求学生翻开课本P1,理解1a中单词或短语的意思,并按要求完成课本上相应的任务。

(1分钟)T:What can you see?Each picture shows something a person did in the past.Now, please match each phrase with one of the pictures.2.检查答案,先要求几名同学给出他们的不同答案,并全班一起讨论。

让学生进一步理解1a中动词或动词短语的过去式。

(1分钟)3.要求学生听第一遍录音,并完成课本上1b的听力任务。

(1分钟)T:Listen to the recording.There are three conversations.The people talk about what they did on vacation.Listen to the recording and write numbers of the names in the right boxes in the picture.4.让几个学生说出自己的答案。

然后要求学生听第二遍录音,逐句进行跟读,并核查答案。

(2分钟)5.让学生根据课本上1b的听力表格,复述听力材料的基本内容,并请2~3名同学向全班同学汇报。

(2分钟)6.完成教材1c的任务,并邀请2~3对同学表演。

(1分钟)T:You can talk about the activities in the picture or about any other activities you like.7.巩固训练。

(4分钟)单句改错。

1.Where do you go on vacation?(did)2.She goes to the mountains last summer.(went)3.Did she visited her uncle?(visit)环节说明:通过学习1a,让学生讨论本单元的话题,为学习对过去事情的询问和回答作好铺垫;通过1b的听力训练,让学生能听懂对过去事情的表达;通过1c的口语练习,提高学生的口头表达能力。

Step 3 完成教材2a~2d的任务1.要求学生翻开课本P2。

播放第一遍录音,完成2a的听力任务。

(2分钟)T:Listen to their conversation and complete the chart.2.让学生说出自己的答案或者逐一核对答案。

然后要求学生听第二遍录音,完成2b的听力任务。

(3分钟)T:How many people are there in the listening material? Yeah, there are three.They are Grace, Kevin and Julie.Listen to the conversation again and complete 2b.3.大声朗读听力材料。

(1分钟)4.要求学生模仿听力内容,利用2a、2b的信息分角色练习2c的对话。

然后邀请2~3对同学当堂演示,看哪一对的表现最佳。

(5分钟)5.完成2d的任务,让学生两人一组进行口语训练,巩固对过去事情的询问和回答。

(2分钟)T:Le t̓s work in pairs.You are Rick and Helen.You are talking about something about vacation.Please role-play the conversation.6.Free Talk(5分钟)让学生用刚学过的对过去事情的问答,谈论一下他们周末或假期做过的事情,然后邀请3~4组同学表演。

(5分钟)T:When you were on vacation, you would go somewhere or do something interesting.Now, le t̓s talk about them.You can talk with your partner like this:A:Where did you go on vacation?B:…A:Did you…?环节说明:通过听和说的训练,让学生掌握对过去事情问答的基本句型结构,并灵活运用于与他人进行交流。

随堂练习案完成本书随堂巩固案对应练习。

第2课时Section A(3a ~ 3c)教学步骤自主学习案1.学生自学新单词和词组(教材P3的单词),看谁记得又快又准。

(2 分钟)【新词自查】2.根据首字母提示及句意完成句子。

(3分钟)(1)Today is Teacher s̓Day.We bought s omething for our teachers.(2)After a while, I began to get b ored with my job.(3)There is n othing in this box. I t̓s empty.(4)I started keeping a d iary when I was thirteen.(5)It s eems as if it is going to rain.(6)Yo u̓r e going to do it y ourself.课堂导学案Step 1 情景导入参考案例T: Hello, everyone! Do you go on vacation?S:…T:OK. Now read the dialogue with your partner.环节说明:通过有关度假的话题,让同学们了解谈论度假的一些句式结构等,很自然地导入部分代词的用法。

Step 2 完成教材3a的任务1.要求学生熟读3a中的句子,理解句子的含义,并且根据自己的理解用所给单词的适当形式填空。

然后邀请几位同学给出自己的答案,全班一起检查讨论。

(3分钟) T:There is a conversation between Linda and Alice in 3a.Le t̓s read and fill in the blanks with the correct words.2.让两位同学带上单词读对话,讲解对话,然后订正答案。

教师要注意语音,及时纠正。

(5分钟)3.巩固练习。

让学生在规定的时间内完成句子。

然后邀请若干同学给出自己的答案。

(4分钟)1.Would you like something to drink?2.He was too shy to talk to anyone at the party.3.In spring, everything begins to grow.4.No one knows what will happen next.5.Everyone has the right to live in his own way.6.My friend does n̓t know anything about her birthday party.7.She knows nothing about music.Step 4完成教材3b~3c的任务1.利用课本方框中提供的单词,完成电子邮件。

请同学给出答案并订正。

(4分钟)T:Well, just now we have completed 3a and learned about indefinite pronoun, such as everything, nothing, anything, ect.Now complete the e-mail in 3b with the words in the box.2.完成教材3c的任务。

要求学生根据自己的实际情况,使用教材提供的材料进行小组讨论。

并邀请2~3对同学当堂进行演示。

(4分钟)T:Last vacation, every one of us did some interesting things.Please ask your group questions about their last vacation, and write the information in the chart.Then discuss them in groups and tell the class your results.3.巩固练习。

(5分钟)短文填空。

Last summer I 1.w ent to the beach.My vacation 2.was pretty good.I 3.went there by bus and my bus trip 4.was relaxing.The beach 5.was very beautiful.The weather 6.was sunny, cool and humid.The people 7.were friendly and the food 8.was nice.I 9.enjoyed my vacation very much and I hope 10.to go there again.环节说明:通过听、说、读、写的训练,让学生掌握描述过去事情的句型结构与用法,培养学生的综合语言运用能力。