八年级英语下册Unit61Acharitywalk建议案人教新目标版

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英语：Unit 6 A charity walk教案(牛津英语八年级下)

单元
Unit6 Acharity walk
课题
Vocabulary
课时
6
日期
教学目的
1. To develop an understanding of pound nouns
2. To guess the meanings of pounds and create nouns using prompts.
Step 3 Part A
1. Ask Ss to plete the exercises by bining the words in Part A. Remind them that they will have to use hyphens in some cases. Allow them to use a dictionary to check their work if necessary.
1.Tell Ss to look at the pictures in the speech bubbles in Part B. Explain that each picture represents half of a pound noun. Tell students that all the words can be found in the blanks in Part A.
2. Ask students to plete the speech bubbles in Part B using the pictures to help them choose the words.
3. Ask four students to read out the four speech bubbles. Write the answers on the board or students to check their own answers.

人教新目标八年级英语下册第6单元教案教学设计

2.方法目标：引导学生运用观察、分析、归纳等方法，总结现在完成时态和一般过去时态的用法；通过情境创设、角色扮演等教学方法，让学生在实际语境中运用所学知识，提高语言运用能力。
（三）情感态度与价值观
1.情感目标：激发学生对英语学习的兴趣，增强学生的自信心和自主学习意识；培养学生合作、分享、互助的良好品质。
（三）学生小组讨论
1.教学活动：将学生分成若干小组，针对教师提出的问题或情境，进行小组讨论和角色扮演。
2.教学方法：引导学生运用所学知识，进行互动交流，提高学生的合作能力和口语表达能力。
3.教学目标：培养学生团队合作精神，提高学生实际运用英语的能力。
（四）课堂练习
1.教学内容：设计多种形式的练习题，包括听力、口语、阅读和写作，让学生在练习中巩固所学知识。
3.精讲多练，提高效果：在讲解语法知识点时，教师要精讲精练，用简洁明了的语言解释难点，避免冗长的解释。同时，加大学生的课堂练习力度，让学生在练习中掌握知识，提高运用能力。
4.互动交流，提升能力：鼓励学生在课堂上积极互动，开展各种形式的口语练习，如小组讨论、角色扮演、辩论等。同时，加强写作训练，让学生在写作中运用所学知识，提高书面表达能力。
五、作业布置
为了巩固本节课所学知识，提高学生的语言运用能力，特布置以下作业：
1.书面作业：
（1）完成教材第6单元课后练习题，包括填空、选择、改错等，重点加强对现在完成时态和一般过去时态的运用练习。
（2）根据课堂所学，运用频率副词和本单元所学的词汇、短语，写一篇关于自己过去经历的小短文，如：描述一次购物、踢足球、探望祖父母的经历等。
2.口语作业：
（1）与同学进行对话练习，运用所学语法知识，谈论彼此的过去经历，提高口语表达能力。

新目标八年级英语下册Unit 6教学设计

新目标八年级英语下册 Unit 6 教学设计一、教学目标1.能够听懂关于不同国家的风俗和传统的简单对话。

2.能够通过阅读短文来了解不同国家的风俗和传统。

3.能够用英语描述自己国家的风俗和传统。

4.能够参加小组讨论，表达自己对不同国家文化的观点。

5.能够根据提示写一篇关于自己国家传统的短文。

二、教学重难点1.教学重点：通过听、说、读、写等多种方式了解不同国家的风俗和传统，并表达自己的观点和描述。

2.教学难点：能够运用所学语言知识、句型和词汇描述和讨论不同国家的文化差异。

三、教学准备1.教材：新目标八年级英语下册 Unit 6。

2.多媒体设备。

3.小组讨论的话题和题目。

四、教学过程Step 1 导入新课1.引入新课前，询问学生是否了解过不同国家的风俗和传统。

2.引出本课的主题：不同国家的风俗和传统。

Step 2 预习导学1.让学生观看一段描述中国传统节日的视频，并提问：–What festival is it about?–How do Chinese people celebrate it?2.学生讨论问题并给出答案。

3.教师搜集学生的回答，写在黑板上。

4.提醒学生观察和回答问题时要用英语。

Step 3 新课呈现1.展示一个包含不同国家风俗和传统的幻灯片，并向学生描述每个国家的特点。

2.通过问答的方式与学生互动，引导他们了解不同国家的文化差异。

Step 4 听力训练1.放一段录音，让学生听对话，选择正确的答案。

2.听完录音后，学生与同桌讨论并给出答案。

3.教师与学生核对答案，并给予反馈。

Step 5 阅读训练1.学生阅读一篇关于日本传统节日的短文。

2.学生独立回答与短文相关的问题，并将答案写在答题卡上。

3.教师检查学生的答案，并给予反馈。

Step 6 口语训练1.学生分组进行小组讨论，针对不同国家的风俗和传统进行讨论。

2.教师设定话题并提供问题指导学生讨论，鼓励学生表达个人的观点和看法。

Step 7 写作训练1.学生根据提示写一篇关于自己所在国家传统的短文。

人教版八年级英语下册Unit6教学设计

（三）学生小组讨论
1.教师将学生分成小组，让他们围绕以下问题进行讨论：
a. What volunteer activities have you participated in?
b. How did you feel when you were helping others?
c. What kind of volunteer activities would you like to organize in the future?
3.通过阅读课文，引导学生学会运用阅读策略，如：预测、扫描、精读等，提高阅读效率。
4.采用多媒体教学手段，如：视频、图片等，丰富教学资源，激发学生的学习兴趣。
5.注重过程性评价，关注学生在学习过程中的表现，鼓励学生自我反思、自我评价，提高学生的学习自主性。
（三）情感态度与价值观
在本章节的学习中，学生将形成以下情感态度与价值观：
-利用网络资源，拓展学生的学习视野，让他们了解更多国内外公益活动。
5.注重分层教学，关注每个学生的学习需求，提供个性化指导。
-根据学生的英语水平和学习能力，制定不同的教学目标和学习任务。
-通过个别辅导、小组辅导等方式，帮助不同层次的学生在原有基础上取得进步。
6.实施形成性评价，关注学生的学习过程，及时给予反馈和鼓励，激发学生的学习积极性。
3.结合小组合作学习，促进生生互动，培养学生的合作意识和团队精神。
-通过小组讨论、同伴互评等形式，让学生在互动中学习，提高学习效率。
-鼓励学生在小组内分享志愿经历，增进相互了解，提升口语表达能力。
4.运用多媒体教学资源，丰富教学手段，激发学生的学习兴趣。
-使用视频、图片等资源，为学生提供直观的学习材料，增强他们对语言知识的记忆。

人教新目标版八年级下册英语教学设计：Unit6

最后，布置课后作业，要求学生结合课堂所学，观察生活中的科学现象，并用英语进行描述。同时，鼓励学生在课后继续探讨实验相关的话题，提高他们的英语综合运用能力。
五、作业布置
为了巩固本章节所学的知识，提高学生的英语综合运用能力，特布置以下作业：
1.写作任务：请学生结合课堂所学的实验案例，选择一个生活中的科学现象，用英语撰写一篇实验报告。要求报告包括实验目的、过程、结果和结论，字数在100-150词左右。此作业旨在培养学生的写作能力，同时巩固他们对实验相关词汇和语法点的掌握。
人教新目标版八年级下册英语教学设计：Unit6
一、教学目标
（一）知识与技能
在本章节的教学中，学生将掌握以下知识与技能：
1.掌握本章节的核心词汇和短语，如：experiment, result, conclusion, data, analyze, research等，并能熟练运用这些词汇进行讨论和表达。
（三）情感态度与价值观
在本的培养：
1.培养学生的好奇心和探索精神，使他们敢于尝试、勇于实践。
2.培养学生的团队合作意识，让他们在小组活动中学会相互尊重、相互帮助。
3.培养学生的批判性思维，使他们敢于质疑、勇于表达自己的观点。
4.培养学生热爱科学、追求真理的精神，激发他们学习英语的兴趣。
请同学们认真完成作业，充分发挥自己的潜能，期待在下一节课上看到你们精彩的表现！同时，教师会在课后对作业进行批改和反馈，帮助学生找到自己的薄弱环节，提高英语综合素质。
1.重点：本章节的重点在于让学生掌握一般现在时和现在进行时的运用，以及科学实验相关的词汇和表达方式。此外，培养学生阅读和写作实验报告的能力也是教学的重点。
难点：学生在实际语境中准确运用时态进行表达，以及如何将阅读策略和技巧运用到实验报告的撰写中，形成结构清晰、逻辑性强的书面表达。

2019-2020年八年级英语下册 Unit 6教案人教新目标版

2019-2020年八年级英语下册 Unit 6教案人教新目标版课时安排5课时第一课时教学内容与分析教学内容：Section A: 1a-2c教学目标：a. 能够掌握基本单词和词汇。

b.能够运用基本句型进行提问。

学习任务：我的爱好目的：通过学生小组活动，调查彼此的爱好及持续的时间。

学会使用for 和since表达自己的爱好持续的时间，培养学生应用英语进行交际的能力。

语言技能：listening .speaking .reading and writing语言知识：现在完成进行时的用法及复习一般过去时提示词语及句型：skate, collect, What’s your hobby? I like…How long have you been skating?I have been skating since nine o’clock/for five years.How long did you……? When did you ……教学重点、难点分析：教学重点：基本单词，词汇和句型教学难点：能够运用现在完成进行时谈论自己的爱好及持续时间课前准备本课时的教学课件教学设计教学步骤建议和说明↘热身/复习（Warm-up/Revision）Greetings.Talk with students about the following: 1.Did you sleep well last night?从平常的谈话中轻松导入本课句型，信息沟使谈话非常真实，而又浅显易懂。

2.How long did you sleep last night ?3.When did you start class today ?4.How long have you been in class today?Help the students to answer: I have been in class for…↘呈现/操练（Presentation/Practice）Draw a long horizontal line on the blackboard. Say, This is called a time line. It shows the years from 19- to the present. Let’s put some information about ourselves on the time line.T: Maria, when did you start studying English?S1: xx.T: Maria started studying English in xx.(Write the words Maria started English above the date xx on the time line.)Maria has been studying English since xx. (class repeat)Repeat the activity using different dates for several other students. Use a different situation, such as When did you start to ride a bicycle? or When did you start to baby-sit? if these questions are more appropriate. Each time ask the class to repeat a sentence, point to the starting date and run the finger along the years up to the present year.学生两人一组问答A: How long have you been…?已学知识的巩固，真实的情景使学生容易学会如何表达并容易接受所要学的新知识。

人教新目标八年级英语下册教案：Unit 6 教案(3)

The teaching plan ofBook 4 Unit 6 An old man tried to move the mountains Period1:1a-2c(listening & speaking 45mins)Ⅰ.The analysis of the new curriculum standardsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’ conducting and explaining with students’ independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it.In my opinion, teachers and students will research effectively, combine resources and achieve 3D aims. The period is assumed to help students to improve the competence of listening and speaking, and more importantly, to enhence the development of students’humanistic qualities by the education of traditional Chinese culture and ethics.Ⅱ The analysis of the text1.The key points of the contents:(1) The position in the teaching courseThe target text is the first part of unit 6 in book IV. The trainings of listening and speaking consist of the main content of the lesson. The material is a dialog between two foreign students one of whom just learned the Chinese myth “Yu Gong moves the mountains”.It’s a beginning of a series of eastern and western stores in this unit and the operating of the peoriod should be the beginning of the education of students’ linguistic competence and humanistic qualities by soaking them in classic traditional stories.(1) help students master words and expressions in the text important words:sentence patterns:(They are used as target language for listening and tools for speaking and are basic contents)(2) help students to get knowledge about the texta.the plot development of the story and the target languageb.retelling skills of the story.( The two are knowledge and main contents)2.The function of the text (teaching objectives – 3D goals)(1) knowledge goal: students should master the “tools”- key words and expressions, learn routine and details about the story, and they can retell it.(2)ability goal: develop the students’ three kinds of skills:the skills of listening: general listening(for key idea),guessing(fora better understanding),intensive listening(fordetails)the skills of studying: self-discovering, communicating,cooperatingthe skills of role-playing: ploting,performing and expression (3) moral goal:developping the students ’ interest and recognition in traditionalculture.improve the students ’ persistence and will-power in overcomingdifficulties shoot-shot ，stone ，weak ，god ，remind ，ect.to acquire new knowledgeto develop the students’ skills required in the new curriculum standardsas soon as, so...that...., unless,to arouse students’ interest in learning and life3.My opinion about how to deal with the passage(including important and difficult points)(1)About the key words: let students understand them in the sentencesof the passage, especially several verbs.(2)About the passage itself: the story is familiar to the students, however,its English version is not. A classic Chinese story is transformed in English lingustic structure,which is subtlly meaningful. Obstales may exist in students’ retelling.(3)About the reforming of the teaching material.The context in theperiod is a dialoge where the story is told. The teacher changesit into a passage in order to retell the story. And in role-playing,the language is simplified and the target language is kept. (4) Appreciating good sentences is an essential step. Never miss it. III.Analysis of students1.Students have known the story but still have difficulties learning its English version duo to the new language points.2.Students have abilities of a certain level to listen for the target information and the abilities of listening and retelling are to be formed.3.Students’ interest for myth and other classic stories is ensured but their interest can be promoted into a higher level of emotion and recognition.IV. Analysis of teaching methods and learning methodsBased on the parts ⅠⅡabove, the teaching and learning methods are as follows:1.The new curriculum standards promote the students’ search, cooperation , and studying on their own . The purpose is to develop the stude nts’ abilities. My teaching methods are based on these teaching concepts . In class, the teacher guides students todiscover ,communicate ,cooperate and so on to get knowledge and improve abilities through listening, speaking, retelling and performing.2.The new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them（1）discovering learning（2）communicative learning（3）cooperative learningV. Teaching procedures1.Lead-in and warming up.The students listen a piece of music and guessWhat it is about and show pictures and guess the stories’ names.(This is designed to arouse students’ desire for research and lead them to the topic.)2.Guess. from the pictures the students guess what stories it may be.And then listen to 1b and filling the blanks.(This is intended to get the students to know the first part of the story)3.Detailed Listening.The teacher shows the questions and then asks thestudents to listen carefully and try to fill them.(Promoting the difficulty level to be ready to role-play)4.Role-play the first part. First the teacher shows the sample to thestudents and gives 3minutes to get ready and then starts in groups. (providing the students the chance to experience the story from the first person)5.Prediction. Reading the pictures in 2a and let the students guess the order.Next play the tape, and check the answer.Meanwhile, circle the target words(Lowering the level for the most hard part)6.Listening again and try to retell according to the questions.(It is another pavement for the last step.)7.Role-play the last part of the story.And in the part, students aresurpposed to have an overall experience of the story not only from theknowledge but from moral and emotion.(This is a big step for fullfilling the object of emotion.)8.Assignment.(This step is tried to extend the students’ critical thinking and writing skills)VI. Motivating task fulfillment:1 effect prediction: This is designed for the teacher before class. Ishould predict what students must obtain and try my best for it.(1) familiar with new words for the class.(2) learn about the story “Yu Gong moves the mountains”.(3) able to tell a simple-structured story.2 effect assessment: This is designed for students before class is over.They willevaluate what they have done and what they have acquired.What to evaluate Self-evaluation Peer-evaluation Vocabulary acquisitionlistening skillsLanguage expressionParticipation levelCooperation awarenessKnowledge extendingAssessment : It is necessary and used as extracurricular knowledgeand ability extending.In short ,what I want to do in this period is to make full use of the passage to improve students’ abilities and combine all the ability forms in the listening and speaking.。

八年级英语下册unit6教案（新版人教版）

八年级英语下册unit6教案（新版人教版）八年级英语下册unit6教案一、教学目标：1. 语言知识目标：1) 能掌握以下单词：remind, bit, silly, instead of能掌握以下句型：①How does the story begin?②What happened next?③What do you think of the story of Yu Gong?④What could Yu Gong do instead of moving the mountains?2) 能够用英语询问故事的开始、发展及后续等。

能够对故事中的人物或情节发表一些简单的看法或观点。

2. 情感态度价值观目标：学习愚公，要学习他“主动挖山”的精神。

在我们生活工作中存在着很多的“山”。

在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。

愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词：remind, bit, silly, instead of；2) 学会询问故事发展的基本句型：How does the story begin?What happened next?3）学会表达故事中的人物或情节，并发表一些简单的看法或观点。

What do you think of / about the story of Yu Gong?I think it’s a little bit silly.I still don’t agree with you.2. 教学难点：学会表达故事中的人物或情节，并发表一些简单的看法或观点。

三、教学过程Step 1 Lead in1. 播放动画片《寓公移山》的视频，导入本单元主题。

T: What’s the name of the story?S1：It’s Yu Gong moves a mountain.S2: It’s a traditional Chinese story.T: Do you know other traditional Chinese stories?S1: Ne Zha Conquers the Dragon KingS2: Magic Brush Ma LianS3: Chang’e Flies to the Moon…Step 2 Presentation1. 引导学生们学习生词。

英语：Unit 6 A charity walk学案(牛津英语八年级下)

Teaching designs (Unit 6, 8B)The first periodContent: Comic strip and welcome to the unitTeaching aids: a tape recorder, pictures of trailwalkersTeaching aims: 1) Have the Ss know sth. participating in charity events and how they can support charity events.2) To introduce different kinds of needs and disabilities3) To encourage Ss to talk about how they can help those people inneed.Teaching procedures:Step1. Lead-in1.T asks Ss what a charity walk means.2.Some Ss present the pictures about charity walk.Step2. 1. Ss listen to the tape of comic strip and read and then act it out.2. T provides some information about the charity walk.Step3. Ss learn sth. on P92 about the main task. T asks them to plan to get sth.ready for the task.Step4. Warm-upDivide the class into groups of four. Ask students to talk about what they would take with them on a charity walk. Tell each group to make a list of the items they would need. Collect the lists and compare them. Talk about why some items would be more useful than others.Step5. Welcome to the unitT presents some English notes about some words and let Ss infer which word it is.1. A person cannot see2. A person cannot hear.3. A part of his/her body does not work properly.4. A person is old.5. A person has no home.6. A poor person has little mon ey.Step6. Deal with Part A on P931.Tell Ss to label the pictures in Part A using the words from the box.2.Ask volunteers to read out the answers.3.Talk about what it might be like to be disabled or disadvantaged. RemindSs that most people with difficulties would prefer leading independentlives to depending on others for help.4.T shows pictures of some great people with difficulties and introducesthem to Ss.Step7. Part B on P93:Divide the class into pairs. Ask Ss to read Amy and Daniel ’s conversation in Part B. Then ask them to talk about the p eople in Part A and how theirlives might be made easier. T provides some information as following:e.g. For poor people, education programs that allow them to get betterjobs are helpful. Free medical care and affordable housing are also helpful.For blind people , they can benefit from Braille signs, spoken announcementsrather than written notices, contoured pavements and unobstructed sidewalks.For homeless people, shelters and soup kitchens can offer short-term help.For deaf people can benefit from written notices and a greater awarenessof sign language.Step8. Extension activityAsk Ss to make a list of things they would find most difficult to do or theywould miss most if they were blind, deaf, elderly, homeless, physicallydisabled or poor.Assignment: 1. Recite the conversation in the Comic strip2.Writing: What can we do to help ( disabled/blind/elderly ……)people?Exercises (the first period of Unit 6, 8B)一．翻译下列词组1. 在你的支持下 ________________2. 支持某人 _____________________3. 需要锻炼 ______________________4. 完成你的作业 _________________5. 老年公寓 ______________________6. 画完这幅画 ___________________7. 在公共汽车上让座 _______________ 8. 需要帮助的人 _________________二. 用所给单词的正确形式完成句子1. Eddie is not used to _________ (get) up early.2. He is too tired __________ (go ) now.3. I hear that the Red Cross needs many blood __________ (donor).4. Tom used to __________ (spend) less time ___________ (do ) his homewo rk.5. Do you think __________ (healthy) care is very important, Amy?6. My brother called Sam would like __________ (help) the poor children.三. 完成下列对话Jerry: Hi, Nancy. You look so tired now. 1_Jerry: Hi, Nancy. You look so tired now. __1__Nancy: I just finished running .Jerry: __2__Nancy: No, I just trained for a charity walk. __3__Jerry: Sure. But _______. Do I need to give you some money?Nancy: No. __5__四．根据提示完成句子1. We can help blind people ____________ (过马路).A. How can I support you?B. You just need to give me some food and drink during the walk.C. Will you support me?D. What did you do just now?E. Did you train yourself for the running race?2.We can help deaf people ____________________ (学好英语).3.We can ______________________ (好好照顾) when homeless people are ill.4.We can ______________________ (给他们让座) when we see elderly people on thebus.5.We can ______________________ (为他们募捐钱) when poor need our help.6.We can ______________________ (向他们伸出援助之手) when disabled people wantto climb up the steps.Keys: 一. 1. with your support 2. support sb.3. need exercises4. finish your homework5. the home for the elderly6. finish drawing the picture7. give seats on the bus 8. people in need二. 1. getting 2. to go 3. donors 4. spend, doing 5. health 6.to help三. 1~5 DECAB四．1. cross the road 2. learn English 3. take good care of them4. give them seats5. raise money for them6. give them ourhandsThe second periodTeaching aims:1.To recognize and understand information presented in a newspaper article.2.To understand related details and information.3. To infer general meaning from pictures, titles and context.4. to improve the students’ reading comprehension abilities.Teaching procedures:Part AStep 1. Ask students whether they enjoy walking through country parks and ask them how far they would feel comfortable walking in a day. Then ask how much they know about Oxfam Trailwalker. Explain that Oxfam Trailwalker participants have to walk 100 kms in 48 hours, which usually means they cannot sleep for two days.Step 2. Ask whether students have participated in any other charity events. Step 3. Listen to the tape about the reading and then ask the students to read the article by themselves.Step 4. Ask students to answer some questions about the reading to check their understanding about the passage.Questions:1.When did Oxfam Trailwalker start?2.Who is helped by the money that is raised?3.When is Oxfam Trailwalker held?4.Who can join Oxfam Trailwalker?5.What’s the aim of Oxfam Trailwalker?6.Is Oxfam Trailwalker a difficult walk?7.What’s the job of a support team?8.What spirit must the members of the team have?Step 5. Ask the students to find out the language points and make up some sentences using some phrases.Step 6. Do a class feedback, checking the students’ understanding of the text and how they feel about this sort of event. Raise some general issues and encourage discussion.Step 7. Task1.Retell the text based on some important phrases presented on the board.2.Make up a dialogue according to the meaning of the passage.Exercises1. Fill in the blanks according to the passage.Trailwalker is a ____event.People organized it to______money for helping poor people. It is held in ______every year. People over 18 can_______themselves into a team of four people and _______the charity walk. They must finish walking a ______ trail within 48 hours.The Trailwalkers have to walk through _______ country parks and over _______ hills and mountains. They need to walk _______ to finish the hike because only the team’s finishing time will be ________. It can help them learn team ________ They should carry things with them, and they also need _______ teams to bring food and drinks for them.After you try your_____ to finish the walk, you’ll find it is an_______ you will never forget.2. Write a T if the sentence is true. Write an F if it is false.1.Oxfam Trailwalker is organized by the Red Cross.2.The money helps poor people in Hong Kong and other parts of Asia and Africa.3.If you are 16,you can join Oxfam Trailwalker.4.There are five people in each team.5.Teams have to walk 100 kilometres in 48 hours.6.The route goes through eight country parks.7.Teams have to carry everything they will need.8.Each person must raise at least HK$6,000.3. Fill in the blanks using the correct forms of the following phrases.group…into… in need finish walking… carry…with… without sleep1.Now let’s _____ ourselves _____ a team of four and play games.2.Kate worked two days and nights _____ for the exams.3.The disabled people are required to _____ ten miles within fifteen minutes.4.On rainy days we had better _____ raincoats _____ ourselves.5.We should do something to help the people _____ in the Southeast Asia.Keys:1.fund-rasing, raise, November, group, join, 100-kilometre, eight, twenty,walk, recorded, spirit, support, best, experience2. 1. F 2. T3.F4. F5. T6. T7. F8. F3. 1. group, into 2. without sleep 3. finish walking4.carry with5. in needThe third periodTeaching aims: 1. To identify specific meaning in different contexts2. To check understanding by completing a conversationTeaching procedures:Part BStep1 Ask students to match the words with the meanings in Part B1.Step2 Ask four students to each read out one word and its meaning .Repeat the answers and clarify any misunderstandings.Step3 Explain the content and instructions for Part B2. Tell the to look at the underlined words and explain that they must find a word or words in the reading passage on pages 94 and 95 to replac e each word or phrase.Step 4 Ask students to complete Part B2.Step 5 Ask two volunteers to read out the conversation , replacing the underlined words with the correct words/phrases from the reading passage. Ask students to check their own answers.Part CStep 1 Tell students to read the headings in PartC1.Explain that each heading corresponds to a paragraph of the article on pages 94 and 95.Tell them to refer to the article and put the correct paragraph numbers in the blanks.Step 2 Read out the headings and ask students to call out the paragraph numbers. Ask students to check their own answers and clarify any misunderstandings.Step 3 Explain the context of Part C2.Tell the students to read the passage in Part A on pages 94 and 95 again and use the information there to complete the conversation. Step 4 Read out Lily’s questions. Choose volunteers to give Ben’s answers .If any students have difficulties ,Point out where they can find the answers in the reading passage.Exercises for period threeI. Multiple choice( ) 1.The room is too small for us _______________.A. to live B .living C. to live in D. to living( )2.It’s ___________ of you to help me solve the problem.A. importantB. necessaryC. impossible D .kind( )3.It’s ___________excellent chance for people to learn team spirit.A. theB./C. aD. an( )4.____Thanks to the building of the Three Georges Dam, traffic becomes much better._____So it is, and floods and droughts can ____________, too.A. preventB. be preventedC. be preventingD. prevents( )5.The sign of NO SMOKING means ___________.A. There’s no smokeB. don’t smoke any moreC .you can’t smoke here D. smoking is bad for your healthII. Translation1.中国是亚洲的一部分。

新人教版八年级英语下册Unit6(1)教案

新人教版八年级英语下册Unit6(1)教案
教学目标
1. 通过本课的研究，学生能够掌握有关地理位置的词汇和句型。

2. 学生能够理解并运用英语描述地理位置。

3. 学生能够在实际情境中运用所学内容进行交流和表达。

教学重点
1. 掌握地理位置的词汇和句型。

2. 能够准确理解并描述地理位置。

3. 能够运用所学内容进行实际情境交流和表达。

教学内容及安排
1. 导入（5分钟）
- 利用图片或地图提问，引导学生回忆和讨论有关地理位置的
词汇。

- 引入本课要研究的句型：“Where is...?”和“...is in/on/near...”。

2. 研究和练（30分钟）
- 分发课本，让学生跟读和标注关键词汇。

- 运用图片或地图激发学生对不同地理位置的描述，引导学生
进行口头练。

- 利用小组活动或角色扮演的方式，让学生自主练和运用所学
句型。

3. 拓展应用（15分钟）
- 设计小组任务，要求学生分析并描述实际情境中的地理位置。

- 引导学生用英语进行小组讨论和报告，展示他们的成果。

4. 总结和评价（10分钟）
- 强调本课所学的地理位置句型和词汇的重要性。

- 鼓励学生在日常生活中积极运用所学内容。

- 对学生的表现给予积极评价和反馈。

教学资源
- 标有地理位置的图片或地图
- 教材《新人教版八年级英语下册》
教学评价方式
- 学生口头表达的准确性和流利度
- 小组讨论和报告的效果和内容
参考资料
无。

八年级英语下册 Unit 6的教学设计人教新目标版教案

初中英语Go For It! 教材八年级（下）Unit 6的教学设计一、教学内容分析本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。

二、教学目标1、语言目标词汇：skater raise several句型：How long have you been doing something?I have been doing something for/since….When did you start doing something?2、情感目标通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。

3、能力目标以读促说，培养学生的读说能力。

通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。

阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。

三、教学重、难点1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。

2、对发生的事情进行现场报道。

四、教学方法任务型教学法，情景教学法，交际法。

五、教学步骤------------------------------WorkSheet--------------------------A. It’s 2 pm. Read the passage and plete the following table.B.GroupworkDo a survey about what charity activities your classmates take part in.1.Show your survey.2.Give a news report.I’m talking to you from HuandongSchool. Here,students are making a survey….In m y group,...Thank you for joining us.课后反思遵循原则，解读文本，渗透策略，培养以读促说能力---2010省初中英语阅读教学展示与研讨活动有感这次有幸参加了某某省初中英语阅读教学展示与研讨活动，并亲自承担了展示课的任务。

八年级英语下册(人教版)Unit6第1课时(SectionA1a2c)教学设计

2.培养学生热爱生活、积极向上的态度，关注自己的兴趣爱好，丰富课余生活。
3.增强学生的团队合作意识，学会与他人共同完成任务，分享成功与快乐。
4.培养学生独立思考的能力，敢于表达自己的观点，尊重他人的意见。
5.激发学生学习英语的兴趣，提高自信心，勇于面对挑战。
二、学情分析
针对八年级下册英语Unit6第1课时（SectionA1a2c）的教学内容，对学生学情进行分析如下：
2.口语练习：学生两人一组，根据给定情境进行对话练习，巩固词汇和时态的运用。
3.书面练习：完成教材中的相关练习题，如填空、选择、改错等，检验学生对词汇和语法的掌握。
（五）总结归纳
1.教师引导学生回顾本节课所学词汇、短语和一般现在时态的用法，总结课堂重点。
2.学生分享学习收获，交流在小组讨论和课堂练习中的体会，互相借鉴经验。
-在实际情境中，学生运用所学知识进行流畅交流的能力。
（二）教学设想
1.针对重点词汇和短语的教学：
-采用实物、图片、卡片等多种教学资源，帮助学生形象记忆词汇。
-结合语境，让学生在实际句子中进行词汇练习，提高运用能力。
-设计词汇游戏和小组竞赛，激发学生学习兴趣，巩固记忆。
2.针对一般现在时态的教学：
-创设真实的语境，让学生通过观察、模仿、实践等方式掌握时态用法。
-查阅与公益活动相关的英语资料，积累词汇和短语，为课堂讨论和口语表达提供素材。
教师需关注学生的作业完成情况，及时给予反馈和指导，以提高学生的学习效果。同时，鼓励学生积极参与课堂活动，将所学知识应用于实际生活，培养其社会责任感和英语综合运用能力。
-鼓励学生分享自己的兴趣爱好，尊重他人的选择，形成积极向上的人生态度。
四、教学内容与过程

八年级英语下册《Unit 6 A charity walk Main task》教学案

7) For further information, please contact Amy on 5558 6390. :
二．Read the flow chart on Page 105 and answer
1) What is the event called?
2) When will it be held?
1) the name of the event, 2) what type of event it is,
3) when it will be held (date and time),
4) why it is held, 5) where it will be held,
6) who is organizing the event,7) who can take part in the event, etc
2) Your donations can provide poor children with food, cl othe s and a chance to study.
3) Walk for Children will take place on South Hill on 3 June at10 a.m.
《Unit 6 A charity walk Main task》教学案
教学内容
教材版本
教学课时
共10课时第8课时
课型
New
教学目标
.了解组织慈善竞走活动的流程和活动目的。
教学重点
.1.帮助学生掌握“Walk for Children”这项活动的目的、细节、申请表等内容。
2.明确主题，根据提纲进行写作。
4) You can get an applic ation form at our school office.

八年级英语下册 Unit6教案人教新目标版

八年级下英语Unit6 Section A(1a-2c) 第一课时学习目标；1.掌握本课的单词2.能用新句型进行对话，了解完成时态的用法。

3.培养学生们的交际能力，以及相互帮助和合作的能力。

学习重点；1.现在完成时态的构成及用法，标志词.2.have /has been and have/has gone 的区别.预习任务；任务一：自主完成以下词汇收集___________ 贝壳____________ 一双 __________ 溜冰鞋 ________ 自从____________- 马拉松赛跑 ___________ 一双溜冰鞋 ___________在马拉松赛中_______________任务二：自主预习1b,2a,2b的听力1；译一下的句子I’ve been skating for five hours.I skated for four hours.2;以上两个句子有什么区别_________________3;拓展练习a. 自从八点开始，我就已经滑冰了。

__________________________b. 我读过这本书._________________c. 我收集贝壳已经两年了。

_________________________________4;自主区别for /since用于现在完成进行时的用法__________________________任务三：how 的相关词组:How____多少（钱）how ____多少(人)How_____多远how ____多久一次How____多大how ____ 多久以后任务四：自主归纳现在完成时态的构成及用法，标志词构成；______________标志词;_________________________ （1）用法; _________________________________________________预习质疑；在预习中那些地方不明白或不理解——————————————————————————————八年级英语下册 Unit6 SectionA(3a---4) 预习学案第二课时学习目标：1.掌握本课时的单词。

人教版新目标八下Unit 6 教案设计(全英)

Warming up
1.Greetings.
2.Free Talk.
3.Ss make a duty report
Arouse the Ss’ interesting of learning and revise the knowledge learned.
Section B
Oral practice
2. Check the answers.
3. 2c. Pairwork. Ss ask and answer in pairs.
This activity gives Ss praage in spoken language.
3b. Ss complete the message, writing about one person’s collection.
This activity provides writing practice using the target language.
Homework
1.Revise the key structures.
store n. /v.
by the way By the way, which bus should I take?
by the way By the way, which bus should I take?
This activity introduces new vocabulary and provides reading practice using the target language.
Writing
2.Ability aims:
Learn to talk about how long you have been doing things.