沪教深圳版八年级英语下册Unit2第2课时教案(徐秀青)

合集下载

沪教深圳版八年级英语下册unit2第6课时教案(徐秀青)

2014-2015学年度第二学期深圳市龙华新区万安学校教案表课题Unit2 Body languagewriting上课班级八年级（1）班主备教师徐秀青副备教师上课时间2015/3/16教学目标知识与能力认知和理解单词messagehe 和短语remind sb about sth;理解便条的基本格式和写法。

过程与方法任务型教学法、全身反应法、角色表演。

情感态度与价值观了解便条与书信的格式差异。

教学重点根据已设定的情境，撰写提醒式便条。

教学难点根据已设定的情境，撰写不同类型的便条。

教具准备黑板、PPT教法运用讲授法、谈话法、讨论法、演示法、练习法学法指导自主学习、探究学习、合作学习基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导入新课（检查预习）1.教师帮助学生回顾和复习英文书信的格式。

2.教师出示一份便条，学生比较便条与书信格式的异同。

1.在教师帮助下回顾和负心英文书信的格式。

2.比较便条与书信格式的异同。

认知重点单词与短语。

复习英文书信的格式，引入写作板块的内容。

初学新课（初步探究）3.学生通过比较，自主归纳便条的格式。

如：a.问候语:根据阅读对象的不同而不同，不如信件正式，可用dear…,hi…,或直呼其名。

b.主题：在便条首句中往往说明撰写此便条的目的。

…4.学生完成练习A.3.通过比较自主归纳便条的格式。

4.认真完成练习A学习便条的基本格式。

引导释疑（合作学习）5.学生阅读练习A中便条的正文，然后完成下表。

Time to meet 8p.m.tomorrow eveningPlace to meet Outside the clubThing to remember Wear basketball shoes5.完成表格内容学习撰写便条。

基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图拓展学习（深入探究）6.学生阅读练习B的指令和笔记内容，补全给出的便条。

整理沪教版牛津八年级下册英语第2单元教案设计

2、认识方向键，总结方向键的使用方法，即指法。
3、教师小结：
4、小竞赛：看谁在相应的时间里成为钓鱼能手？
5、小结：
1、说说今天你的收获？
2、请学生说出方向键的使用方法，指法。
3、教师总结：
进入情境
板书课题
学生演示操作
合作学习
师生交流
再次玩游戏
竞赛
总结
激发学生学习兴趣
自由练习，培养动手动脑能力
教师讲授，学生进一步了解图标的意义。
2、你还会用其他的方法来打开小游戏吗？
3、总结：用双击的方法也能打开游戏。
4、请学生动手试一试。
5、游戏怎样开始呢？哪一个是进入的按钮？
6、怎样才能钓到鱼呢？
师生交流
1、你是怎样来钓鱼的？有什么好方法？
2、请你到前面展示给同学们看？
3、用什么方法挪动鱼竿？
4、鱼上钩后又该怎么办？
1、再次来玩这个游戏，教师巡回指导。
合作学习，促进学生学习兴趣
达到复习巩固的目的
通过比赛检验学生学习成果及掌握情况
收获收获
板
书
设
计
11、钓鱼
整理丨尼克
本文档信息来自于网络，如您发现内容不准确或不完善，欢迎您联系我修正；如您发现内容涉嫌侵权，请与我们联系，我们将按照相关法律规定及时处理。
教案设计
课题
11、钓鱼
教
学
目
标
1、学习掌握方向键来玩此小游戏。
2、掌握用双击的方法打开文件过游戏。
3、熟练鼠标操作。
4、熟悉方向键的指法。
5、培养对信息技术的兴趣爱好。
重点
1、学习掌握方向键来玩此小游戏。
2、掌握用双击的方法打开文件过游戏。

8年级下Module2 unit2教案doc

Module2 ExperiencesUnit2 Wei Ming has been all over China by plane.【学习目标】1. 能够通过阅读，掌握如何抓住语篇主题及细节辨认。

2. 能够读懂别人的经历并能写出自己的经历。

3、能根据课文关键词复述课文，并发表自己的看法。

【课前延伸】1. 预习词汇：western---taste; 要求：读译。

2. 课前朗读：朗读本课新单词 western---taste3. 每日播报。

【课内探究】（一）复习检测: 1. 检查词汇预习：方法学生结对：A—D; B—C.2. 对听说课内容进行复习。

（二）课前导入：Have you ever had a fantastic experience? What are they?（三）多层阅读（默读）A. 快速默读文章，回答下面的问题：1)How many people are mentioned in this passage?______________________2)把人物与他们的经历搭配起来。

Wei Ming has been to San FranciscoHan Li has been to SanyaYi Wen has been to a Beijing cinemaWang Ming has been to a Nanjing hotelHe Meifang has been to a Liu Huan concert in BeijingB. 再次默读文章，完成下列问题：1) Why can Wei Ming fly to different palces for their holidays?2)Why does Han Li like San Francisco?3)What has been Yi Wen’s favorite food?4)What does Wang Ming say about Liu Huan ?5)Did He Meifang meet Zhang Ziyi?（四）精讲点拨请自主精读（朗读）课文，找出疑难问题，小组内交流,1. Read the passage loudly and talk about the difficulties in groups.2. 语言点导学：1) all over China all over 意为“遍及，到处”。

2023年牛津深圳版八年级英语下册Unit 2 Welcome (2)教案

Unit 2 Welcome (2)教案【教学目标】1．道德目标：了解并掌握电脑主要部件英文名称2．情智目标：①感情目标：学会调节和平衡学习和生活，热爱学习，热爱生活②认识目标：学会描述自己和同学的旅游见闻【教学时间】（ 1 学时）【教学手段】PPT，recorder【教学过程】（一）感情调节：Have you ever travel abroad?Some pictures of places of interest（二）互阅作业（三）自学自学一1. 阅读“自学提示”（1）自学内容……本课生词（在家完成）（2）自学方法……生词的读音，意思及和以往学过相关知识点的链接。

2. 自学过程自学二1. 阅读“自学提示”（1）自学内容……Page 34（2）自学方法……a. 找出相关的重要短语b. 小组根据对话进行问答。

如：1.A: What is the ‘television’ ?B: It’s a TV.A: What is the ‘remote control’?B: It’s a mouse .2. 自学过程（知者加速者出示信息沟通牌、按照自学方法进行）自学三1. 阅读“自学提示”（1）自学内容……Page 35（2）自学方法……a. 学生有能力完成A，并在组内讨论答案b. 小组讨论，根据你的表格填写在小组内进行汇报（以文章的形式）。

2. 自学过程（知者加速者出示信息沟通牌、按照自学方法进行）自学四1. 阅读“自学提示”（1）自学内容……page 35（2）自学方法……a. 听录音，回答下列问题1. What does Danie l use a computer for?2. Why ?3. how often does he use a computer for this?b.跟读磁带，划出对话中的重要短语和句子。

2. 自学过程（四）互帮（五）释疑1. 讲解内容：语言点和重要句子2. 讲解方法：学生找，学生举例，教师进行相关拓展和举出其他例子检测学生掌握程度。

沪教深圳版八年级英语下册Unit 2第2课时课件

Oxford English
Unit Module 1 Social communication
2
Body language
Period 2
Vocabulary
C2 Later that day, Simon was talking with his mother. Complete their conversation with the words from the box.
*D3 In pairs, discuss what your classmate’s body language is saying about him/her.
Homework
1. 根据小组交流的内容，将自己的肢体语言与某位同学的肢体语言列表进行比较，并准备口头汇报。
2. 完成《综合练习册》第26至27页 Reading B，C的练习。
D2 Read the story again and answer the questions below in complete sentences. 3 Why did customers choose to talk to Debbie? Because her body language made people feel welcome. ____________________________________________________ 4 What happened after Simon sat up straight and tried smiling at people? Minutes later, a beautiful girl entered. She walked over to ____________________________________________________

深圳8年级下英语Unit2 More practice沪教

Write a passage about one of your story about eye contact.
contact n. 联系，联络 There isn’t enough contact between teachers and parents. 老师和家长间联系不够。
understanding n. 谅解，同情 Mutual(互相的) understanding is important in all relationships. 互相谅解在所有关系中都是重要的。
3. If you do not use eye contact in Western countries, what may happen? Westerners may think that you are not listening. 4. Do Asians use eye contact as often as Westerners? No, they don’t. 5. What kind of eye contact is impolite in many countries? Watching other people, especially strangers, for a long time is impolite in many countries.
八年级下册
Unit 2 Body Language
Eye contact
Objectives
To learn to catch the details from the article To learn to provide information, express one’s opinions and make discussion

深圳8年级下英语unit2 body language 沪教Speaking

仿照Speak up部分的示例，与同伴挑选
he exercises in Learning English.
2. Preview Writing on page 28.
Activity
Team racing
根据situation 1内容续编 situation 2&3的对话。
Ready?
Do you know the meaning of each gesture?
B Speak up Match the phrases from the box with correct pictures. Then discuss the meaning of each gesture.
We can also use the following expressions to make suggestions.
Why don’t we/you (do) …? Why not (do)…? What/How about (doing) …? You’d better (do) … ！
S1: I’m not sure. I cross my arms when I feel cold. S2: I think it means he’s angry. Just look at his face. S1: Maybe you’re right.
Activity
Team racing
Let’s see which group does the best.
1. Role play the conversation in groups; 2. Role play the conversation in front of the class.

2023年牛津深圳版八年级英语下册Unit 2 Unit 2 Reading2教案

Unit 2 Unit 2 Reading2教案【教学目标】1．道德目标：了解香港，通过旅游增加知识。

2．认知目标：①对香港迪士尼乐园全面的了解，。

②学会描绘旅游的词汇和表达方式。

【教学时间】（1 学时）【教学手段】recorder，PPT【教学过程】（一）互阅作业（大课堂Reading 1 ,可穿插“互帮”与“释疑”）（二））感情调节( 放映电子课文的Reading 的幻灯片)（三）自学自学一：详细阅读1. 自学内容详读全文2. 自学方法呈现以下表格，让学生寻找表示时间的词汇，再依次填写地点和活动Time Place ActivityFirst ( on Space Mountain) ( had fun; was screaming and laughing through the ride)Next ( on the way to arestaurant)( met some Disney cartoon characters)Later in the afternoon / (saw a parade of Disney characters; ran after them and couldn’t stop taking photos)After the parade / (watched a 4-D film)Then ( in shops) ( did some s hopping and bought a couple of key rings)At the end of the day ( in front of SleepingBeauty Castle)(watched the fireworks)自学二：讨论并找出文中重要的语言点和知识点。

1.相互讨论不懂的知识点和语言点。

2.请学生把重点和难点列在小黑板上。

3.鼓励学生对不懂的内容提问，其它学生能解答的，尽量让学生解答，如不能，教师解答并帮助他们扫去障碍。

沪教深圳版八年级英语下册Unit2第3课时教案(徐秀青)

活动二创设情境（PPT）。要求学生英语 Talk time 部分所学的内容，根据所给情境编制对话。
按要求完成活动一、二、三的内容
强化学生口语练习，培养学生运用运用交际的思维习惯。
活动三
要求学生思考更多的肢体语言动作或搜集一些体现肢体语
言的图片，并通过对子活动的形式讨论这些肢体语言表达
的含义。
当
堂
检测与巩固 Do the practice on
完成综合活动手册 Unit2 listening & speaking 部分的
所学，提升学
检
相关练习。
workbook , then check the 生听力和英
answers
测
语口语技能。
（学习诊断）
课
堂
回顾本节课所学，请学生说一说表达建议或请求以及拒绝
新课
课所学习过的课文，其他同复习旧知。
students’book P19.
（检查预习）
学认真倾听。
初
Listening
学
在听前导入环节，可让学生根据自身的知识储备，谈谈芭
新
蕾舞是一种怎样的舞蹈，为什么说芭蕾舞是舞者的语言，
从而预测听力文本的内容。接着，应提醒学生快速浏览笔
课
记内容，预测要填写的单词及其词性。
力。
疑
舞的知识。
（合作学习）
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）教学意图
Speaking
活动一
要求学生仿照对话，英下列框中的词汇进行简单的对子活
动，以便引入教材第 26 页练习 A 中较为复杂的对话内容。
拓展学习
（深入探究）

沪教版深圳市八年级英语下册unit2复习与巩固教案(徐秀青)

2014-2015学年度第二学期深圳市龙华新区万安学校教案表课题Unit2 Body language单元复习与巩固上课班级八年级（1）班主备教师徐秀青副备教师上课时间2015/3/31教学目标知识与能力全面复习第二单元的词汇和句型。

过程与方法做笔记，提问法，游戏法，角色扮演法。

情感态度与价值观查漏补缺，巩固所学。

树立对学习英语的信心。

教学重点Unit2 的单词和语法。

教学难点Unit2 的单词和语法。

教具准备黑板、PPT教法运用任务型教学法学法指导自主学习、探究学习、合作学习基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导入新课（检查预习）1. 全班齐读第二单元词汇表的单词和词组；2．教师进行听写。

1.全班齐读词汇表。

2.认真听写单词和词组复习第二单元的重点词汇。

初学新课（初步探究）1．教师播放教材P19主篇章阅读部分“body language”的音频，让学生跟读数遍。

跟读过程中要求学生圈出还不会读或者理解不到的单词和句子，以方便请教老师。

2．教师用PPT出示已整理好的第二单元的重点笔记，要求学生查漏补缺，补充和完善笔记。

（unit2 重点句型）1.跟着录音读课文，模仿其语音语调，重温文章内容。

2.查漏补缺，补充和完善笔记。

复习与巩固第2单元重点句型。

引导释疑（合作学习）一、教师引导学生复习unit2 Grammar部分动名词的知识点。

回顾与总结动名词的基本结构和用法；---动名词作主语和宾语的用法；二、通过练习巩固和强化学生对动名词的理解。

1.用表格所给单词的-ing形式填空（PPT）；2.完成综合练习册第19~20 Grammar的练习。

1.回顾和总结动名词的基本结构和用法。

2.认真思考和完成相关练习。

复习和巩固grammar部分的重要知识点。

基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图拓展学习（深入探究）Writing部分强化练习1.引导学生回顾和复习便条的基本格式和要求2.教师出示优秀作文，供全班学习。

八年级英语下册unit 2教案2

8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is sch ool like? Be like watching TV, fewer advertisements, autumn—fall, American football—football, football—soccer, film—movie, secondary school—high school, etc.Homework1 Learn the language points by heart.2 一课三练P.133 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank. Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练P.14-153 Preview the V ocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask studentsto read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练P.13 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and complete ‘work out the rule!’4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage ofwords depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use t he topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter. Presentation （Integrated skills B）1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s helike? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2 一课三练P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the pag e. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs. Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students t o look at Daniel’s notes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas andsentences together and avoid repetition of names.9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练P.21-223 Preview Unit 3。

八年级英语下册 Chapter 2 Cartoons教学设计牛津深圳版

Chapter 2 Cartoons第一课时Teac hing target1. To learn to describe different facialexpressions. Encourage students to tell the features of different personalities.2. To answer some general questions aboutthe article and predict the content of the article.3. To learn some key words and expressionsabout the reading passage.Preparation1 Students’ Book 8B ---Chapter two2 Powerpoints about it.Cartoon talk1 Give students some time to look at the cartoon on SB 8B, page 15. Tell them to read the sentencescarefully.2. Meaning of the cartoon:The cartoon draws our attention to the chapter topic, comic strips and cartoon characters. The character Lo is vainly watching himself in a mirror.Teaching courses:a. Warm-up (Part A)Ask Ss some questions dealing with comic books.1.Do you like comic books? Why or why not?2. How many comic books have you read? What are they?3. Who are your favorite characters in comic books or cartoon films?b. Look at the expressions of the cartoon characters below. Say out what expressions are on their facesPleased\satisfied Bored\worried\confusedPuzzled Sad /sorrowfulSorry/depressed Happy/glad/joyful/cheerfulFrightened\scared Surprised/astonished annoyedc. Look and thinkBefore you read the passage on the next page, look at the title, the picture and the first and last paragraphs of the article on the next page. Then do the exercises on page 16. d. Vocabulary Box.a. Learn some new words and expressions about the reading passage.1. together : with each other2. get…into trouble: cause… a problem3. show: make sth. available for the public to see.4. success: a thing or person that has been successful.5. a number of: many; a lot of6. instead: in place of someone or sth.7. around: round8. though: in spite of the fact that; although 9. in total: altogether10. be in trouble with: having a serious problem with.e. Fill in the blanks with the correct words.1. He has written a number of books on Chinese literature.2. I f I don’t tell the truth, I will get my friend into trouble.3. Bob was sick so I went instead.4. In total, the artist drew 120 paintings in his life.5. I’ll be in trouble with my boss if I don’t finish the work in time.6. The soap opera is shown every other day.7. The new film has turned out to be a big success.8. Though he is over 60, he is active and energetic.9. The boys go home together after school.10. The earth moves around the sun.f. Conclusiong. Assignments.1. Recite the new words and expressions.(from tough to plastic)2. Make up sentences with the ten words and expressions studied in class.教学后记：教学新单词时，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。

沪教深圳版八年级英语下册Unit2第1课时教案(徐秀青)

2014-2015学年度第二学期深圳市龙华新区万安学校教案表课题Unit1 Body languagevocabulary上课班级八年级（1）班主备教师徐秀青副备教师上课时间2015/3/16教学目标知识与能力掌握Unit2第一课时的重点词汇以及阅读前活动的内容。

过程与方法任务型教学法、全身反应法、角色表演情感态度与价值观培养学生对学习英语的兴趣教学重点重点词汇教学难点重点词汇的延伸词汇及语法教具准备黑板、PPT教法运用讲授法、谈话法、讨论法、演示法、练习法学法指导自主学习、探究学习、合作学习基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导入新课（检查预习）Watch a video about “different expression in theworld and the way people express their feeling”Watch the videocarefully引出和导入课题“bodylanguage”初学新课（初步探究）教授新单词e.g. expressionAppearanceImpressionTowards etc.1.采用游戏法（开火车等）2.比赛法（小组比赛男女之间比赛师生比赛等）3.单词构成法4.单词延伸法和记忆拓展法认真跟读单词，掌握重点词汇的正确发音及含义采用多种能激起学生学习兴趣和学生方便记忆的教学方式，帮助学生加深对新知的理解及记忆引导释疑（合作学习）Reading 读前活动设计进行一个游戏，即：学生猜测教师不同的坐姿所表达的心情。

如：Slump down (重重的坐下)in the chair and look boredStretch yourself （伸懒腰）and look relaxedSit tensely (紧张的）,look around and seem anxious认真观察老师所做的每一个动作，猜猜老师所做动作所表达的不同心情主阅读篇章的预热环节基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图拓展学习（深入探究）邀请若干学生表演一些姿势，并请其他学生猜测这些姿势表达的心情。

初中英语沪教版八年级下册Unit2ReadingBodylanguage教学设计

初中英语沪教版八年级下册Unit2ReadingBodylanguage教学设计【名师授课教案】1教学目标Literacy Objective(s): 教学目标:Language knowledge: By the end of this lesson learners will be able to use the key words and expression s of the article.语言知识:通过这节课的学习,学生能够掌握文章中的核心单词和短语的运用。

Language skill: Students will be able to get the useful information from the article.语言技能:学生将能够从课文中获得有效信息。

Student will be able to analyze the personal characters of a person according to his\her body language. 学生将能后通过人的肢体语言分析其性格特征。

2学情分析Students need to understand what body language is in China.学生需要理解在中国body language的含义。

Students will need to have basic listening, speaking, writing, and reading skill in English.学生将需要基础的英语听说读写技巧。

Students need to know the order of an event’s plots。

学生需要了解故事情节发展的顺序。

3重点难点Standard address by lesson: Analyze the reason and result after reading the article.课文难点:深入课文,分析事件的原因和结果。

八年级英语下册 Unit 2 lesson 2 Seeing the doctor( 第二课时)教学设计上海新世纪版

Unit 2 Health and DietLesson 1 Seeing the doctor ( 第二课时 )一教材简介1.英语(新世纪版) New Century English八年级下册(试用本)上海外语教育出版社2.本节课是lesson 2的第一课时，即At The School Life的教学，这一部分是八年级的学生接触关于校园生活有关方面的的英语,应当充满乐趣,激发学生英语学习的兴趣.二学情分析八年级学生三教学目标(一) 知识与技能1.学生能根据图片及相关提示回答并完成问题,对于校园生活的有关常识有一定了解.2.理解Text中语篇的内容；能生动地表演Text中语篇的内容，并能在生活中运用新授的内容.3.联系实际, 在实际生活中能够用英文来描述自己的校园生活.(二) 过程和方法4. 学生能体会并总结出日常询问谈论校园生活时用到的口语: What about your campus life ?(三) 情感态度和价值观5. 在英语学习的阶段，给学生提供舞台，培养学生认真听，大胆模仿的好习惯。

四教学重难点1. Listening & Speaking.2. Reading.五教学方法情景教学法六教学手段多媒体(录音机或教学光盘)小组活动七课程类型新授课八教学过程DISCOVERING LANGUAGEso that 引导的目的状语从句请分析下面的两个句子：The doctor came in quietly so that he couldn’t wake his patient.The doctor came in quietly so that he didn’t wake his patient.以上两个复合句中都包含一个由so that引导的状语从句，但一是目的状语从句，一是结果状语从句。

两者堪称貌合神离，有时光凭浅表颇难辨识，而一般辞书对此却又多半语焉而不详。

本文拟从文意上及结构上进行分析，提出可供判别的办法，以期辅助英语初学者更好地领会原意。

2020年牛津深圳版英语八年级下册Unit2学生用教案设计

4.The twins are similar not only in a________ but also in the way that they talk and walk.
5.The child has read the story but he doesn’t seem to understand the m_________ of it.
4.be interested in
【拓展】interested人感兴趣
interesting事物本身有趣
【练习】我对这部有趣的电影感兴趣。
I am ________ _______ this _________film.
5.mean doing sth与mean to do sth
【拓展】mean to do sth（打算做某事，相当于intend to do sth）
【练习】她的书写让我想起了我的母亲。
Her ___________ _____________me _____________my mother
8.part-time jobn.兼职
【拓展】full-time job全职
9.take place发生
【拓展】happen及take place无被动，happen表偶然发生，take place表有计划发生
more than+数词”含“以上”或“不止”之意，如：
1)I have known David for more than 20 years.
more than+形容词”等于“很”或“非常”的意思，如：
1)I am more than glad to help you.
课堂同步练习
首字母填空
1.I’ve a_______ Angela’s invitation to her birthday party. What present should I take to her?

八年级英语下册Unit2教案

八年级英语下册Unit2教案牛津初中英语8BUnit2单元知识点温习I’gingnatrip“gn+表示活动的名词”表示“去参加”“去进行”某种活动Shedeidedt____________atriptthatprareaIt’ssfineadaeallfeellie____________apiniithurteaher 2Itustbefunustbe表示推测“必然是……”,否定形式为an’tbe“不可能是……”udn’tdellinurEnglishurfather________beangrandunhapp Ithinheustbeaathsteaher,__________he?3anIinu?)in+组织；taepartin+活动；attend+会议；2)insb;insbinsth/dingsth;Hisdreaist___________thePartHeisatpstudentHealas____________shlativitiesHeisagdteaherHehas______inthePartfrtentearsn’tu________usintheftballath?4anpeplelievisitingdifferentplaeslie:v喜爱；prep像uldliesth/tdsth;feellieding;llie;lieding/tdT___thetherhildren_________listeningtP3Alies,liesBlie,lielie,liesDlies,lieparentsandIarehavingafantastitieherehaveafantastitie=>enneself联想经历haveaeal;havealessn;haveald;haveadrea;haveatr;haveal;haveaseat;haveaeeting;6Tda,espendahledainHngngDisnelandspend渡过；花费Hes_________allhisnengdbseareluenughtgtBeiing________ursuerhlida7后缀–ful与-less别离表示“有/充满……的”和“没有……的”。