3初二英语下册教案unit 6
人教版初中八年级英语下册第六单元Unit 6 教案含教学反思
Section A 单词shoot v.射击；发射stone n.石头weak adj.虚弱的；无力的god n.神；上帝remind v.提醒；使想起bit n.一点；小块silly adj.愚蠢的；不明事理的object n.物体；物品hide v.隐藏；隐蔽tail n.尾巴magic adj.有魔力的；有神奇力量的stick n.棍；条excite v.使激动；使兴奋Western adj.西方国家的；（尤指）欧美的；西方的fit v.适合；合身couple n.（尤指）夫妻；两人；两件事物smile v.＆n.笑；微笑marry v.结婚stepsister n.继姐（妹）prince n.王子短语A little bit 有点儿；稍微instead of 代替；反而turn…into 变成once upon a time从前get married结婚fall in love爱上；喜欢上句型1.As soon as the man finished talking，Yu Gong said that his familycould continue to move the mountains after he died.这个人一说完，愚公就说他去世后他的家人可以继续移山。
2.Because they were so big that it took a long time to walk to theother side.因为它们是如此大以至于步行到另一边要花费很长时间。
句型1.Tonight，when the moon is shining bright，we’ll be able to see th e stones.今晚，当月光明亮地照耀着大地时，我们就能看见这些石头了。
2.As soon as you wake up，you must go to the forest with your father.你们一醒就必须和你们的父亲去森林。
八年级英语下学期 Unit6教案3
八年级英语下册Unit6 Topic1 SectionSection C needs 1 period. Section C需用1课时。
The main activities are 2a and 5. 本课重点活动是2a和5。
Ⅰ. Aims and demands 目标要求1. Learn some new words and phrases:common, come up with, queen, sell, land, look forward to (doing) sth., hear from2. Go on learning infinitives.It is very common to raise money in Canadian and American schools.The best way to raise money is to sell newspapers.Why don’t we have a show to raise money?I think the most exciting way is to sell flowers in the evening.Spring is the best time to climb Mount Tai.3. Learn how to raise money.Ⅱ. Teaching aids 教具小黑板/录音机/本课的教学图片/Section B, 2a的图片。
Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 10分钟)复习Section B预订旅馆的内容，并导入新课。
(方案一)1. (把Section B的信息图片发给学生, 复习Section B预订旅馆的内容。
)T: Please look at this picture. Yesterday, Maria made hotel reservations for her classmates. How much does a standard room cost?Ss: A standard room with two single beds costs ￥100 and a room with a single bed costs ￥80.T: How many rooms did she book?Ss: She booked 11 rooms, 10 rooms with two single beds and one room with onesingle bed.T: When will they want them and how long will they stay?S: March 13th and 14th, about two days.T: Good! Now who are the volunteers to act out Section B, 2?(从举手的学生当中选两个到讲台前表演对话，重现预订旅馆的情景，达到巩固的目的。
八年级英语下册Unit6教案
八年级英语下册Unit6教案初二英语导学案题：Unit6SetinA1a-GraarFus执教人：1时间:教学目标：关于交通工具和距离的表达方式。
2学会合理安排行程，合理选择交通工具。
3h引导的特殊疑问句以及h的意义，用法教学难点和重点：、交通工具，距离表达方法。
2询问到达某处的方式、距离、所用时间3．掌握h和tae的用法前置自学：1．写出你身边的交通工具吗？看谁写的最多。
参照1a______________________________________________________________________________________________________ 2学会读写1-110的数字。
尤其注意两位数字（连词符）和三位数字（and）的表达方法。
3聪明的你能迅速写出下面的时间吗？sixinutes________anhur________ fift-sixinutes_________20分钟________3分钟________分钟_________4预习检测:参考本，写出下列短语到达学校__________步行_________骑自行车___________乘公共汽车_________乘地铁_________多久____________你怎么到达学校?__________________通过预习，你发现哪些问题?把他们记录下来吧。
（词或句子)___________________________________________________ __________________________________________________________ _______教学流程：1、小组内交流前置自学答案。
2、看1a图片，迅速完成练习，看谁写地又快又对。
小组内交流答案3、平时的你是怎样来学校的？和你的同伴一起来练1ｃ吧，注意第三单数动词的变化呀！3开动小脑筋：试着写一写下列目标语句式，看谁写地又认真又对。
人教版八年级英语下册Unit6教学设计
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。
英语人教版八年级下册unit 6 3a-3c 教学设计
Unit 6 An old man tried to move the mountains.Period 2 Section A (3a-3c)一、Teaching Aims and Demands：1. Knowledge Object：1) Key V ocabulary：object, magic, stick, hide, tail, turn…into, excite, western, stepsister, prince, couple, smile, marry , get married, fit, fall in love2)Target Language:The Monkey is the main character in the traditional Chinese book Journey to the West.And as soon as the TV program came out more than 30 years ago, Western children became interested in reading this story.2. Ability Objects:Be able to understand the passage and learn to tell a story using the target language.Enable students to practice reading and writing with the target language.Learn the usage of “unless”, “as soon as” and “so…that”.3.Moral Objects：Educate students to keep fighting against evildoers and bad deeds and never give up二、Teaching Key PointsKey V ocabulary：object, magic, stick, hide, tail, turn…into, excite, westernTarget Language:The Monkey is the main character in the traditional Chinese book Journey to the West.And as soon as the TV program came out more than 30 years ago, Western children became interested in reading this story.Ability Objects:Be able to understand the passage and learn to tell a story using the target language.Enable students to practice reading and writing with the target language.Learn the usage of “unless”, “as soon as” and “so…that”.三、Teaching Difficult Points:Be able to understand the fairy story and tell their favorite story with target language.四、Teaching AidsThe pictures of some famous fairy tale Journey to the West；tape recording五、Teaching ProceduresStep 1 RevisionLet some Ss tell the story of Yu Gong moves a mountain.Step 2 New words1. Look at the pictures and learn about the new words.object, magic, stick, hide, tail, turn…into, excite, western, stepsister, prince, couple, smile, marry , get married, fit, fall in love2. Ask students to practice making sentences with them.Step 3 ReadingWork on 3a:1. Look at the pictures and answer the questions.1）. Who are they?2）. In which book are they the main characters?3）. Which character do you like best?Keys: 1. They’re Zhu Bajie, Su Wukong, Sha Heshang and Tang Seng.2. Journey to the West.3. I like Monkey King best.2. Watch a video about the Monkey King.3. Tell Ss to read the article in 3a quickly and try to find the answers to the questions:①Which book is talked about?②Who is the main character?③What is he like?4.Ss read the article quickly and try to answer the questions:Keys: 1. Journey to the West.2. The Monkey King.3. He is not just any normal monkey. In fact, he sometimes does not even look like a monkey!Work on 3b:1. Have student read the chart in 3b, and then read the passage again and complete the content about the Monkey KingWhat he can do:①He can make 72 changes to his shape and size, turning himself into different animals and objects②He can make his magic stick small or large.What he can’t do:Unless he can hide his tail, he can’t turn himself into a person.2. Check the answers.Work on 3c1.Have students complete the sentences in 3c.5. Check the answers。
人教版英语八年级下册-Unit 6 Section A(3a-3c)教案
5. Activity 3a.
1.Retell the passage by answering questions.
2.Tell Ss how to describe a character.
3. Give more Characters to let Ss taik about.
Pre-reading
Step 3
While-reading
Step 4
After-reading
1. Introduce the new words by asking and answering question.
2. Practice the new words:
Asking question about the words.
教学反思
1.做练习之前先带着读题，确保对题目的理解。
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教学
步骤
教师活动
学生活动
教案使用者修改部分或备注
Step1
Warming-up
Greeting
Ask Ss topick an heart from the heart tree and give him a gift. Ask more Ss to join in the activity.
情感态度与价值观
Buildthestudents’attitudeto be true men, cooperate with others and build the confidence of speaking English.
重点
1. …he can make 72 changes to his shape and size, …
人教版八年级英语下册教案Unit 6 An old man tried to move the mo
Unit 6An old man tried to move the mountains.本单元教材以“谈论故事情节”为中心话题，围绕着学生非常熟悉的故事进行，学习和运用几个常见的句型：Where would they put all the earth and stone from the mountains？/What do you think about the story of Yu Gong？/The story is trying to show us that anything is possible if you work hard！/—How does the story start？—Once upon a time，there was a very old man./—What happened next？—As soon as the man finished talking，Y u Gong said his family could continue to move the mountains after he died.等。
在学习过程中，学生在交流中，能促进师生之间的感情。
Section A 主要学习once upon a time，remind sb.of sth.，a little bit, instead of，turn… into，get married等几个常见的短语及怎样讲故事。
通过短文介绍了《西游记》在英国放映的事情，增加了学生的阅读量。
Section B 安排了听、说、读、写的任务，通过《皇帝的新装》来训练学生的听力，通过《韩赛尔与格雷特》训练学生的阅读能力。
教师在教学中应合理利用课本上的知识进行教学。
第一课时Section A(1a－2d)Teaching Key Points【教学重点】The vocabulary：shoot，stone，weak，god，silly，remind sb.of sth.，a little bit, instead ofTarget language：1.Where would they put all the earth and stone from the mountains?2．What do you think about the story of Yu Gong?3．The story is trying to show us that anything is possible if you work hard!Teaching Difficult Points【教学难点】Use the target language above to tell a story.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学过程】★Step 1Preview and perception【预习感知】Ask the students to read the vocabulary and target language.Ⅰ.根据句意及汉语或首字母提示写单词。
八年级英语下册unit6 教案3
八年级英语下册Unit6 教案3Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求1. Learn some new words:courage, middle, top, success, lead, beat, certain, final, result2. Learn useful expressions.By 1996 he was one of the top cyclists in the world.However, his way to success didn’t go well.Like the other challenges in his life, Lance faced it head-on.Lance Armstrong rode into history by winning the Tour de France for a record sixth time in 2004.3. Go on learning adverbial clauses of condition.4. Learn about cycling races.Ⅱ. Teaching aids 教具录音机/小黑板/幻灯片/多媒体课件Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 6分钟)复习交通规则并导入1a。
1. (通过呈现图片和关键词的方式，师生互动复习交通规则，并巩固if引导的条件状语从句。
)T: Boys and girls. We’ve learnt lots of traffic rules in this topic. Look at thesepictures and makesentences using“if”.walk on the street / obey the traffic signals drive on the street / drive on the rightnot wear a motorcycle helmet / get a fine ride / at night / have a bike light(教师举例并板书。
人教新目标八年级英语下册教案：Unit 6 教案
Unit 6 An old man tried to move the mountains.Section A 2d-4a 教学设计一．教学目标：1. 知识目标：（1）掌握一些相关的词和词组：bit, a little bit, silly, instead of, once upon, stepsister, fall in love, couple, smile, get married等。
（2）掌握连词unless, as soon as, 和so…th at …等的用法。
（3）能用how、what、why 等引导疑问句完成英语故事的叙述。
2. 能力目标：掌握并能灵活运用本单元的重点词汇以及相关短语，能够正确掌握并运用连词，对于别人的故事能简单正确的表达自己的观点。
3. 情感目标：通过一些经典故事，教学生学会乐于助人，主动地区帮助处于困境中的人们。
在生活中，当面对困难的抉择时，要勇敢地面对一切，决不放弃。
二. 教学重点、难点（1）学习讲述故事，在讲述时使用适当的使用unless, as soon as, 和so…that…等连词，并能够评价故事，准确的表达自己的观点。
（2）运用英语思维表达习惯去表达叙事故事。
三. 教学方法多媒体辅助教学法和任务型教学法。
四．学习方法自主学习、小组合作探究。
做对话练习时，学会找关键词，使阅读任务简单化。
五．教学过程Step1 Before-task1．Warming up and leading inA guessing game of my story.(设计意图：从教师自身的故事引入本课，并配以风车的形式，引起孩子的兴趣，最大程度的调动学生的学习积极性，通过最后一个图片，My son loves stories. How about you?引入“愚公移山”这个故事。
）2. Review the story of Yu Gong思维导图（how to tell a story）(设计意图：利用图片，在五个问题的导入下，循序渐进的讲述愚公移山这个故事，并注意运用连词，使整个故事流畅。
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。
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。
人教版八年级下册英语Unit 6集体备课教案
人教版八年级下册英语Unit 6集体备课教案一、教学目标知识目标：学生掌握与旅行相关的词汇和表达方式，能够阅读并理解关于旅行的简单文章。
能力目标：学生能够运用所学知识进行简单的旅行计划制定和描述，提高口语表达和写作能力。
情感目标：培养学生对旅行的热爱，通过旅行体验不同的文化和风景，增强跨文化交流的意识。
二、教学内容重点词汇：掌握与旅行相关的重点词汇，如景点、交通工具、住宿等。
句型表达：学习旅行计划的制定和描述的常用句型。
阅读理解：通过阅读简单的文章，理解旅行的意义和价值。
口语练习：模拟旅行情境，进行口语表达练习。
写作训练：根据所学知识，写一篇旅行计划或旅行日记。
三、教学难点与重点难点：如何引导学生运用所学知识进行口语表达和写作训练。
重点：掌握与旅行相关的词汇和表达方式，理解旅行的意义和价值。
四、教具和多媒体资源黑板：用于书写重点词汇和句型。
投影仪：播放与旅行相关的图片和视频，增强学生对旅行的感性认识。
教学软件：用于进行互动练习和测试。
五、教学方法激活学生的前知：通过提问学生过去的旅行经历和感受，激活学生的相关背景知识。
教学策略：采用讲解、示范、小组讨论、角色扮演等多种教学方法，引导学生积极参与课堂活动。
学生活动：组织学生进行旅行计划制定、口语表达和写作训练等活动，提高学生的实践能力和合作意识。
六、教学过程导入（5分钟）通过投影仪展示一些美丽的旅行景点图片，吸引学生的注意力。
随后提问学生关于旅行的感受和经历，引导学生进入本单元的主题。
讲授新课（30分钟）（1）介绍本单元的重点词汇和句型，通过例句和情境模拟帮助学生理解并运用。
（2）阅读理解：让学生阅读一篇关于旅行的文章，并提出问题让学生回答，检验学生的理解程度。
（3）口语练习：组织学生进行小组讨论，制定一个简单的旅行计划，并进行口头表达。
教师给予指导和反馈。
（4）写作训练：让学生写一篇旅行计划或旅行日记，要求运用所学知识，注意语法和拼写错误。
教师给予指导和评价。
八年级英语下册Unit6教案
八年级英语下册Unit6教案八年级英语下册Unit6教案初二英语导学案题：Unit6SetinA1a-GraarFus执教人：1时间:教学目标：关于交通工具和距离的表达方式。
2学会合理安排行程，合理选择交通工具。
3h引导的特殊疑问句以及h的意义，用法教学难点和重点：、交通工具，距离表达方法。
2询问到达某处的方式、距离、所用时间3．掌握h和tae的用法前置自学：1．写出你身边的交通工具吗？看谁写的最多。
参照1a______________________________________________________________________________________________________ 2学会读写1-110的数字。
尤其注意两位数字（连词符）和三位数字（and）的表达方法。
3聪明的你能迅速写出下面的时间吗？sixinutes________anhur________ fift-sixinutes_________20分钟________3分钟________分钟_________4预习检测:参考本，写出下列短语到达学校__________步行_________骑自行车___________乘公共汽车_________乘地铁_________多久____________你怎么到达学校?__________________通过预习，你发现哪些问题?把他们记录下来吧。
（词或句子)___________________________________________________ __________________________________________________________ _______教学流程：1、小组内交流前置自学答案。
2、看1a图片，迅速完成练习，看谁写地又快又对。
小组内交流答案3、平时的你是怎样来学校的？和你的同伴一起来练1ｃ吧，注意第三单数动词的变化呀！3开动小脑筋：试着写一写下列目标语句式，看谁写地又认真又对。
八年级英语下册Unit6教案1
八年级英语下册Unit6教案1八年级英语下册单元6教案一2021第六单元题目一一、重点词汇1、领域田地，2、行程旅游，3、车辆车辆，4、航空公司航班，5、加注筹集，6、讨论讨论，7、书预定，8、铁路铁路，9、电影院电影院，10、条件条件，11、舒适舒适的，12、标准标准的，画画抽奖，画，14、土地着陆，土地二、重点短语：一继续继续去春游继续去春游去…参观/旅行2决定致力于决定做某事决定做某事决定决定3我的荣幸。
=这是我的荣幸。
我很乐意祝你旅途愉快。
玩得愉快玩得开心/愉快。
5看日出看日出6筹集资金筹集钱赚钱赚钱省钱节省钱为某人预订/订购某物为某人预定、8支付付、的钱预订预定酒店计划做某事计划做某事11健身解决解决它/他们12、的成本的花费的价格，的价格想出期待做某事盼望做某事收到…的来信收到、来信…白天/白天16在白天晚上在晚上晚上在晚上17云海云海18名胜古迹有趣的地方三、重点语法1、动词不定式帮助某人做某事帮助某人做某事告诉/要求/命令/想要/教某人做某事；例如：妈妈告诉我不要在街上玩。
妈妈告诉我，不要在马路上玩。
(2)看到/听到/观看/注意到/感觉到/做出/让/让某人做某事；例如我经常听到他在隔壁唱歌。
我常听见他在隔壁唱歌。
第六单元题目2一、重点词汇1、接收收到，2、完美完美地，3、营地野营，4、脸面对，脸；5、北北方，6、空间空间，7、推推，8、方向方向，9、步骤步，阶段；。
八年级英语下册Unit 6教案3
一、 学习目标1. 掌握词汇：stamp, kite, so far, stuffed animals, theater and movietickets.2. 掌握并运用现在完成进行时。
3. 培养学生根据所听到的信息摘录要点的能力。
二、预习检测：词组互译收集贝壳十岁 集邮 fly kites___________so far like …best 看上去像一个有趣的收藏三、学习步骤Step1. 回答下列问题，完成1a.(1) What would you like to collect?(2) How long have you been collecting them?(3) How many do you have?Step 2. 听对话完成2a,2b 的表格。
Step 3. 根据表格编对话。
What he likes What he would like to doHow longLi lei Make a model Make a car 2 hours四、知识归纳I’d like to collect stamps because they are interesting.我想集邮，因为它们很有趣。
（1）would like to do sth. “想要做某事”，相当于want to do sth. 如：I would like to go hiking this weekend. (2)collect是动词，意为“收集，搜集”，其名词为：collection, 意为“收集，收藏”；collector意为“收藏者”。
如：The collector has collected many collections.五、课堂检测A. 选择题（）1. My teacher has been working in this school____ four years. A. since B. for C. been（）2. Would you like____ any of these stamps? A. to collect B. collect C. collecting（）3.____ there anyone here who can do such a job？ A. Is B. Are C. Has（）4. How long have you___ writing ____ English? A. be; in B. been; on C. been; in（）5. Collecting shells_____ his hobby. A. is B. are C. wereB. 根据汉语提示，完成句子。
英语人教版八年级下册unit6教案
英语⼈教版⼋年级下册unit6教案If you go to the party ,you’ll have a good time !教学设计⼀、教学内容及分析本单元是以“参加聚会”为话题，开展教学活动。
通过谈论某个推断，学习if以引导的条件状语从句。
通过丰富多彩的语⾔实践，既掌握了flower, against, chance, tonight等词的⽤法，⼜在语⾔情景中对if 状语从句主句⽤将来时，从句⽤⼀般现在时进⾏了充分的操练。
与此同时，我们还要学习许多新词如jeans, organize, agent, lawyer 等。
引导学⽣⽤If引导的条件状语从句来谈论事件之间的因果关系，并分析得出处理决定，或给出解决的意见。
从⽽培养听⼒，⼝语交际及逻辑判断的能⼒。
进⼀步了解有关国内外⼀些特殊职业情况，培养协调能⼒和合作精神，体会学习英语的乐趣，树⽴远⼤的⽬标，并为之不懈地努⼒。
⼆、学习者特征分析本单元教材⾯对的是⼋年级学⽣，他们英语上听说读写等技能有⼀定的基础，能基本上⽤英语表达简单的句⼦及意思。
学习本单元之前接触过⼀些条件状语从句，也提到过主将从现得原则。
加上本单元的单词基本上都是他们学过的。
在前边谈论的话题的基础上进⼀步的引申，⽐如谈到规章制度，谈到未来的理想等话题，学⽣们都很熟悉。
所以在进⾏本单元的内容时如果能有效地温故⽽知新就减⼩了难度。
三、单元整体⽬标分析1、知识与能⼒：Words and Phrases:flower, against, chance, tonight, window, expl ain, improve”let in help sb do sth at the party bring from during the party take it away travel around the world make a lot of money get an education go to college make a living all over the world give to seem like real friends join the team work with children organize the partyExpressions：If you go to the party, you will have a great time.If you do, you will be late.What will happen if they have the party tomorrow.If I don’t clean my room, my mother won’t let me meet my friends.I am going to the school party.You should wear your cool pants.Are you going to the party ?Yes , I am . I’m going to wear my jeans .Language goals：Talk about consequence. Learn to make decision. ☆present progressive as future : be going to, will, be doing☆modal should☆ First conditional if_+ willIf you go to the party, you will have a great time.（if 引导的条件状语从句，其结构为：if +状语从句，＋主句）。
八年级英语下册Unit6教案1
八年级英语下册 Unit 6 教案课时信息•班级：八年级•学科：英语•教材：《英语》八年级下册•单元：Unit 6教学目标•听力：学生能听懂并理解关于克隆人的对话和文章；•口语：学生能够运用所学词汇和知识，流利地描述克隆人的特点和优势；•阅读：学生能够阅读并理解有关克隆人的文章，并回答相关问题；•写作：学生能够以克隆人为话题，写一篇简短的短文，描述克隆人的优点和缺点。
教学重点•学生能听懂并理解关于克隆人的对话和文章；•学生能够运用所学词汇和知识，流利地描述克隆人的特点和优势；•学生能够阅读并理解有关克隆人的文章，并回答相关问题。
教学准备•教师准备PPT，展示克隆人的相关图片和资料；•打印相关课文和练习题，供学生阅读和练习。
教学过程1. 导入新课•准备一段关于克隆人的视频或图片，引起学生对于话题的兴趣；•引导学生讨论克隆和克隆人的概念，了解学生对于该话题的基本认知。
2. 听力训练•听第一段对话并回答问题，帮助学生提升听力技能；•听第二段对话并完成练习，检查学生的听力理解能力。
3. 阅读理解•学生阅读课文并回答相关问题，帮助学生提升阅读理解能力；•学生分组合作，相互纠正答案，加深理解。
4. 口语练习•学生分小组，围绕克隆人的优点和缺点展开讨论；•每个小组派一名代表进行展示，其他小组提出补充意见。
5. 写作训练•学生自由发挥，以克隆人为话题，写一篇简短的短文；•引导学生合理组织语言，描述克隆人的优点和缺点。
教学反思本节课通过听说读写的综合训练，帮助学生提升对于克隆人话题的综合运用能力。
教师通过灵活运用不同的教学方法，激发学生的学习兴趣，提高学习效果。
同时，通过小组合作和展示环节，培养学生的合作与表达能力，提高学生的学习动力和积极性。
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 students’ 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.。
人教版八年级英语下册Unit 6 教案
Unit 6 Period 5 Section B 2a-3b教案Knowledge aims:1.Words:stepmother, wife , huand, whole, scene, stone, shine, ground , lead, voice, inside, bravea fairy tale, inside the house, the rest of , make a plan, get wood, come back, never mind, inthe forest2. Sentences :One year, the weather was so dry that no food would grow.Unless we do , we won’t find our way ou t.When the moon is shining bright, we’ll be able to see the stones.As soon as the moon rises, we can follow them instead.Ability aims:1. Ss can make and talk about predictions2. Ss can summarize key parts of a story3. Ss can understand the whole article and rewrite the play.Emotional aims:Whatever you do Wherever you go ,Be independent and never give up!Teaching key points:1. To learn about the western fairy play, read and understand the whole play ,then try toperform2. To develop their reading skills such as skimming, scanning,summarizing language pointsTeaching difficult points:(1) It is the first time for students to read the text type –play. Understand the form of westernfairy tales and perform the play.(2) To acquaint Ss with the moral messages it contains.(3) Develop the ability of skimming and scanning.Teaching procedure:Step1 Warm-up and lead in .1.T: A fairy tale is an old ,traditional story.In this unit we have learned some fairy tales. Lookat the pictures, do you know these fairy tales?Tell Ss their English names and lead in reading aloud.2. Introduce the three fairy tales.3.Then tell them: Today we will continuelearning another fairy tale ---Hansel and Gretel.Step2 before reading.1. Look quickly through this text, answer the questions.2. How do you know that?3. Watch the video and answer the following questionsHow many members are there in the family? Who are they?Step 3 While reading.1.Read the first paragraph of Hansel and Gretel. Think about how the fairy tale willcontinue. Then read the rest of the story.2. Work on 2c.T: Now let’s read the play carefully and try to match each description below with the correct scene.Ss read the play quickly and try to match each description.3. Work on 2d Careful reading.Read the passage carefully and answer the following questions:Why does the wife tell her huand to leave the children in the forest?What does Hansel go out to get?Why does he do this in the moonlight?How do Hansel and Gretel find their way home?Why do Hansel and Gretel get lost the second time?4.At the same time write the key words from each scene and give the summary. Step 5 After reading.1.Guess what will happen and give the play an ending.Do you think they are in danger, why?What would happen when the old woman came out of the house?What will the brave children do?2. What do you think of Hansel and Gretel ?What can we learn form the fairy tale ?Step 6 Summarize and homework.。
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Unit 6How long have you been collecting shells?I. Teaching aims and teaching demands:In this unit students learn to talk about how long you have been doing things.II. Teaching key and difficult points:A. Vocabularycollect, inline, marathon, skate, stamp, shell, globe, monster, particularly, run out of, be interested inlast year, times, numbers, How long…? student, school, birthday, penguin, hobby, kiteB. Target languageHow long have you been skating?I’ve been skating since nine o’clock.When did you start skating?I started skating at nine o’clock.Students are skating at the Hilltop School.C. StructuresPresent perfect progressiveSimple past tensePresent progressive tenseIII. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into eight periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to talk about how long they have been doing things. II. Teaching key and difficult points:A. Vocabularycollect, shell, marathon, skate, a pair of, since, Hilltop schoolB. Target languageHow long did you sleep last night?When did you start class today?How long have you been in class today?III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. Warming up1. A:When did you start studying English?B:1997.A:He started studying English in 1997.He has been studying English since 1997.Repeat: He has been studying English since 1997.(for five years) 2.A:When did you start to swim?B:I started to swim in 2003A: She started to swim in 2003.She has been swimming since 2003.( for three years)Repeat: She has been swimming since 2003.( for three years)When did you start to ride a bike?When did you start to play basketball?Point to the starting date and the present year.Activity 2. PresentationThis activity provides oral practice using the target language.Task 1 . Ask the students to discuss these questions:1.How long did you sleep last night?2.When did you start class today?3.How long have you been in class today?Task 2.Talk about the Structures1.have/ has + p.p ( already, just, yet, ever, never, before,)He has just won the game.They have already finished their homework.I have lived here for 20 years.2.I saw the film last week.We visited the museum yesterday.3.have/has been + doingThat boy has been collecting stamps for ten years.The nurse has been working like that.I have been skating for five hours.Help the Ss understand that did question means that the person has stopped doing the action.The have you been question shows that the person is continuing to do the action at the present moment.Activity2. Listen and fill in the chart 1b.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Activity 3. PairworkAsk the students to ask and answer about what the people in the picture. Homework1. Make up your own conversations.2. Write down the sentences in 1c.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to talk about how long they have been doing thingsII. Teaching key and difficult points:A. Vocabularycollect, shell, marathon, skate, a pair of, since, Hilltop schoolB. Target languageHow long did you sleep last night?When did you start class today?How long have you been in class today?III. Teaching methods: Audio-lingual methods and PPP IV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.How long have you been sleeping?How long did you sleep last night?How long have you been skating?Activity 2. Listening and checking .Task1.Read the instructions. Read the questions and the answers.Task2. Play the recording twice and students the questions they hear. Then check the answers.Activity 3.ListeningTask 1. Read the instructions.Task 2. Play the recording again and check the answers.Activity 4. pairworkTask 1.Read the instructions for the activity.Task 2.Role play the interview.Task 3. Have the students work in pairs.Activity 5. Grammar FocusReview the grammar box. Make sure the students can tell the difference between the following:1.I have been skating since nine o’clock.I skated for two hours.2.for, sinceHomework1. Review the conversation and the vocabulary.2. Write the sentences in grammar focus.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to talk about how long they have been doing things.II. Teaching key and difficult points:A. Vocabularyraise, several, skater, three and a half years, three years and a half every,eachB. Target languageHow long have you been playing?The skating marathon has been going for five hours.He has been skating for the whole five hours.When did you start playing tennis?III. Teaching methods: Audio-lingual methods andControl-reading and writing.IV. Teaching aids: a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions.Task 2. Ask several students to read the passage to the class, Then ask the students to fill the table on their own.Then check the answers.Activity 3. WritingThis activity provides guided oral practice using the target language.Task 1. Read the instructions. And then ask several students to say out their answers.Task2.Finish the table. Ask one or two students to read their answers to the class.Activity 4. GroupworkThis activity provides an opportunity for students to practice their speaking and listening skills in role plays.Task 1. Read the instructions. Then ask the students to work in groups of four students.Task 2. Ask students to interview their classmates and fill in the chart.Task 3. Ask a few students to role plays to the class.Homework1.Review the vocabulary and target language.2.Make your own conversation .Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularystamp, collect stamps, kites,B. Target languageWhat does he collect? He collects kites.How long have you been collecting these kites?Since I was ten years old.How many do you have?I have about 35.I collect shells because they are beautiful.I’d like to collect stamps because they are interesting.Activity 1. Revision This activity reviews and introduces selected vocabulary.Task 1. Ask a student to read the sample answers and then fill in the chart and tell your partner what you collect and what you would like to collect, say why.Task 2.PairworkFirst read the conversation in the box, then ask students to work in pairs to talk about their answers .Task 3. Have some pairs act their conversations to the class.Activity 2. ListeningThis activity gives students practice writing the target language and understand it in spoken conversation.Task 1. Read the instructions.Point to the pictures and ask students to tell what they see. Say you will hear three conversations They are about Bob, Marcia , and Liam and their collections.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to fill in the table Then correct the answers.Activity 3.ListeningTask 1. Ask different students to read the information on the four report cards. Task 2.Listen carefully.Then check the answers .Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Ask some pairs of students to say their conversation to the class. Homework1.Review the vocabulary .2.Write your own conversations about your collections.Lesson 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A. Vocabularygrandpa, be in good health, report card, nervous, envelope, luckily.\, semester, true, disappointing, lucky.B. Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.You are lucky.III. Teaching methods: Audio-lingual methods andControl-writing.IV. Teaching aids: a tape recorderV. Teaching procedureActivity1. RevisionTask1. Check the homework. Ask and answerWhat did your math teacher say?He said I was hard-working.Task2.Revise the vocabulary.Activity 2. Reading and writingTask 1.Teach these words:Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and find Alan’s report card in activity 2b on page 29.Task 4.Read the letter loudly, and make sure the students understand the letters.Correct the answers.Activity 3. WritingTask 1. Read the instructions.Ask students to read the information of Scott from activity 2bTask 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Activity 4. Writing on your own.1. read the instructions.2. ask the students to say something they might write about.3. ask some students to read their letters.Activity 5. Pairwork1. Ask the students to read the instructions.2. Ask two students to read the dialogue.3. Ask students to complete the work in groups.4. Ask a few students to share the sample conversations. Homework1.Review the vocabulary .2.Finish off the writing exercises.Lesson 6 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing. II. Teaching key and difficult points:A. Vocabularyhappen, bring, copy, borrow, pass on, own, get over, have a fight, B. Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.She asked me if she could copy my homework.I said that was OK and that I was sure she would get over it. III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV. Teaching procedureActivity1. RevisionTask1. Check the homework. Ask and answerWhat did your math teacher say?He said I was hard-working.Task2. Revise the vocabulary.Activity 2.Fill in the blank.Task 1.Teach these words.Task 2. Ask the students to fill in the blanks on their own.Task 3. Correct the answers.Activity 3. Read and Writing1.Ask the students to read the story and then write it as a conversation.2.Ask a few students to read their conversations.3.Just for fun. Ask two students to read the conversation to the class. Homework1.Review the vocabulary .2.Finish off the writing exercises.Lesson 7 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyvillage, area, meter, thin, decision, husband, college, open up. start, influence, hometown, dangerB. Target languageShe said helping others changed her life.She said that she likes being a good influence in the children’s lives.III. Teaching methods: Audio-lingual methods andControl-reading and writing.IV. Teaching aids: a tape-playerV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Before You ReadTask 1 .Read the instructions.1. Encourage the students to be aware of needs in their community, andhow they can be of help. Show students a picture of elder people . Ask the class about their grandparents or great grandparents. Ask students how they think they can help make the lives of old people easier and morepleasant.2. Ask the students totalk in groups and list other people in the communitywho need help.3. Ask a few students to tell their ideas to the rest of the class..Task 2.Teach the students about reading strategy-------Reading for meaning. Reading a passage for” meaning” first----it is important to understand the whole story before you learn the details. Words you don’t know can often be understand by reading the language around them.Activity 3. While You ReadingThis activity teaches the students to read for meaning and not for detail.1. Direct the students’ attention to the Reading Strategy.Ask a volunteer to read it out loud. Make sure the class understands the advice.2. Explain to the students that this reading has missing words, but thestudents must not fill in the words as they read the first time.3. Ask the Ss to read silently through to the end without stopping.4. Ask the Ss to say if they have generally understood the story.5. Direct the students’ attentionHomework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 8 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyvillage, area, meter, thin, decision, husband, college, open up. start, influence, hometown, dangerB. Target languageShe said helping others changed her life.She said that she likes being a good influence in the children’s lives.III. Teaching methods: Audio-lingual methods andControl-reading and writing.IV. Teaching aids: a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Ask Ss to read through again to find the relevant information for Yang Lei’s students.Task 2. Complete the information .Task 3.Discuss their answers.Activity 3. Ask and answerAsk the students to ask and answer the questions.Activity 4. WritingWrite a summary of the reading. Use no more than 100 words.Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor. Give advice about what she should do with her children.Activity 5. Go for it !1. Ask the students to discuss the groups in the chart and explain the namesof the groups and tell us what they stand for.2. Which one would you like to work for? Why?Homework1.Review the vocabulary .2.Finish writing the Summary writing.。