初二英语第二单元集体备课教案
人教新目标英语八年级上册Unit2全单元优秀教学案例
为了提高教学效果，教师可以采用多元化的教学手段，如多媒体教学、小组合作、角色扮演等，使学生在互动和实践中掌握知识。此外，教师还需注重课内外相结合，鼓励学生在日常生活中运用所学知识，将环保理念融入生活，从而达到学以致用的目的。
3.教师可以根据学生的学习表现和进步，给予适当的评价和反馈，激励他们持续学习和进步。
4.教师可以组织学生进行互评和小组评价，让他们在评价他人的过程中提高自己的沟通表达能力和批判性思维能力。
作为一名特级教师，我深知教学策略的重要性，它不仅是提高教学效果的关键，也是培养学生综合素质的有效途径。在教学过程中，我将根据学生的实际情况和需求，灵活运用各种教学策略，为学生的全面发展提供有力的支持和保障。
3.教师可以简要介绍本节课的学习目标和内容，让学生对即将学习的内容有一个清晰的认识和期待。
4.教师可以通过与学生互动的方式，如问答、讨论等，调动学生的学习积极性，营造一个活跃的课堂氛围。
（二）讲授新知
1.教师可以采用直接法，用英语介绍本节课的主要内容和知识点，如环保意识、自然资源的节约利用等。
2.教师可以通过举例、讲解、演示等方式，详细解释和说明本节课的核心概念和原理，让学生理解和掌握。
2.教师可以给予学生适当的指导和支持，帮助他们解决讨论过程中遇到的问题，促进他们的思考和表达。
3.教师可以鼓励学生分享自己的观点和看法，培养他们的沟通表达能力和团队合作能力。
4.教师可以对每个小组的讨论结果进行评价和反馈，给予他们鼓励和指导，提高他们的学习积极性和主动性。
八年级下册英语unit2教案
八年级下册英语unit2教案英语教案的设计作为英语教师备课工作中最为全面系统而又深入具体的一环显得尤为重要。
下面是小编为大家精心整理的八年级下册英语unit2教案，仅供参考。
八年级下册英语unit2教案(一)Unit 2 What should I do ?Teaching goals :1. Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .2. 情态动词could /should 的用法。
3. Why don’t you … ?结构表建议的运用。
4. 如何谈论问题及提出建议。
5. 在处理问题中学会自省与人际交往。
Important and difficult points :1. should /could 情态动词的用法。
2. 如何提出建议。
Teaching aids : a tape recorder5 , cards .八年级下册英语unit2教案(二)Period 1Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. Check the homework .Step 2 Pre-taskT: I want to buy a new guitar but I don’t have enough money .What should I do ?Ss think it over ,and try to give his/her advice .Write their advice on the Bb .1. Borrow one .2. Buy a second-hand guitar .3. Get a part-time job .4. Don’t buy a guitar .5. Wait until next year .Practice reading the advice by the Ss .导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .Step 3 While-taskSB Page 10 , 1a .1. Read the instructions to the Ss .2. Read the problems by the Ss .3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .4. Explain .5. Talk about the answers with the class .Practice reading .SB Page 10 , 1b .Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .Step 4 Post-taskSB Page 10 , 1c .Look at the problems in activity 1a and make conversations .Step 5 While-taskSB Page 11 , 2a .1. Read the instructions .Make sure the Ss understand what should they do .2. Point to the sentences below .3. Play the tape the first time .Ss only listen .Pay attention toPeter’s friend’s advice .4. Play the tape again .Ss circle “could” or “should” .5. Correct the answers .SB Page 11 , 2b .Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .Step 7 Post-taskMake conversations with peter and his friend with the help of 2a & 2b .Step 8 Grammar FocusReview the grammar box .Ss say the questions and the responses .Explain the differences between could/should .Homework:1. Go over the words .2. My clothes are out of style ,what should I do ? Please give the advice .教学后记:八年级下册英语unit2教案(三)Period 2Teaching procedures :Step 1 Leading in1. Greeting and free talk .2. Check the homework .Collect the students’ advice .Write it down on the Bb .Step 2 Pre-task1. Review the differences between “could /should” .2. Learn the new words in Page 12 .Step 3 While-taskSB Page 12 , 3a .1. Read the instructions .2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .3. Talk about the students’ answers .4. Make sure the students understand the dialogue.Practice readingStep 4 Post-taskSB Page 12 , 3b .1. Read the instructions .Point out the example conversation and ask two students to read it to the class .2. Use your head .Find some other ways to get money that aren’t in the book .3. Ask Ss to work with partner as they ask for and give advice .4. Pairwork .5. Act out the conversations to the class .Step 5 While-taskSB Page 12 , Part 4 .1. Read the instructions .Make sure the Ss understand what they should do .2. To students read the dialogue .3. Practice reading .4. Ask another pair to give their advice on another topic .5. Pairwork .Homework :将下列短语或句型译为汉语1. keep out2. out of style3. What’s wrong ?4. call sb up5. pay for6. ask for something7. summer camp 8. stay at home教学后记:。
八年级英语上册Unit2Howoftendoyouexercise集体备课教案新版人教新目标版
3a-3c引导学生进一步体会、运用并巩固上述目标语言。活动3a首先让学生用do或does补全How often…?问句或“询问某人是否从事某项活动”的一般问句，然后将问句和对应的答语匹配。学生需要判断问句的类型，并抓住问句和答语中的人称主语及活动内容等关键信息。这是一个关注语言结构的练习。活动3b让学生将所给词语连成问句从而关注How often…? What…usually do on week? 句型中的语序及其回答。活动3c从笔头训练过渡到口头训练，让学生综合运用所学语言，调查小组成员从事不同活 动的频率。
三、教
知识与技能
1、能正确掌握 使用本单元词汇。
2、掌握句型:What do you usually do on weekends?
I often go to the movies.
3能正学会用how often 提问并且做出回答。
How often do you...? I ......
4 .正确使用表频度的副词以及表频度次数的短语。
1a-1b集中呈现了六个有关食物和睡眠的词汇，并引导学生运用本单元目标语言开展对话，巩固这些词汇，为1c-1d的听力活动做词汇方面的准备
新目标八年级下Unit2集体备课导学案
新目标八年级下Unit2集体备课导学案一、教学目标1.掌握本单元重点词汇和短语的拼写和用法。
2.能够运用本单元所学的语法知识正确构造句子。
3.通过听、说、读、写等任务，提高学生的听说能力和阅读写作能力。
4.培养学生的合作意识和团队合作能力。
二、教学准备1.教材：《新目标八年级下》2.教具：黑板、多媒体课件、教学PPT等。
三、教学过程1. 预习导引（5分钟）教师通过简要回顾上一单元的内容，引导学生对本单元的学习内容进行预热。
可以使用问题导向的方式，例如：What do you know about this unit? What do you expect to learn in this unit?2. 自主探究（15分钟）学生根据教师提供的课前阅读材料，自主进行阅读，并回答一些与本单元相关的问题。
教师在此阶段要引导学生发挥主动性，培养他们的自学能力。
3. 教师讲解（20分钟）教师根据课本内容，介绍本单元的重点词汇和短语，并给出相应的例句和练习题，帮助学生理解和掌握。
教师还可以通过实例讲解的方式，让学生更好地理解和运用。
4. 合作学习（30分钟）学生分成小组或伙伴，进行合作学习活动。
可以设置小组竞赛、角色扮演、情景对话等任务，帮助学生巩固所学知识，并培养他们的合作意识和团队合作能力。
5. 总结讲评（10分钟）教师通过提问总结本课时的重点内容和难点，让学生进行回答并展开讨论。
教师也可以提供相关的例子和练习题，帮助学生巩固所学知识，并对学生的答案进行评价和指导。
6. 课后作业（5分钟）布置课后作业，要求学生完成相应的练习题或写作任务，以巩固所学知识，并为下一节课的学习做好准备。
四、教学反思本节课通过预习导引、自主探究、教师讲解、合作学习、总结讲评和课后作业的方式，达到了预期的教学目标。
学生在本节课中表现出了较强的学习主动性和团队合作能力。
然而，对于部分学生而言，课堂时间有限，他们可能需要更多的时间来独立学习和巩固所学知识。
冀教版八年级英语上册第二单元优秀教学案例
3.创设生活情境，如采访家人、朋友过去的故事，使学生在实际语境中运用一般过去时态。
4.利用角色扮演、模仿等方法，让学生在具体情境中感受一般过去时态的魅力。
（二）问题导向
1.教师提出具有引导性的问题，激发学生思考，如“过去你喜欢做什么？”“你曾经去过哪些地方？”等。
二、教学目标
（一）知识与技能
1.学生能够掌握一般过去时态的构成、用法及标志性词汇，如“used to”、“would”等。
2.学生能够在具体语境中正确运用一般过去时态描述过去发生的事情。
3.学生能够通过听力、阅读等途径，理解并运用一般过去时态进行交流。
4.学生能够借助图片、关键词等，运用一般过去时态进行创意写作。
在教学过程中，我以人性化的语言引导学生走进课堂，通过创设真实情境，使学生在实际语境中感知、理解和运用一般过去时态。在课堂活动中，我注重学生的主体地位，鼓励学生积极参与，培养学生的合作精神。同时，针对学生的个体差异，我给予不同的指导，使每个学生都能在课堂上获得成就感。
在评价环节，我采用多元化评价方式，关注学生的过程性表现，充分发挥评价的诊断、反馈和激励作用。通过本节课的学习，使学生掌握一般过去时态，提高英语语言素养，为后续学习打下坚实基础。
（二）讲授新知
教师通过讲解、举例等方式，详细讲解一般过去时态的构成、用法及标志性词汇。如“I went to the park yesterday.”“She used to watch TV every evening.”等。同时，教师引导学生注意一般过去时态与现在时态的区别，如“I go to the park.”与“I went to the park.”的对比。
创意十足：八年级新教材Unit2英语课程设计教案
本文将为大家介绍一份极具创意的八年级新教材Unit 2英语课程设计教案。
这份教案融合了不同的教学方法，以及许多实用的教学技巧，使得教师能够更加有针对性地对学生进行英语教学。
1.教学目标对于每一次的英语课程设计来说，首先需要明确的就是教学目标。
本次的教学目标包括以下几点：(1) 通过本节课的学习，学生能够掌握如何用正确的方式讲述一个故事。
(2) 学生能够以书面形式写作一篇简短的故事。
(3) 学生能够在团体活动中与他人合作，共同完成任务。
2.教学内容本次课程主要掌握讲述故事以及故事写作的技能。
本课将着重学习以下内容：(1) 有关故事的基本知识，如故事中的角色、时间、背景、情节等。
(2) 如何使用 Tongue twister Game 帮助学生掌握语音发音技巧。
(3) 讲述一个故事的过程，并通过示范学生掌握正确的讲述方式。
(4) 向学生展示一些优秀的故事写作示例。
(5) 让学生在小组内合作写作一个小故事。
3.教学方法本次课程将运用不同的教学方法，以满足学生对英语学习的不同需求。
下面是一些主要的教学方法：(1) 课堂讲授：老师将通过讲解故事基本知识、示范讲述方式等多种方式进行课堂讲授，帮助学生更好地掌握知识点。
(2) 合作式学习：在小组内，学生将共同完成写作一个小故事的任务，通过合作互动，更加深入地了解英文写作。
(3) 游戏式学习：运用Tongue twister Game 帮助学生掌握语音发音技巧，增强他们的学习兴趣。
(4) 视频学习：教师将通过向学生展示一些优秀的故事写作示例，来激发学生的学习动力，帮助他们更好地掌握写作技巧。
4.教学过程教学过程分为四个部分：导入、知识讲授、任务完成、课堂总结。
(1) 导入：老师通过展示一段有趣的短视频来激发学生的兴趣和注意力，同时预热学习氛围。
(2) 知识讲授：教师将对故事基本知识进行讲解，并演示让学生掌握正确的讲述方式，通过Tongue twister Game 帮助学生掌握语音发音技巧。
八年级英语下册集体备课教案：Unit2 I’ll help clean up the city pa
课题.课时 1教学目标语言技能听：能听懂有关volunteering话题的听力材料，并能抓住关键词。
说：1. 能恰当的表达自己志愿服务哪些场所，志愿帮助哪些人和志愿从事哪些公益活动。
2. 能正确运用I would like to来表达意愿。
3. 能正确运用向别人提供帮助的一些动词短语。
语言知识语音：语音：正确拼读本节课的新单词，在朗读文本和进行对话时能模仿录音中的语音语调，口语交流时能做到语音、语调基本流畅，自然，正确。
词汇：熟练运用：clean up ，cheer up ，give out，,语法：phrasal verb功能：向别人提供帮助。
话题：I’ll help clean up the city parks.情感态度通过制定志愿者行动计划，更充分的认识自己的能力。
学习策略交际策略：通过与同伴间的交流，学会沟通和合作能力，并注意在交流中倾听他人的意见。
资源策略：利用网络资源搜集图片。
文化意识学会征询他人的想法和观点，感悟英语的委婉表达方式。
教学重难点教学重点1.能运用所学的句型交流。
I’d like to…I hope to…I could…I volunteer to…2. 正确运用向别人提供帮助的一些动词短语。
教学难点能灵活运用一些动词短语来表达自己的观点。
教学方法交际法，创设情境，任务型教学法教学辅助手段课件板书设计Unit2 I’ll help clean up the city parksChildren the poor homeless people the oldV olunteer教后反思必要的练习对学生是有效的，更利于知识的掌握。
Teaching ProcedureStages/TimingTeachet ers’ activities Students’ activities MethodologyStep 1 Warming upStep 2 lead-in T: Could you please help me closethe door?Could you please help me open thewindow?Thanks for your help.Do you know there is a special dayin December. On that day, manypeople wo uld like to help otherswho need help. Do you know whenis it and what day is it that day?Introduction of “InternationalV olunteer Day”Time: December 5th.They give people help without hopeof rewardLet’s enjoy some pictures.Show some pictures.They help to sent food to the poorpeople.They help to examine the healthcondition of the old.They help to cut the hair of the poor.They help to clean the yards of thecommunity.They help to clean the bus-stop.What else could we do to helppeople?Show some other pictures.I’d like to/I hope to/I could/Ivolunteer to:help children with theirschoolwork.visit the old in an old people’s home.help watch the traffic.give our old boo ks to “HopeSchool”.cheer up sick kids in the hospital.…Ss do it.Ss think about it.Ss: They help tosent food to thepoor people.They help toexamine thehealth conditionof the old.They help to cutthe hair of thepoor.They help toclean the yards ofthe community.They help toclean thebus-stop.What else couldwe do to helppeople?Ss: I’d like to/Ihope to/I could/Ivol unteer to:复习，进一步巩固落实。
人教版英语八年级下册Unit2大单元优秀教学案例
（二）过程与方法
1.学生通过预测、讨论、调查、角色扮演等活动，培养自己的合作意识和团队协作能力。在课堂上，学生将学会如何与他人共同探讨问题，分享观点，并进行有效的沟通。
2.学生将学会如何运用所学的语言知识进行问题解决和决策制定。通过各种教学活动，学生将培养自己的思维能力，学会分析问题、预测未来，并做出合理的判断。
3.学生将运用探究式学习方法，通过自主学习、合作学习和研究性学习，提高自己的学习能力和综合素质。学生将在教师的引导下，主动参与课堂活动，积极思考，培养创新精神和实践能力。
（三）情感态度与价值观
1.学生将培养对英语学习的兴趣和自信心，激发自己探索未来世界的欲望。通过学习Unit2，学生将对自己的未来充满希望，勇敢地追求自己的梦想。
3.通过情境创设，学生能够更好地理解和运用本单元所学的词汇和句型，提高自己的语言表达能力。同时，情境创设也有助于培养学生的创新思维和想象力，使他们对未来世界充满期待和向往。
（二）问题导向
1.在整个教学过程中，我将设计一系列问题，引导学生进行思考和探索。例如，我会在引入新课时提问：“你认为未来的世界会是什么样子？你希望能拥有哪些未来的科技产品？”激发学生的思考和讨论。
3.通过导入新课，学生能够激发对未来的想象和好奇心，对主题产生兴趣。同时，导入新课也有助于引导学生思考和探讨未来世界的科技发展，为后续的学习打下良好的基础。
（二）讲授新知
1.在讲授新知阶段，我会通过多媒体课件、例句和练习题等方式，向学生讲解一般将来时的被动语态。我会用生动的例句和实际情境，让学生理解和掌握“will be”结构的用法。
3.通过小组合作，学生能够培养自己的团队合作能力和交流沟通能力。同时，小组合作也有助于激发学生的学习兴趣和积极性，使他们更加主动地参与课堂学习。
部编版英语八年级下册教学设计Unit2集体备课教案
① Youcould help to clean up the city parks.
② We should listen to them and care for them.
教学重点
情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。
Step 3 Discussion
1.1a.Look at the ways you could help others. Then list other ways.
2. Ss discuss with their partners and write the ways one could help others:
2. feelingn.感触；感觉；感情；
3. satisfactionn.满足；满意
4. joyn.高兴；愉快
5. ownern.物主；主人
6. journeyn.旅行；旅程
Step 3 2d
Reading andRole-play
1. Read the conversations and answer the two questions:
Homework:
Write three conversations about your discussions with your classmates.
备注(补充)
板书设计
教学反思
教案
主备人
备课组成员
(八年级英语组)
课题
Unit 2 I’ll help to clean up the city park.
2. Read the conversation after the teacher.
八年级英语下册Unit2教案（精选4篇）
八年级英语下册Unit2教案（精选4篇）八年级英语下册Unit2 篇1unit 8 topic 11. 1）so …that …如此…以至于….，that 引导的是结果状语从句，其结构是so +形容词或副词+that 从句。
2）so…that …可以换成such +（a/an）+形容词+名词。
2. would like 作为一个固定结构后接名词，代词，不定式作宾语，也可以用不定式作宾补，表示想要的意思。
1）would like sth. 想要某物；i would like some rice and pork 。
我想要一些米饭和猪肉。
2）would like to do sth. 想要做某事。
3）would like sb. to do sth. 想要某人做某事。
would like = want 想要1. be 为助动词，made 是及物动词make 的过去分词，of 后接宾语，be made of 的主语通常为成品。
be made from 后的原材料则看不出，be made in 主语是成品，介词in 后为产地，be made into 主语为原材料，介词into 后接成品。
the table is made of wood 。
这桌子是由木头制成的。
（可以看出原材料）paper is made from wood 。
纸是由木材制成的。
（看不出原材料）the comb is made in hong kong 。
这把梳子是香港制造的。
iron is made into knives 。
铁可以制成小刀。
2. afford 常接在can ，could ，be able to 之后，意为担负的起（…的费用，损失，后果等）；抽的出（时间）。
afford 还有提供，给予，出产的意思。
3. on sale 上市；折价出售，减价出售。
for sale 待售，供出售。
7. （1）though 是从属连词，引导让步状语从句，和连词but 不能连用，但翻译时需译为但是。
新版八年级英语上册unit2教案
了解音乐的分类;学会用“It’s great! I love it! It’s not my favorite, but I don’t mind it. I hate this kind ofmusic.”等句子表达自己的情感,提高听、说、读、写等综合运用语言的能力。
一起看看新版八年级英语上册unit2教案!欢迎查阅!新版八年级英语上册unit2教案1一、教学目标情感目标：通过对音乐类型的介绍，让学生学会正确表达自己的情感，激发学生对音乐、对生活的热爱，培养学生健康的情感品质。
2、知识与技能目标：掌握词汇sweet、everyday、simple,理解词汇jazz、classical、folk;了解音乐的分类;学会用“It’s great! I love it! It’s not my favorite, but I don’t mind it. I hate this kind ofmusic.”等句子表达自己的情感,提高听、说、读、写等综合运用语言的能力。
二、教学重、难点1、教学重点：了解音乐的分类;学会用“It’s great! I love it!/It’s not my favorite, but I don’t mind it./I hate this kind of music.”等句子表达自己的真实情感。
2、教学难点：能用所学知识表达自己对音乐的喜好。
三、教学准备1、根据课文内容准备一个话筒，CAI(课件)，录音机。
2、设计一张对不同音乐喜好的表格，设计两张表达情感的句式卡片。
四、教学过程Step l Leading—in activities用多媒体播放一首学生以前学过的英语歌，让学生共同跟随音乐演唱，营造轻松的学习氛围。
问学生一些问题：Do you like music?Why?/What do you think of the music? Step 2 Role-task(1)Task1：呈现生词jazz、classical、folk，然后用多媒体播放相对应的音乐，让学生猜测jazz 、classical、folk的意思，如有错误加以纠正。
八年级上册英语第2单元教学设计2012至2013上[五篇范例]
![八年级上册英语第2单元教学设计2012至2013上[五篇范例]](https://img.taocdn.com/s3/m/1f16d568905f804d2b160b4e767f5acfa0c78344.png)
八年级上册英语第2单元教学设计2012至2013上[五篇范例]第一篇：八年级上册英语第2单元教学设计2012至2013上八年级上册英语第2单元教学设计教材分析教学内容分析：（注：含本课时在本单元的教学定位分析）本单元是八年级上册第2单元，教材以What’s the matter? 为中心话题，围绕着描述“身体的不适和提出建议”展开。
Section A在本单元的作用是基本语言的介绍、前任务的交代与操练，具体学习内容是：学习有关身体部位，及疾病的单词，学习What’s the matter？，You should…。
句型。
在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。
学情分析学生情况分析：教学目标1、知识目标：复习有关身体的词汇，学习关于疾病的词汇；用have来描述身体的不适，用should 和shouldn’t来提出建议。
2、语言技能：能在本课的任务型活动如：游戏、调查中进行简单的交流。
3、学习策略：在交际中把注意力集中在意思的表达上，借助手势和表情。
使学生主动参与学习活动。
4、情感目标：通过描述自己身体的不适和提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。
教学重点和难点教学重点：1.能掌握询问他人的身体状况。
2.能表达自己的病疼。
教学难点：能根据不同的身体状况给出适当的建议。
教学过程步骤1：1、导入活动Task1Touch your body借助多媒体手段，复习表示身体部位的单词，让学生在活动中热身，尽快进入状态。
设计意图：能让学生熟练的运用各身体部位的单词。
步骤2：2.表演教学，借助肢体语言学习新单词，新句型，激发学生的探究式学习，避免了传统的填鸭式教学。
Task 2 Guess Game“What’s the matter with me？”通过表演猜疾病练习新单词新句型。
Task 3 Pairwork操练新句型设计意图：激发了学生的学习兴趣，更有利于学生记住句型。
初二英语2单元Unit 2 How often do you exercise集体备课教学设计(精品教案)
Unit 2 How often do you exercise?Section A 1 (1a-2d)教学设计Unit 2 How often do you exercise?Grammar Focus-3C教学设计一、教学目标：1. 语言知识目标：1) 能掌握以下单词：maybe, least, at least,1) 复习运用频率词汇及询问活动频率。
2) 一般现在时态的熟练运用。
2. 情感态度价值观目标：通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。
培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。
二、教学重难点1. 教学重点：1) —How often do you /does he(she)….? —He(she) usually…2）频度副词的用法：always; usually; often; sometimes; hardly ever; never2. 教学难点：1) 第三人称单数谓语动词在此核心句型中的运用。
2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。
三、教学过程Ⅰ. Warming-up and revision1. Ask and answer some oral questions on how often exercise.2. Check the homework and have a dictation of some new words.Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
1) 你通常在周末做什么？you do on weekends?2) 我总是去运动。
I .3) 他们总是在周末做什么事情？they on weekends？4) 他们经常帮助做家务。
They with housework.5) 她在周末做什么？What she on weekends?6) 她有时候去购物。
新版英语八下UNIT2教案集体备课
新版英语⼋下UNIT2教案集体备课16)make a plan __________2. ⾃主预习完成1a的任务。
三【听⼒导学】1. 听⼒前准备1）认真阅读1b各句⼦，弄懂⼤概含义，并猜⼀猜空格会填什么内容。
2）看懂2a中五幅图⽚的内容，⽤英⽂把图⽚反映的内容描述出来。
3）认真阅读2b中句⼦，猜⼀猜空格会填什么内容。
2. 听录⾳仔细听录⾳内容，完成1b,2a,2b,并核对答案。
3. 重放录⾳，跟读录⾳内容。
四【合作探究，难点释疑】1. You could help clean up the city parks.1)help v.“帮助”。
help sb.(to)do=_________________.帮助某⼈做某事如:He often helps me(to)studyEnglish.=_____________________.2)help n.“帮助”。
如:____________________. 谢谢你给我如此多的帮助。
3) clean 可⽤作形容词，意为“清洁的，⼲净的”，此外clean 可⽤作动词，⽤于以下词组：clean up 打扫清洁或收拾整齐，整理。
如clean it up; clean them up clean-up （名词）打扫，清洁。
School Clean-up Day 学校⼤扫除练⼀练：1).It’s time for you to __________ your bedroom.2). I will help you __________ the school.3).Tomorrow is _____________________day, everyone shouldtry to do some cleaning.2. sick和ill的⽤法区别sick是形容词,"⽣病的",同义词是ill。
区别在于sick在句中可做______语和________语,⽽ill⼀般做_______语。
八年级英语第二单元教案 (1)
To facilitate the following learning.
Presentation
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are weekends. Ask students to repeat the word “weekend”.
Talk with other students
Improve ss spoken English.
Listening (2a & 2b)
1.Introduce some new words : once, twice, three times, program.
Introduce the listening material: this isan interview about what a boy named Cheng Tao usually does. In 2a,listen to the tape and number the activities.
教学
环节
教学活动
设计意图
(或复备建议)
教师活动
预设学生活动
Lead-in
T：Greet the class and check the homework
Ss:take out the homework
By doing this, Ss can divert their attention to the class
Homework
1.Finish the exercises in workbook
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八年级英语下册第二单元集体备课Unit 2 What should I do ?I. Teaching aims and teaching demands:In this unit students learn to talk about problems and give advice.II. Teaching key and difficult points:A. V ocabularyargue, loud, original ,out of style, tutor, upset, adult,Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every nightB. Target languageMy brother plays his CD too loud.What should I do ?Why don’t you talk to him about it?C. StructuresModals could, shouldWhy don’t you …?(formulaic)III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into seven periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. V ocabularykeep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should,B. Target languageMy brother plays his CDs too loud.Maybe you should buy some new clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about future with will.Activity 2. PresentationThis activity introduces some new vocabulary.Task 1 . Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2 .Then ask the students to tell you what you could do about it.ProblemI want to buy a new guitar but I don’t have enough money. Advice1. Wait until next year.2. Don’t buy a guitar.3. Borrow one.4. Buy a used guitar.5. Get a part-time job.Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the board next to the chart. Read the problem to the class again and help the class give advice using the words could, should ,and s houldn’t.Task 3. Ask the students to finish the task in 1a.Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.enough money : I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4. Talk about the answers.Ask ,Who put “My parents want me to stay at home every night?”the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.Activity3. Listen and circle the problems you hear in activity 1a.Task 1.Point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers.Step4. PairworkAsk the students to look at the problems in activity 1a and make conversations.Homework1. Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. V ocabularycall sb. up, ticket, surprise, on the phone, What’s the matter?B. Target languageYou could go to his house.You could give him a ticket to a ball game.What should I /he/they do ?III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Nari and a friend.Play the recording twice and students circle the word ,Nari’s friend uses to give advice.Then check the answers.Activity 3.ListeningTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class.Activity 5. Grammar FocusReview the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice. Could is a less serious word than should.Pay attention to the questions and answers, ask and answer loudly.Homework1. Review the conversation and the vocabulary.2. Write your own conversations on giving advice.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularypay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay ideaB. Target languageWhat should I do ?Then I think you should get a part- time job.III. Teaching methods: Audio-lingual methods and Control-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. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Activity 3. PairworkTask 1. Read the instructions.And then ask two students to read the sample conversationn.Task2.Ask the students t o say some ways to get money that aren’t in the book.Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class.Activity 4. PairworkThis activity provides an opportunity for students to use the language of the unit to give advice. Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my frie nd’s clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionThis activity introduces the key vocabulary.Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.For example: T: What does original mean?S1: Different from others. Not the same.T: Correct. When something is original, it is not like all the others. Can you give an example?S1:My watch doesn’t have numbers on it. It has pictures of faces instead of numbers. Mywatch is original.T: Correct. It’s not like all the others.Task 2.Point out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important.Task 3. Talk about the answers with the class.Activity 2. ListeningTask 1. Read the instructions.Point to the three items students will be listening for:Say you will be listening to a radio advice program. People call in for help with a problem and other people call up with advice. They will be talking about one of these problems. Please chech the problem they talk about.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.Activity 3.Listening and writingA. Listen carefully and fill in the chart with the advice that you hear .Then check the answers .B. Listen again and fill in the chart. Then check the answers.Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class.Homework1.Review the vocabulary .2.Write your own conversations about advice.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.V ocabularyexcept, upset, find out, do wrong, what to do, lonely, argueB.Target languageWhat should I do ?You could be more friendly.You should try to be funny.Everyone else in my class was invited except me.I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday pa rty for my best friend,…III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureStep 1. RevisionTask1. Check the homework. Ask and answer.Task2.Revise the vocabulary.Step 2. Reading and writingTask 1.Teach these words:except: Everyone has a bike except Jim.Everyone has a bike besides Jim.find out: learn, Please find out where they live.I can’t think what I did wrong.I don’t know what to do.Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and underline the problem on their own.Correct the answers.Step 3. WritingTask 1. Read the instructions.Ask a student to say some of the advice they might give. Write the key words on the board.Task 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Step 4. Writing on your own.1. read the instructions.2. ask the students to say some problems they might write about.3. ask some students to read their letters.Step 5. Groupwork1. Ask the students to read the instructions.2. Ask two students to read the dialogue.3. Ask another pair of students to give their advice for one of the problems.4. Ask students to complete the work in groups.5. Ask a few students to share the sample conversations.Step 6.Self Check1. Ask the students to do the exercises on their own .Then check the answers.2. Read the letter and then write some advice.3. Ask a few students to read their letters of advice.4. Just for fun. Ask two students to read the conversation to the class.Homework1.Review the vocabulary .2.Finish off the writing exercises.Lesson 6 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target languageWhat should you do to relax?Parents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-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 think about life outside school hours. List them on the Bb.2. Ask the students to use the list on the Bb to comp lete the two boxes labeled ‘I do’, and ‘I don’t do-‘. They are free to add any ore activities they do, or don’t currently.3. Ask a few students to share what they have written.Task 2.Teach the students about using a dictionary.1. Explain that a dictionary can help students learn independently.They can learn new words, how to pronounce them, and how to use them correctly.2. Let the students to look up the words in the box.3. Have a brief memory quiz on all the words.4. Discuss the points made in the Re ading Strategy about using a bilingual ,learner’s and electronic dictionary.Activity 3. While You ReadingTask 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class.Task2.Ask the students to read the passage loudly .Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 7 Reading and writeI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target languageWhat should you do to relax?Parents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-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. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own using the words from the box in Section1b. Activity 4. WritingTask 1.Read the instructions.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. Write Pressure on the Bb. Make a survey with two questions:When do you feel under pressure?What should you do to relax?2.If there is someone in your class who has a big problem, make a plan to help them. Homework1.Review the vocabulary .2.Finish writing the letter.。