新目标八年级上册英语优质课教案全册教案教学设计

Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etcWhere did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标：1．Master the vocabulary2． Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to the mountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the follow ing sentences：Where did you go on vacation?Did you go to…？Yes. … /No，…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary：New York City，Central Park，exam．2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．Did you go to the beach？ Yes，I did．No, I didn’t．过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。

教学重、难点及教学突破重点l. The vocabulary：New York City, Central Pads，exam．2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer campDid you go to the beach? Yes，I did. No, I didn’t.难点Use the language to talk about past events．Language: Where did you go on vacation?及答语的学习step 1 GreetingsGood morning/afternoon, EverybodyStep 2 Free talkAsk the Students to talkabout what they did last weekendsStep 3 Presentation1 Finish 1a．Ask questions about what studentsdid last Saturday（1）Who went to the movies last Saturday?（Point to one student who raises his or her hand.）Sara went to the movies last Saturday.（Repeat．Write this sentence on the board. Underline the word went．）(2) Ask：Who visited a friend last Saturday？（Point to one student who raises his or her hand．）Carlos visited a friend last Saturday．（Repeat．Write this sentence on the board. Underline the word visited．）2．Point to the words went and visited in the sentences on the board．Say，We use these words to talk about things that happened in the past. （Write these pairs of words on the board：go--went, visit --visited）Ask: Can you point out the words that talk about the past?This activity introduces the key vocabulary． Students raise their hands．And give the right answer: I did.Students raise their hands to answer.Read．强化记忆Point to went and visited．Step 4 Practice 1a1．Focus attention on the picture．Ask:What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask stude nts to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.2．Point to the numbered list of activities．Say each one again and ask the students to repeat．3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．4．Check the answers.Answers：1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．Read after the teacher。

Do it and then discussthe keys in pairs．Step 5 Listening1b1．Point to the picture.on the screensay, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．Ask，What did the person do in each scene?2．Play the recording the first time.3．Play the recording a second time.say，There are three conversations.The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.Please write only 5 numbers. Point out thesample answer next to the picture showing went to the mountain.4．Correct the answers．ANSWERS：（1) went to the mountains(2)visited my uncle(3）stayed at home(4) went to New York City(5)went to summer camp Practice the dialogue in pairs．Eg.---Where did the boy go on vacation?---He went to New York City．only listen.Listen and number the pictures(1-5)．And then discuss in pairs.At last raise their hands to tell the resultRead it loudly.Play the tape.Write play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.Step6 Summary1.Ask the ss to summarize all the key words and sentences in this period2.Get the ss to ask any questions they feel puzzledStep7 Homework1. Learn the target languages by heart2. Preview section B教后反思Unit 2How often do you exercise?I. Teaching article: Unit OneII. Teaching aims and demands(教学目的和要求):What do you usually do on weekends?I sometimes go to the beach.How often do you eat vegetables?Every day.Most of the students do homework every day.III. T eaching importance and diffcult(教学重难点):Talk about how often you do things.The first periodI. Teaching Aims and Demands1. Knowledge objectsName of activities.Aderbs of frequency.What do you usually do on weekends?I often go to the movies.2. Ability objectsWriting skill.Listening skill.Communicative competence3. Moral objectKeep a diary every day in English.II. Teaching Key PointsWatching TV, reading, shopingSkateboarding, exercisingIII. Teaching DifficultiesAlways, usually, often, sometimes Hardly, ever, neverWhat does she do on weekends? She often goes to the movies.IV. T eaching MethodsDiscover method. Listening and writing methods；Pairwork.V. T eaching AidsA tape recorder. Large monthly calendar showing the days of the week.A projectorVI. T eaching ProceduresStep 1 Greet the classT: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.Step 2 Section A 1aFirst look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.Then mae each activity. Ask students to repeat each one.One girl is shopping.Another girl is reading.This boy is watching TV.These girls are skateboarding.Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionar ies.Then ask the students who finishes first to write the answers on the board.Check the answers on the board and ask students to correct their own activities.Step 3Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.Then show three new words.How often 多久一次Hardly adv. 几乎不；几乎没有Ever adv 曾；曾经Step 4 1c PairworkFirst ask two students to read the sample in speech bubbles.What do you usually do on weekends?I often go to the movies.Now work with a partner. Make your own conversations about the people in the picture. For example.Step 5 SummaryThis class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step 6 HomeworkNow homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.Step 7 Blackboard DesignUnit 1 How often do you exercise?Watching TV reading Skateboarding exercising ShoppingWhat does she usually do on weekends?She often goes shopping.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsAdverbs of frequency.Name of activities.Wh-question and answers.2. Ability ObjectsListening skill. Reading skill. Writing skill. Communcative competence.3. Moral objectsDo more exercise and keep healthy.II. Teaching Key PointsEvey day , once a week, twice a week, three times a week,once a month, twice a monthWatch TV, surf the Internet, read English books, go to the moviesIII. T eaching DifficultiesHow often do you watch TV? ----Twice a week.What does he do on weekends? ----He sometimes watched TV.How often does Chung watch TV? ----He watches TV twice a week.IV. T eaching MethodsDiscover method Listening and reading methods. Communicative qpproach.V. T eaching AidsA tape recorder. Some color paper for an activity.VI. T eaching ProceduresStep 1 Greet the class.Step 2 Learn some new wordsStep 3 2aNow please look at the list of activities and read after me.Wacth TVExercise -------ReadStep 4 2bNow please look at the heading. How often? In the chart in Activity 2a.Ever day Once a week Twice a week Three times a weekOnce a month Twice a monthStep 5 2c PairworkFirst ask a student to read the list of activities to the class.Watch TV Surf the Internet Read English books Go to the moviesExerciseNow tell me how often do these activities. You can write your answers under the list of How often.Step 6 An activity: How oftenGive students some color paper and ask them to write five statements about how often they dodifferent activities. For example, I play soccer three times a week. I visit the doctor twice a year. Step 7 Grammar FocusStep 8 Summary and HomeworkThis class we’ve leant some adverbs of frequency: every day, once a week, once a mo nth, twice a month. And we leant to talk about how often people do things. And also we has a game. Step 9 Blackboard DesignUnit 1 How often do you exercise?Twice twice a week Once once a month three times a weekTimeSurf the InternetThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsNew words.A magazine article.How often do you read English books?I like reading. I read English books about twice a week.2. Ability ObjectsReading and writing skills. Communicative competence.3. Moral ObjectStudy hard and to be a good student.II. Teaching Key points1. New words2. How often do you read English books? I read English books about twice a week.III. T eaching DifficultyA magazine article.IV. T eaching MethodsReading method. Writing method Groupwork. Commnicative approach.V. T eaching AidA projector.VI. T eaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.Step 3Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you. Step 4 Group workWhat can you do improve your English?Collect the answers on the blackboard. For exampleRead English books Sing English songs See English moviesHow often do you do the things?Step 5 An activityAsk students to talk about how often their family members do things. For example,My mother cooks dinner every day. We eat in a restaurant once a week.My father goes to the United States once a year.Step 6 SummaryThis class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.Step 7 HomeworkIf t ime isn’t enough, leave the exercises of workbook as homework.Step 8 Blackboard DesignUnit2 How often do you exercise?How often do you …?Read English books Sing English songs. See English moviesOnce a week twice a week once a monthStudents’ names Who’s the best English student?The fourth periodI. Teaching Aims and Demands1. Knowledge objectsNew words. Ask and answer questions.2. Ability objectsListening skill. Reading skill. Writing skill. Communicative competence.3. Moral object Exercise every day and keep healthy.II. Teaching Key PointsJunk, food, milk, fruit, vegetables, sleep, intervier, healthyIII. T eaching DifficultiesHow often do you drink milk? ----I drink milk every day.How often do you exercise? ----I exercise every day.How many hours do you sleep every night? ----Nine.IV. T eaching methodsListening and speaking methods. Listening and writing methods. Pairwork.V. T eaching AidsA tape recorder. A projector.VI. T eaching Procedures.Step 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.Step 3 Section B 1aNow open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food Milk Fruit Vegetables SleepThere are vegetables on the plate.Step 4 1b PairworkAsk some pairs to present some questions and answer to the class.Step 5 2aNow you’ll hear a reporter interview two people. Katraina and Bill.Play the recording the first time. Students only listen. Then play it again. This time ask studentsto circle Yes, No or I don’t know.Step 6 2bFirst read the questions in the chart to the class.How often do you exercise? How often do you eat vegetables?How often do you eat fruit? How many hours do you sleep every night?How often do you drink? How often do you eat junk food?Step 7 2c PairworkRead the sample in speech bubbles to the class first.Inteviewer: How often do you exercise?Katrina: I exercise every day.Interviewer: And How often do you …?Step 8 Summary and HomeworkThisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.Step 9 Blackboard DesignUnit2 How often do you exercise?How often…?Healthy UnhealthyThe fifth periodI. Teaching Aims and Demands1. Knowledge objectsNew wordsRead a letter from Katrina.Fill in the blanks in Paul’s letter.Write about your own habits.2. Ability ObjectsReading skill. Writing skill. Survey skill.3. Mora ObjectForm a good eating habit.II. Teaching Key PointsEating habit, of couse, look after Make a different, healthy, unhealthy AlthoughRead a letter Fill in a letterIII. T eaching MethodsReading and writing methods. Survey methods.IV. T eaching Aid A projector.V. T eaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.Step 3 3aOpen your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.Step 4 3bThis is Bill’s letter. I’ll read the lette r to you. (say blank each time when coming to a blank line.) Ask students to work individually.Step 5 3cAsk students to finish the writing individually. Then ask some students to read their paragraphs to the class.Or ask students to say some sample sentences first.Step 6 Survey Who is the healthiest?Now please turn to page 90.There are three questions.1. How often do you exercise?2. What sports do you play?3. How often do you eat vegetables?Step 7 Summary and HowmworkThis class we’ve read two let ters. We know what healthy things are and unhealthy things are. Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.The sixth periodI. Teaching Aims and Demands1. Knowledge objectsVocabulary in this unit. Writing practice Just for fun.2. Ability Objects Reading skill. Writing skill. Drawing skill. Communicative competence.3. Moral Object To be a successful person.II. Teaching Key Point Vocabulary in this unit.III. T eaching Difficulty Writing practice using the target language in this unit.IV. Teaching Methods Writing method. Reading method. Practice method Communicative Approach.V. T eaching Aid A picture of a famous people.V. T eaching Procedures Step 1 Greet the class and check the homework.Step 2 Shelf Check 1 There are five sentence in the box.1. Mum me to get up at 6:00 and run with her.2. Grandpa is pretty healthy because he every day.3. A lot of vegetables you to keep in good health.4. You must to eat less meat.5. Does it a big difference if you eat fruit every day?Step 3 2Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board. Often every day Usually three times a week Sometimes once a weekAlways once a month Hardly ever neverStep 4 Just for fun! Ask students to read the cartoon to themselves. Then expain it.This activity provides reading practice with the target language.Step 5 Workbook Section B Unscramble these questions. Then answer them. Use the words in parenthese.Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit a nd done some exercises.Step 7 Homework If time doesn’t permit, leave some exercises of workbook as homework.Unit 3 I’m more outgoing than my sisterI. Teaching article(课题): Unit 6II. Teaching aims and demands(教学目的和要求):T alk about personal traits.Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.He’s calmer than Sam.III. T eaching importance and diffculty(教学重难点) Comparative with –er, -ier. More and both. The first periodI. T eaching Aims and Demands1. Knowledge Objects Key vocabulary. T arget language. Oral Practice.2. Ability Objects Learning skill. Speaking skill. Communicative competence.3. Moral Object Learn to play a musical instrument..II. Teaching Importance and Difficulty Is that Sam?No, that’s Tom. He has shorter hair than Sam.And He’s calmer than Sam. Is that Tina?No, it isn’t. It’s Tina. T ara’s shorter than Tina.III. T eaching MethodsListening and speaking methods. Communicative approach.V. T eaching Procudrues Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard.Judy is tall. Judy is taller than Bobby.Then bring out two rules of different length. Say:This is ruler. It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1a Ask students to do this activity individually. Then check and answers. Tall—short long hair—short hair thin—heavy calm—wildStep V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.Step VI 1c PairworkAsk two students to read the sample conversation to the class.A: Is that Tara? B: No, it isn’t. It’s Tina. T ara’s shorter than Tina..Then have students work with a partner.Make conversation work with a partner.Step VII Pronunciation NoteWrite one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.Step VIII Summary and HomeworkToday we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!Step IX Blackboard DesignUnit 3 I’m more outgoing tha n my sisterDraw two people on the blackboard. One is Judy. The other is Bobby.Judy is taller than Bobby. Bobby is shorter than Judy.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. T arget language. Oral Practice. Grammar Focus.2. Ability ObjectsLearning skill. Writing skill. Communicative competence.3. Moral ObjectHandsome is that handsome does.II. Teaching Importance and Difficulty Oral practice. Grammar Focus.III. T eaching Methods Listening and writing methods. Communicative approach. Pairwork.V. T eaching Procudrues Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.Funny 有趣的serious 严肃的Outgoing （性格）外向的quiet 安静的Tell students smart and athletic are new words. Explain the new words and tell students what they mean.Step III 2bAsk students to look at the boxes with the headings. Tina is …, T ara is …Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes.Step IV 2c PairworkLet students look at the chart in Activity 2c. Ask two students to read it. Tell students ***meansSam is taller than T om.Have students know they will talk about Sam and Tom in this activity.Student A: Is Tom more intellectual than Sam?Student B: (Look at the answer chart on page 97) No, Sam is smarter than T om?Step VI Grammar FocusReview the grammar box. Ask a student to read the sentences to the class.Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.Step VII Show some dialogue on the blackboardConversation 1:A: Is that Mary?B: No, it isn’t. It’s Peter. Peter is more carful than Mary.A: Yes, Mary is more careless than Peter.Conversation 2:A: Is it Zoe?B: No, it Wendy. Wendy is shorter than Zoe.Conversation 3:A: Is it Vera?B: No, it’s not. It’s Mary. Mary is thinner than Vera.Step VIII Summary and HomeworkToday we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.Step IX Blackboard DesignUnit 3 I’m more outgoing than my sisterFunny, funnier More athletic thanMore intellectual than More serious thanThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsReading material. T arget language. Listening, speaking and writing pratice.2. Ability ObjectsLearning and speaking skills. Reading and writing municative competence.3. Moral ObjectTo be a brave and hardworking man.II. Teaching Importance and Difficulty Listening, speaking and writing pratice.My friend is the same as me. We are both quiet. Do you look the same? No, I’m a little taller than her.III. T eaching Methods Listening, speaking and writing pratice. Reading and writing methods. Communicative approach.IV. T eaching Procudrues Step I Greet the class as usual and check the homework.Step II 3a There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.1. Liu Li has more than one sister.2. There are some similarities between Liu Li and Liu Ying.3. Liu Ying is not as good at sport as her sister.4. Liu Ying talks more than Liu Li.5. Both girls go to lots of parties.Step III Grammar Note We are both tall.They are both boys. We both have short hair. They both go to this school.Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are?Step IV 3b Pairwork First ask two students to read the sample conversation in the speechbubble.Then tell students to work with a partner. T alk about how you are different from a friend of family member.Step VI The Same and Different T: Do you find your partner?T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.Step VII An Optional ActivityStudents can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.Step VIII Summary and HomeworkToday we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the sa me and difference between you and your partner.homework:(1) Read the letter again. (2) Finish off the exercises of workbook.Step IX Blackboard DesignUnit3 I’m more outgoing than my sisterWe are both tall. They are both boys. We both have short hair.They both go to the school.The fourth periodI. Teaching Aims and Demands 1. Knowledge ObjectsKey vocabulary. Target language. Oral pratice. Listening and writing pratice.2. Ability Objects Learning skill. Writing skill. Communicative competence.3. Moral Object A friend in need is a friend indeed. Wish you to find your real friends.II. Teaching Importance and Difficulty Oral pratice. Listening and writing pratice.III. Teaching Methods Listening and writing methods. Communicative approach. Groupwork. Pairwork.IV. T eaching Procudrues Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat.Step III Section B 1aT: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine.T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.Step IV 16 Groupwork statements about friends using the phrases 1a.Step V An activity Who is it?Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her.Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.Step VII 2bLet students look at the rest of the chart. Read the heading at the top of each column.The same as best friend. Different from best friend.Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Ma ria the same as and different from their best friends?Step VIII Homework and SummaryToday we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.Step IX Blackboard DesignUnit 3 I’m more outgoing than my sisterA good friend …Has cool clothes Is popular in schoolLikes to do the same things as me Is good at sportIs good at school work Makes me laughThe fifth periodI. Teaching Aims and Demands 1. Knowledge ObjectsKey vocabulary. Reading passage. Oral pratice. Reading and writing practice.。