第一篇：八年級下英語教案
上課時間：第 1 周星期 2017年2月 14 日 備課節(jié)次累計：1
一、內(nèi)容：Unit 5 Topic 1 SectionA-1a, 1b, 1c, 1d, 2
二、教學目的要求：
（1）學習并掌握新詞匯invite，film，smell，disappointed（2）掌握感官動詞，如：look，smell，feel，sound，taste等的基本用法。
（3）能夠運用本課所學到的表示問候與轉(zhuǎn)達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題的表達法進行日常的交流。
三、重點：1）感官動詞的用法。2）能使用表示問候與轉(zhuǎn)達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題的表達法進行日常的交流。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(1mins)：Getting students ready for learning Step Teacher activity Student activity
Designing purpose Remark：這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習?？梢圆捎枚喾N方式，如唱歌、游戲、值日報告、自由討論等。Stage 2（10mins)： Lead-in Step Teacher activity Student activity
Designing purpose
利用目標語言談?wù)摷倨谏?，讓學生充分感知感官動詞。導入1a。Stage 3（5mins)：Prelistening Step Teacher activity Student activity
Designing purpose Listen to 1a and match the three parts in 1b.Check the answers.由易到難設(shè)置聽力任務(wù)，進行聽力訓練。
Post-listening Step Teacher activity 1(Group work)Ask the students to read 1a.鞏固感官動詞的用法，完成2。為語法的總結(jié)做鋪墊。
T: “Linking verb + adjective” is a very useful structure.We can use it to express our feelings and opinions.I hope you can use it freely in your daily life.Summarize the basic use of linking verb in groups.鼓勵學生學會將詞匯按詞性分類，并總結(jié)歸納語法項目。Stage 5（5mins)： Summarizing and assigning HMK Step Teacher activity Student activity
Designing purpose Student activity
Designing purpose: 1（Class activity)Ask the Ss to summarize and consolidate what we have learnt in this lesson.S8: one of +最高級+ 名詞復數(shù) S9:say thanks to S10: a ticket to 1.總結(jié)本課所學，幫助學生使知識條理化。2.了解學生的掌握情況。
3.幫助學生再一次鞏固本課的知識點。(Class activity)Assign HMK.T: For today’s homework, I’d like you to remember the new words and phrases.Please practice 1a and 2 with your partner.And then you should preview Section A-3,4 & Section B-1a,1b,1c.Remark：幫助學生分類做課堂小結(jié),可使知識脈絡(luò)清晰,有條理.適當?shù)募彝プ鳂I(yè)有助于鞏固課堂所學的知識。
八、板書設(shè)計：
九、后記：
上課時間：第 1 周星期 2017年2月 15 日 備課節(jié)次累計：2
一、內(nèi)容：Unit 5 Topic 1SectionA-3,4 SectionB-1a,1b,1c
二、教學目的要求：
本節(jié)課在上節(jié)課學習系表結(jié)構(gòu)的基礎(chǔ)上談?wù)搨€人喜好及對事物的看法。所使用的句型仍然是感官動詞+形容詞。所以在復習導入環(huán)節(jié)對感官動詞和形容詞做充分的復習鞏固。首先用競賽的方式讓學生快速寫出上節(jié)課所學的形容詞，接下來利用Section A-4的活動運用這些形容詞編對話，練習系表結(jié)構(gòu)表達情緒的用法。
三、重點：（1）通過聽對話判斷正誤，訓練學生抓住關(guān)鍵詞和細節(jié)信息的能力。
（2）聽懂本課表示個人喜好的表達法。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：Getting students ready for learning Stage 2（12mins)：Revision
Write down adjectives about feelings as many as possible.Make sentences with the adjectives on the Bb in group.Stage 3（5mins)：Pre – listening Predict the answers to 1b and the main idea of 1a.通過聽之前對聽力題的閱讀和對答案的推測，提醒學生注重對話的關(guān)鍵詞和細節(jié)信息。猜測和了解聽力文段的大致內(nèi)容，降低聽力的難度。
Stage4（7mins)：While – listening Listen to 1a and mark T or F.Finish 1b.完成1b，核對答案。Listen to 1a again and answer the questions.Stage 5（14mins)：Post-listening Read and practice the conversation in groups.Retell the conversation with the help of the key words in 1c and then change the conversation into a passage in groups.Stage 6（5mins)：Summarizing and assigning HMK Ss Summarize this lesson.1.總結(jié)本課所學，幫助學生使知識條理化。2.了解學生的掌握情況。
3.幫助學生再一次鞏固本課的知識點。
八、板書設(shè)計：
九、后記：
上課時間：第 周星期 2017年2月 16 日 備課節(jié)次累計：3 1.內(nèi)容：Unit 5 Topic 1 SectionB
第一話題通過Kangkang和朋友們談?wù)撍麄兊母改敢约癕r.Brown去看電影的有關(guān)事件，學習問候、轉(zhuǎn)達感謝、表達觀點和看法、表示遺憾等的表達法；主要句型和語法是感官動詞的基本用法.2.教學目的要求：
通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內(nèi)容進行真實的應(yīng)用。
三、重點：
以詞匯和語音語調(diào)的學習為主。復習導入仍以系動詞的基本用法為主，以師生討論的方式復習情緒形容詞的用法，引出形容詞的概念。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(1mins)：Getting students ready for learning
以學習諺語導入不僅是為了增加學生的詞匯量和豐富學生的英語知識，同時要求學生觀察這幾個諺語，總結(jié)他們的共同點——系表結(jié)構(gòu)，從而導入本節(jié)課的內(nèi)容。所選諺語如果學生不能確切理解，教師要進行解釋。Stage 2（10mins)： Lead-in Make sentences according to the situations.引導學生用描述情感的詞匯回答，復習感官動詞的基本用法。
Stage 3（5mins)：Prelistening Work alone and fill in the blanks in 1b.成2b習題，鞏固以-ing結(jié)尾和以-ed結(jié)尾的形容詞的用法。
Stage 5（5mins)： Summarizing and assigning
Listen and read the words aloud, paying attention to the sounds of the underlined letters.Try to find the rules and add more words.And then listen and try to imitate.認真聽錄音，大單開口，反復模仿。
Stage 6（3mins)：Summarizing and assigning HMK Summarize the key points.八、板書設(shè)計：
九、后記：
上課時間：第 周星期 2017年2月 17 日 備課節(jié)次累計：4
一、內(nèi)容：Unit 5 Topic 1 Section C第一話題通過Kangkang和朋友們談?wù)撍麄兊母改敢约癕r.Brown去看電影的有關(guān)事件，學習問候、轉(zhuǎn)達感謝、表達觀點和看法、表示遺憾等的表達法；主要句型和語法是感官動詞的基本用法.二、教學目的要求：學習有關(guān)情緒和感受的形容詞。如：lonely, frightened, worried, interested, upset, surprised等，并通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內(nèi)容進行真實的應(yīng)用。
三、重點：學生能正確運用“l(fā)inking verb+ adjective”結(jié)構(gòu)造句。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：Greet as usual and then enjoy the song Do Re Mi.Stage 2（12mins)：Revision
Make sentences to describe the pictures to review “l(fā)inking verb + adjective”.復習系表結(jié)構(gòu)的用法。
Stage 3（5mins)：Pre – listening Talk about the film The Sound of Music.談?wù)撾娪啊兑魳分暋?，導?a。Stage4（7mins)：While – listening Skim the passage and get the main idea.And then discuss the questions in 1c in pairs.Read the passage carefully and complete the table in 1b.Stage 5（14mins)：Post-listening Retell the passage.Make a conversation between Michael and Mr.Brown.Stage 6（5mins)：Summarizing and assigning HMK Ummarize what they have learned today.Finish the Homework after class
八、板書設(shè)計：
九、后記：
上課時間：第 2 周星期 2017年2月 20 日 備課節(jié)次累計：5
一、內(nèi)容：Unit 5 Topic 1 Section C主要句型和語法是感官動詞的基本用法，如：You look excited.和How does the music sound?同時，還學習有關(guān)情緒和感受的形容詞。如：lonely, frightened, worried, interested, upset, surprised等，并通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內(nèi)容進行真實的應(yīng)用。
二、教學目的要求：
1.學習并掌握新詞匯
role, frightened, worried, interested, upset, in the end 2.Skill aims:（1）能熟練運用linking verb + adjective 結(jié)構(gòu)
（2）能綜合運用本課短語、句型寫出描述不同情緒的短文 3.Emotional aims: 通過對京劇的歷史起源，主要角色，素材來源的學習，讓學生體會祖國文化的博大精深，從而熱愛本土文化，熱愛我們偉大的祖國，培養(yǎng)民族自豪感。4.Culture awareness: 了解有關(guān)京劇的知識。
三、重點：1.Key points: 學生能正確拼讀、書寫并運用黑體單詞，能用excited, upset, happy 等形容詞描述故事中人物的不同情緒, 并熟練運用linking verb + adjective 結(jié)構(gòu)。2.Difficult points：
綜合運用本話題的語法，詞匯，句型描述故事中人物的不同情緒。
四、教法：利用小組間良性的競爭與合作促進學習。
五、教具：多媒體課件/圖片/京劇音頻或視頻/歌曲《說唱臉譜》音頻或視頻
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
Enjoy the song《說唱臉譜》.Stage 2（12mins)：Revision
Enjoy the tape or video of Beijing Opera 《貴妃醉酒——海島冰輪初轉(zhuǎn)騰》.And then make a conversation using the functions.Stage 3（5mins)：Pre – listening Have a contest to review linking verbs and adjectives.Make sentences according to the linking verbs and adjectives on the Bb.Stage4（7mins)：While – listening Talk about the pictures in 2b and then write a short passage.Stage 5（14mins)：Post-listening Discuss their favorite movie, play or story.Write them down and give a report.Stage 6（5mins)：Summarizing and assigning HMK Summarize what they have learned today.八、板書設(shè)計：
九、后記：
上課時間：第 2 周星期 2017年2月 21 日 備課節(jié)次累計：6
一、內(nèi)容：Unit 5 Topic 1 Section D在綜合復習Section A-C的詞匯、語法和功能句的基礎(chǔ)上，鞏固本話題所學的內(nèi)容。首先，學生將通過1的閱讀了解我們的國粹——京劇的歷史起源，主要角色，素材來源及藝術(shù)特點，進而讓學生在感覺京劇的旋律美的同時，體會我們祖國文化的博大精深，關(guān)心熱愛京劇藝術(shù)。第二，通過三個競賽活動復習感官動詞和形容詞及系表結(jié)構(gòu)的用法。第三，通過2a 的寫作拓展練習，再一次鞏固系表結(jié)構(gòu)的用法。在project環(huán)節(jié)，通過討論學生最喜愛的藝術(shù)形式，延伸學生的學習內(nèi)容，檢測學生綜合運用語言的能力。將知識轉(zhuǎn)化成能力，達到學以致用的目的。
二、教學目的要求：通過三個競賽活動復習感官動詞和形容詞及系表結(jié)構(gòu)的用法。
三、重點：能熟練運用linking verb + adjective 結(jié)構(gòu)。
四、教法：復習法
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
這一環(huán)節(jié)的目的是要創(chuàng)造學習英語的氛圍并使學生靜下心來，開始新的學習。可以采用多種方式，如唱歌、游戲、值日報告、自由討論等。Stage 2（12mins)：Revision
Show some pictures of the roles in Beijing Opera.Introduce Beijing Opera and solve the possible problems in reading.Write down the new words and phrases.Stage 3（5mins)：Pre – listening Have a contest to review the linking verb + adjective.Ask the students to make sentences according to the linking verbs and adjectives on the Bb in a limited time.Stage4（7mins)：While – listening Ask the students to talk about the pictures in 2b and then write a short passage.T: You did better than I believe.I’m sure you can use “l(fā)inking verb + adjective” correctly and freely.Now work in groups and talk about the pictures with the help of the key works.T: Can you describe the pictures? Each student describes one picture with at least two sentences, please.Stage 5（14mins)：Post-listening Ask the students to introduce their favorite movie, play or story.T: In this topic we mainly talk about movie and Beijing Opera.I think everybody has his favorite movie, play or story.What’s your favorite? Work in pairs and share with your partner.The questions in the form may help you.Stage 6（5mins)：Summarizing and assigning HMK(1)come into being(2)agree with sb.(3)be full of(4)make peace with...(5)in the end(6)be popular with sb.(7)be/become interested in...八、板書設(shè)計：
九、后記：
上課時間：第 2 周星期 2017年2月 22 日 備課節(jié)次累計：7
一、內(nèi)容：Unit 5 Topic 2Section A-2, 1a, 1b, 1c
二、教學目的要求：本課從復習感官動詞表感受入手，繼而談?wù)摬煌榫w的原因，引出原因狀語從句的學習和運用。在pre-listening環(huán)節(jié)，通過不同方式的大量造句對原因狀語從句加以操練。在While-listening環(huán)節(jié)設(shè)置由易到難的聽力活動，使學生聽懂有關(guān)情緒的簡單對話。Post-listening環(huán)節(jié)中則首先要求學生有感情地朗讀和表演1a的對話。之后利用本課所學自編對話談?wù)撟约旱慕?jīng)歷，達到學以致用的目的。
三、重點：能夠自如地運用以下交際用語進行交流。
Anything wrong?What seems to be the problem?Thank you for telling me.學生在交流中能自如地運用描述情緒和情感的形容詞。
學生對...she has no friends to talk with.一句中to talk with的理解。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
Get ready for the lesson.Play the tape recording or the video of the song If You Are Happy.Stage 2（12mins)：Revision
Make conversations about the activities during the last weekend to review Linking verb + adjective.Stage 3（5mins)：Pre – listening Talk about pictures to use adverbial clauses of reason.Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.Stage4（7mins)：While – listening Play the tape recording of 1a and show some questions on the screen.1.How many people are there in this conversation? Who are they? 2.Who are they talking about? 3.How does Li Hong feel? T: Listen to the conversation for the first time and answer the questions.T: How many people are there in this conversation? Who are they? T: Who are they talking about? T: How does Li Hong feel? Play the tape recording of 1a and check the answers of 1b.Stage 5（14mins)：Post-listening Ask the students to act out the conversation in 1a.Stage 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points
八、板書設(shè)計：
九、后記：
上課時間：第 2 周星期 2017年2月 23 日 備課節(jié)次累計：8
一、內(nèi)容：Unit 5 Topic 2Section A-3 Section B-1a,1b,1c
二、教學目的要求：本節(jié)課的課型為聽說課。本節(jié)課繼續(xù)上節(jié)課有關(guān)Li Hong 的情緒的話題進行討論和學習，功能句有問候、分享感受、安慰和建議。語法內(nèi)容仍然是原因狀語從句。復習環(huán)節(jié)利用造句游戲復習系表結(jié)構(gòu)和原因狀語從句。SectionA-3是Helen寫給Li Hong的安慰郵件，承接上節(jié)課的內(nèi)容并與本節(jié)課SectionB-1a的對話內(nèi)容相關(guān)，所以很適合作為Pre-listening的一部分。While-listening的環(huán)節(jié)依然設(shè)置了不同層次的聽力練習，由淺入深地理解對話。并通過師生討論的方式解決對話中的新詞匯和語言點。Post-listening環(huán)節(jié)除了常規(guī)的朗讀之外，本課設(shè)置了一個改寫對話并加以復述的活動。目的是讓學生更深入地理解對話并運用目標語言。
三、重點：
1.Knowledge aims：
（1）學習并掌握新詞匯和短語。take it easy, fail, someone, feeling, joke（2）能夠自如地運用以下交際用語進行交流。2.Skill aims:(1)學會如何安慰情緒低落的同伴。(2)學生如何給情緒低落的同伴提建議。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
Greeting as usual.Prepare for the new lesson.Enjoy the song Happy.Let’s enjoy a beautiful song named Happy.Have you ever heard of it? It’s so popular.You can follow it if you are able to sing it.Stage 2（12mins)：Revision
Hand out the pieces of paper.Play a game to review adverbial clauses of reason.Make sentences with words on the pieces of paper.1.游戲的指令一定要清楚，務(wù)必讓學生聽懂，必要時教師可以用漢語解釋。
2.教師提前在小紙條上寫好情緒形容詞和動詞。每個學生隨機分到一張寫有情緒形容詞和一張寫有動詞的小紙條，學生根據(jù)這兩個詞展開想象，利用原因狀語從句造句。Stage 3（5mins)：Pre – listening Ask the students to read SectionA-3 and fill in the blanks Play the tape recording of SectionA-3 and check the answers.Lead to 1a and predict the answers of 1b.Stage4（7mins)：While – listening Play the tape recording of SectionB-1a and check the answers in 1b.Listen to 1a and tick the problems and suggestions they hear.Ask the students to read 1a and fill in the blanks in 1c.Stage 5（14mins)：Post-listening Ask the students to practice the conversation in 1a.Show some questions on thescreen.Stage 6（5mins)：Summarizing and assigning HMK Summarize what they have learned today.八、板書設(shè)計：
九、后記：
上課時間：第 3 周星期 2017年2月 27 日 備課節(jié)次累計：9
一、內(nèi)容：Unit 5 Topic 2Section B-2a,2b Section C-2 Section B-3a,3b
二、教學目的要求：本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。此外在語音學習環(huán)節(jié)將關(guān)注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學們的問題并提出相應(yīng)的建議，對所學內(nèi)容進行積極應(yīng)用，培養(yǎng)學生的綜合語言運用能力。
三、重點：復習形容詞用法及原因狀語從句的基礎(chǔ)上了解同級比較句型，即（not）as+形容詞/副詞+as的運用。
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
通過師生交流呈現(xiàn)目標語言并復習系表結(jié)構(gòu)和原因狀語從句。Stage 2（12mins)：
RevisionRead SectionB-2a and fill in the blanks Stage 3（5mins)：Pre – listening Listen to the conversation in SectionB-2a and fill in the blanks.And then check the answers.通過師生討論的方式更深入地理解對話的內(nèi)容。當答案并不唯一的時候要鼓勵學生想出不同的答案。
Stage4（7mins)：While – listening Make conversations in pairs according to the form in SectionB-2b.Make a survey about the students’ feelings with the help of the phrases in SectionB-2b and the form on the screen.Stage 5（14mins)：Post-listening 初步認識形容詞和副詞的同級比較結(jié)構(gòu)。使語法的學習由淺入深，并給學生一個理解和消化的時間。同時為下一課的閱讀做好準備。Stage 6（5mins)：Summarizing and assigning HMK as+形容詞或副詞的原級+as+比較對象。S6: It depends on the verb.如果動詞是系動詞，兩個as中間就用形容詞。如果是實意動詞，兩個as中間就用副詞。
八、板書設(shè)計：
九、后記：
上課時間：第 3 周星期 2017年2月 28 日 備課節(jié)次累計：10
一、內(nèi)容：Unit 5 Topic 2 Section C-5,3,1a,1b,1c, 4
二、教學目的要求：本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。此外在語音學習環(huán)節(jié)將關(guān)注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學們的問題并提出相應(yīng)的建議，對所學內(nèi)容進行積極應(yīng)用，培養(yǎng)學生的綜合語言運用能力。
三、重點：（1）能用as…as…和not as/so … as…結(jié)構(gòu)熟練地口頭談?wù)撚嘘P(guān)兩個人或事物同級比較的話題。（2）能用as…as…和not as/so … as…結(jié)構(gòu)規(guī)范地寫出有關(guān)自己和朋友的一些情況的比較的短文。
四、教法：練習教學法
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
Greeting as usual.Prepare for the new lesson.Enjoy the song It’s a small world.Stage 2（12mins)：Revision
Make sentences according to the form in 3 and review the equal comparison.Stage 3（5mins)：Pre – listening Read the underlined words and phrases in the passage and guess the main idea of it.Learn the new words.通過師生討論關(guān)鍵詞的方式猜測文章大意并學習新詞匯。Read the form in 1b and predict the answers.Stage4（7mins)：While – listening Read 1a and complete the table in 1b.And then check the answers.Read 1a again and answer the questions.Stage 5（14mins)：Post-listening Real with the difficult points in the passage.in the passage.Retell the passage according to 1b.Make a table to compare their group members with themselves.And then write a short passage.Stage 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points
八、板書設(shè)計：
九、后記：
上課時間：第 3 周星期 2017年3月 1 日 備課節(jié)次累計：11
一、內(nèi)容：Unit 5 Topic 2Section D-Grammar and Functions, 1a, 1b, 2,Project
二、教學目的要求：本節(jié)課的課型為復習課。在復習環(huán)節(jié)設(shè)置了兩個任務(wù)，學生需要回顧整個話題的語言知識才能完成，從而系統(tǒng)全面地對本話題進行復習。
三、重點：通過本節(jié)課的學習，當有不良情緒滋生的時候，要學會尋求幫助和適當宣泄。同時要關(guān)心他人，樂于幫助他人，為同伴提出合理的建議。
四、教法：練習教學法
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
Greeting as usual.Prepare for the new lesson.A student makes a duty report.Stage 2（12mins)：Revision
Make a conversation to review the functions.Think back of Li Hong’s story and write a report to review adverbial clauses of reason and equal comparison.Read the passage and answer the questions in 1b.Stage 3（5mins)：Pre – listening Learn the new words before reading.Write down the new words on the blackboard.Finish 1a.完成閱讀任務(wù)。
1.精讀課文，回答問題。
2.利用師生討論的方式解決文中的語言點。Stage4（7mins)：While – listening Ask the students to talk about how they deal with sadness.Show some students’ passage on the screen and check them.1.將學到的表達方式運用到自己的習作當中是掌握新知識的一個好辦法。讓學生在欣賞和修正他人的書面表達的同時取長補短，提升自己的寫作能力。
Stage 5（14mins)：Post-listening Ask the students to have a discussion about their problems.Ask the students to discuss andfind ways to solve the problems Write down thesuggestions.Stage 6（5mins)：Summarizing and assigning HMK Assign the HMK.T: For today’s HMK, I’d like you to remember the new words and phrases.Please try to retell the story of Jeff to your parents and preview Section A-1a, 1b, 1c, 2, 3 of Topic 3.八、板書設(shè)計：
九、后記：
上課時間：第 3 周星期 2017年3月 2 日 備課節(jié)次累計：12
一、內(nèi)容：Unit 5 Topic 2本單元以Feeling Excited 為主題。第二話題在感官動詞表感受的基礎(chǔ)上學習與別人分享自己的感受并學會安慰和提出建議的表達法。主要功能句有What seems to be the problem? How are you feeling today? Why don’t you talk to someone when you feel sad? I was really upset and lonely.二、教學目的要求：主要語法是原因狀語從句和同級比較結(jié)構(gòu)的肯定和否定形式。本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。此外在語音學習環(huán)節(jié)將關(guān)注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學們的問題并提出相應(yīng)的建議，對所學內(nèi)容進行積極應(yīng)用，培養(yǎng)學生的綜合語言運用能力。
三、重點：本課從復習感官動詞表感受入手，繼而談?wù)摬煌榫w的原因，引出原因狀語從句的學習和運用。在pre-listening環(huán)節(jié)，通過不同方式的大量造句對原因狀語從句加以操練。在While-listening環(huán)節(jié)設(shè)置由易到難的聽力活動，使學生聽懂有關(guān)情緒的簡單對話。Post-listening環(huán)節(jié)中則首先要求學生有感情地朗讀和表演1a的對話。
四、教法：復習法
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
Stage 1(2mins)：
Show a picture and lead to 1a and then ask the students to read the form in 1b and predict the answers.T: Now look at this picture.How does the boy feel? What seems to be the problem?
Stage 2（12mins)：Revision
1.New words and phrases:exam, strict, shy, be strict with.Useful expressions: Anything wrong?What seems to be the problem?Thank you for telling me.Stage 3（5mins)：Pre – listening
通過對Section B的學習，學生能夠?qū)W會關(guān)注他人的情緒，在別人情緒低落時提出合理有效的建議，幫助伙伴遠離消極情緒。Stage4（7mins)：While – listening 學生在交流中能自如地運用描述情緒和情感的形容詞和提出建議的動詞。正確運用原因狀語從句。
Stage 5（14mins)：Post-listening Read the Problems and suggestions in 1b.Do you think what problem Li Hong may have and what suggestions Miss Wang will give her.Tick them.Stage 6（5mins)：Summarizing and assigning HMK 1.Some new words:
3.Useful expressions: fail, someone, feeling, joke
How are you feeling today? 2.How to comfort others:
Why don’t you…? Take it easy.Don’t worry.There, there!It’ll be OK.八、板書設(shè)計：
九、后記：
上課時間：第 4 周星期 2017年3月 6 日 備課節(jié)次累計：13
一、內(nèi)容：復習Topic1 Topic2
二、教學目的要求：How are you feeling today?How is … feeling today? He/She is feeling…
三、重點：
四、教法：任務(wù)型教學
五、教具：多媒體課件/圖片
六、課時安排：1課時
七、教學過程：
1.2.3.4.5.6.7.Stage 1(2mins)：
How is your winter holidays? What places of interest did you visit? How was the weather there? Who did you go with? How did you get there? What did you do there? Stage 2（12mins)：RevisionHe is very _____(good/well).Thank you.English is _____ _____ my favorite _______(最喜歡的學科之一).David wants to _______(邀請)some friends to his birthday party this Friday evening.I can’t find _____ _____ _____(……的票)Han Hong’s concert(音樂會).You must ______ _____ _____(道謝)him or her if getting one’s help.The _______(氣味)of roses is very nice.1.這個主意聽起來很不錯。(sound)2.學生們看起來非常興奮。
(look)3.Mr.Brown覺得很失望。
4.這魚很好吃。
(feel)
(taste)5.那些食物聞起來很香。
Stage 6（5mins)：Summarizing and assigning HMK 1.Linking verbs: be, look, feel, smell, taste, sound Adjectives about feelings:happy, angry, excited, disappointed, upset, frightened
三、板書設(shè)計：
四、后記：
第二篇：外研社八年級英語教案
外研社《新標準英語》八年級
劉家堯?qū)W校 呂善友
Module1 Unit2 No one knew who I was.教材分析：
本模塊以friendship為主題，結(jié)合friendship展開聽、說、讀、寫的活動。友誼是教育著重培養(yǎng)的情感內(nèi)容之一，所以在培養(yǎng)學生語言認知能力的同時應(yīng)該注意情感能力的培養(yǎng)。在開展聽力和和閱讀任務(wù)時注意評論等活動的設(shè)計，從而培養(yǎng)學生的綜合應(yīng)用能力。同時本模塊主要語法是學習賓語從句，在處理對話和課文后，教師要注意精講和針對性練習，培養(yǎng)學生能力。
一、教學目標
1、知識目標
掌握本課詞匯：Gift , far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at that moment, pass, touch, bright, day by day, matter, believe.2、能力目標
To train the students to read the story in the way they should, that is to grasp the 5 wh-questions.Master: I believe that......No one knew who I was.3、情感目標
培養(yǎng)學生的人際智能。
二、教學策略
培養(yǎng)學生在大量語言信息中搜集發(fā)現(xiàn)知識重點，教師及時提供練習，做到及鞏固提高能力。運用小組合作。
三、教學內(nèi)容
1、the early autumn, be afraid to , worry about, turn back, make sb do sth, touch of, start to, make friends with, smile at sb，2、I believe that......No one knew who I was.四、教學重點
文章中的短語及賓語從句
五、教學手段
多媒體，錄音機，六、教學步驟
Step1 創(chuàng)設(shè)情境，導入新課
這是課前活動，可以激活學生對本單元內(nèi)容的學習興趣，教師引導學生回答Activety1中的四個問題，尤其是最后一個問題。讓學生來發(fā)表自己的看法，從而鍛煉學生。
在閱讀之前教師對本課單詞進行倆倆檢查單詞。
Step2 師生互動，學習探究
1、聽錄音完成Activety3、4，鞏固所學單詞。
2、對照學案，學生對文章進行精讀。
教師對課文中的重點難點進行點撥。
導學案知識內(nèi)容：
重點短語(例句：用多媒體展示）
（1）the early autumn，（2）be afraid to ,（3）worry about，（4）turn back，（5）make sb do sth，（6）touch of, start to,（7）make friends with，（8）smile at sb，句型
I believe that......No one knew who I was.導學案點撥：（教師點撥）
一.賓語從句的定義
置于動詞、介詞等詞性后面起賓語作用的從句叫賓語從句。賓語從句的語序必須是陳述語序。謂語動詞、介詞、動詞不定式，v.-ing形式后面都能帶賓語從句。有些形容詞（afraid,sure,glad等）之后也可以帶賓語從句。
二.賓語從句中引導詞的用法
在復合句中作主句的賓語，引導詞有： 連詞：that(that 常可省略),whether, if 代詞：who, whose, what ,which 副詞：when ,where, how, why 等。
（一）that引導的賓語從句（在非正式場合that可以省略）可跟that從句做賓語的動詞有：
say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。
例句：The boy believes that he will travel through space to other planets.注意事項：當主句謂語動詞是 think, believe, suppose, expect 等詞，而賓語從句的意思是否定時，常把否定轉(zhuǎn)移至主句表示。
例句：I don’t think it is right for him to treat you like that.在以下情況中that不能省略
? 當句中的動詞后接多于兩個由that引導的賓語從句時，第一個that可省，但后面的that不可省。
例句：He said(that)you were too young to understand the matter and that he was asked not to tell you.? 當主句的謂語動詞與that賓語從句之間有插入語時，that一般不可省。
例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap.? 當that從句是雙賓語中的直接賓語時，that不可省。
例句：I can’t tell him that his mother died.注意事項：許多帶復合賓語的句子，that引導的賓語從句經(jīng)常移到句子后部，而用it作形式賓語。例句：I find it necessary that we should do the homework on time.（二）由whether,if 引導的賓語從句 由whether(if)引導的賓語從句，實際上是一般疑問句演變而來的。意思是“是否”。賓語從句要用陳述句語序。一般說來，在賓語從句中whether與if可以互換使用，但在特殊情況下if與whether是不能互換的。
例句：I wonder whether(if)they will come to our party.只能用whether，不能用if引導的賓語從句
? 在帶to的不定式前
例句：We decided whether to walk there.? 在介詞的后面
例句：I’m thinking of whether we should go to see the film.? 在動詞后面的賓語從句時
例句：We discussed whether we had a sports meeting next week ? 直接與or not連用時
例句：I can’t say whether or not they can come on time.只能用if不能用whether引導的賓語從句
? if引導條件狀語從句，意為“如果”
例句：The students will go on a picnic if it is sunny.? if引導否定概念的賓語從句時
例句：He asked if I didn’t come to school yesterday.?? 引導狀語從句even if（即使）和as if（好象）時
例句：He talks as if he has known all about it.（三）連接代詞和連接副詞引導的賓語從句
這樣的賓語從句實際上是由特殊疑問句變化而來的，賓語從句要用陳述句語序。用于這種結(jié)構(gòu)的動詞常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。
英語中的連接代詞有：who,whom,whose,which,what,在句中擔任主語、賓語、定語或者表語。例句：Can you tell me whom you are waiting for? 英語中的連接副詞有：when,where,why,how，在句中擔任狀語的成分。例句：None of us knows where these new parts can be bought.三.賓語從句的語序
賓語從句的語序是陳述句語序即：連接代詞/副詞+主語+謂語+其他成分。例句如下：
?? I don’t know what they are looking for.?? Could you tell me when the train will leave? ?? Can you imagine what kind of man he is? 四.賓語從句的時態(tài)
?? 主句是一般現(xiàn)在時，從句根據(jù)實際情況使用任何時態(tài)。
例句：The headmaster hopes everything goes well.?? 主句是過去時態(tài)，從句須用過去時態(tài)的某種形式。
例句：She was sorry that she hadn’t finished her work on time.?? 當賓語從句表示的是一個客觀真理或者事實時，即使主句是過去時，從句也用一般現(xiàn)在時態(tài)。
例句：The teacher told his class that light travels faster than sound.五.賓語從句的特點
?? 賓語從句可以作及物動詞、介詞及形容詞的賓語。?? 賓語從句的語序一律用陳述句語序。
?? 連接詞that引導賓語從句在句中無詞義，不充當句子成份，多數(shù)情況下可以省略。
?? whether 和 if 都可引導賓語從句，但 whether后可緊跟or not；whether從句可作介詞的賓語。?? 如果從句太長，可以用形式賓語it.Step3 合作交流，鞏固提高
1、教師精選練習，針對本課內(nèi)容進行鞏固練習。
2、達標練習。（教師針對本課所學內(nèi)容，尤其是是新語法:賓語從句。在導學案中設(shè)計語法專項練習，對學生進行鞏固測試。）Step4 拓展延伸（暨課后作業(yè)）
Writing：寫一篇改變你的生活的一件事或一個人。
課后反思:學習英語的途徑不要局限于課堂，本課內(nèi)容較多，教師在授課時要整合教材內(nèi)容可以進行刪減，我針對自己學生的特點，針對本課內(nèi)容對學生進行了聽、說、讀、寫練習，課后加強對學生的監(jiān)控指導，學生對本節(jié)課內(nèi)容掌握還比較熟練。
第三篇：八年級下冊英語教案
2016學年第二學期八年級下冊英語教案
Unit1 Period 1 教學內(nèi)容：New words learning and getting ready（詞匯課和話題預(yù)習課）教學目標：
1）認識Unit1的單詞，學會朗讀單元的重點單詞，并了解有關(guān)救助的詞匯等； 2）了解UNICEF的相關(guān)知識;use pie charts等； 3）了解相關(guān)救助知識為閱讀做準備；
教學重點：1）了解救助的詞匯，學會朗讀單元重點單詞；
2）認識單元主題，學會使用pie chart； 教學難點：了解救助知識并背誦相關(guān)詞匯。
教學過程：
Step 1：閱讀P1板塊的圖文，了解單元話題。1． 讓學生觀察教材的第一頁的卡通圖，引入話題；
2． 教師通過單元標題Helping those in need中in need一詞引入相關(guān)救助的詞匯如raise money；voluntary work等
3.展開學習Unit1單元單詞，利用把單詞放句子中的做法，讓學生逐步學會猜詞，并多次朗讀以達到正確朗讀單詞，并標注高頻單詞，并完成P4的練習。
4.PPT展示有關(guān)短語的練習（口頭讀單詞或者選擇題等），當堂鞏固單詞積累。
Step 2: 閱讀并講解P16 Culture Corner板塊的圖文，了解UNICEF概況。
1.學生閱讀有關(guān)概況的第一段，找學生回答相關(guān)問題； 2.進一步拓展相關(guān)詞匯
Step 3:學習P14 study skills部分，學會如何運用pie chart。
1.學生分段閱讀文章，并完成 P14圖表練習和P15 part B的練習； 2.分組討論，完成P15 part C的練習
Step 4: Homework
1.用抄寫本抄寫Unit1單詞，每個5次。2.背誦u1單詞
Unit1 Period 2
教學內(nèi)容：Reading 1（閱讀課）教學目標：
1）復習單詞，加強單詞朗讀和記憶。2）了解文章，能理解文章的大意； 3）了解閱讀文章中三個志愿者經(jīng)歷。
教學重點：了解閱讀文章中三個志愿者經(jīng)歷； 教學難點：了解并理解文章大意；
教學過程：
Step 1:
1.回顧上一節(jié)救助的相關(guān)知識點，激活背景知識；
2.完成P2 Part A練習，引入救助等背景知識，為閱讀做準備； 3.略讀訓練
1）學生閱讀主閱讀篇章的標題、引言和圖片信息，了解文章的結(jié)構(gòu)和主要信息； 2）完成P2 Part B練習
Step 2: 分段閱讀 第一段閱讀：
1.引導學生總結(jié)是怎樣類型的志愿者活動：（作者、地點、對象和工作內(nèi)容）； 2.總結(jié)第一段的主要內(nèi)容； 第二段閱讀：
1.引導學生總結(jié)是怎樣類型的志愿者活動：（作者、地點、對象和工作內(nèi)容）； 2.總結(jié)第二段的主要內(nèi)容； 第三段閱讀：
1.引導學生總結(jié)是怎樣類型的志愿者活動：（作者、地點、對象和工作內(nèi)容）； 2.總結(jié)第三段的主要內(nèi)容；
Step 3 : 重點句型和短語標示
1.學生跟錄音朗讀課文，加深對文本的理解，并認讀和理解單詞 2.在完成閱讀之后，標示出重點句型和短語，讓學生背誦。
3.自主練習表達：學生以小組為單位討論課文內(nèi)容，并進行交流，最后選出代表，用自己的語言概括文章大意。
Step 4:
完成P5的閱讀練習，加深對閱讀文章的理解
Step 5：Homework
1.模仿錄音朗讀課文并背誦文章和單詞； 2.完成課本練習P5練習。
Unit1 Period 3
教學內(nèi)容：Reading 2 and Grammar 1（閱讀語法課）教學目標：
1.復習單詞，認讀并理解文章中出現(xiàn)的重點知識點。
2.熟悉動詞不定時的用法。
3.能根據(jù)所學的知識，能運用所學的語法知識點表達自己的想法。
教學重點：熟悉動詞不定時的用法；
教學難點：能根據(jù)所學的知識，能運用所學的語法知識點表達自己的想法；
教學過程：
Step 1：回顧上節(jié)課篇章閱讀內(nèi)容，檢查回家作業(yè)的落實情況。
1.聽寫單詞和句子（或者讓學生默寫文章），加強記憶； 2.解答作業(yè)答案，找學生回答； 3.完成相關(guān)練習：
一、用括號里詞的適當形式填空，完成句子。
1.You'll have to ask______(permit)if you want to go into the office.2.If you are in high______(spirit), you have a good feeling.3.Last week, Mr Green helped us_______(organize)a singing competition.4.Every day, I go to a children's hospital to see a sick boy_______(call)Eric.5.These days people may get all kinds of strange______(ill)because of pollution.6.I need________(study)hard and make progress every day.7.I used______(go)to work by taxi, but now I ride my bike for work.Step 2: 學習More practice部分
1.根據(jù)標題和圖片猜測文章的主要內(nèi)容； 2.略讀全文，找出P13問題的答案；
3.在完成閱讀之后，標示出重點句型和短語，讓學生背誦。
Step 3：學習本課主要語法點：
１1.offer用作動詞，意為“主動提出”，常用 的搭配有offer to do sth，意為“主動去做??”，offer sth to sb = offer sb sth，意為“向某人提供某物” 2.由offer to do引入動詞不定式：v+to do 1）讓學生回顧學過的動詞不定式； 2）老師總結(jié)常出現(xiàn)的動詞不定式 3.拓展不定式：v.+object+to do 1）小組討論，讓學生回顧學過的動詞不定式； 2）老師總結(jié) 4.特殊情況省略to 一幫（help）二讓（let、make）三句型（why not、why don’t you、had better）5.完成課本P8-9的練習
Step 4：Homework
1.背單詞和課文；復習今日的語法點。
2.完成相關(guān)學評練習
Unit1 Period 4 教學內(nèi)容：Listening and speaking（聽說課）
教學目標：
1）復習不定式的相關(guān)用法
2）掌握聽力猜信息的能力
教學過程：
Step 1：復習不定時的相關(guān)用法； 1.解析上一節(jié)的作業(yè)答案，找同學回答；
2.展示一些錯誤用法，小組討論為什么錯，錯在哪里，應(yīng)該怎樣改。
Step 2：Listening
1.根據(jù)P6的聽力標題和題目猜測聽力內(nèi)容的主題——money-raising activity； 2.根據(jù)圖片猜測可能出現(xiàn)的信息內(nèi)容
3.根據(jù)P6題目挖空處，根據(jù)語法知識和邏輯關(guān)系猜測需要填入的內(nèi)容 4.進行聽力并檢查答案
Step 3: Speaking
1.根據(jù)P10 Part A 中圖片人物對話，總結(jié)詢問和表達計劃可能用到的表達： —What are you going to do....? —I’m goingplanning to do....(sure)—I’m thinking about doing....(not sure)2.兩人合作，利用上述表達，完成Part A的對話練習，并抽查 3.四人小組合作，利用上述表達，完成Part B的練習，并抽查
Step 5：Homework 1.背單詞，準備聽寫
2.完成學評相關(guān)練習.Unit1 Period 5 教學內(nèi)容：Writing（寫作課）
教學目標：
1.能用mind-map幫助寫作。
2.掌握信件的格式。
3.掌握活動申請的內(nèi)容分布和相關(guān)句型。
教學過程：
Step 1：回顧listening中有關(guān)籌錢活動的描寫。引導學生給出相應(yīng)的關(guān)鍵詞。
Step 2: 學習Writing板塊的寫話技巧。
1.小組討論，如果開展籌錢活動，需要有哪些細節(jié)要點
2.完成P11的mind-map，抽學生在黑板完成
Step 3：活動申請寫作
1.完成P11中Part B的練習，確定活動申請的目的以及細節(jié) 2.根據(jù)P12的格式了解信件的格式以及活動申請的內(nèi)容分布 3.活動申請可能用到的表達總結(jié)：
We are writing to...We are planing to do...we are thinking about.....留意活動申請中不要縮寫（正式寫作）4.讓學生根據(jù)自己的mind-map完成P12的寫作
Step 4：Homework
完善修飾P12的作文
第四篇：八年級下冊英語教案
篇一：人教版初二英語(下)全冊教案 unit15 what do people eat? teaching aims and demands 本單元的中心話題是飲食文化與家庭生活。圍繞這一中心項目，讓學生通過問答、對話、閱讀、討論、表演等各種活動熟悉并掌握有關(guān)食品的一些詞匯及五種基本句型。其中五種基本句型是本單元的語言訓練重點和難點。lesson 57 teaching aims and demands: 1． kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter so do we./oh, we don’t./ would you like to have dinner with me tonight? could you pass me the cheese, please? 2.通過情景中的操練培養(yǎng)直覺思維能力，提高思維的敏捷性；通過brainstorming 提高學生質(zhì)疑能力和多方面、多角度考慮問題的發(fā)散思維能力。
3.通過初步學習了解不同國家的飲食文化差異，引導學生熱愛生活，增強世界意識。teaching procedures step1 warming-up step2 presentation bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc.to class.students are interested in tasting these objects.(learning the new words by watching, tasting)show a photo of a kitchen.there is a nice cupboard in it.it’s closed.ask what’s in the cupboard? then open the cupboard and show the students the things in it.then ask what’s in your cupboard at home? show a pair of chopsticks and ask are americans good at using chopsticks at table? what do they use at table? learn the new words fork, spoon.then ask do you usually help to set the table at home? what is on your table at home during dinner? step3 look, learn and answer in pairs, get the students to look at the colour picture on page i.have them ask and answer questions as in the model.step4 presentation present this dialogue:(1)teacher: i eat a lot of fruit and vegetables for supper.a boy: oh, i don’t.i eat a lot of fish.teacher: so do i.explain that i eat a lot of fruit and vegetables means i often eat fruit and vegetables.so do i means i eat a lot of fish, too.practise the following dialogues with students.(2)teacher: does your mother cook meals for your family every day? student a: yes, she does.she cooks nice food for me and dad.teacher: so does my mum.(3)teacher: i always read english for about half an hour before i go to bed.student b: oh, i don’t.i always read english before i have breakfast.teacher: so does my younger sister.step6 puzzle dialogues sb page1, part3.pairwork first.then check the answers as a class.in pairs, have the students role-play as if they are at a dinner.one of them is a host/hostess, the other is a guest.walk around and give help where needed.encourage them to speak freely and use more expressions they like.step7 homework collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them.often talk about the pictures during break.lesson58 important points １． 認知目標：通過學習本課，學生應(yīng)理解并學會正確運用以下單詞和句型：italy, india, italian, indian, moscow, even, taste, enjoy, pizza, /it seems that?./ do you think?? yes, i think so./no, i don’t think so.yes, i agree./no, i don’t really agree.i really don’t agree.２．
３． 能力目標：通過閱讀課教學，培養(yǎng)學生的略讀能力、對課文細節(jié)的理解能力及在情境中猜詞的能力。情感目標：進一步學習了解不同國家的飲食文化差異，給學生灌輸“吃出健康”的飲食理念；了解list.中國飲食在世界上的影響培養(yǎng)學生的愛國情操。teaching procedures step1.warming-up(a guessing-game)get the students to talk about their favourite food in pairs.step3.pre-read then teacher asks ―how do you like ??are they chinese food? are they the most popular food in china? what do you think is the most popular food in china? what about in the world? what do you usually have for meals?(it seems that you like?(a kind of food)best!it seems that ? is/are your favorite food.)do you like fast food? why or why not? get the students to discuss these questions in groups of four, then have one to show their ideas.step4 reading show the title ‖favourite food ― to the class and ask them to predict what the passage is about.fast-reading:1)what’s the most popular food in the world? the students scan the passage for the answer.careful-reading: 1)what kind of food do indians like? 2)do we chinese people eat fish in the same way as japanese? 3)do english people usually eat fish and chips just at home? where else? what does ―on the road ― mean in this passage?(try to explain it in english)4)how do we know that american fast food is the most popular in the world? 5)what’s chinese food like? why is chinese food popular in the world? the students read the passage slowly and carefullly for information.encourage the student to guess the new words ―even‖ and ―taste‖ in the context.read with the tape.help students with their intonation and pronunciation.retell this passage.step 5 presentation “do you know chinese people like to eat a lot of food at supper? i really don’t agree with this kind of behavior.what about you?”
help students understand the difference between‖ i don’t really agree ― and ― i really don’t agree.‖(― i don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion;however,‖ i really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.)step6 ask and answer can you find any food from other countries in china/in wenzhou? are they famous? do you like them? why &why not? why is fast food so popular in the world? in america? in china? is it good for health? what food do you think is good for health? what do you think of the food you usually eat? is it healthy or unhealthy?(discuss in groups and then make a list of healthy and unhealthy food.)step 7 homework(choose one of the followings)lesson59 teaching aims and demands １．
２． 認知目標：通過學習本課，學生應(yīng)理解并學會正確運用以下句型：either?or?/neither?nor?/make 能力目標：通過warming-up階段question bombardment培養(yǎng)學生在無法預(yù)先準備的真實情況下sb.do sth./ five kinds of simple sentences 運用英語快速反應(yīng)的能力;通過學習五種基本句型，提高學生運用所學語言進行創(chuàng)造性描寫的能力；通過閱讀與討論，引導學生聯(lián)系實際，發(fā)散思維，提高語言綜合能力；組織學生進行辯論，培養(yǎng)思維的流暢性、變通性和獨特性。
３． 情感目標：培養(yǎng)學生學習與協(xié)作的能力，引導學生觀察生活，熱愛勞動，關(guān)注家庭，體恤父母。teaching procedures step1 warming-up step3 presentation either?or?/ neither?nor?.step4 read and discuss ask who does the housework in han mei’s family? get them to quickly skan the first passage for the answer.discuss the three questions on page3 in pairs.show the picture of the indian girl’s family and let the students predict her family life.then ask them to read the second passage carefully and find the right idea.play the tape and have the students repeat.step5 hold a debate topic a: men should do part of the housework.topic b: men don’t need to do housework.step6 homework(choose one of the following two)(1)lesson 60 teaching aims and demands 1.認知目標: 學習something english, take a seat, be famous for , i’m happy you like it.would you like anything else? may i take your order now?等短語句型，并鞏固本單元的詞匯、句型。2.能力目標: 培養(yǎng)學生在語境中得體運用所學語言進行表演的能力；提高學生的書面表達能力。
3.情感目標: 加深學生對中外飲食文化差異的理解和感受。teaching procedures step1 warming-up ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life(the homework the day before).step2 presentation show a picture(half-covered).ask where are the two ladies having dinner? how are they? what’s on the table? then show the whole picture and check the answers.(revise the food items in this unit)step3 presentation(1)ann is inviting a chinese girl chen to dinner.suppose you’re ann, your partner is chen.make up a short dialogue and act.(2)now chen arrives, ann is serving her.predict what they will say to each other when they meet.predict what chen will say when she sees ann’s mother and what they will say to each other during dinner.step3 read and act(1)ask what are they having for dinner? how is the food? books closed.listen to the tape and find out the answers.(2)have the students listen and repeat.step4 presentation show a menu with something english/american/italian/japanese/french on it.ask where do we usually have these kinds of food?(at a restaurant)who will show you a menu when you go into a restaurant?(a waiter and a waitress)what will a waiter/waitress do after that? step5 read and act ask what will linda and paul have for dinner? listen and find out the answer.listen to the tape and repeat.tell the students some differences between an american restaurant and an english one.then ask them to say something about table manners.step6 listening sb page4, part2.step7 homework design an english newspaper in four.the topic will be either food & health or family life.you can show your own opinions or find out some information about that from internet, magazines, tv etc.unit 16 what a good, kind girl!about the teaching material the topic of unit 16 is ―asking and showing the way‖, and the functional item is asking permission and talking about possibility with modal verbs ―can‖ and ―may‖.cognizance: 1.the ss can use the following words: kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key 2.the ss can use the following expressions: turn left /right at the?crossing.go on until you reach?.you can’t miss it.on one’s way to, first of all , be /get lost, wait for abilities and skills: 1.the ss can give instructions to some places in the street or according to a map.2.the ss can use different expressions to ask the way.3.the ss can ask permission and talk about possibility with ―can‖ and ―may‖ feeling and attitudes: 1.the ss can realize that they learn english for their real life, not only for the english class and exams.2.give the ss the feeling that they are the centre in english learning activities so that they will try to be active and creative in class.篇二：2014年(春)人教版新目標英語八年級下冊教案
新目標英語八年級下冊授課人： unit 1 what’s the matter? teaching goals: 1.詞匯.讓學生熟記這些單詞，能夠很熟練地指出表示身體部位的某些 單詞.2.能夠用所學的單詞談?wù)撋眢w并且能給出中肯的建議.3.通過聽力練習，爭取能夠提高學生的聽力能力.important points: 1.words.2.sentences: i have a headache.you should go to bed.he has a stomachache.he shouldn’t go to bed.she has a toothache.she should see a dentist.difficulty points: how to talk about the health and give the advice.period 1 teaching procedures: step 1 leading in 1.sing a song and do some actions 2.play a game and revise some words we have learned.3.(today we’ll learn some parts of the body.)look at the picture and teach new words.step 2 pre-task 1.read the new words by the ss first.2.then check the ss if they can read the new words by themselves correctly.if there is a mistakes ,correct.3.practice reading the new words.give them 6 minutes.page7, 1a.do this part by the ss first.write the correct letter after the name of each body part on the list 1.look at the picture and learn the main sentences.a: what’s the matter with you ? b: i have a cold.2.sb page 7,1c look at the pictures , work in pairs and act out.3.sb page 7, 1b.(1)listen and check the answers.(2)listen and fill in the blanks.step 4 post-task 同桌之間設(shè)計一個醫(yī)生與病人之間的對話.step 5.exercises in class period 2 teaching procedures : step 1 leading in 1.revise : ask several pairs of students to the front of the classroom to act out the dialogue: what’s the matter with you ? i have a sore throat.then ask others : what’s the matter with him/her ? help ss answer : he has a sore throat.he should drink lots of water.2.look at pictures and practise the dialogue.step 2 while-task sb page 8, 2a 1.point out the eight items in this activity.read the item to the class.ss repeat.2.there are different conversations.listen carefully.people are talking about health problems they have and getting advice.3.match the problems with the advice.4.check the answers.sb page 8, 2b.pay attention to the four pictures.1.each of these pictures illustrates one of the conversations.2.play the tape ,write the missing words on the blank lines.3.play the tape again and check the answers.4.pairwork.practice reading the dialogues in the pictures.take turns having the problem and giving the advice.5.practice reading the dialogue in 2c ,and make their onw conversations.6.act out the dialogue.sb page 9, 3a.1.point out the picture and ask ss to describe it.(there is a boy sitting on a bench.he’s sick.a teacher is talking to him)2.pay attention to the dialogue and the blanks in the dialogue.3.fill in the blanks in the conversation.4.go over the answers.5.practice reading the dialogue with a student, then work in pairs.step 3 post-task sb page 9 , 3b.1.look at the picture and make your own dialogues setting 3a as an example.sb page 9, part 4.1.read the instructions and demonstrate what a “mime” is.2.read the dialogue by the ss.4.ask one student to give advice.step 4 exercises in class homework 1.when you had some problems.please remember what the doctor said.remember the new words.period 3 teaching procedures : step 1 leading 1.play the game :one student mimes an illness , the other students guess the illness and give advice.what’s the matter? do you have a sore throat ? 2.revise how to talk about health and give advice.step 2 pre-task sb page 10 ,1a.1.look at the picture.point out the four new words andexpressions.say each word and ask ss to repeat.2.the first picture.explain something about it using one of the four words and expressions.3.match the words with the pictures by the ss.4.check the answers.5.practice reading and make sure the ss understand the meaning of the words.sb page 10 ,1b 1.read the four sentences ,ss practice reading.2.look at the picture and match each picture with advice.3.check the answer step 3 while-task sb page 10 ,2a & 2b.1.first ,make sure the ss understand what they will hear.2.then read the four names 3.listen and write the problems on the bland lines.if possible ,write what each person “should” and “shouldn’t” do for their problem.4.check the answers.step 4 post-task sb page 10,2c.1.ask two students to read the conversation to the class.2.pairwork.make conversations with your partner.3.act out the conversations for the class.4.write two dialogues in the exercise book.5.exercises in class period 4 teaching procedures : step 1 leading discussion: how to keep healthy.step 2 while task sb page 11, 3a 1.read the article and fill in the form.2.check the answers.3.explanation 4.exercises step 3 post task sb page 11, 3b let the ss read the paragraph and fill in the blanks.篇三：2015人教版八年級英語下冊教學案全集
unit 1 what’s the matter? section a 1a-2c 第1課時 【學習目標】
1． 能聽說讀寫重點單詞和詞組：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, x-ray, toothache, take one’s temperature，see a dentist 2．句型：學會用what’s the matter? i have a cold.i have a stomachache.i have a sore back.i have a sore throat.談?wù)撋眢w情況。3.學習用should 給出建議 【重點】【難點】
能詢問并表述身體的種種不適以及對他人身體的種種不適給予適當?shù)慕ㄗh。【自學指導】
1、自己認讀1a單詞，與畫面中字母匹配，并在自己的身體上指認人體部位。
2、對照單詞表翻譯1a畫面上的句子，并讀熟。5min（5分鐘）【自學檢測】
1、把你所知道的身體部位的單詞寫下來，并寫出其相應(yīng)的中文意思。__eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
2、have a cold的意思是“感冒，著涼”為固定詞組，have 表示生?病，解釋下列詞組的意思。have a sore throat _________ have a sore neck ___________ have a fever____________ have a headache ____________ have a stomachache ________ have a toothache __________ 【合作探究】
1、what’s the matter?怎么了，其后常與介詞with 連用。類似的問句還有：_________________________ _________________________ what’s the matter with ben?（改為同義句）what’s _______ with jim?
2、情態(tài)動詞should的用法
1)should 常用來表示勸告、建議、認為某人應(yīng)該做某事。
2)should 本身不能單獨作謂語，必須和動詞原形連用。should 沒有人稱和數(shù)的變化，其否定形式為shouldn’t.如：we__________ study hard.我們應(yīng)該努力學習。he ________ lie down and rest.他應(yīng)該躺下來休息。
【達標檢測】
一、翻譯以下短語：
1、感冒 ______________________
2、背疼 _________________________
3、發(fā)燒 ______________________
4、量體溫 ________________________
5、腹痛 ______________________
6、嗓子疼 ________________________
7、牙疼 ______________________
8、上點藥 ________________________
9、去看醫(yī)生 ______________________ ___________________________
10、躺下來休息______________________
11、頭疼 _____________________
12、看牙醫(yī) _____________________
13、照x光片____________________
14、喝些加蜂蜜的熱茶 ________________________
二、完成句子：
1、你怎么了？ what’s the matter _____ you?
2、他怎么了？ what’s the matter _____ _____?
3、她昨天感冒了。she _____ a cold yesterday.4、mary咳嗽。mary ______.5、我覺得頭很熱。my head ______ very _____.6、你應(yīng)該回家休息。__________________________________.7、她不應(yīng)該說太多話。________________________________.8、你弟弟應(yīng)該早點睡覺。__________________________________.9、--他應(yīng)該量體溫嗎？_________________________________?--是的。_____,____________.10、你看起來不太好。_____________________.三、單項選擇。
()①what’s ____ with you? a.trouble b.the matterc.the wrongd.matter()② — ______? — nothing serious, but a bit tired.—better have a rest now, dear.a.is that allb.is there anything else c.what’s this d.what’s the matter with you()③【2013湖北孝感】—_________? — i have a headache and i don’t feel like eating anything.a.how are youb.what can i do for you c.what’s the matter with you d.how do you like it()④【2011．云南昆明】27.—what’s the matter with tina? —_______________.a.she is away.b.she is cool.c.she has a sore throat.d.she should take some medicine 【總結(jié)反思】
_________________________________________________________ _________________________________________________________ 【課后作業(yè)】
1、熟練說出本課重點短語和重點句型，并一次。
2、根據(jù)2a、2b 編5組對話，并和同桌練熟。
（教師復備欄及學生筆記）unit 1 what’s the matter? section a 2d—3c 第2課時 【學習目標】
1、重點單詞： headache, break, hurt, herself，2、短語：have a fever,take breaks/take a break in the same waygo to a doctor.3、句型：are you ok? do you have a fever? yes, i do./no, i don’t.what should she do? she should take her temperature.should i put some medicine on it? yes, you should./no, you shouldn’t.【重點】使用should, shouldn’t 給出合理的建議?！倦y點】根據(jù)不同的病癥給出多個合理建議?！咀詫W指導一】
自讀對話2d兩次，把握大意，劃出不懂之處并自己查字典解決。4分鐘?！咀詫W檢測一】完成下列句子。
1、你還好嗎？ are you _____?
2、我該怎么辦？ _____ should i _____?
3、我應(yīng)該量體溫嗎？ should i _____ ____ ________________?
4、我頭疼。i have ___ ________________.5、你周末做什么了? what_____ you_____ on the _________?
7、我認為你應(yīng)該躺下來休息。i think you should ______ ______ and rest.【合作探究一】
1、小組成員輪流讀對話并翻譯，劃出疑難準備提問。
2、共同劃出你們認為重要的短語、句子，寫在小黑板上。【達標檢測】
一、短語翻譯：
1、休息 ____________ __________
2、沒有移動 _______________
3、以相同的方式 _________________
4、聽起來像_____________
5、割傷自己 ____________________
6、讓自己受傷____________________
7、在傷口上敷點藥________________________
8、跌倒__________________
二、單項選擇。
1、()【2012曲靖中考】i didn’t sleep well last night, because i _____ a toothache.a.was b.wentc.had d.took
2、()【2013山東萊蕪】—tony, what’s ___ matter with you? — i have _____ toothache.a.a;theb.the;ac./;the d.the;/
3、()mr.smith eats ______ food, so he’s _____ fat.a.much too;too much b.too many;much too c.too much;too much d.too much;much too
4、()【2013孝感】—why are you so tired these days? —well, i have ________ homework to do.a.too much b.too many c.much too d.many too
5、()you ____ be quiet when you are in the reading room.a.should b.shouldn’tc.cand.can’t
6、()【2013安徽】you _____ drive your car so fast.it’s very dangerous.a.wouldn’t b.shouldn’t c.couldn’t d.mightn’t
7、()david needs ______ a good rest.a.hasb.to have c.have
8、()【2013連云港】30.— id like a cup of black coffee.what about you, maggie?________ sugar.a.than b.for c.withd.to
9、()the boy isn’t ___ to dress himself.a.old enoughb.enough old c.old
10、()— i’m sorry to break your pen.—_______ a.that’s rightb.it doesn’t matter c.thank you — i prefer coffee
第五篇：四年級英語教案(下)
Lesson 22 Do you walk to school?
一、教學目標：
1、知識目標：學生能夠掌握（聽說讀寫）和運用四會單詞bus;句子How do you go to school? By ____.2、能力目標：通過學習本課，能運用英語簡單介紹自己的信息，并能與他人進行溝通與交流，通過這個話題的學習和語言訓練，能靈活運用在日?？谡Z交際中。
3、情感目標：為學生提供真實的語言環(huán)境，鼓勵學生大膽的說，培養(yǎng)學生自我表達和與他人溝通的能力。
二、教學重難點：
1、教學重點：能聽懂和運用四會單詞bus和其他交通工具；句子How do you go to school? By ____.2、教學難點：在本課中如何用英語介紹自己的信息并能與他人交流，在表達的過程中做到句子流暢、發(fā)音標準，表達的清楚準確。
三、教具學具：CAI、word card、radio and tape
四、教學過程：
（一）Warming up and review: Hello, boys and girls.I am happy today, so I want to sing a song.Let?s sing together, stand up.（review bus、car、bicycle …）
（二）New concept: Step 1:watch a movie(twice)
T: Where are they going? Where do you live? S: I live in a/an ____.T: Is it near school? How do you go to school? Whose house is far from school? Ss: …… Step2: How does Jenny/Danny/Kim…go to school?(1)Listen and fill in the blanks(2)Open the book and find the answer Step3: What day is today? When is Children?s Day? Where do you want to go? Practise: Where do you want to go? You can use the sentences ask and answer
（三）Ending: Listen and chant.五、板書：
Lesson 22 Do you walk to school? How do you/they go to school? By bus / bicycle.On foot./ I walk to school.課后反思： Lesson 23.Are You Ready for a Quiz? 教學目標： 1.知識技能。
（1）完成本課所涉及的小測試。（2）學生能夠讀懂故事書中的小故事。2.能力目標：
通過小測試及故事理解，提高學生的閱讀及聽力理解能力。3.情感目標：
提高英語學習的興趣。
教學重點：掌握小測試中的6個句子，并能靈活運用。教學難點：聽懂并理解故事內(nèi)容，順利完成相關(guān)練習。教具：錄音磁帶。
Class Opening and Review.(1)Greeting.(2)Chant and sing the song in this unit.(3)Play “spell” to review the main words in this unit.(4)Finish the quiz.a.Use the quiz as the listening exercise.The students finish it on the paper.Play the tape twice.Then check for understanding.b.Ask them write the answer below each question.Story: Maddy the Monster Listen to the radio and think about these questions 1.Is Maddy big or little? 2.Is she old or young? 3.Is she too big or just right for the classroom? 4.Is she too big or too small for the bus? 5.Where does she live? Discuss these questions then read the story.Use the activity book.No 2.Ask the students to listen carefully.Play the tape twice.板書設(shè)計：
Lesson 23.Are You Ready for a Quiz? Story: Maddy the Monster 1.Is Maddy big or little? 2.Is she old or young? 3.Is she too big or just right for the classroom? 4.Is she too big or too small for the bus? 5.Where does she live? 課后反思： Lesson24.Again, Please！教學目標：
知識目標：通過復習本單元的內(nèi)容，使學生掌握本單元重點單詞、句型，并能靈活運用。能力目標：借助重點句型能用英語談?wù)劚締卧獙W過的相關(guān)知識。情感目標：提高英語學習的興趣。教學重點：I know.(P48)教具準備：圖片、寫有詞組的小黑板、小測驗試卷 教學過程：
1.Review the words: apartment, avenue, bus, house, jeans, road, street 2.Write some information about students themselves with this unit knowledge.Like this: How old are you? How tall are you? What is your address? Where do you live? 3.Test present the vocabulary of this unit.then ask the Ss to spell these words.Make sure they can say it correctly.divide Ss into groups of four children.Play“Memorycard”.Ss like to talk using as much English as possible.4.Do Activite Book 課后反思：
Lesson 25 My Favorite Colours Teaching Aims: Key Words: pink orange white black brown green blue Sentence Structure: Is this a…? Yes/No.Key Points: What is your favourite colour?
I like… My favourite colour is…
… is my favourite colour
Teaching Aids: tape tape recorder pigments Teaching stages: Ⅰ.Warming-up 1.Hello boys and girls.Today we will talk about colours.How many colours do you know?(Stimulate students to find out some colours that they have learned)2.Say and Point Teacher: Point something red.Students: Point to something red in the classroom.(invite one volunteer to come to the front and give the orders)Ⅱ.New Concepts 1.Teacher: My favourite colour is blue.What is your favourite colour? Students: My favourite colour is …
I like…
… is my favourite colour
(Show them different ways to response the question)2.Activity Give students 3 minutes to make up dialogues according to the example above.(teacher walk around students to check their work and offer help as long as possible)3.Mix colours
Teacher: Just now, we talked about many kinds of colours.But today I only take five colours with me.They are red, yellow, blue, white and black.(show students the pigments and encourage them to say them in English).We can try to mix any two of them and receive new colours.(give students ten minutes to create new colours with the five colours.After the activity, invite some of them to express how to make green, pink, orange, purple etc.)Result: Red and blue make purple.Red and yellow make orange.Blue and yellow make green.Red and white make pink.4.Listen to the tape Part two : Favourite colours.Before listening to the tape, show students some questions.For instance: What is Danny?s favourite colour? Do Jenny and Danny like the same colour? 5.Draw and colour T: Please draw a red apple.(teacher draw a red apple on the blackboard.)Is this a red apple? Ss: Yes.T: Draw a green tree.(teacher draw a green tree on the blackboard)Is this a green tree? Ss: Yes.T: Draw two blue chairs.(teacher draw two purple chairs on the blackboard)Are they blue chairs? Ss: No.T: Draw…
(use this way to practice the sentence structure: Is this…?)6.Open the textbook and read try to read part one.5 minutes later check their reading.Ⅲ.Class closing.Homework: Draw a picture and try to use all your favourite colours.Ⅳ.Writing on the blackboard Lesson 25 My Fvourite Colours What is your favourite colour? Is this a …? Yes.I like…/ My favourite colour is… No.… is my favourite colour.課后反思：
Lesson 26 My Favourite Clothes Teaching Aims: Key words: same different Sentence structure: I like...Teaching Aids: tape tape recorder markers clothing pictures Teaching stages：
Ⅰ.Warming-up and revision 1.Draw and colour Teacher give orders and students draw pictures.Orders like: Draw a skirt and colour it blue.Draw a pair of shoes and colour them black.Draw a pair of socks and colour them yellow.Draw a T-shirt and colour it red, etc.2.Ask and answer Teacher: What?s your favourite colour?(encourage them to answer in three different ways.After answering, this student can go on asking other students this question)Ⅱ.New concepts 1.Teacher:(show students these clothing pictures and say)I like a skirt.My favourite cloth is a skirt Divide students into 3 or 4 groups.Each group has 5 or 8 students.Give students 3 or 5 minutes to discuss their favourite clothes.Then, write down the results and find out.Skirts are my favourite clothes.(write down these sentences on the blackboark)What?s your favourite cloth?
2.how many of them like the same clothes and how many of them like the different ones.Teacher: I have a red skirt.My sister has a red skirt, too.These two skirts are same.I have a white T-shirt.My sister has a blue one.These two T-shirts are different.Do you know the meaning of same and different? 3.Listen and answer Play the audio tape of the text.Before listening, show students some questiones.For instance: What?s Jenny?s favourite cloth?
Do Jenny and Danny like the same clothes? Whets Danny?s favourite cloth?
After listening, encourage students to discuss those questions and find out difficult points in the text.Then, try to solve these questions by them selves.Ⅲ.Class closing
Home work: Interview at least 3 classmates about their favourite colour and clothes.Ⅵ.Writing on the blackboard Lesson 26 My Favourite Clothes What?s your favourite cloth? I like …
My favourite cloth is …
… is/are my favourite cloth/clothes 課后反思：
Lesson 27: My Favourite Food
一、教學目標 a、知識目標：
重點單詞：breakfast早飯 lunch午飯 supper晚飯
重點句型：What? s your favourite food ? 你喜歡什么食物？ I like … 我喜歡…… I don?t like … 我不喜歡…… b、能力目標
能夠了解一些東西方的食物，并能熟練運用句型What? s your favourite food ?（你喜歡什么食物？）I like …（我喜歡……）I don?t like …（我不喜歡……）c、情感目標
通過有效的語言活動，幫助學生逐步掌握所學的語言知識與技能，使學生產(chǎn)生成就感，并自信地參與語言活動，從而使其初學英語的好奇和對活動的喜好轉(zhuǎn)化為持久穩(wěn)定的學習興趣。
二、教學準備 錄音機、錄音帶，圖片
三、教學過程(一)、Greeting.T: Hello,everyone!C: Hello!(二)、New Conceptes T: There are many games for you!Do you like to play? C: Yes!T: Ok,let?s play:Go Fish!
(這個游戲是用來復習第二冊中學生所掌握的一日三餐、一天中的三個時間段的單詞。利用這個簡單的游戲，調(diào)動起學生的積極性。)T: OK, very good!When do you have breakfast / lunch / supper ? C: We have breakfast / lunch / supper in the morning / afternoon / evening.(在這一環(huán)節(jié)中如果學生不能理解的比較徹底，教師可以適當?shù)募哟缶毩暤牧Χ取?T: Now, please look here.What are they?(出示書中第一部分的圖片，讓學生看圖回答問題，教師在這個過程中注意學生的單、復數(shù)的運用：fruit的單、復數(shù)說法是一樣的)T: Please listen to the tape and read after it.(這個環(huán)節(jié)不僅讓學生練習聽，還要訓練學生說的能力。)T: Great!Play “Favourite”whit colour and clothing.We studied clothes last lesson.Do you remember ? C: Yes.We remember.T: Let?s go!
(這個游戲是用來復習Favourite的，同時也為本課要學習的重點內(nèi)容做鋪墊。在學生回憶起Favourite的用法是教師在這時要不失時機的說)T: What? s your favourite food ?
(學生會說出自己喜歡的食物，此時教師利用學生說的這些食物來引導學生做游戲，目的是引出本課重點。)C: I like sandwich / milk / fish …… T: Please draw picture of your favourite food.(讓學生畫出自己喜歡的食物的圖片為后邊的學習打基礎(chǔ))(在學生畫好后教師用他們的圖片進行重點教學)T: I like sandwich and milk.(教師指著圖片對學生說，這樣可以使學生更容易的理解其意思。同時教師要注意用自己的肢體語言使學生明白like的意思。)T: What? s your favourite food ? S1: I like hot dogs and pizza.T: I like hot dogs and pizza,too.S2: I like vegetables.T: I like vegetables,too.S3: I like fruit and chicken.T:: I like fruit and chicken,too.S4: I like …...T: What?s meaning this word ?and? ? S5: 和
(通過反復的練習讓學生明白的意思，這樣使學生的記憶更深刻)T: What is meaning ?too?? C: 也
T: 它放在了什么樣的句子中呢？ C: 它放在了肯定句中 T:(教師再次拿起圖片)I like sandwich and milk,but I don?t like fish.(教師邊說邊用肢體語言演示，讓學生明白老師所要表達的意思。如果學生還不能理解，教師可以用不同的食物再演示一遍)T: I like pizza and hamburgers,but I don?t like soup.What?s meaning this word ?but? ? C: 但是
T: What about you ? S6: I like French fries and dumpings,but I don?t like noodles.T: I don?t like noodles,either.T: What about you ? S7: I like soup and chicken,but I don?t like vegetables.T: I don?t like vegetables,either.T: What about you ? S8: I like sandwich and hamburgers,but I don?t like sandwich.T: I don?t like sandwich,either.T: What is meaning ?either?? C: 也
T: 它放在了什么樣的句子中呢？ C: 它放在了否定句中
T: Ok,now please listen to the tape, and answer my question.What does Danny like for lunch? What does Jenny like for lunch?(要學生把正確的答案寫下來，練習他們寫的能力)Listen!(教師放錄音，第一遍放學生認真聽，第二遍讓學生回答問題，然后第三遍訂正并朗讀。在這個環(huán)節(jié)中不但訓練了學生的聽力，還訓練了學生聽音回答問題的能力，同時，也不能丟了讓學生練習讀的機會)S9: Danny likes…and…but he doesn?t like… S10:Jenny likes…and…but she doesn?t like…(三)、Practice T: Do you want to know what the others favourite food? Please make a dialogue in group, then show your fruit.(讓學生在小組內(nèi)編對話，以次來練習學生說英語的能里)T: I?m tired!Are you tired? C: We are tired!T: Ok, let?s have a rest.Play the “Smile , Ftown” game!
(讓學生在輕松的氛圍中學到知識，并以輕松愉快的心情結(jié)束本節(jié)課的學習)(四)、Class closing T: Are you happy ？ C: Yes, we are happy!T: I?m happy too.Ok,now this class is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!
（五）、板書設(shè)計
What? s your favourite food ? 你喜歡什么食物？ I like … 我喜歡…… I don?t like … 我不喜歡……
（六）、課后反思： Lesson 28: My Favourite Dessert
一、教學目標 a、知識目標：
重點句型：I have…我有……
I like…我喜歡…… I don?t like…我不喜歡…… b、能力目標：
能夠熟練運用句型I have…（我有……）I like…（我喜歡……）I don?t like…（我不喜歡……）c、情感目標：
讓學生感受成功的喜悅，激發(fā)他們學習英語的熱情，使他們具有更積極的情感態(tài)度。
二、教學準備 錄音機、錄音帶，圖片
三、教學過程(一)、Greeting.T: Hello,everyone!C: Hello!(二)、New Conceptes T: Let?s sing a song!
(教師拿出事先準備好的甜點圖片對學生進行提問，來復習以前學過的甜點的單詞)S1: It?s ______.T: Is it a dount? S2:Yes/No,it?s____(在學生認識了這些甜品之后讓學生聽錄音，并回答問題)T: What desserts are there in the tape? Please listen!T: Who wants to answer my question? What? S3:_______.S4:_______.S5:_______.S6:_______.(在學生回答完后教師先拿出一些復數(shù)甜點，再拿出一些其他物品的復數(shù)圖片來進行提問，用這個問答練習來復習規(guī)則名詞的復數(shù)形式)T: What are they? S7: They are_____ T: What are they? S8: They are_____ T: Why we say “they are ”but not say “it is ” ? C:因為這些是復數(shù)，所以我們說they are而不說it is。T: What?s your favourite dessert? S1: I like___.T: What?s your favourite dessert? S2: I like___.(讓學生根據(jù)圖片內(nèi)容來回答問題。因為這個問答學生都很熟悉了，因此他們回答起來是比較容易的。而教師在這個環(huán)節(jié)中要做的就是及時發(fā)現(xiàn)他們在回答過程中的問題，及時糾正。提醒學生注意單、復數(shù)，雖然這不是本節(jié)課的重點，但卻是容易出錯的地方，因此，教師還是應(yīng)該作為重點來看。)T: Ok, let?s have a race.There are many cards , please fill in the blank in the group.Then show your fruit.(教師出示需要填空的句子，填的多的并且正確的為獲勝組)I like___.(任何一種顏色)I like___s.(任何衣服)I like a ___.(任何衣服)I like___s(任何一種食物)(給學生一段時間填空)T: Which group has finished? Who wants to try?(通過這個游戲看看學生對單詞單、復數(shù)的掌握情況，并且在總結(jié)的時候向同學們展示句中進行單詞替換的方法。之后請每個小組的同學讀出自己小組的成果)T: Please read it.T: Ok,good!Please ears up!Listen to the tape, and answer my question.① What?s Danny?s favourite dessert? ② What desserts do they have?(先放一遍錄音讓學生聽，并試著讓學生回答問題。如果不行，可再放一遍，然后訂正。)T: Answer my question.S:_________________________.T: Great!Listen to the tape and read after it.Then please make a dialogue in group, then show your fruit.(這個環(huán)節(jié)是訓練學生的說的能力，說是學好英語的重要環(huán)節(jié)，因此我們要注重培養(yǎng)學生說英語的能力。)(三)、Practice
T: Divide the class into pairs.Please make some sentences with ?I like a/an_____and you like a/an____.? ?I like _____s and you like ____s.? and ?I like(a/an)_____(s)but you like(a/an)_____(s).? Let me see who the first one is.(利用以前學過的詞，比如：最喜歡的顏色、衣服、午餐和甜點等造句。比較哪對同學最快、最好。)(四)、Class closing T: Are you happy ？ C: Yes, we are happy!T: I?m happy too.Ok,now this class is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!
（五）、板書設(shè)計 I have…我有…… I like…我喜歡…… I don?t like…我不喜歡……
（六）、課后反思： Lesson 29: What Do You Like to Do?
一、教學目標 a、知識目標：
重點句型：What do you like to do?你喜歡做什么？
I like to do… 我喜歡做…… b、能力目標：
能夠熟練運用句型What do you like to do?（你喜歡做什么？）
I like to do…（我喜歡做……）c、情感目標：
讓學生感受愉悅和民主的課堂氣氛，使學生的學習興趣高漲，真正成為學習的主人。
二、教學準備
錄音機、錄音帶，卡片，一個容器
三、教學過程(一)、Greeting.T: Hello,everyone!C: Hello!(二)、New Conceptes T: I?m glad to meet you.I want to play a game with you.Do you want to play with me? C: Yes ,we do.T: Ok, please look here,guess!(將一些動詞短語的卡片放進一個容器中，再讓一名學生從容器中抽出一張卡片，看完后根據(jù)短語作出相應(yīng)的動作，請其他同學猜出短語)S: play basketball / play ping-pang / play football / play on the computer…
(利用這個游戲來復習以前學過的這些動詞短語，并使學生了解它們的含義為下邊的內(nèi)容打基礎(chǔ)。然后把這些卡片貼在黑板上做為板書的一部分)T: What do you like to do ? I like to _____ ______.(教師指著黑板上的短語卡片，以自問自答的方式，來展示回答的方法，強調(diào)I like to _____ ______，如果學生不是很明白，教師可適當再進行1~2組)T: What do you like to do ? I like to _____ ______.(邊說邊做動作)T: What do you like to do ? S1: I like to _____ ______.T: What do you like to do ? S2: I like to _____ ______.T: What does he like to do ? S2: He likes to _____ ______.(教師邊問邊用手指著第一個同學，讓這個同學說出他的愛好。然后再指著另外一個人進行提問。)T: What does she like to do ? S3: She likes to _____ ______.T: please make a dialogue in group with these sentences, then show your fruit.I like to_____(play)_____(game).I like to_____(play with)_____(a toy / toys).I like to_____(play on)_____(the computer).(在這個過程中教師要提醒學生注意不同的說法。)
T: Ok,good!Please ears up!Listen to the tape, and answer my question.① What does Danny like to do? ② What does Steven like to do? ③ What does Kim like to do? ④ What does Jenny like to do?(請同學們邊聽邊寫出正確答案，放兩遍錄音。這個環(huán)節(jié)不僅是在訓練學生的聽力，也是在訓練學生的寫的能力)T: Who wants to show your fruit? Who is the first one? S:__________________________.(三)、Practice
T: Ok, it?s time to rest.Play a game ?Smile, Frown? with “He/She likes to_____(play/play with)_____(game/toys)”
(在這個游戲中我們可以分成兩次來做，一次是有關(guān)運動項目的如：basketballand ping-pang，另一次是有關(guān)玩具的如：doll and skipping rope。這樣有助于學生正確地進行替換練習：用play或play with。)(四)、Class closing T: Are you happy ？ C: Yes, we are happy!T: I?m happy too.Ok,now this class is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!
（五）、板書設(shè)計
What do you like to do?你喜歡做什么？
I like to do… 我喜歡做……
（六）、課后反思： Lesson30 My favourite school work Teaching Aims: 1.Know the two words: write, read;Know what are school works..Can explain their favourite school works and asking questions about the others? favourite school works;Can sing the song 3.To invent real-world situations to learn so that the students will attend to the lesson and feel inspired to practice.Ss help each other in pairs or groups, the development cooperates the spirit.Important points：write(a story), read(a book)I Am Drawing,(song)Difficult points：My favourite school work is ____ Teaching Tools: Courseware, radio and tape.Teaching steps:
一、Greeting and Warming-up: 1.Greeting: Hello, boys and girls!How are you today ？ 2.Play a game: Can you guess What do I like to do ? What does he/she like to do? S: You/He/she like（s）to________.復習動詞詞組Play basketball Sing a song Read books Draw a picture ……【設(shè)計意圖: 本課重點學習喜歡做的學?；顒?，繼續(xù)學習鞏固sb like（s）to sth 句型, 復習一下動詞like，以便更好進行下面教學活動,用游戲的形式營造輕松的英語課堂氣氛。】
二、Key Concepts：
3.T: Yes.I like to ______and_____.But my favourite school work is _______.4 Showing the pictures with the courseware, and ask the students what they can see.5.T: Today let?s learn Lesson30 My favourite school work T: Do you know what about school work? S: ……
T:Tell the class these active are “school works.” Teach “read a book”, “write a story” a few times.T: My favourite school work is to play on the computer.I like to play on the computer.What?s your favourite school work?
Students should answer follow the teacher?s demonstrate.(Single.)
Showing the courseware(A girl is reading a book): “What?s she doing?”【 說說、演演的形式加深了學生對句型的理解，利于他們在現(xiàn)實中運用?！?1)“It?s you!What?s your favourite school work?” then practice several times with different students.(2)Ask 4 or 5 students, “What?s your favourite school work?” they should say “Our favourite school work is to _______.”
(3)Ask the whole class “What?s their favourite school work?” The students should answer with “Their favourite ________.” 【設(shè)計意圖:以一條主旋律favourite things貫穿首尾，運用中既有鋪墊又有高潮，使孩子們在日常的交流中得到了充分的鍛煉，達到了學以至用的目的。】 6.Read the text after the radio.7.Drill: Stuents in the classroom practice to ask and answer the questions each other.To find out who has the same hobbit in 3 minites.8.Learn the song:.Listen to the new song one time.“I am drawing” with the actions.Follow it at the second time.Sing the song together:【用唱歌的形式營造輕松的英語課堂氣氛。鞏固練習動名詞形式，為下一個環(huán)節(jié)做鋪墊?！?/p>
9.Practice : Do the ACTIVITY BOOK
三、Class closing.10.Play “Secret Word”with the audiotape of the song to make sure the students hear and understand “reading” and “writing”.Lesson 30 My Favourite School Work What ?s your favourite school work?
play basketball / sing a song/ read books/ draw a picture…
My favourite school work is to ______.課后反思：
Lesson31 Are You Ready for a Chant? Teaching Aims: 1.Master vocabulary: our their we they;Learn a chant“I My Chant”and a story “The Diffos”.2.Train the ability of listening, spelling, reading and acting.3.To invent real-world situations to learn so that the students will attend to the lesson and feel inspired to practice.Ss help each other in pairs or groups, the development cooperates the spirit.Important &difficult points：I My Chant Teaching Tools: Courseware, radio and tape.Teaching steps:
一、Class opening and Review: 1.Greeting.2.Sing “I Am Drawing”
二、Key Concepts：
3.Teach the“I My Chant”.Play the audiotape ,Ss follow words and pictures in their students books.Then teach the chant line by line to the students.T sings one line or part of a line and get Ss to repeat after you.Use the pictures in the students book to help Ss remember the words.鞏固sb like（s）to sth 句型.Write the words on the blackboard: I , my, you, your, we , our, they, their, he, his, she, her 4.Practice in pairs Make sure the students can say and understand the structure before I let them practice, and then have them practice the structure with some limited substitution.5.Story: “The Diffos”.（1）Prepare to read.Use some questions to prepare, such as: Do you have any unusual likes or dislikes? Do you know anyone who does? Do you think the people in this story are unusual? Why?【閱讀前的鋪墊，使孩子們在日常的交流中得到了充分的鍛煉，也使學生為閱讀故事做好準備?！浚?）Read
Play the tape of the story and get Ss to listen carefully and rearrange their story all ordingly.Feedback: ask individual s to read out the story in the correct order.（3）Group Discuss Use some questions to reinforce the main idea of the story.What do the Diffos do that?s different from other people? Would you like to live with the Diffos? Why or why not? In the story, do the other students like the Diffos to sing in the library ? Why not? Do you like this story? Why or why not? 【讀故事討論的形式加深了學生對故事的理解，利于他們在現(xiàn)實中運用所學知識?！?/p>
Feedback: hear from a few group spokes people of their group?s ideas.6.Practice Do the activity book No1 &2
三、Class closing 7.Homework: Role-play about the story.Lesson 31 Are You Ready for a Chant? I , my, you, your, we , our, they, their, he, his, she, her 課后反思： Lesson32 Again, Please Teaching Aims: 1.Aims on the knowledge(1)To review mastery vocabulary of this unit.Sentence Structures: I like_______.I like to ________.(2)To help Ss to finish the survey.2.Aims on the abilities(1)Train the ability of listening, spelling, reading and acting.(2)To foster Ss? abilities of communication and their innovation.3.Aims on the emotion(1)To foster Ss? consciousness of good co-operation and proper competition.（2）Ss help each other in pairs or groups, so that weaker Ss are not left behind.Key-points of this lesson：
To review mastery vocabulary of this unit.Difficult points：
To finish the test by themselves.Teaching Aids:
A tape, some markers ,some cards about clothes, food, dessert and school things.Teaching steps: Step 1.Warming-up and preview: 1.Free talk between T and Ss about greeting.2.Now, let?s chant“I My Chant” OK?
Ss: OK!【復習物主our, their，代詞they and we】
(While the children say, T draws a Christmas tree on the blackboard Step Step 2.Review.T: Today, let?s have a race.I?ll divide you into two groups.One is Yellow Group, the other is White Group.Now, Show us your slogan.（1）T： Let?s begin.First, Can you write.Each group choose ten pupils to do this.S1: What?s your favourite colour? S2: My favourite colour is orange.S1: Can you write it?
S2: Yes.（Write this word on the blackboard, if right, then draw a gift on the Christmas tree）得分方法：寫對幾個得幾分，寫在黑板上。
【意圖：活躍氣氛，調(diào)動學生學習積極性，激發(fā)學生興趣?！?Present the vocabulary of this unit.Ask the Ss to spell these words.Make sure they can say it correctly.Step 3.Practice（１）In pairs，Play “Memory card”.（２）Divide Ss into groups of four children to present “My Show”.Review vocabulary for colours, food, clothing and activities.I like to ______.I like_________.My favourite colour is _______.My favourite clothes is _______.My favourite food is _______.My favourite dessert is _______.My favourite school work is _______.【設(shè)計意圖: 本單元重點學習表述個人喜好，繼續(xù)鞏固sb like（s）to sth 句型, 復習一下動詞like，用“我秀”的形式營造輕松的英語課堂氣氛。】
Step 4.Activity Book Test【Purpose: To check the knowledge Ss have learned in this unit.】 Step 5.Class closing.Sing “I Am Drawing”
Step 6.Homework.Write “My Show”【Purpose: Revision is so important that Ss should speak English as much as they as in class or after class.It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.】 Blackboard Design: Lesson 32 Again, Please black white
brown green
orange yellow pink blue purple red
點擊咨詢 