第一篇：Unit 5教案

Unit 5 There is a big bed

第一課時

一、教學內(nèi)容：A.Let’s try& Let’s talk

二、教學目標

1.能聽、說、認讀單詞“there”。

2.能靈活運用There be句型介紹房間內(nèi)有什么，并用適當?shù)男稳菰~描述房間內(nèi)的物體。

3.能完成“Let’s try”部分的聽力任務。

4.激發(fā)學生與他人合作、交流的欲望，加強學生對彼此的了解。

三、教學重難點

1.能聽、說、認讀單詞“there”。

2.能靈活運用There be句型介紹房間內(nèi)有什么，并用適當?shù)男稳菰~描述房間內(nèi)的物體。

四、教學準備

1.教師準備多媒體課件、錄音機和錄音帶、圖片。2.學生準備畫筆和畫紙、人物頭飾。

五、教學過程 Step1 Warming-up 1.Free talk T: Hello, boys and girls.Ss: Hello, teacher.T: How are you today? Ss: Fine, thank you.And you? T: I’m fine, too.2.活動：猜一猜。教師出示六幅臥室圖，與學生進行對話，如：

T: I have six photos of bedroom.Do you know which one is my bedroom? You can ask me: What’s in your bedroom? Who want to have a try? S1: What’s in your bedroom? T: There is …

S2: Oh, the second photo is your bedroom.T: Yes, the second photo is my bedroom.You’re right.Step 2 Presentation 1.Let’s try的學習

（1）先讓學生觀察圖片，然后播放教學錄音。播放第一遍錄音，學生選出正確的圖片，師生一起核對答案。

（2）播放第二次錄音時，學生跟讀。2.Let’s talk的學習

（1）教師再次出示自己的臥室圖片，讓學生同桌用There be句型說一說臥室里面有什么，并對臥室里的物體進行評價，如：

S1: There is a water bottle in the bedroom.S2: Oh, it’s nice.S1: There is a photo on the wall.S2: I like the photo.（2）介紹對話情景

T: There is a photo of Zhang Peng’s room.Sarah and Zhang Peng are talking about the room.Let’s listen to the tape and know something about their talking.（3）第一次播放教學錄音，全班學生跟著錄音讀。

第二次播放教學錄音，學生聽完錄音后回答下面問題：

① Is Zhang Peng’s room nice?

Yes, it is.② Is the bed big or small?

It’s big.③ Where is the computer?

It’s on the desk.第三次播放教學錄音，全班學生跟著錄音讀，提醒學生在跟讀的過程中藥注意模仿錄音中的語音、語調(diào)。

（4）學生拿出人物頭飾，同桌合作練習表演對話，然后教師請幾對學生上講臺表演，評選出“最佳表演者”，并給予小禮物作為獎勵。

（5）Describe the picture

教師出示情景圖，學生用There be句型描述房間里有些什么物體。Step 3 Consolidation&extension

學生結對合作，一名學生用自己學習過的句型（如：I have ? / There is / are ?）描述自己的房間，另一名學生根據(jù)描述在空房間內(nèi)畫出相應的物品，然后交換角色練習。比一比誰畫得更像、更好。

Step 4 Summary

六、課后反思

第二課時

一、教學內(nèi)容：A Let’s learn& Let’s play & Let’s spell

二、教學目標

1.能聽、說、讀、寫單詞“clock”，“plant”，“bike”，“water bottle”和“photo”，并能用句型“There is ?”表達某處有某物。

2.能做“Let’s play”部分的游戲。

3.了解字母組合ai/ay的簡單發(fā)音規(guī)律，掌握雙元音字母/ei/在單詞中的發(fā)音。三．教學重點難點

1.能聽、說、讀、寫單詞“clock”，“plant”，“bike”，“water bottle”和“photo”，和There be句型的簡單運用。

2.能做“Let’s play”部分的游戲。

四、教學準備

1.教師準備多媒體課件、錄音機和錄音帶、圖片、衣服實物。

2.學生準備畫筆和畫紙。

五、教學過程 Step.1.Warming-up（1）教師播放之前學習過的歌曲錄音“What can you do?”，全班學生跟著錄音大聲唱歌曲，創(chuàng)設學習英語的氛圍。（2）課件出示一間干凈、整齊的房間 T: What can you see in this picture? S: I can see a bed, a desk and a ?

教師依次指著圖片中的bed, window, desk, picture, chair問：“What’s this?”，學生回答：“It’s a / an ?”并快速拼讀。

T: This is a nice room.I want to make this room nicer.So I need to put more things in this room.Step 2 Presentation（1）Let’s learn的學習

1.教學新單詞

T: First, let’s put a clock in the room.(教師邊說邊點擊課件，房間的墻上出現(xiàn)一個鐘表)Now there is a clock in the room.Follow me, please.Clock, c-l-o-c-k, clock, there is a clock.教師用同樣的方法引出詞語：plant, water bottle, bike, photo

(2)教師帶領學生讀幾遍新詞匯,學生齊讀。

(3)教師介紹張鵬的房間。

T: Do you know what Zhang Peng’s room like? Let’s go and see.(4)第一次播放錄音，全班學生跟著錄音讀，了解對話的大致內(nèi)容。

(5)學生同桌合作，用句型“There is...”介紹自己班級的物體。2.Let’s play的學習

(1)教師請三位學生上講臺，表演本部分的“句子接龍”游戲。

(2)學生三人一組，模仿示例表演“句子接龍”游戲，然后教師請兩三組學生上講臺表演。

3.Let’s spell的學習

（1）Read, listen and chant ① 呈現(xiàn)例詞

教師用多媒體依次呈現(xiàn)本部分的圖片，引出例詞，并把例詞寫在黑板上。rainy

rainbow

paint

wait say

way

birthday

Monday ② 播放本部分的教學錄音，全班跟著錄音讀，提醒學生在跟讀時要注意模仿錄音中的發(fā)音，盡量做到讀準元音字母的發(fā)音。

③ 學生在四人小組內(nèi)依次讀例詞，嘗試找出例詞的發(fā)音規(guī)律。

④ 教師總結：第一行單詞中的字母組合“ai”和第二行單詞中字母組合“ay”在單詞中都發(fā)/ei/音。

⑤ 教師簡單講解發(fā)音要領：發(fā)雙元音/ei/時，口型由/e/向/i/滑動，下巴向上合攏，舌位隨之抬高。注意雙元音的發(fā)音特點是前重后輕、前長后短。（2）Listen, read and circle ① 教師帶讀，然后讓學生分組讀、分男女生讀。

②播放本部分的教學錄音，學生根據(jù)錄音內(nèi)容圈出正確的選項。③ 再次播放教學錄音，師生一起核對答案。（3）Look, listen and write ① 學生觀察本部分圖片，教師播放教學錄音，根據(jù)錄音內(nèi)容填空。②再次播放教學錄音，師生一起核對答案。

③ 讓學生選擇自己喜歡的一句話，把其在四線三格中抄寫兩遍。

Step 3 Consolidation&Extension 1.教師說：“There is a clock, a chair, a bed ? in my room.”，學生根據(jù)教師的描述畫圖。

2.編寫包含ai/ay的單詞歌謠。Step 4 Summary

六、課后反思

第三課時

一、教學內(nèi)容B.Let’s try & Let’s talk

二、教學目標

1.能聽、說、認讀單詞“grandparents”，“their”，“house”，“l(fā)ot”，“flower”和詞組“l(fā)ots of”。

2.掌握There be句型復數(shù)形式的運用。

3.能完成“Let’s try”部分的聽力任務。

4.能綜合運用方位介詞和There be句型描述房間物體的位置。

5.提高學生用英語交際的能力，激發(fā)學生參與課堂活動的熱情。

三、教學重難點

1.能聽、說、認讀單詞“grandparents”，“their”，“house”，“l(fā)ot”，“flower”和詞組“l(fā)ots of”。

2.掌握There be句型復數(shù)形式的運用。

四、教學準備

1.教師準備多媒體課件、錄音機和錄音帶、詞卡。

2.學生準備人物頭飾。

五、教學過程 Step 1 Warming-up

1.教師出示方位介詞位置關系圖，和學生一起復習方位介詞。2游戲：I can do.（1）教師發(fā)指令，學生根據(jù)指令做動作。如：

Put your English book in your desk.Put your hand in front of your body.（2）學生小組合作，一名學生發(fā)指令，其他學生根據(jù)指令做動作。Step 2 Presentation 1.Let’s try的學習

(1)引導學生看教材上。

(2)第一次播放教學錄音，學生根據(jù)錄音內(nèi)容勾出正確選項。師生一起核對答案(3)第二次播放教學錄音，學生跟讀。2.Let’s talk的學習

（1）教學新單詞Lead-in T: Who are father and mother? Ss: They’re parents.T: Then who are father’s(mother’s)father and mother? Ss: They’re grandparents.(2)參觀祖父母的家。

(Show a house)T: Let’s visit my grandparents’ house.Look, it’s their house.What’s in front of the house? They’re flowers.They’re lots of flowers.(3)教師把新詞匯寫在黑板上，帶領學生學習。grandparents

their

house

lots

lots of（4）介紹對話情景

T: Zhang Peng, Mike and Sarah are talking together.They’re talking about Zhang Peng’s living room.Let’s go and see what are in his living room.第一次播放教學錄音，全班學生跟著錄音讀，提醒學生在跟讀的過程中注意模仿錄音中的語音、語調(diào)。第二次播放教學錄音，學生聽完錄音后回答下面問題：

① Are there any pictures in Zhang Peng’s living room?

② Who draws the pictures?

③ Whose plants are they?

④ Where is the garden?

Answer:

① Yes, there are.② Zhang Peng’s father.③ They’re Zhang Peng’s grandmother’s plants.④ It’s in front of the house.第三次播放教學錄音，全班學生跟著錄音讀，提醒學生在跟讀的過程中藥注意模仿錄音中的語音、語調(diào)。4.出示幾個句子讓學生比較。

There is a big bed.There is a nice photo.There are so many pictures here.There are so many plants, too.總結：在There be句型中，be動詞的單復數(shù)由緊跟在be動詞后面名詞的單復數(shù)決定。

Step 3 Consolidation & extension 學生拿出人物頭飾，三人一組合作練習表演對話，然后教師請幾對學生上講臺表演，評選出“最佳表演者”，并給予小禮物作為獎勵。Step 4 Summary

六、課后反思

第四課時

一、教學內(nèi)容B Let’s learn & Find and say

二、教學目標 1.能聽、說、讀、寫表示位置關系的單詞“front”，“beside”，“between”，“behind”“above”，和詞組“in front of”。2.能靈活運用句型“Where is ??”，“It’s ?”談論物體的位置。3.能完成“Find and say”部分的任務。4.能簡單描述家具的擺設和位置。三．教學重難點

1.掌握表示位置關系的單詞“front”，“between”，“above”，“beside”“behind”和詞組“in front of”的具體運用。2.能運用句型“Where is ??”，“it’s ?”進行對話。3.介詞“on”和“above”都表示“在??上面”，但兩者表示的位置關系不一樣，要注意區(qū)分。

四、教學準備

1.教師準備多媒體課件、錄音機和錄音帶、詞卡。

2.學生準備一支筆和一本書。

五、教學過程 Step 1 Warming-up（1）教師請兩三組學生上講臺表演“A.Let’s talk”部分的對話，表揚表演到位的學生。

（2）互動游戲：學生兩人一組，把詞卡面朝上放在課桌上。教師說一句話，如：“There is a ? / There are ?”，學生試著找到相應的詞卡，用手拍一下，并迅速拼出單詞。Step 2 Presentation 1.Let’s learn的學習(1)教學新單詞

① 教師拿出一個紙盒，并從紙盒中拿出一個小球，問：“What’s this?”，引導學生說：“It’s a ball.”。教師把小球放進盒子，問：“Where is the ball?”，引導學生說：“It’s in the box.”。

② 教師介紹幾種位置關系，并用多媒體出示位置關系圖，幫助學生從感官上感知幾種常見的位置關系。

③ 教師拿出一本書和一支筆，和學生做問答練習，如：

T: Where is the pen?

Ss: It’s in / on / under / behind / beside / over / in front of the book.④ 學生同桌合作，一位學生做動作，另一位學生說句子。如一位學生把筆放在書上面，另一位學生說：“It’s on the book.”，然后同桌互換角色。

(2)第一次播放教學錄音，全班學生跟著錄音讀。第二次播放教學錄音，全班學生分角色跟著錄音讀，提醒學生在跟讀的過程中注意模仿錄音中的語音、語調(diào)。(3)同桌合作，替換對話中的關鍵詞編寫對話，然后教師請兩三對學生上講臺表演。

2.Find and say的學習

(1)教師用多媒體課件出示本部分的掛圖，學生在四人小組內(nèi)用There be句型說一說圖中物體的位置關系。

(2)教師依次請幾位小組代表站起來說一說，每人說一句話，不許重復。Step.4.Consolidation&extension（1）按我說的做。

學生全體起立，教師發(fā)指令，如“Stand behind the chair.”，學生根據(jù)指令站到自己的椅子后面。（注意：教師發(fā)指令時要穿插使用方位介詞）（2）課堂練習——根據(jù)描述畫一畫： ①It’s on the wall.②It’s in the box.③It’s behind the closet.④It’s beside the bed.Step 4 Summary

六、課后反思

第五課時

一、教學內(nèi)容B Read and write

二、教學內(nèi)容

1.能夠在圖片的幫助下讀懂電子郵件并選出正確的房間圖。2.能夠正確寫出三個描述自己房間的句子。3.能聽、說、認讀單詞move，dirty，everywhere, mouse, live和nature。

三、教學重難點

1.能讀懂并理解課文，正確完成相應的練習。2.能運用所學句型進行日常對話。

四、教學準備

1.教師準備多媒體課件、錄音機和錄音帶。

2.教師準備詞卡、教學掛圖。

五、教學過程 Step 1 Warm-up 錄音機播放歌曲A photo of me, 帶領學生唱歌，創(chuàng)造學習英語的氛圍。Step 2 Presentation 1.Read and write的學習

⑴教師利用課件呈現(xiàn)Mr Jones站在一棟老房子門口的圖片，提問:Who’s he? Where is he?引導學生回答:He’s Mr Jones.He’s in front of an old house.⑵課件播放Mr Jones:的語音:I just moved into an old house.教師幫助學生理解just, moved的意思，然后帶讀句子。

⑶課件繼續(xù)呈現(xiàn)Mr Jones不開心的樣子，教師說:Mr Jones is unhappy.Guess why?引導學生猜測: Maybe...然后教師播放Mr Jones的語音及文字:Because the rooms are too dirty.請學生猜測dirty的意思，然后帶讀單詞。

⑷教師利用課件呈現(xiàn):The rooms are dirty.There are pencils and crayons on the floor.There are pictures and photos everywhere.Oh, no!I see a mouse behind my computer!請同桌學生結對閱讀，必要時進行討論。教師適時講解everywhere的意思，然后帶讀單詞。⑸完成讀后活動

①請學生朗讀上述文字，教師給予必要的指導。

②請學生選擇與文字匹配的圖片，然后師生核對答案。

⑹教師問:Who can clean the room for Mr Jones? Who can help him? 教師帶領學生回憶第1單元讀寫部分的內(nèi)容，然后請學生回答。教師繼續(xù)根據(jù)電子郵件的內(nèi)容提問，幫助學生理解郵件內(nèi)容。教師利用課件呈現(xiàn)Robin打掃完的房子圖片，請學生分小組描述，然后請幾組學生進行展示。

（7）教師播放課文錄音，學生跟讀模仿，體會人物的感情。

（8）教師再次播放錄音并指導學生按意群朗讀，記錄長句中何處停頓、如何運用升降調(diào)等。

（9）學生齊讀課文。

Step 3 Consolidation&Extension 1.為增強趣味性，教師可以組織朗讀競賽，評出“朗讀之星”(A reading star)。2.個性化書寫活動

①教師問:What about your room? What’s in your room? 請學生在黑板上書寫。教師及時指導和修正錯誤。

②學生獨立書寫三個描述自己房間的句子，然后教師指導學生分小組交流檢查。3.教師介紹諺語:East or west, home is best.Step 4 Summary

六、課后反思

第六課時

一、教學內(nèi)容B Let’s check & Let’s wrap it up & Story time

二、教學目標

1.在聽力活動中能夠先逐一看圖，學會從圖片信息中推測考查點，做到有意識地去聽錄音并完成聽后任務，并且能夠完成填充句子的活動。2.能夠總結is, are和名詞單復數(shù)的搭配，掌握there be結構中涉及名詞單復數(shù)的表達。

3.能夠在圖片的幫助下理解Story time故事內(nèi)容；能夠在教師的幫助下表演故事；能夠培養(yǎng)環(huán)保意識。

三、教學重難點

1.能夠總結is, are和名詞單復數(shù)的搭配，掌握there be結構中涉及名詞單復數(shù)的表達。

2.能夠在圖片的幫助下，正確地運用方位介詞。

四、教學準備

教師準備多媒體課件、錄音機和錄音帶。

五、教學過程 Step.1.Warm-up(1)Free talk T: Good morning, everyone.Ss: Good morning, teacher.T: Let’s have a look.What’s our classroom? Ss: There is / are ? in our classroom.(2)學生同桌合作玩“剪刀、石頭、布”游戲，贏的一方問：“What’s in the room?”，輸?shù)囊环接没卮稹癟here is / are ? in the room.” Step 3 Presentation 1.Let’s check的學習

(1)教師請學生逐一看圖，10秒后播放本部分錄音。學生聽錄音判斷圖片正誤。師生核對答案，必要時請學生復述聽到的內(nèi)容或關鍵詞。(2)Listen again and write ①請學生先閱讀題目，然后教師播放錄音，學生填寫所缺單詞。②教師利用投影儀展示幾名學生的書寫，引導學生評價。2.Let’s wrap it up的學習

(1)教師利用投影儀呈現(xiàn)Match and write的圖片，請學生嘗試參考范例完成連線并說出完整句子。

(2)教師帶領學生總結be動詞和名詞單復數(shù)的搭配原則。

(3)請學生獨立完成連線和寫句子的活動，然后師生一起評價。3.Story time的學習

（1）教師利用課件呈現(xiàn)圖1，提問:What do you see? Where is the can? 引導學生回答:I see a can.It’s on the grass/in front of the trees /…

（2）教師提問:Who can help the can go home? Where is his home?然后播放動畫，請學生觀看后回答問題。請學生找一找圖中的可回收標志，然后教師介紹關于垃圾分類的相關知識。

（3）請學生再次觀看圖1-3的動畫，然后教師說:A naughty bear kicks the can.Where is the can now? 引導學生描述易拉罐位置的變化:He flies _____ Rabbit and Monkey.教師板書并帶讀over。教師幫助學生理解busy, naughty, kick, poor, late的意思，然后請學生模仿跟讀這部分的文字。

（4）請學生再次觀看圖4的動畫，教師問:Where is the can now? 請學生回答:It’s between two fish / in the river.教師幫助學生理解Here comes a can.以及give it to Zoom的意思，然后請學生模仿跟讀這部分的文字。

（5）請學生再次觀看圖5的動畫，教師問:Where is the can now? 請學生回答:It’s in Zoom’s hand/in the trash bin/at home.教師幫助學生理解。catch, sweet home的意思，然后請學生模仿跟讀這部分的文字。

（6）教師利用課件呈現(xiàn)易拉罐在垃圾箱里舒舒服服躺著的場景及錄音:East or west, home is best.教師幫助學生理解這句話的意思，然后請學生跟讀。（7）請學生完整欣賞故事動畫，模仿跟讀。（8）教師問:Whom does the can meet on his way home? 同桌學生一起回顧易拉罐“回家”的過程，整理出故事線索，然后復述故事。

（9）教師問:Do you like Rabbit / the two fish / Zoom? Why or why not?同桌學生結對討論，然后請幾名學生回答。Step 3 Consolidation & extension 學生分小組表演故事，然后教師請幾組學生進行展示。Step 4 Summary

六、課后反思

第二篇：unit5教案

Unit 5 What do you want to watch?

Section B(2a-2e)教案

滿坪鎮(zhèn)中心學校

郭海蓮

Ⅰ.Teaching aims Knowledge objects: To grasp the following words and phrases: culture famous symbol cartoon appear come out successful might main one of the main reasons be ready to do sth try his best Difficult sentences: In the 1930s, he made 87 cartoons with Mickey.One of the main reasons is that Mickey was like a common man, but he always tried to face any danger.Who has a pair of ears more famous than Mickey’s? Skill objects: to develop reading strategies(skimming and scanning)Moral objects: develop students’ intercultural awareness and learn to try his best just like Mickey Mouse Ⅱ.Key points: reading the passage and finish all exercise Ⅲ.Difficult points: use reading strategies properly and students can express their own ideas about cartoons Ⅳ.Teaching methods: Task-based method , group work and communicative approach Ⅴ.Teaching process Step1.Lead-in: Show three cartoons pictures Monkey King and machine cat and Mickey Mouse to let students know cartoons and symbols I’m Monkey King.I’m from China, too.I’m a character(人物)in Journey to the west.I have a magic stick.It can make 72 changes.I fight bad people.I’m smart and brave.Now let’s know a very famous symbol in American culture—Mickey Mouse.Step2.Pre-reading 1.Let’s look at the picture and read the passage quickly and answer question.Which of the following statements is the main idea of this passage? 1)Mickey Mouse, a famous symbol in American culture 2)Some cartoons with Mickey Mouse 3)Disney theme parks around the world 4)What people think of cartoons 2.Let students read the passage quickly and complete the time line on the P38 of the text book Step3.Post-reading First read the questions in the chart.Make sure all the students know the meanings of the questions.Then read the passage again and find the answers to the questions.Students work in group and read the passage carefully and try to find the answers to the questions.Check the answers with the class.Let’s know some key sentences and understand the passage well.a.The man behind Mickey was Walt Disney..b.One of the main reasons is that Mickey was like a common man, but he always tried to face any danger.c.People went to the cinema to see the “l(fā)ittle man” win… d.Who has a pair of ears more famous than Mickey’s? 5.Discuss more questions about Mickey Mouse, work in group.a.Why is Mickey “a little man”? b.Did Mickey became famous at last? c.How did he become famous? Work on 2d 1.First, ask the students to read the questions.2.Then, read the passage again.This time students should discuss the questions with partner.3.Let some students talk about their answers.Step4: After-reading 1.Let’s know more about “ little man”.Walt Disney: I’m the father of Mickey Mouse.I was talented in drawing.I was very poor when I was creating Mickey.I also tried my best to make my dream come true and finally became rich and successful Step 5: Language points Famous

become

come out

on

with

sound and music

in the 1930s

be/get ready to do something

try one’s best to do something

see sb do something Ⅵ.Exercise: Teacher guide students to retell the story by using the following key words and phrases: Famous

become

come out

on

with

sound and music

in the 1930s

be/get ready to do something

try one’s best to do something

see sb do something Ⅶ.Blackboard design

Unit 5 What do you want to watch?

Section B(2a-2e)Key words:Famous

become appear

culture symbol

cartoon

Key phrases: in the 1930s

be/get ready to do something best to do something

see sb do something

try one’s

第三篇：unit5教案

Class1 Group3 趙明燈、王露、李杏樺

Background information: Students: 40 students, Grade 7 Time: 45mins

Teaching aims: 1.Knowledge: ① Students can learn 8 new words’ pronunciation, spelling, meaning, and their variant(smart, beautiful, lazy, small, friendly, cute, scary, shy).②

Students can learn 6 sentence patterns(-What animals do you like？-I like?-Why? –Because they’ re?-Where are?from? –They’ re from?).2.Skills: ① Students can use 8 new words learned before to describe some animals’ character.② Students can recognize the 8 new words learned before in the record.③ Students can use the 6 sentence patterns learned before to communicate with other students about animals that they like.3.Strategies: ① Students can remember new words about animals better through look pictures of animals.② Students can learn English pronunciation and intonation by imitate the record.③ Students can make new sentences by apply sentence patterns learned mechanically.4.Emotion: Students can talk about animals they like and arouse awareness of protection for animals.Teaching contents: Text book 2 of grade 7, unit5, section B, 1a, 1b, 1c, 1d, 2a

Teaching aids: Blackboard, chalk, PPT, pictures, record

Teaching procedures: T: Good morning Ss: Good morning…

T: Today we will learn unit5 section B.Open the textbook turn to page 20.First we will review some words we learned last class.(復習2minutes)大家看著PPT中的圖片直接用英語說出這些動物。Let us begin.Look at the first picture.What is it?（依次放映PPT的圖片）Ss: Tiger.（這次復習中如果有不會讀的詞就再教讀一遍）T: Good next one.What is this? Ss: Lion T:大家明白我的意思了嗎 Ss:明白

T:接下來，大家看到圖片之后就按照剛才的步驟，說出它的英文。This？ Ss: Panda T:Very good.Next one T:Which animal? Ss: Giraffe T:Good next one Ss: Elephant T:The last one Ss: Koala

T:大家讀的很好，大家下去要多練習多記憶。上次我們學的都是一些動物的名詞，你們知道怎樣去描述它們嗎？ 如果你喜歡它們，該用什么詞去描述，不喜歡有該用什么詞去描述,接下來我們就學習一些描述動物的形容詞（新詞學習8minutes）T:Look at the 8 new words under the pictures.T:Look at the PPT and read after me T:Smart Ss: Smart T:聰明的 Ss:聰明的

T:它的名詞形式在后面加上-ness，變成smartness Read after me T:Smartness Ss: Smartness T:很多形詞的后面加上后綴-ness可以變成名詞形式

T:它的副詞形式在詞末加上-ly 變成smartly.Read after me.smartly Ss: Smartly T:Read the short sentence after me.He is a smart boy.Ss: He is a smart boy.T:Next one.這個單詞可以用來形容很多東西，學會了很有用，可以用來夸獎別人 Beautiful T:Read after me.Beautiful Ss: Beautiful T:漂亮的 Ss:漂亮的

T:根據(jù)剛才我講的形容詞變副詞大家知道beautiful 的副詞怎么變嗎 Ss:加-ly 嗎

T:對在形容詞后面加-ly可以變成副詞形式

beautifully Read aft r me T:Beautifully Ss: Beautifully T:我們學習一下它的名詞形式 beauty T:Read after me.Beauty Ss: Beauty T:It is a beautiful flower.Ss: It is a beautiful flower.T:接下來這個詞也很有意思，早上不想起床上課的同學，我們就說他是lazy Read after me lazy S:Lazy T:大家知道它的意思嗎 Ss:懶惰的

T:對！我們不能做一個lazy的人 T:Lazy的副詞怎么變 Ss:加-ly T:很好大家記住了剛才的規(guī)則，但是lazy有點特殊，它是以字母y 結尾的，我們要變“y為“i”再加-ly，它的名詞形式也是要先變“y“為” “i“再加-ness“再加-ness“再加-ness“再加-ness T:Lazy 的名詞形式就說laziness T:Read after me

laziness Ss: Laziness T:它的副詞是lazily T:Read after me T:Heis too lazy，we don’t like him.Ss: He is too lazy ,we don’t like him.T:下面這個詞很簡單，small 小的 T:Read it Ss: Small T:Small的名詞形式同樣是加-ness smallness T: Read after me smallness S:Smallness T:副詞直接加y smally T:Read after me

smally Ss: Smally T:我們來造個句子，“我想要一個小的蘋果”怎么說 TSs：I want a small apple T:作為學生我們要和別人友好相處，我們就學習一下friendly Ss: Friendly T:Friendly的名詞形式去掉ly變成friend T:我們一起造個句子“我們是友好的學生” TSs: We are friendly students T:The next one we will learn “cute T:Read after me

cute Ss: Cute

.” “友好的T:可愛的 Ss:可愛的

T:Cute 的形容詞和名詞的變形都遵循我們剛剛講過的方法，cute的副詞是什么 Ss：Cutely T:名詞呢？ Ss:Cuteness T:很好看來大家都學會了形容詞變副詞的一般方法，加-ness變名詞大家都掌握了。

T:Read after me “You are so cute” Ss: You are so cute T:這句話可以用來夸獎別人，多夸夸別人有利于和睦相處。T:Very good continue to learn the news T:Scary Ss: Scary T:可怕的 Ss:可怕的

T:Scarey的名詞有點不同之前幾個形容詞的變法，它的名詞是scare，同時也可以做動詞 T:Read after me scare Ss: Scare T:I think tiger is scary Ss:I think tiger is scary.T:Okay The last one T: Shy Ss: Shy T:害羞的 Ss:害羞的

T:Shy 的副詞有兩種形式可以直接加-ly 也可變“y”為“i”再加ly.名詞直接加-ness T: She is a shy girl.Ss: She is a shy girl.T:今天的新詞學習就到這里，接下來我們鞏固一下（學習過程中把新詞寫在黑板上）

T:我指到哪個單詞，你們就讀哪個，并說出它的漢語意思,比如，我指著shy，你們就讀“shy，害羞的”就ok了.Let us begin.（練習2minutes，可進行多遍練習）

(依次指各個單詞)Ss: Smart聰明的shy害羞的small小的 lazy 懶惰的 scary 可怕的friendly 友好的 beautiful 漂亮的cute可愛的 T:大家能不能記住這些單詞了

T:課后再進行記憶，接下來我們完成1a的練習，鞏固一下今天所學的單詞.T:來，我和大家一起完成，March the description words with the animals.You can use some words more than once這些詞可以描述哪些動物，把表示動物的字母寫在相應的單詞后面（完成練習包括簡單句應用3minutes）這個題沒有正確答案，你認為這種動物可以用哪個詞形容就填哪個。我先帶著大家做一個，然后大家再完成，smart可以描述哪種動物，例如，你認為elephant is smart你就說elephant is smart 或者其它的 koala /panda is smart。明白我的意思了嗎？ Ss:明白；不明白（如果不明白的學生較多就再講一遍）T:Which animal is beautiful Ss: Giraffe is beautiful(不同學生會有不同的答案，但都會開口說)T :Which animal is lazy Ss: koala…is lazy

T:In these pictures which animal is small Ss: Koala is small T:Which one is friendly Ss: Panda is friendly

T:Which animal is cute?可能有些男生認為老虎也是cute, 都可以的有些同學可能比較喜歡老虎獅子這些兇猛的動物

T:Which is scary? I think lion and tiger are scary.Do you agree? The last one----shy, which one is shy ? Ss: Koala…is shy

T:Very good，剛剛練習的是怎樣描述一種動物，大家要多聯(lián)系。（總共從復習單詞到新單詞學習15minutes完成）今天的新詞學習以及練習就到這里。下面讓我們來聽一段錄音，完成1b的練習。剛學過的8個新單詞中有幾個出現(xiàn)在錄音里，聽錄音的過程中你需要把它們?nèi)Τ鰜?。（播放錄音）Ok，大家告訴我是哪些單詞出現(xiàn)在了錄音中呢？

Ss：smart，lazy，cute，beautiful，shy.（聽第一遍錄音以及學生回答問題用了3minutes）

T：Perfect!看來大家找得很好。Next, listen again,再聽一遍，完成1c的練習。大家需要分別找出Mary和Tony用了哪些詞來描述elephants和pandas。填在表格里，為了在聽的過程中節(jié)省寫的時間，大家如果聽到在1a中出現(xiàn)過的詞，可以先做標記，過后再完整地寫下來。（播放錄音）Ok,現(xiàn)在大家告訴我，這四個空分別填什么？

Ss:（只有一部分學生回答，一些學生沒有找出答案）Mary用smart形容elephants,用beautiful和shy形容pandas，而Tony用lazy形容elephants,用cute形容pandas.（聽第二遍錄音以及學生回答問題用了3minutes）

T:許多同學都漏了一個單詞，Mary還用了一個單詞來形容elephants，這個單詞是以前學過的。而且還有一部分同學沒有清楚的分清哪些單詞是Mary用來形容elephants和pandas，哪些是Tony用來形容elephants和pandas的。下面，我?guī)е蠹乙痪湟痪涞膩矸治觥＃ㄎ矣肞PT展示錄音內(nèi)容，并進行翻譯，到“Oh, they're interesting and they're really smart”這句時進行強調(diào)）在這里Mary還用了interesting來形容elephants。大家還記得它的意思嗎？ Ss:有趣的。

T: Ok, continue.(繼續(xù)分析錄音)現(xiàn)在，大家都清楚了嗎？

Ss:（異口同聲）清楚了。（我?guī)е瑢W分析錄音用了5minutes）T：Ok,我在放一遍錄音。This time，you need to imitate.同樣，我放一句停頓一下，你們需要模仿它的發(fā)音復述一遍，目的讓你們學習英語的語音語調(diào)。（播放錄音，學生們模仿）Ok,聽力練習到此為止。(學生模仿錄音用了4minutes)We learned many animals,can you talk about it in English ? Ss: yes.T:Very good.now we are going to study 1d,turn to page 28.talk about the animals you know with your partner.let us read this converation.read after to me.(這里用了1minutes)Ss: Ok

T:What animals do you like? Ss: What animals do you like? T:I like elephants.Ss: I like elephants.T:Why? Ss: Why? T:Because they are cute.What animals do you like? Ss: Because they are cute.What animals do you like? T:I like dogs because they are friendly and smart.ss: I like dogs because they are friendly and smart.T:Everybody do good job.大家還是注意了這里用do,如果是第三人稱的話要用does，還有用Why,來提問原因，同學們要用because回答。同學們記住了嗎？ Ss：記住了。

T：Ok,我們回顧一下grammar focus。(這里用了2minutes)當提問為什么不喜歡老虎怎么說 Ss: Why do not you like tiger? T:怎么回答呢？

Ss: Because they are scary.T：對的，大家也可以詢問動物來在哪里where are lions from ?now I will show some picture ,please tell me where are they from? Ss:ok.(look at PPT）

T：Where are pandas from ? Ss: They are from china.T:Good,老師把這些動物在地圖上的位置給大家，大家在編對話時可以提問這些動物的家鄉(xiāng).now marking a new converation with your you have 1 minutes.go ahead.(這里用了2minutes)(students make some conversation.)T:Ok,time is up ,any volunteer?(some students raise their hands)T:You two please.S1:What animals do you like? S2:I like lions.S1:Why ? S2:Because they are the king of the forest.S1:Do you know where lions from? S2:They from South Africa.do you like koala? S1:No I do not like.S2:Why do not like it? S1:Because they are lazy.T:Great.sit down.T:Now，let us do a game.每個組兩個人你可以選擇PPT上三道題中的任意一道做答，ok, first group.which one you chose?(這里用了5minutes)

S:Fist T:Ok,請用英文在十秒鐘內(nèi)說出七種動物的名字，ready go.S:Dog tiger panda koala cat mouse monkey T:Great.second group ,which one you chose ? S:Third T: Ok, let us see what is the question? wow,說出兩種你不喜歡的動物及其原因

S:I do not like tiger ,because they are scary.I also do not like koala, because they are lazy.T:Very good.third group, you just have one choice ,ok ,second,你喜歡狗嗎？請現(xiàn)場編一段對話。

S:Ok，I like dogs ,they are cute and friendly ,you can require them do something ,they are helpful and interesting.I love them very much.T:Good,do you have one ? S: Yes T:I believe you take care of them well.三組同學都做得很好。對句子的掌握也很好。

T:Look at PPT，這是一張調(diào)查表，請詢問你的組員他喜歡哪種動物和原因，你可以使用ppt上的這些句型，you have 3 minutes.go ahead.（同學們進行問卷調(diào)查）(這里用了5minutes)

T:Time is up.this is your homework.請將剛才的調(diào)查表內(nèi)容寫成句子介紹你的同學們.for example :Wang Ming likes cats, because they are cute.Li Hai likes?請同學們明天交給我，do you have some question? S:No T:Ok,bye bye.Ss: See you.Homework:將課堂上使用的那張調(diào)查表中內(nèi)容寫成句子介紹你的同學們.For example: Wang Ming likes cats, because they are cute.Li Hai likes?

第四篇：unit5教案

Unit 5

Teaching Objectives(教學目的)1.To Require students obtain the information related to the text.2.To help students learn the new words and expressions.3.To get the students to communicate in English confidently.4.To teach the reading skill---finding out word meanings through many different ways.Teaching Requirements(教學要求)1.Students are able to get a clear understanding of the text.2.Students are required to master new words and phrases.3.Students should do some extra reading and exercises after class Teaching methodology(教學方法)1.Communicative method(交際法)2.Cognitive method(認知法)3.The Grammar-translation method（語法翻譯法）4.The audio-lingual Method(聽說法)

Time distributive(時間分配)1.Preparation and analyses of the passage A(1.5-2 hours)2.Analyses of passage A and exercises(2-2.5hours)3.Analyses of the passage B(2.5 hours)4.listening and speaking(2-2.5 hours)

Focuses and difficulties(教學重難點)1.Comprehension of passage A.2.New words and phrases.3.Reading skill---finding out word meaning.Teaching Procedures(教學過程)I.Before Reading

Background Information II.Global Reading III．Detailed Reading

1．illustrate: v.1)add pictures to(something written)This book is a beautifully illustrated history of science.這本書是一本插圖精美的科學史。那本雜志有精美的插圖。

The magazine is well illustrated.2)show the meaning of(something)by giving related examples The story he told about her illustrates her true generosity very clearly.這個題目很難，請容我舉例說明。The subject is difficult.Permit me to illustrate.1 2．genius: n.1)(a person of)very great ability Her latest book is a work of genius.2)a special ability She has a genius for mathematics.genius, gift & talent 這三個詞都是名詞，都有“天才”，“天賦”，“才華”之意。

genius 語氣最強，指智力水平超越大多數(shù)優(yōu)秀人才的一種獨特理解力，也指天才人物。例如： The composer Mozart was a genius;he played the piano beautifully at the age of four and conducted an orchestra at twelve.作曲家莫扎特是位天才，他4歲時鋼琴就彈得很好，12歲就指揮樂隊了。gift 強調(diào)天生的特性和技能，但與獨創(chuàng)性無關。例如： With his gift of gab, he would be an excellent orator.他具有雄辯口才，會成為一個出色的演說家。

talent 指能從事某種特殊工作或活動的獨特的、非凡的才能，這種才能往往先天就有。例如： His talent was largely self-developed.他的才能主要是自己培養(yǎng)的。

3．embarrass: vt.(cause to)feel ashamed, uncomfortable, or anxious I don’t like making speeches in public;it’s so embarrassing.許多人走進一間滿是陌生人的房間時總會感到局促不安。It embarrasses many people to walk into a room full of strangers.4．burst: v.1)(cause to)break suddenly, esp.by pressure from within The river burst its banks and flooded the town.河水沖決了堤岸, 淹沒了城鎮(zhèn)。

2)(cause to)come into the stated condition suddenly, often with force She burst through the door into the room.他從起跑線沖出。

He burst away from the starting line.burst是個常用詞，經(jīng)常與其他詞構成短語，下面是幾個與burst有關的短語。

burst into 闖入；爆發(fā)成；突然?起來 burst out of 沖出?

be bursting with 充滿；擠滿 burst to do sth.急于?

burst in on(upon)打擾；打斷 burst out doing

突然開始

5．a(chǎn)stonishment: n.great surprise or wonder To the astonishment of her colleagues, she resigned.express astonishment

表示驚訝 astonishment at

對?驚訝 in/with astonishment

驚訝地

to one’s astonishment

使某人驚訝的是

6．publish: vt.(of a business firm)choose, arrange, have printed, and offer for sale to the public(a book, magazine, newspaper, etc.)The New York Times is an internationally influential daily newspaper published in New York City and distributed worldwide.當她的第一部小說出版時，她只有十九歲。She was only 19 when her first novel was published.7．dumb: adj.1)lacking the power of speech She was struck dumb by what she had seen.2)(infml.)stupid Are they brave or just dumb? 他說“是”是愚蠢的。

It was dumb of him to say “yes”.deaf and dumb

聾啞的 play dumb

裝聾作啞 be dumb to do sth.做?是傻的 8．taste: v.1)be aware of the taste of sth.I’ve got a cold, so I can’t taste what I’m eating.你嘗得出這飲料有什么怪味道嗎? Can you taste anything strange in this drink？ 2)have experience or enjoyment All of them tasted the fear of death that day.3)have a particular taste These oranges taste good.這個湯有點咸了。This soup tastes salty.9．dozens of: a group of There are dozens of people waiting in the line.a dozen of

（一）打，十二個 half a dozen

（約）六個 by the dozen

成打的 by the dozens

大量的 10．minus:

adj.(of a number or quantity)less than zero I got A minus for my English homework.今晚氣溫會降到零下8度。

Temperatures could fall to minus eight tonight.prep.reduced by a stated number That will be $500, minus the deposit of $50 that you have already paid.七減三等于四。

Seven minus three equals four.11．smart: adj.1)good or quick in thinking;intelligent I wish I was smart enough to invent something and maybe get rich.2)bright;new-looking;clean Go and make yourself smart before we call on the Joneses.12．intelligent, clever, smart & bright

這幾個詞都是形容詞，都有“聰明的”，“才思敏捷的”之意。intelligent 是正式用語，指中等以上的智力，有較強的理解能力，有學習能力，強調(diào)對新知識、深奧問題的理解力，尤其是解決新問題的能力。clever 與intelligent相比，更強調(diào)天生的聰穎，有較高的理解力、思維敏捷、思路靈活，接受新東西快，但不強調(diào)理解得深刻全面。這個詞也指靈活的雙手與矯健的身軀。bright 是普通用語，多指年輕人或小孩，常用于口語，書寫語言不易多用。強調(diào)理解力強，思維非?；钴S，談話與態(tài)度也活潑生動。13．echo:

n.a sound sent back or repeated, e.g.from a wall or inside a cave Thick carpet would reduce the echo in this hallway.v.(cause to)come back as an echo The room echoed with the sound of music.我說什么她都附和。

She echoes everything I say.produce an echo

產(chǎn)生回聲 hear an echo

聽到回聲 listen for an echo

注意傾聽回聲

14．live on: have as one’s only food or income They lived on very little when they got married.You cannot live on love only.live是個常用詞，經(jīng)常與其他詞構成短語，下面是幾個與live有關的短語。

live by

靠?生活手段過活 live in/at

住在?；生活在 live off/on

依賴?生活

live out

活過（某一段時間）；活到?結束 live up to

遵守；不辜負（期望）

live with

與?在一起生活；忍受（不愉快的事情）15．a(chǎn)ncient: adj.in or of times long ago old, ancient & antique 這三個詞都有“舊的”、“古老的”、“過去的”之意。

old 為普通用語，主要指人或物已存在或使用了相當長的一段時間，即指人或動物的年齡大、年老，也指事物的古老和陳舊。可使用于任何場合，可作定語，也可作表語。例如： Cambridge and Oxford are old universities.劍橋和牛津是歷史悠久的大學。ancient 意為“古代的”、“古老的”，特別用于歷史范疇，表示在遙遠過去時代所存在或發(fā)生的人或物。例如：

In ancient times people did not think the brain was the center of mental activity.在古代，人們并不認為大腦是智力活動的中心。

antique 意為“古代的”、“自古即存在的”、“古風的”，通常指自過去的時代一直保存下來的、具有價值的東西。其時間范圍既可指遙遠的古代，又可指近代或現(xiàn)代以前的一段時間。例如： I have a fine collection of antique furniture.我收集了很多古董家具。

16．a(chǎn)t random: aimlessly;without any plan She asked questions at random.恐怖分子向人群胡亂射擊.The terrorists fired into the crowd at random.17．enclose: vt.1)put(esp.sth.sent with a letter)inside Please enclose a curriculum vitae with your letter of application.2)surround with a fence or wall so as to shut in or close The park that encloses the monument has recently been enlarged.enclose sth.in/with

把?裝在?內(nèi) I'll enclose your letter with mine.我在此信中附上50美元支票一張。I enclosed a check for $50 with this letter.en-, em-作為前綴可以加在名詞和形容詞前，構成動詞。意思為“將?放入（上）；使?成為”。例如：

encase---cover completely(as)with a case

把?裝入箱內(nèi)

enclose---put a wall or a fence around

用墻（或籬笆）圍

empower---give(someone)the right or power to do sth.授權（給某人）18．favorite:

n.something or someone that is loved above all others These books are my favorites.老師不應該過分寵愛某些學生。

A teacher shouldn’t have favorites in the class.adj.being a favorite What’s your favorite television program? 19．bestseller: n.something(esp.a book)that sells in very large number J.K.Rowling's Harry Potter novels are all bestsellers.His latest book has gone to number two in the bestseller list.20．on tour: a journey during which several places are visited The singer is currently on tour in South American.我們在導游的帶領下參觀了城堡。

We went on a guided tour around the castle.journey, tour &travel

這三個名詞均含“旅行”之意。

journey 最普通用詞，側(cè)重指時間較長、距離較遠的單程陸上旅行，也指水上或空中的旅行。At first I was afraid the long journey would be too much for her.起初我擔心她受不了長距離的旅行。Life is a journey from birth to death.生命是從生到死的一次旅行。

tour 指最后返回出發(fā)地，旅途中有停留游覽點，距離可長可短，目的各異的周游或巡行。There came a party of business men on the tour.來了一群實業(yè)家觀光團。

They are now making a bridal tour.他們正在做新婚旅行。

travel 泛指旅行的行為而不指某次具體的旅行，多指到遠方作長期旅行，不強調(diào)直接目的地，單、復數(shù)均可用。

He made a number of English friends during his travels.The Travel Marco Polo is one of the most interesting books that I have ever read.《馬可波羅游記》是我生平讀過的最有趣的書之一。

21．qualification: n.ability, experience, or training ability enabling one to do something He's got all the right qualifications but is temperamentally unsuitable.在這里工作你需要的資格之一是要有幽默感。

One of the qualifications you need to work here is a sense of humor excellent qualification

優(yōu)越的條件

physical qualification

體格要求 professional qualification

專業(yè)資格

educational qualification

學歷資格 the necessary qualification

必要的條件 have the qualification for sth.做這項工作需要什么資格？

What sort of qualifications do you need for the job? 22．discipline: vt.train and control the mind and character I'm trying to discipline myself to eat less chocolate.train, educate, teach & discipline 這幾個詞都是動詞，都有“教育”、“培養(yǎng)”之意。

train

尤其指在藝術、職業(yè)、技能等方面的教育及訓練。educate

尤指對人心智及性格總體上的教育、訓練及鍛煉。teach

意思是“教導”、“訓練”、“控制（某人）”，尤其用于文學語中。discipline

意思是“訓練或訓導”、“約束或懲罰”等。23．fit sb./sth.in: find a time to see(sb.)or do(sth.)Doctor Jones can fit you in on Thursday afternoon.你在那個箱子里已裝不下更多的玩具了。You can't fit any more toys in the box.24．odds: n.the probability that sth.will or will not happen The odds are that he will fail his exam.The skirt and jacket looked a bit odd together.by all odds

毫無疑問地

at odds over

在?上意見不一致

at odds with

與?意見不一致 against odds

盡管有極大困難

odds and ends

殘余的東西

IV Exercises and homework

1)Learn the Section B by yourself 2)Preview Unit 6

第五篇：unit5 教案

育英外國語學校集體備課教案

八年級英語（上）

主備人：段雪芳

審核人：李麗娟

Unit5 Do you want to watch a game show?

Section B Self Check

一、教學目標：

1.語言知識目標：

1)復習下列單詞: educational, news, discussion, stand, happen, action movie, successful…

2)能夠綜合運用所掌握的知識來描述自己所喜歡的一些動畫片或影視劇。3)通過自己所喜歡的一些動畫片或影視劇來達到熟練運用所學知識的目的。

2.情感態(tài)度價值觀目標：

1)每個人都有自己的愛好，要了解個體的差異性，了解自己的愛好，尊重別人的愛好。

2)了解一些影視片的內(nèi)容，通過觀看不同形式的影視片來了解社會，豐富自己的文化知識。

二、教學重難點 1.教學重點：

1)能運用所學的知識及提示來閱讀相關影視片的簡介，并能完成相關任務。

2）能運用所學的知識與句型表達方式來簡介一下自己所看過的影視片。2.教學難點：

能運用所學的知識與句型表達方式來簡介一下自己所看過的影視片。

三、教學過程 Step1:Teaching aims.1.Review old words: educational, news, discussion, stand, happen, action movie, successful…

2.To learn to talk about all kinds of movies and TV shows.3.To finish self check.Step2.Revision Review the main words and phrases learned this unit.Step3:Teaching procedures.1.Lead-in

Ask some questions about Mulan.Let the Ss think and answer the questions: “Do you like cartoons? Do you know Mulan? Can you say anything about it?”

Ss discuss the questions and answer the questions.e.g.S1: Yes, I do.Mulan didn’t have any brothers.She took his father’s place to fight 育英外國語學校集體備課教案

八年級英語（上）

主備人：段雪芳

審核人：李麗娟

in the army.S2: Mulan dressed up like a boy.Nobody knew she was a girl in the army.2.Let ′s discuss which TV show do you like best ?(1)A:What kind of TV show is it?

B:It’s a soap opera.A:What do you think of it?

B:I don’t like it.(2)A:What kind of TV show is it? B:It’s a sports show.A:What do you think of it? B:I don’t mind it.3.Survey: Do you like watching movies? Do you know the kinds of movies? Which kind do you like best? Why ? 4.Pairwork.5.Group work.A: Do you want to watch a movie? B: Yes, I do.B: What kind of movies do you like? C: I like ……

D: Why do you like watching….? C: Because it is ……Let′ s go 6.Finish self check(1.2).Ss try to fill in the blanks.Work on Self check 1:

1.Fill in the blanks with the superlative forms of the words in the box.2.本題是根據(jù)提示詞來進行問答。問句和答語中沒有對人稱的提示，因此應自主確定人稱?？梢杂脃ou來詢問，則回答應用I；如果是用第三人稱來詢問，則回答也相應的用第三人稱來答，如果是第三人稱單數(shù)形式還應注意動詞用恰當?shù)牡谌朔Q單數(shù)形式。

具體分析：

如：1）─What do you think of soap operas? ─I can’t mind them.─What does your father think of soap operas? ─He can’t mind them.…

育英外國語學校集體備課教案

八年級英語（上）

主備人：段雪芳

審核人：李麗娟

4.學生做每個試題，并校對答案。Work on Self check 2

1.Tell Ss to read the statements below.Then think about them.Which of the statements they agree.Check(√).Check(×)if they disagree.Give at least one reason.2.Ss work and by themselves.說明原因： Give some examples: e.g.I think we can learn some interesting things.3.學生們完成試題并說明原因。Step4:Exercises.Step5:Homework.教學后記：