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人教八年级英语下册第三单元教案

Unit 3 Could you please clean your room?

教材解读

本单元的话题是Chores，主要是关于家庭生活，谈论家务琐事及家庭互助，要求学生学会用Could you please ...？和Could I please ...？来委婉地提出请求或征求别人的许可以及如何有礼貌地拒绝别人并表达自己的理由，陈述自己的好恶。家庭生活及家务劳动是社会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯及家庭责任感的建立起着重要的作用。通过学习本单元，学生应当能认识到家庭亲情及家庭义务的重要性，应对参加及帮助父母做适当的家务持有积极的态度。通过单元学习，学生还将了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力。

单元目标

一、知识与技能

1. 掌握重点单词和短语。

2. 掌握请求帮助和请求允许及应答的句型：Could you please clean your room? Could I please use the car? Yes，you can. No，you can’t. I have to go out.

3. 培养听说读写四项基本技能。

二、过程与方法

采用个人独立思考，两人或多人小组合作、交流的学习策略，积极创设较真实的语言环境，利用教学图片、录音机或多媒体课件来展开课堂的听力和口语交际活动。

三、情感态度与价值观

明确“家务人人有责”的思想，能积极主动地参加家务劳动。认识到父母照顾家庭的辛劳，养成爱父母、爱家庭、爱家务的好习惯。学习照顾家庭同时也是照顾自己，培养独立能力，为自己的将来奠定基础。

教法导航

采用直观教学法，遵循以学生为主体的原则。

学法导航

采用Using contest guessing和Role playing的学习策略，

课时支配

第1课时：Section A 1a-2d

第2课时：Section A 3a-4c

第3课时：Section B 1a-2e

第4课时：Section B 3a-Self Check

课时教案

第1课时 Section A 1a-2c

教学目标

一、知识与技能

1. 掌握重点词汇和短语：do the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room

2. 理解并掌握重点句型：Could you please…? Could I …?

3. 能听懂有关做家务和日常活动的对话。

二、过程与方法

采用情境教学法，调动学生的积极性，引导他们积极参与课堂。

三、情感态度与价值观

了解各种家务，能发现要做的家务并积极主动地去做。

教学重点

能用本课的重点词汇和句型对家务作出委婉请求。

教学难点

能抓住录音中的关键词。

教法导航

课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。

学法导航

加强小组合作学习，积极回答问题。

教学准备

图片，录音机，多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 Lead-in

T：Good morning，boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home?

S1：I often clean my room.

S2：I wash my clothes and fold my clothes.

S3：I clean the window.

S4：I make my bed and sweep the floor.

S5：I clean the living room.

T：Well， you are good boys and girls! We should try to be helpful and do

some chores at home.

Step 3 New words and expressions

Ask the students to look at the picture on Page 17.

T：Look at the picture on page 17. What can you see?

S1：Peter and his mother.

S2：The dustbin is full.

S3：The floor is dirty.

S4：...

T：So there are a lot of chores to do，right? Help students to learn the following phrases about chores：clean the living room; do the dishes; sweep the floor; make the bed; take out the trash; fold the clothes

Step 4 Presentation

T：If you want to ask somebody to do chores，how can you ask in English?

S1：Can you do the chores?

S2：Could you please do the chores?

T：Which one do you think is better?

students：The second one.

T：Yes. We shou ld say“Could you please do the chores?”instead of other ways because it sounds very polite. Write “Could you please ...?” on the blackboard.

Step 5 Pair work

T：In the picture，the mom asks the son to do some chores. What does she say?

S：Peter，could you please take out the trash?

T：Good! Today，we’ll learn how to make polite requests with could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. Ask your partner to do the chores that you see.

First ask two students to read the sample conversation in activity 1c. Then students make their own conversations. Call several pairs to demonstrate their conversations to the class.

Step 6 Listening

T：You will here a conversation between Peter and his mother. What kind of chores do Mom and Peter do? Check Mom or Peter.

Play the recording twice. For the first time students focus on the chores Mom does; the second time，focus on the chores Peter does. Then check the answers.

Step 7 A little game

Find out the best helper at home.

T：Do you often help your parents do the chores? Now let’s choose the best helper at home. First please write down all the chores from your memory on a piece of paper. Then check each chore you do at home. The one who check the most chores will be the best helper at home.

Step 8 Group work

T：Imagine we are going to clean our classroom this afternoon. You need someone to help you do some things. Think of the things you need to do and make polite requests to your partners. You may find these phrases useful.

Show the following phrases on the screen：carry some water，clean the desks，

clean the chairs，clean the windows，clean the blackboard，turn off the lights，take down the old pictures，put up the new pictures，sweep the floor. After a few minutes，call several groups to show their conversations.

Step 9 Presentation

T：I can’t find my pen. But I have to write something now. What can I do?

S：You can borrow a pen from others.

T：But what should I say?

S：Can I use your pen?

T：But that doesn’t sound ve ry polite. Any other idea?

S：Could I please use your pen? (Write the sentence on the blackboard) T：Good! That’s a very polite way.

Step 10 Listening

Ask the students to look at the picture on Page 18. Then say：Look at the picture. That’s Peter and his fa ther. Peter asks his father if he can do four things. Look at the chart in activity 2a. What are the four things? Ask a student to read the things aloud.

T：What does his father say? Now please listen to the tape and check ‘yes’ or ‘no’ in the chart.Play the tape twice. For the first time，they only listen. The second time，they check “yes” or “no”. Then check the answers with the whole class.

T：Why Peter’s father say no? What are his reasons? Let’s listen to the conversation again. Draw lines to the reasons in the chart. Before play the tape，ask a student to read the reasons given. Then play the tape. If necessary，

play it again. Check the answers.

Help students to summarize different ways of answering the question “Could I...?” Yes，you can / I guess so / Oh， yeah / Sure. No，you can’t. ... / Sorry， but ...

Step 11 Pair work

T：Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter’s father who says “yes” or “no”. If you say “no”，give a reason.

First get two students to read the sample conversation. Then students make their own conversations.

Step 12 Group work

T：Imagine we’ll have a self-study class this afternoon. You would like to do many different things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher，and the others will be the students，make conversation like this：

S：Could I please listen to music?

T：No you can’t.

S：Could I please go to play basketball?

T：Sorry，you have to stay in class.

S：Could I please draw pictures?

T：Yes，you can.

After that，get several groups to demonstrate their conversations to the class.

Step 13 Homework

1. Suppose you are having a party，and you need more drinks and snacks. But you can’t leave the house. Ask your classmates f or help. Write a dialogue between you and your classmate with “Could I please ...?”and “Could you please ...?”

2. Understand，read and role play the conversation in 2d.

课堂作业

1. ---Could you please s the floor?

---Yes，sure.

2. ---Could you please do the d ?

---Sorry，I can’t. I have to do my homework.

3. 我每天早上都整理床铺。

I ________ the ________ every morning.

4. 我父母让我晚上不要在外面呆得太晚。

My parents asked me not to ________ ________ late at night.

5. Could I watch the football match? （作肯定回答）

________，you ________.

参考答案：1. sweep 2. dishes 3. make， bed 4. stay out 5. Yes，can.

教学反思

多媒体能使整个教学过程表现为声、图、文并茂，使声音、图像、文字的呈现更自然。为此，在课堂上，教师应该为学生创造学习氛围，让学生时常有成功感和成就感，以便进一步激发学生学习的内在动力。在本堂课中应注意让发音较标准的同学多朗读，让思维敏捷的同学先回答问题，让善于观察的同学多纠正错误，让反应慢的同学多回答低难度问题。尽量使每个同学多动脑、多动口、多动手。

第2课时 Section A 3a-4c

教学目标

一、知识与技能

1. 复习、巩固表示委婉请求和应答的句型。

2. 培养阅读理解能力。

3. 完成相关练习。

二、过程与方法

将抽象知识具体化，帮助学生总结规律，系统地学习语法。调动学生的积极性，引导他们积极参与课堂。

三、情感态度与价值观

认识到做家务的意义和重要性，养成常做家务的好习惯。

教学重点

复习、巩固表示委婉请求和应答的句型。

教学难点

培养阅读理解能力。

教法导航

通过大量练习让学生主动掌握语法知识。

学法导航

练习、讨论、主动探求规律。

教学准备

多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 A Game

Show a list of chores on the blackboard：

do the dishes clean your room

take out the trash sweep the floor

fold your clothes make your bed

Give them a set of blank cards.

T：Let’s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card，and asks the student next to him/her to do this chore. That student says “no” and gives a reason. Each student should give a reason that has not been given before. The one who can’t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner.

Step 3 Role play

Ask some pairs to role play the dialogue in 2d.

Step 4 Presentation

Say：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.

Step 5 Reading

Say：Now let’s read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancy’s mom angry with her? 2. Did they solve the problem? How?

Then ask some students to report their answers.

Now let’s read the sentences in 3b，try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.

Step 6 Language points

1. You watch TV all the time and ...

all the time（在该段时间内）一直；向来，一向；时时刻刻；每时每刻

. I do this all the time. 我一直是这么做的。

This happens all the time. 这种情况是时时发生的。

2. I’m just as tired as you are!

as ... as 意为“和…一样”，表示同级的比较。使用时要注意第一个as为副词，第二个as为连词。其基本结构为：as + adj./ adv. + as。

. This film is as interesting as that one. 这部电影和那部电影一样有趣。

Your pen writes as smoothly as mine. 你的钢笔书写起来和我的一样流畅。

注意：as … as 的否定形式为“not as/so + adj./adv. + as”。

. He didn’t act as well as you. 他表现得不如你好。

3. For one week，she did not do any housework， and neither did I.

1) neither 用作副词，作“也不”解释，放在句首，表示前面否定的内容也适用于另一个人或物，句子须采用部分倒装。此时也可用nor替换 neither 使用。

. --- I don’t like this dress. 我不喜欢这件连衣裙。

--- Neither / Nor do I. 我也不喜欢。

注意：neither 之后的主语要置于助动词或系动词之后。

2) neither 用作代词，表示“两者都不，双方均不”。

He answered neither of the letters. 他两封信都没回。

Which one would you like? 你喜欢哪一个？

--- Neither. 两个都不喜欢。

Step 7 Practice

3c, Show the sentences on the screen： 1. Could you take the dog for a walk?

2. I walked home from school. Then ask some students to read and translate them. Then help them to say that the word “walk” in the first sentence is a noun and the word “walked”in the second sentence is a verb. Then ask the students to look at the sentences in 3c and decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form. Finally ask some students to report their answers.

Step 8 Grammar focus

Ask the students to translate the sentences in the box and try to remember them. Then practice them in pairs. Finally ask the students to make up more similar dialogues.

Step 9 Practice

4a First ask the students to translate the sentences from 1 to 5，then decide whether they are requests or permissions. Then match each one with the correct response. Finally ask the students to practice the dialogues in pairs.

4b First ask the students to fill in the blanks in the conversation by themselves and then ask them to check the answers in pairs. Finally ask them

to practice the dialogue in pairs.

Step 10 Group work

Say：Boys and girls，we’ll go for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart in 4c. You can use the dialogue to help you：A：Could you please bring a tent， Liu Chang? B：Sure. And could you please…? C：Sorry，I can’t. I have to… After several minutes，ask some groups to practice the dialogue.

Step 11 Homework

Suppose your family will go to America for summer holiday，what should you prepare? Talk about it in groups and try to use the sentence patterns：Could you…? Could I …?

课堂作业

I. 根据句意和首字母用适当的单词填空

1. Do you like doing chores? No，I h________ doing chores.

2. What do you do after you get up every day? I brush my teeth and w ______ my face.

3. Could you help your mother m________ dinner on Sundays?

4. I often do the s________ with my sister on weekend.

5. I have a little money，could I b_______ some from you?

6. Could I please u_______ your car? Sorry，I can’t. I have to have a meeting.

II. 连词成句

1. take out，could，please，you，trash，the

_____________________________________?

2. I，please，movies，go，could，to，the

_____________________________________？

3. you，often，the，clean，room，do

_____________________________________？

4. but，have，you，to，your，finish，first，homework

_____________________________________.

参考答案：I. 1. hate 2. wash 3. make 4. shopping 5. borrow 6. use II.

1. Could you please take out the trash?

2. Could I please go to the movies?

3. Do you often clean the room?

4. But you have to finish your homework first.

教学反思

一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力以及与他人的合作能力有很大的促进作用。但很明显，语言表达能力强的学生参与的机会相对要多，代表小组汇报的机会也多，而另有一些学生却习惯于当听众，被动地接受别人的观点，很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，而这部分学生主要是学习困难生。

第3课时 Section B 1a-2e

教学目标

一、知识与技能

1. 掌握新单词和短语。

2. 在不同的情境中正确、熟练地使用表示委婉请求的句型。

3. 培养听、说、读、写四项基本技能。

二、过程与方法

观看，感受，模仿，实践。

三、情感态度与价值观

认识到不仅在家庭中，在生活中的其他情况我们也要积极参加，勇于实践。

教学重点

在不同的情境中正确、熟练地使用表示委婉请求的句型。

教学难点

培养听、说、读、写四项基本技能。

教法导航

创设情境，实践演练。

学法导航

通过听说读写，独立思考，小组合作完成学习任务，提高各项能力。

教学准备

图片，多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 Preparation

T：When I was a teenager，my parents often asked me to clean my room. Sometimes they asked me to buy some things. Now I often ask my daughter to take out the trash. What chores do your parents usually ask you to do?

S1：My mother usually asks me to buy some food.

S2：My mother often asks me to make my bed.

S3：My father always asks me to clean my bike.

S4：They ask me to clean my bedroom.

T： Do you ask your parents to do anything? What do you ask them to do?

S1：I ask my mother to make bed for me.

S2：I ask my father to buy some books for me.

...

Step 3 Practice

T：Look at the items in 1a，Section B. What can teenagers ask their parents to do? What do parents ask their teenagers to do? Write “parents” or “teenagers” next to each phrase.

Ask students to go through the phrases first. Give some explanations about the key words.

teenager：someone who is between 13 and 19 years old

snack：something eaten between meals

borrow：borrow sth from sb

lend：lend sth to sb/lend sb sth

invite：invite sb to sth (a wedding， party， meal， etc.) ; invite sb to do sth

Then check their answers.

Step 4 Pair work

Let students use the phrases in activity 1a to make conversations between parents and teenagers. First，get a pair of students to read the sample conversations. Then students make their own conversations.

Step 5 Listening

1c, T：Now listen to the conversation between Sandy and her mom. Please check each item in activity 1a they talk about. Put a check mark in front of each phrase you hear.

Play the recording，students only listen.

Play the recording a second time. Students listen and check the items.

Check the answers with the whole class.

1d, T：From the conversation，we know Sandy will hold a party. She will invite some friends to the party. But she needs to do some preparation. She asks her mom to help her. And Dave is one of Sandy’s friends. He will also help Sandy do the preparation. So what is Sandy’s mom going to do? What is Sandy going to do? What are Sandy and Dave going to do? Let’s listen again and fill in the chart in activity 1b.

Play the recording a third time. Ask students to write down the things the three people are going to do. Pause the tape where necessary. Then check the answers.

Step 6 Pair work

1e T：Suppose you are having a party. Make a list of things you need to do. Some things are already given. Write more things you need to do. Get students work in pairs and add more things to the list. For example：buy some CDs，decorate the walls，make some gifts ...

T： Now make conversations and ask your partner to do some of the things for you. Then ask some pairs to demonstrate their conversations.

Step 7 Discussion

Say：Doing chores has advantages and disadvantages. What’s your opinion? Ask some students to report their opinion. Then say：Suppose you are Ms. Miller or Mr. Smith，after reading the two letters，work in groups and discuss the advantages and disadvantages of doing chores. After a few minutes，ask some groups to report their opinions.

Step 8 Reading

Say：Read the letters again and try to find out the phrases in 2d. Ask some students to translate the phrases first and then ask them to work in pairs to write one sentence with each phrase from the letters. Then ask some students to report their sentences.

Step 9 Homework

1. Finish the chart in 2c according to Ms. Miller and Mr. Smith.

2. Discuss the questions in 2e with a partner.

课堂作业

I. Match the sentences

( )1. Could I speak to Sam，please？

( )2. Would you like to come to my birthday party tonight？

( )3. May I come in？

( )4. What about going out for a walk？

( )5. Shall I open the door？

( )6. Will you (please) lend your pen to me？

a. Good idea!

b. Yes，please.

c. Certainly. Hold on，please.

d. I’d love to.

e. Sorry，I’m afraid not.

f. Come in，please.

II. Translate the sentences into English.

1. 你能接一下电话吗？

______________________________________

2. 你能把书带到教室里去吗？

______________________________________

3. 你能帮我打扫房间吗？

______________________________________

4. 我能打开窗户吗？

______________________________________

5. 我可以借你的车吗？

______________________________________

参考答案：I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car?

教学反思

教师在开展教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。出现上述情况，从合作学习的参与者——教师的角度分析主要是教师的设计和引导不恰当、或小

组的编排不够合理等。从合作学习的参与者——学生的角度分析，主要是学生还没有掌握基本的合作技能，或者合作意识淡薄，角色的落实不到位，或合作能力不强，合作精神不够。因此作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正调动起来。

第4课时 Section B 3a-Self Check

教学目标

一、知识与技能

1. 复习巩固本单元重点词汇和句型。

2. 培养学生的写作能力。

3. 完成相关练习。

二、过程与方法

思考、探究、讨论、小组交流、合作。

三、情感态度与价值观

明确青少年做家务的理由和自己能做的家务，能感恩父母，体贴家人，养成坚持做家务的好习惯。

教学重点

复习巩固本单元重点词汇和句型。

教学难点

培养写作能力。

教法导航

让学生动脑思考，动笔写，动手练。

学法导航

独立思考，小组合作。

人教版英语八年级下册教案

Unit1 What’s the matter？ Section A 1. What’ s the matter? 怎么啦？出什么事情了？【解析】matter/ ' m?t?(r)) /n.问题；事情 What’ s the matter with you? = What’s the trouble with you? = What’ s wrong with you? 你怎么了？【注】：matter 和trouble 为名词,其前可加the 或形容词性物主代词， wrong 是adj. 不能加the —What’s the matter ______ Tom. He is wet through. —His car ran _______ the river. A.with; in B.to; into C.with; into 【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。即： What’s the matter with sb.? = What’s your trouble? = What’s up? = What happens to sb.? （）What’s ____ with you? A. trouble B. the matter C. the wrong D. matter （）— ______? — Nothing serious , but a bit tired. —Better have a rest now, dear. A. Is that all B. Is there anything else C. What’s this D. What’s the matter with you （）—_________? — I have a headache and I don’t feel like eating anything. A. How are you B. What can I do for you C. What’s the matter with you D. How do you like it （）—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 【拓展】matter的用法 (1) It doesn’t matter 没关系（用来回答别人道歉时的用语） (2) as a matter of fact= in fact 事实上, 实际上 2. I have a cold 我感冒了

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3 ? 教材解读本单元的话题是，主要是关于家庭生活，谈论家务琐事及家庭互助，要求学生学会用...？和I ...？来委婉地提出请求或征求别人的许可以及如何有礼貌地拒绝别人并表达自己的理由，陈述自己的好恶。家庭生活及家务劳动是社会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯及家庭责任感的建立起着重要的作用。通过学习本单元，学生应当能认识到家庭亲情及家庭义务的重要性，应对参加及帮助父母做适当的家务持有积极的态度。通过单元学习，学生还将了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力。单元目标一、知识与技能 1. 掌握重点单词和短语。 2. 掌握请求帮助和请求允许及应答的句型：? I ? ，. ，’t. I . 3. 培养听说读写四项基本技能。二、过程与方法采用个人独立思考，两人或多人小组合作、交流的学习策略，积极创设较真实的语言环境，利用教学图片、录音机或多媒体课件来展开课堂的听力和口语交际活动。三、情感态度与价值观明确“家务人人有责”的思想，能积极主动地参加家务劳动。认识到父母照顾家庭的辛劳，养成爱父母、爱家庭、爱家务的好习惯。学习照顾家庭同时也是照顾自己，培养独立能力，为自己的将来奠定基础。教法导航采用直观教学法，遵循以学生为主体的原则。学法导航采用和的学习策略，课时支配第1课时：A 12d 第2课时：A 34c 第3课时：B 12e 第4课时：B 3 课时教案

第1课时 A 1a-2c 教学目标一、知识与技能 1. 掌握重点词汇和短语：，，，，， 2. 理解并掌握重点句型：…? I …? 3. 能听懂有关做家务和日常活动的对话。二、过程与方法采用情境教学法，调动学生的积极性，引导他们积极参与课堂。三、情感态度与价值观了解各种家务，能发现要做的家务并积极主动地去做。教学重点能用本课的重点词汇和句型对家务作出委婉请求。教学难点能抓住录音中的关键词。教法导航课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。学法导航加强小组合作学习，积极回答问题。教学准备图片，录音机，多媒体。教学过程 1 . 2 T：，! I . . ? ( “”.) “”. ? S1：I . S2：I . S3：I . S4：I . S5：I . T：，! . 3 17. T：17. ? S1：.

八年级下册英语第一单元教案

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新人教版八年级英语下册教案2018

八年级下册英语教案马街二中

Unit 1 What’s the matter? 教学目标： 1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。 2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。 3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。教学重点：短语: have a stomachache, have a cold, lie down, take one’s temperature, go to a doctor, get off, to one’s surprise, agree to do sth., get into trouble, fall down, be used to, run out (of), cut off , get out of, be in control of , keep on (doing sth.), give up 句子: 1 What’s the matter? I have a stomachache. You shouldn’t eat so much next time. 2 What’s the matter with Ben? He hurt himself. He has a sore back. He should lie down and rest. 3 Do you have a fever? Yes, I do. No, I don’t. I don’t know. 4 Does he have a toothache? Yes, he does. He should see a dentist and get an X-ray. 5 What should she do? She should take her temperature. 6 Should I put some medicine on it? Yes, you should No, you shouldn’t.

【参考借鉴】人教版八年级上册英语全册教案.doc

Unit 1 Where did Rou go on vacation? New Rork CitR; Central Park，eRam，were，rainR，delicious，eRpensive，ineRpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did Rou go on vacation? I went to the mountains． Did she go to Central Park？Res，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1．Master the vocabularR 2．Master the keR patterns: Where did Rou go on vacation? I went to the mountains ? Did she go to Central Park？Res，she did．No, she didn’t 单元教学重难点 1．VocabularR and ERpressions 2. Grammar Focus：Where did Rou go on vacation？I went to the mountains. Did she go on Central Park？Res, she did． No, she didn’ t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences： Where did Rou go on vacation? Did Rou go to…？Res. …/No，… Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，TheR are all interested in talking about it. Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标知识与能力 1. Match the vocabularR：New Rork CitR，Central Park，eRam． 2. Master and use：Where did Rou/ theR /he / she go， vacation? I / TheR /He /She went to the mountains＼New Rork CitR＼beach＼ summer camp． Did Rou go to the beach？Res，I did．No, I didn’t．过程与方法通过例子Who went to the movies last SaturdaR?引出动词go的过去式went，从而引出一般过去时态。教学重、难点及教学突破重点 l. The vocabularR：New Rork CitR, Central Pads，eRam． 2. Language： Where did Rou/theR/he/she go on vacation? I/TheR/He/She went to the mountains/ N ew Rork CitR/ beach /summer camp Did Rou go to the beach? Res，I did. No, I didn’t. 难点 Use the language to talk about past events． Language: Where did Rou go on vacation?及答语的学习 step 1 Greetings Good morning/afternoon, EverRbodR Step 2 Free talk Ask the Students to talk about what theR did last weekends Step 3 Presentation 1 Finish 1a．

新人教版八年级下册英语全册教案

Unit 1 What’s the matter? 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：foot, knee, neck, stomach, throat... 2) 能掌握以下句型What’s the matter?I have a headache. You should drink some tea. That sounds a like a good idea. I have a sore back. 二、教学重难点:1) Talk about your health. 2) Make suggestions. 三、教学方法：Revision, Learning, Practice and Reading. 四、教学辅助：Tape-recorder and Lattern. 五、课时：Six periods 六、教学过程： Period 1(Section A1a-2d) I. Teaching Aims and Demands 1. Knowledge Objects. Body names. Illness.What’s the matter? I have a cold. 2. Ability Objects. Listening skill. Recognizing skill. 3. Moral Objects. Exercise every day and keep healthy and strong. II. Teaching Importance and Difficulty What’s the matter?I have a cold. III. Teaching Methods Recognizing method Listening method. Discover method. Pairwork. IV. Teaching Aids A tape recorder. A doll for teaching the names of the body. A Projector. V. Teaching Procedures Lead-in Name the parts of the body by pictures. Step 1 Read a chant about the body. Step 2 Enjoy a song. Step 3 Play a game. Say and draw the part of body. Step 4 Activity 1a. Let Ss to look at the picture and write the correct letter [a-m] for each part of the body. Step 5 Judge their problems based on every picture. Step 6 Activity 1b. Listen and look at the picture. Then number the names [1-5]. Step 7 Act it out with their partner. Step 8 Listen again and complete the table. Step 9 Activity 1c. Pair works. Make conversations according to pictures.

仁爱版英语八年级下册教案全集(全册)

Unit 5 Feeling Happy Topic 3 Many things can affect our feelings. Section A needs 1 period. Section A需用1课时。 The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: calm down, bitter, CD, DVD, test, speech, monitor 2. Learn useful expressions: How long have you felt like this? I hate to go to the hospital. 3. Learn how to describe feelings: These days I feel very bored and lonely at home. I’m worried about the test at the end of the month. 4. Le arn the usages of “make + object + v./adj.” It makes me feel nervous. The TV programs make me sleepy. 5. Learn how to reassure others: Don’t be afraid! Be brave! Take it easy. Don’t worry. Ⅱ. Teaching aids 教具录音机/手机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间: 5分钟) 复习电话用语并创设情景导入新课。 1. (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。学习单词，掌握nervous和bitter；理解calm down。) T: Suppose one student is absent, and I will make a phone call with him/her. Example: T: Hello! May I speak to Li Ming? S1: Hello! This is Li Ming speaking. T: This is Mr.Wang speaking. You didn’t come to school today. What’s wrong with you? S1: I have a bad cold. It makes me very upset. T: Oh, I’m sorry to hear that. Don’t be nervous. Calm down and listen to me. How long have you felt like this? S1: One day. T: You need to go to see a doctor. S1: No, I’m afraid of taking medicine. T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor’s advice, and you’ll get well soon. S1: I hope so. Thanks a lot. (板书) nervous, bitter, calm down 2. (询问几名学生是否担心下周的英语演讲和数学测试，并给予安慰。)

八年级下册英语教案

八年级英语教案

外研社八年级下英语Module one Unit1教案设计一、教案背景Teaching background 1，面向学生：中学 2，学科：英语 2，课时：1 3，学生课前准备： Preview the new words. Read the passage. 二、教学课题 Module 1 Feelings and impressions Unit 1 It smells deliciou s！三、教学目标Teaching aims 语言知识目标： 1．能够使用表感觉和知觉的动词对食物的味道、人的印象等进行评论 2．能够正确朗读主系表结构的句子 That tastes delicious. You look smart. 3．重点词汇 feeling smell feel quiet salty sour fresh lovely smart pretty later soft shoe dear matter cheese cookie try sweater both must introduce 能力目标听能够听懂用表感觉和知觉的系动词所表达的内容说能够询问并表达对事物的感觉情感目标

能够通过阅读他人的自我描述，更好理解他人，从而懂得关心他人学习策略能够用表感觉和知觉的系动词表达自己的感觉并积极与他人合作学习。四、教材分析Analysis of the teaching materials 本模块以感觉与印象为话题，对话主要以表感观的系动词的用法为主，表达对事物的感觉，这些内容都很符合这一年龄段学生的兴趣，语言实践活动也很好开展学生分析Analysis of the students：学生在预习的基础上，应该对本节课的学习理解很容易，很快能够掌握运用。能够创造性的开展听说训练，从而掌握运用表感觉和知觉的系动词，学会表达自己的感觉。【学习重难点】Teaching key and difficult points：重点是学习表感觉和直觉的系动词，系表结构也是这一模块的难点，在理解的基础上，学会描述一些人长相和性格的表达方式，包括句式和一些形容词。五、教学方法Teaching methods 兴趣是最好的老师,采用多媒体教学，激发学生兴趣, 播放幻灯片图片吸引学生学习兴趣,实行自主互助、合作探究教学方式,实现高效课堂。 Teaching aids：采用多媒体教学，video, 幻灯片PPT 六、教学过程Teaching process Step1. warming up T: Class, Do you like playing games? Let’s play a game. “ Touch your nose. Open your mouth. Close yo ur eyes. Touch your ears.”Then use your hands to feel your clothes.

八年级下册英语全册教案

Unit 5 Feeling Excited Topic 1You look excited. Section A Ⅰ. Teaching aims Knowledge aims： 1. 学生能正确拼读并运用以下词汇： (1)单词表中的黑体单词invite (2)连系动词：be,look, feel, taste, smell和sound (3)描述情绪的形容词：excited, happy和disappointed 2. 学生能正确运用以下短语造句： invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … 3. 学生能自如地运用以下功能句进行交流： How are you doing?Very well, thank you. Guess what! What a pity! Skill aims： 1. 能听懂有关情绪的询问与表达的简单对话和陈述。 2. 能正确地运用本课的交际功能用语问候或表达情绪。 3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。 4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。 Emotional aims：通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。 Ⅱ. The key points and difficult points Key points：学生在交流中能自如地运用系表结构和以下短语：invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … Difficult points：1. 学生对功能用语How are you doing? 的理解。 2. 描述他人情绪时连系动词正确形式的运用。 Ⅲ. Learning strategies

人教版新目标初中八年级英语下册全册教案

人教版新目标英语八年级下册全册教案 Unit 1 What’s the matter? Teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词. 2. 能够用所学的单词谈论身体并且能给出中肯的建议. 3. 通过听力练习，争取能够提高学生的听力能力. 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 . 4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard . Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and

人教版八年级英语下册教案【精编】

Unit 1What's the matter?

Period 5Self Check 本单元教材以“What's the matter？”为中心话题，围绕着询问及描述“身体状况”进行学习和运用几个常见的句型：What's the matter? I have a stomachache./What's the matter with Ben? He has a sore back./Do you have a fever？No，I don't./What should I do? You should take your temperature./ Should I put some medicine on it? Yes，you should.等。让学生知道怎样表达身体的不适及正确地处理生活中的一些事情。在学习过程中，学生在交流中，能促进师生之间的感情。Section A 主要学习怎样表达身体的不适并给出合理性的建议。应掌握句型：What's the matter? I have a stomachache.What should I do？等。短文“Bus Driver and Passengers Save an Old Man”介绍了一位公共汽车司机及乘客救一位老人的故事，增加了学生的阅读量。Section B安排了听、说、读、写的任务，教师在教学中应合理利用课本上的知识进行教学。第一课时Section A(1a－2d) Teaching Key Points【教学重点】 The vocabulary： matter，throat，foot，stomach，toothache，headache，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor Target language： 1.What's the matter? I have a stomachache. 2．What should I do? Should I take my temperature? 3．I think you should lie down and rest. Teaching Difficult Points【教学难点】 Use the target language above to talk about health problems and give advice. Teaching Aids【教学工具】 an English book，a tape recorder and CAI Teaching Steps【教学过程】 ★Step 1Preview and perception【预习感知】 Ask the students to read the vocabulary and target language. 根据句意及汉语或首字母提示完成句子。 1．—What's the matter with her? —She has a very sore t______ now. 2．He ate too much，so he had a s______． 3．If you feel tired，you should l______ down and rest. 4．If you ______(咳嗽)，drink some hot tea with honey.

人教版英语八年级下册教案

Unit 1 What's the matter Language Goals 【语言目标】Learn to talk about health problems and accidents and give some advice. Knowledge Goals 【知识目标】 -Key Words matter，throat，foot，stomach，toothache，headache，passenger，herself，sick，knee，hurt，hit，ourselves, accident，situation，knife，blood，mean，importance，decision，control，spirit，death，nurse Key Phrases have a stomachache，have a cold, lie down，take one's temperature，have a fever，go to a doctor，get off，to one's surprise，agree to, get into trouble，be used to，take a risk(take risks)，run out，cut off，get out of，be in control of, keep on(doing sth.)，give up Key Sentences 's the matter I have a stomachache. 2．What's the matter with Ben He has a sore back. 3．Do you have a fever No，I don't. , 4．What should I do You should take your temperature. 5．Should I put some medicine on it Yes，you should. 6．The driver saw an old man lying on the side of the road. 7．The bus driver stopped the bus without thinking twice. 8．Thanks to and the passengers，the man was saved by the doctors in time. 9．Put a bandage on it.

人教版八年级英语上册全册教案(超详细)

人教版八年级英语上册教案汇编

Unit 1Where did you go on vacation?

本单元教材以Where did you go on vacation？为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy...？和特殊疑问句Where/What/How...？询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的一般疑问句：Did you...？及不定代词的用法。Section B安排了许多听、说、读、写的任务活动，教师在教学中可以灵活运用这些活动，将其中的一些活动进行变化或整合，充分调动学生参与的积极性，提高学生的听说读写能力。第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： anyone，anywhere，wonderful，few，most，quite a few，go on vacation Key sentences： 1.Where did you go on vacation？I went to the mountains/New York City/summer camp/the beach. 2.Did you...？Yes，I did./No，I didn't. Teaching Key Points【教学重点】 The vocabulary： New York City，Central Park，few，most，quite a few，on vacation Target language： Where did you/they/he/she go on vacation？I/They/He/She went to the mountains/New York City/summer camp/the beach. Did you...？Yes，I did./No，I didn't. Teaching Difficult Points【教学难点】 Use the target language above to talk about past events. Teaching Aids【教学工具】 An English textbook，a tape recorder，CAI or courseware.

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