第一篇：八年级下册英语教案
篇一：人教版初二英语(下)全册教案 unit15 what do people eat? teaching aims and demands 本单元的中心话题是饮食文化与家庭生活。围绕这一中心项目，让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。其中五种基本句型是本单元的语言训练重点和难点。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.通过情景中的操练培养直觉思维能力，提高思维的敏捷性；通过brainstorming 提高学生质疑能力和多方面、多角度考虑问题的发散思维能力。
3.通过初步学习了解不同国家的饮食文化差异，引导学生热爱生活，增强世界意识。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． 认知目标：通过学习本课，学生应理解并学会正确运用以下单词和句型：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． 能力目标：通过阅读课教学，培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。情感目标：进一步学习了解不同国家的饮食文化差异，给学生灌输“吃出健康”的饮食理念；了解list.中国饮食在世界上的影响培养学生的爱国情操。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． 认知目标：通过学习本课，学生应理解并学会正确运用以下句型：either„or„/neither„nor„/make 能力目标：通过warming-up阶段question bombardment培养学生在无法预先准备的真实情况下sb.do sth./ five kinds of simple sentences 运用英语快速反应的能力;通过学习五种基本句型，提高学生运用所学语言进行创造性描写的能力；通过阅读与讨论，引导学生联系实际，发散思维，提高语言综合能力；组织学生进行辩论，培养思维的流畅性、变通性和独特性。
３． 情感目标：培养学生学习与协作的能力，引导学生观察生活，热爱劳动，关注家庭，体恤父母。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.认知目标: 学习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?等短语句型，并巩固本单元的词汇、句型。2.能力目标: 培养学生在语境中得体运用所学语言进行表演的能力；提高学生的书面表达能力。
3.情感目标: 加深学生对中外饮食文化差异的理解和感受。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)人教版新目标英语八年级下册教案
新目标英语八年级下册授课人： 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.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 同桌之间设计一个医生与病人之间的对话.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人教版八年级英语下册教学案全集
unit 1 what’s the matter? section a 1a-2c 第1课时 【学习目标】
1． 能听说读写重点单词和词组：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：学会用what’s the matter? i have a cold.i have a stomachache.i have a sore back.i have a sore throat.谈论身体情况。3.学习用should 给出建议 【重点】【难点】
能询问并表述身体的种种不适以及对他人身体的种种不适给予适当的建议。【自学指导】
1、自己认读1a单词，与画面中字母匹配，并在自己的身体上指认人体部位。
2、对照单词表翻译1a画面上的句子，并读熟。5min（5分钟）【自学检测】
1、把你所知道的身体部位的单词写下来，并写出其相应的中文意思。__eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
2、have a cold的意思是“感冒，着凉”为固定词组，have 表示生?病，解释下列词组的意思。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，其后常与介词with 连用。类似的问句还有：_________________________ _________________________ what’s the matter with ben?（改为同义句）what’s _______ with jim?
2、情态动词should的用法
1)should 常用来表示劝告、建议、认为某人应该做某事。
2)should 本身不能单独作谓语，必须和动词原形连用。should 没有人称和数的变化，其否定形式为shouldn’t.如：we__________ study hard.我们应该努力学习。he ________ lie down and rest.他应该躺下来休息。
【达标检测】
一、翻译以下短语：
1、感冒 ______________________
2、背疼 _________________________
3、发烧 ______________________
4、量体温 ________________________
5、腹痛 ______________________
6、嗓子疼 ________________________
7、牙疼 ______________________
8、上点药 ________________________
9、去看医生 ______________________ ___________________________
10、躺下来休息______________________
11、头疼 _____________________
12、看牙医 _____________________
13、照x光片____________________
14、喝些加蜂蜜的热茶 ________________________
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、我觉得头很热。my head ______ very _____.6、你应该回家休息。__________________________________.7、她不应该说太多话。________________________________.8、你弟弟应该早点睡觉。__________________________________.9、--他应该量体温吗？_________________________________?--是的。_____,____________.10、你看起来不太好。_____________________.三、单项选择。
()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 【总结反思】
_________________________________________________________ _________________________________________________________ 【课后作业】
1、熟练说出本课重点短语和重点句型，并一次。
2、根据2a、2b 编5组对话，并和同桌练熟。
（教师复备栏及学生笔记）unit 1 what’s the matter? section a 2d—3c 第2课时 【学习目标】
1、重点单词： headache, break, hurt, herself，2、短语：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.【重点】使用should, shouldn’t 给出合理的建议。【难点】根据不同的病症给出多个合理建议。【自学指导一】
自读对话2d两次，把握大意，划出不懂之处并自己查字典解决。4分钟。【自学检测一】完成下列句子。
1、你还好吗？ are you _____?
2、我该怎么办？ _____ should i _____?
3、我应该量体温吗？ should i _____ ____ ________________?
4、我头疼。i have ___ ________________.5、你周末做什么了? what_____ you_____ on the _________?
7、我认为你应该躺下来休息。i think you should ______ ______ and rest.【合作探究一】
1、小组成员轮流读对话并翻译，划出疑难准备提问。
2、共同划出你们认为重要的短语、句子，写在小黑板上。【达标检测】
一、短语翻译：
1、休息 ____________ __________
2、没有移动 _______________
3、以相同的方式 _________________
4、听起来像_____________
5、割伤自己 ____________________
6、让自己受伤____________________
7、在伤口上敷点药________________________
8、跌倒__________________
二、单项选择。
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山东莱芜】—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连云港】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
第二篇：八年级下册英语教案
2016学年第二学期八年级下册英语教案
Unit1 Period 1 教学内容：New words learning and getting ready（词汇课和话题预习课）教学目标：
1）认识Unit1的单词，学会朗读单元的重点单词，并了解有关救助的词汇等； 2）了解UNICEF的相关知识;use pie charts等； 3）了解相关救助知识为阅读做准备；
教学重点：1）了解救助的词汇，学会朗读单元重点单词；
2）认识单元主题，学会使用pie chart； 教学难点：了解救助知识并背诵相关词汇。
教学过程：
Step 1：阅读P1板块的图文，了解单元话题。1． 让学生观察教材的第一页的卡通图，引入话题；
2． 教师通过单元标题Helping those in need中in need一词引入相关救助的词汇如raise money；voluntary work等
3.展开学习Unit1单元单词，利用把单词放句子中的做法，让学生逐步学会猜词，并多次朗读以达到正确朗读单词，并标注高频单词，并完成P4的练习。
4.PPT展示有关短语的练习（口头读单词或者选择题等），当堂巩固单词积累。
Step 2: 阅读并讲解P16 Culture Corner板块的图文，了解UNICEF概况。
1.学生阅读有关概况的第一段，找学生回答相关问题； 2.进一步拓展相关词汇
Step 3:学习P14 study skills部分，学会如何运用pie chart。
1.学生分段阅读文章，并完成 P14图表练习和P15 part B的练习； 2.分组讨论，完成P15 part C的练习
Step 4: Homework
1.用抄写本抄写Unit1单词，每个5次。2.背诵u1单词
Unit1 Period 2
教学内容：Reading 1（阅读课）教学目标：
1）复习单词，加强单词朗读和记忆。2）了解文章，能理解文章的大意； 3）了解阅读文章中三个志愿者经历。
教学重点：了解阅读文章中三个志愿者经历； 教学难点：了解并理解文章大意；
教学过程：
Step 1:
1.回顾上一节救助的相关知识点，激活背景知识；
2.完成P2 Part A练习，引入救助等背景知识，为阅读做准备； 3.略读训练
1）学生阅读主阅读篇章的标题、引言和图片信息，了解文章的结构和主要信息； 2）完成P2 Part B练习
Step 2: 分段阅读 第一段阅读：
1.引导学生总结是怎样类型的志愿者活动：（作者、地点、对象和工作内容）； 2.总结第一段的主要内容； 第二段阅读：
1.引导学生总结是怎样类型的志愿者活动：（作者、地点、对象和工作内容）； 2.总结第二段的主要内容； 第三段阅读：
1.引导学生总结是怎样类型的志愿者活动：（作者、地点、对象和工作内容）； 2.总结第三段的主要内容；
Step 3 : 重点句型和短语标示
1.学生跟录音朗读课文，加深对文本的理解，并认读和理解单词 2.在完成阅读之后，标示出重点句型和短语，让学生背诵。
3.自主练习表达：学生以小组为单位讨论课文内容，并进行交流，最后选出代表，用自己的语言概括文章大意。
Step 4:
完成P5的阅读练习，加深对阅读文章的理解
Step 5：Homework
1.模仿录音朗读课文并背诵文章和单词； 2.完成课本练习P5练习。
Unit1 Period 3
教学内容：Reading 2 and Grammar 1（阅读语法课）教学目标：
1.复习单词，认读并理解文章中出现的重点知识点。
2.熟悉动词不定时的用法。
3.能根据所学的知识，能运用所学的语法知识点表达自己的想法。
教学重点：熟悉动词不定时的用法；
教学难点：能根据所学的知识，能运用所学的语法知识点表达自己的想法；
教学过程：
Step 1：回顾上节课篇章阅读内容，检查回家作业的落实情况。
1.听写单词和句子（或者让学生默写文章），加强记忆； 2.解答作业答案，找学生回答； 3.完成相关练习：
一、用括号里词的适当形式填空，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: 学习More practice部分
1.根据标题和图片猜测文章的主要内容； 2.略读全文，找出P13问题的答案；
3.在完成阅读之后，标示出重点句型和短语，让学生背诵。
Step 3：学习本课主要语法点：
１1.offer用作动词，意为“主动提出”，常用 的搭配有offer to do sth，意为“主动去做„„”，offer sth to sb = offer sb sth，意为“向某人提供某物” 2.由offer to do引入动词不定式：v+to do 1）让学生回顾学过的动词不定式； 2）老师总结常出现的动词不定式 3.拓展不定式：v.+object+to do 1）小组讨论，让学生回顾学过的动词不定式； 2）老师总结 4.特殊情况省略to 一帮（help）二让（let、make）三句型（why not、why don’t you、had better）5.完成课本P8-9的练习
Step 4：Homework
1.背单词和课文；复习今日的语法点。
2.完成相关学评练习
Unit1 Period 4 教学内容：Listening and speaking（听说课）
教学目标：
1）复习不定式的相关用法
2）掌握听力猜信息的能力
教学过程：
Step 1：复习不定时的相关用法； 1.解析上一节的作业答案，找同学回答；
2.展示一些错误用法，小组讨论为什么错，错在哪里，应该怎样改。
Step 2：Listening
1.根据P6的听力标题和题目猜测听力内容的主题——money-raising activity； 2.根据图片猜测可能出现的信息内容
3.根据P6题目挖空处，根据语法知识和逻辑关系猜测需要填入的内容 4.进行听力并检查答案
Step 3: Speaking
1.根据P10 Part A 中图片人物对话，总结询问和表达计划可能用到的表达： —What are you going to do....? —I’m goingplanning to do....(sure)—I’m thinking about doing....(not sure)2.两人合作，利用上述表达，完成Part A的对话练习，并抽查 3.四人小组合作，利用上述表达，完成Part B的练习，并抽查
Step 5：Homework 1.背单词，准备听写
2.完成学评相关练习.Unit1 Period 5 教学内容：Writing（写作课）
教学目标：
1.能用mind-map帮助写作。
2.掌握信件的格式。
3.掌握活动申请的内容分布和相关句型。
教学过程：
Step 1：回顾listening中有关筹钱活动的描写。引导学生给出相应的关键词。
Step 2: 学习Writing板块的写话技巧。
1.小组讨论，如果开展筹钱活动，需要有哪些细节要点
2.完成P11的mind-map，抽学生在黑板完成
Step 3：活动申请写作
1.完成P11中Part B的练习，确定活动申请的目的以及细节 2.根据P12的格式了解信件的格式以及活动申请的内容分布 3.活动申请可能用到的表达总结：
We are writing to...We are planing to do...we are thinking about.....留意活动申请中不要缩写（正式写作）4.让学生根据自己的mind-map完成P12的写作
Step 4：Homework
完善修饰P12的作文
第三篇：初中英语人教版八年级下册英语教案
I’ll help clean up the city parks.教学设计（Period1）
一、教学目标
在本节课结束时，学生将能够熟练正确地谈论志愿者帮助别人的方式，表达向别人提供帮助的意愿以及用could表达帮助别人的建议。
（一）知识与能力
1．谈论志愿者帮助别人的方式。
2．表达向别人提供帮助的意愿。
3．情态动词could表达帮助别人的建议，制定接待寒门英才的活动方案。
（二）过程与方法
借助图片，采用头脑风暴激活学生已有知识，输入志愿者帮助别人的动词短语。
（三）情感态度与价值观
通过核心语言操练，唤起学生的善心行动，激发他们热心公益；传递温暖和正能量，学会主动关心他人，积极承担社会责任，历练自己帮助他人的能力。
二、教学重难点
（一）教学重点
1．谈论志愿者帮助别人的方式。
2．表达向别人提供帮助的意愿。
3.用could表达帮助别人的建议。
（二）教学难点
制定接待寒门英才学子的活动方案。
三、教学策略
语音教学──让学生能在朗读或对话中，有意识去模仿标准的语音和语调；词汇教学──采取图片，memory challenge，头脑风暴等游戏环节进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学──采取pairwork问答式的口语交际活动和小组讨论汇报活动互相操练；听力教学──采取连线，排序，填表格和补全句子等方式；教学设计尽可能贴近学生生活情景，对目标语言进行操练和有效输出。
四、教学过程
Step 1：Lead-in
Activity1：呈现志愿者标志的图片所代表的内涵：help, love and care, peace, youth.Activity 2：请学生讨论对volunteer(志愿者)的界定：
People who help others in their community or outside their community would be called volunteers.However, they would not be called volunteers if they help their parents, other relatives or friends.Volunteers are not paid, not because they are worthless, but because they are priceless.Activity 3：
利用图片逐步呈现志愿者帮助别人的方式: help clean up the city parks, cheer up the sick kids in the hospital, give out food to the homeless people, take care of the old people in the old people’s home, help the kids with their schoolwork in an after-school study program, donate some money to the poor people, donate blood, work as a volunteer teacher in mountainous areas, work as a volunteer doctor to help the sick, help the disabled, rescue the old and the kids in the floods, help the elderly who live alone, plant trees等。
Activity 4：记忆挑战活动
Step 2：Sentence structures learning
A: I want to help the kids.B: You could help the kids with their schoolwork in an after-school study program.A: I hope to help the old people.B: You could help take care of the old people in the old people’s home.A: I’d like to work outside.B: You could help clean up the city parks.Activity：利用图片引出表达向别人提供帮助的意愿和帮助别人的句型，并反复操练，使学生逐步掌握并巩固。
Step 3：Watch a video
Activity：通过让学生观看视频“感动中国十大人物徐本禹”，唤起学生的善心行动，激发他们热心公益，传递温暖和正能量，学会主动关心他人，承担社会责任。
Watch the video and answer the questions:
T: What does Xu Benyu do to help the poor kids?
S1: He works as a volunteer teacher in two schools.S2: He donates money to build a school building for the poor kids.S3: He gives money to help an orphan.T: What do you want to do?
S4: I want to help the poor kids/the old/…
T: What could he do?
S5: He could help the kids with their schoolwork in an after-school study program/...Step 4：Listening
Activity：通过听力对话的形式再现表达帮助他人的句型，练习在听力过程中寻找关键词，让A层学生做填表格练习，让B层学生做听后的连线练习，为下面的输出做准备。
Step5：Practice in pairs
Activity1：通过同伴间的对话，进一步熟悉和掌握表达向别人提供帮助的意愿和帮助别人的句型。
S1: What do you want to do?
S2: I want to help the poor kids/the old/… What could I do?
S1: You could help the kids with their schoolwork in an after-school study program/...Step6：Listening2a-2b
Activity 1：听2a对话并排序。
Activity 2：听2b对话并根据对话内容补全句子。
Step7: Listen and answer the questions
Activity 1：听2d对话并回答问题。
T: How is Helen going to help others?
Ss: She is going to work in an old people’s home this summer.T: When did Tom volunteer?
Ss: Last summer.T: What did he do to help others?
Ss: He read the newspaper to the old people, talked to them and listened to their stories about the past and how things used to be.T: What is Tom’s advice?
Ss: They should listen to the old people and care for them.Activity 2：角色扮演操练对话。
Step8：Give a report
Activity：创设对话情景──学校要接待21位来自全国各地的寒门英才学生，让这些寒门英才学生与他们同吃、同住、同学两个星期。现在征求大家的意见，组内成员谈论如何使这些学生在北京度过欢乐而有意义的时光。最后选出一名组长作汇报。
S1: These students are very poor, but they are very excellent and hard-working.We should try our best to make the students have a meaningful life in our houses.What could we do?
S2 : We could cook delicious food for them.S3: We could show them around Beijing.S4: We could hold a welcome party for them.S5: We could see a movie with them to cheer them up.S6: We could buy some school things /new clothes for them.
第四篇：八年级下英语教案
上课时间：第 1 周星期 2017年2月 14 日 备课节次累计：1
一、内容：Unit 5 Topic 1 SectionA-1a, 1b, 1c, 1d, 2
二、教学目的要求：
（1）学习并掌握新词汇invite，film，smell，disappointed（2）掌握感官动词，如：look，smell，feel，sound，taste等的基本用法。
（3）能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
三、重点：1）感官动词的用法。2）能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(1mins)：Getting students ready for learning Step Teacher activity Student activity
Designing purpose Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage 2（10mins)： Lead-in Step Teacher activity Student activity
Designing purpose
利用目标语言谈论假期生活，让学生充分感知感官动词。导入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.由易到难设置听力任务，进行听力训练。
Post-listening Step Teacher activity 1(Group work)Ask the students to read 1a.巩固感官动词的用法，完成2。为语法的总结做铺垫。
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.鼓励学生学会将词汇按词性分类，并总结归纳语法项目。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 +最高级+ 名词复数 S9:say thanks to S10: a ticket to 1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。(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：帮助学生分类做课堂小结,可使知识脉络清晰,有条理.适当的家庭作业有助于巩固课堂所学的知识。
八、板书设计：
九、后记：
上课时间：第 1 周星期 2017年2月 15 日 备课节次累计：2
一、内容：Unit 5 Topic 1SectionA-3,4 SectionB-1a,1b,1c
二、教学目的要求：
本节课在上节课学习系表结构的基础上谈论个人喜好及对事物的看法。所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分的复习巩固。首先用竞赛的方式让学生快速写出上节课所学的形容词，接下来利用Section A-4的活动运用这些形容词编对话，练习系表结构表达情绪的用法。
三、重点：（1）通过听对话判断正误，训练学生抓住关键词和细节信息的能力。
（2）听懂本课表示个人喜好的表达法。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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.通过听之前对听力题的阅读和对答案的推测，提醒学生注重对话的关键词和细节信息。猜测和了解听力文段的大致内容，降低听力的难度。
Stage4（7mins)：While – listening Listen to 1a and mark T or F.Finish 1b.完成1b，核对答案。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.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。
八、板书设计：
九、后记：
上课时间：第 周星期 2017年2月 16 日 备课节次累计：3 1.内容：Unit 5 Topic 1 SectionB
第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法.2.教学目的要求：
通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
三、重点：
以词汇和语音语调的学习为主。复习导入仍以系动词的基本用法为主，以师生讨论的方式复习情绪形容词的用法，引出形容词的概念。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(1mins)：Getting students ready for learning
以学习谚语导入不仅是为了增加学生的词汇量和丰富学生的英语知识，同时要求学生观察这几个谚语，总结他们的共同点——系表结构，从而导入本节课的内容。所选谚语如果学生不能确切理解，教师要进行解释。Stage 2（10mins)： Lead-in Make sentences according to the situations.引导学生用描述情感的词汇回答，复习感官动词的基本用法。
Stage 3（5mins)：Prelistening Work alone and fill in the blanks in 1b.成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。
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.认真听录音，大单开口，反复模仿。
Stage 6（3mins)：Summarizing and assigning HMK Summarize the key points.八、板书设计：
九、后记：
上课时间：第 周星期 2017年2月 17 日 备课节次累计：4
一、内容：Unit 5 Topic 1 Section C第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法.二、教学目的要求：学习有关情绪和感受的形容词。如：lonely, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
三、重点：学生能正确运用“linking verb+ adjective”结构造句。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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 “linking verb + adjective”.复习系表结构的用法。
Stage 3（5mins)：Pre – listening Talk about the film The Sound of Music.谈论电影《音乐之声》，导入1a。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、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 20 日 备课节次累计：5
一、内容：Unit 5 Topic 1 Section C主要句型和语法是感官动词的基本用法，如：You look excited.和How does the music sound?同时，还学习有关情绪和感受的形容词。如：lonely, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。
二、教学目的要求：
1.学习并掌握新词汇
role, frightened, worried, interested, upset, in the end 2.Skill aims:（1）能熟练运用linking verb + adjective 结构
（2）能综合运用本课短语、句型写出描述不同情绪的短文 3.Emotional aims: 通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。4.Culture awareness: 了解有关京剧的知识。
三、重点：1.Key points: 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。2.Difficult points：
综合运用本话题的语法，词汇，句型描述故事中人物的不同情绪。
四、教法：利用小组间良性的竞争与合作促进学习。
五、教具：多媒体课件/图片/京剧音频或视频/歌曲《说唱脸谱》音频或视频
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
Enjoy the song《说唱脸谱》.Stage 2（12mins)：Revision
Enjoy the tape or video of Beijing Opera 《贵妃醉酒——海岛冰轮初转腾》.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、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 21 日 备课节次累计：6
一、内容：Unit 5 Topic 1 Section D在综合复习Section A-C的词汇、语法和功能句的基础上，巩固本话题所学的内容。首先，学生将通过1的阅读了解我们的国粹——京剧的历史起源，主要角色，素材来源及艺术特点，进而让学生在感觉京剧的旋律美的同时，体会我们祖国文化的博大精深，关心热爱京剧艺术。第二，通过三个竞赛活动复习感官动词和形容词及系表结构的用法。第三，通过2a 的写作拓展练习，再一次巩固系表结构的用法。在project环节，通过讨论学生最喜爱的艺术形式，延伸学生的学习内容，检测学生综合运用语言的能力。将知识转化成能力，达到学以致用的目的。
二、教学目的要求：通过三个竞赛活动复习感官动词和形容词及系表结构的用法。
三、重点：能熟练运用linking verb + adjective 结构。
四、教法：复习法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。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 “linking 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、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 22 日 备课节次累计：7
一、内容：Unit 5 Topic 2Section A-2, 1a, 1b, 1c
二、教学目的要求：本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。
三、重点：能够自如地运用以下交际用语进行交流。
Anything wrong?What seems to be the problem?Thank you for telling me.学生在交流中能自如地运用描述情绪和情感的形容词。
学生对...she has no friends to talk with.一句中to talk with的理解。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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、板书设计：
九、后记：
上课时间：第 2 周星期 2017年2月 23 日 备课节次累计：8
一、内容：Unit 5 Topic 2Section A-3 Section B-1a,1b,1c
二、教学目的要求：本节课的课型为听说课。本节课继续上节课有关Li Hong 的情绪的话题进行讨论和学习，功能句有问候、分享感受、安慰和建议。语法内容仍然是原因状语从句。复习环节利用造句游戏复习系表结构和原因状语从句。SectionA-3是Helen写给Li Hong的安慰邮件，承接上节课的内容并与本节课SectionB-1a的对话内容相关，所以很适合作为Pre-listening的一部分。While-listening的环节依然设置了不同层次的听力练习，由浅入深地理解对话。并通过师生讨论的方式解决对话中的新词汇和语言点。Post-listening环节除了常规的朗读之外，本课设置了一个改写对话并加以复述的活动。目的是让学生更深入地理解对话并运用目标语言。
三、重点：
1.Knowledge aims：
（1）学习并掌握新词汇和短语。take it easy, fail, someone, feeling, joke（2）能够自如地运用以下交际用语进行交流。2.Skill aims:(1)学会如何安慰情绪低落的同伴。(2)学生如何给情绪低落的同伴提建议。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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.游戏的指令一定要清楚，务必让学生听懂，必要时教师可以用汉语解释。
2.教师提前在小纸条上写好情绪形容词和动词。每个学生随机分到一张写有情绪形容词和一张写有动词的小纸条，学生根据这两个词展开想象，利用原因状语从句造句。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、板书设计：
九、后记：
上课时间：第 3 周星期 2017年2月 27 日 备课节次累计：9
一、内容：Unit 5 Topic 2Section B-2a,2b Section C-2 Section B-3a,3b
二、教学目的要求：本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
三、重点：复习形容词用法及原因状语从句的基础上了解同级比较句型，即（not）as+形容词/副词+as的运用。
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
Stage 1(2mins)：
通过师生交流呈现目标语言并复习系表结构和原因状语从句。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.通过师生讨论的方式更深入地理解对话的内容。当答案并不唯一的时候要鼓励学生想出不同的答案。
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 初步认识形容词和副词的同级比较结构。使语法的学习由浅入深，并给学生一个理解和消化的时间。同时为下一课的阅读做好准备。Stage 6（5mins)：Summarizing and assigning HMK as+形容词或副词的原级+as+比较对象。S6: It depends on the verb.如果动词是系动词，两个as中间就用形容词。如果是实意动词，两个as中间就用副词。
八、板书设计：
九、后记：
上课时间：第 3 周星期 2017年2月 28 日 备课节次累计：10
一、内容：Unit 5 Topic 2 Section C-5,3,1a,1b,1c, 4
二、教学目的要求：本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
三、重点：（1）能用as…as…和not as/so … as…结构熟练地口头谈论有关两个人或事物同级比较的话题。（2）能用as…as…和not as/so … as…结构规范地写出有关自己和朋友的一些情况的比较的短文。
四、教法：练习教学法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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.通过师生讨论关键词的方式猜测文章大意并学习新词汇。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、板书设计：
九、后记：
上课时间：第 3 周星期 2017年3月 1 日 备课节次累计：11
一、内容：Unit 5 Topic 2Section D-Grammar and Functions, 1a, 1b, 2,Project
二、教学目的要求：本节课的课型为复习课。在复习环节设置了两个任务，学生需要回顾整个话题的语言知识才能完成，从而系统全面地对本话题进行复习。
三、重点：通过本节课的学习，当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。同时要关心他人，乐于帮助他人，为同伴提出合理的建议。
四、教法：练习教学法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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.完成阅读任务。
1.精读课文，回答问题。
2.利用师生讨论的方式解决文中的语言点。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.将学到的表达方式运用到自己的习作当中是掌握新知识的一个好办法。让学生在欣赏和修正他人的书面表达的同时取长补短，提升自己的写作能力。
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、板书设计：
九、后记：
上课时间：第 3 周星期 2017年3月 2 日 备课节次累计：12
一、内容：Unit 5 Topic 2本单元以Feeling Excited 为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。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、教学目的要求：主要语法是原因状语从句和同级比较结构的肯定和否定形式。本话题的词汇是描述感受和感情的形容词以及提出建议的动词。此外在语音学习环节将关注双元音/ Iə/和/ eə /的区别，句子中的停顿、弱读和不完全爆破等，最后通过Project 的活动讨论同学们的问题并提出相应的建议，对所学内容进行积极应用，培养学生的综合语言运用能力。
三、重点：本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，通过不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。
四、教法：复习法
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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
通过对Section B的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。Stage4（7mins)：While – listening 学生在交流中能自如地运用描述情绪和情感的形容词和提出建议的动词。正确运用原因状语从句。
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、板书设计：
九、后记：
上课时间：第 4 周星期 2017年3月 6 日 备课节次累计：13
一、内容：复习Topic1 Topic2
二、教学目的要求：How are you feeling today?How is … feeling today? He/She is feeling…
三、重点：
四、教法：任务型教学
五、教具：多媒体课件/图片
六、课时安排：1课时
七、教学过程：
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 _______(最喜欢的学科之一).David wants to _______(邀请)some friends to his birthday party this Friday evening.I can’t find _____ _____ _____(……的票)Han Hong’s concert(音乐会).You must ______ _____ _____(道谢)him or her if getting one’s help.The _______(气味)of roses is very nice.1.这个主意听起来很不错。(sound)2.学生们看起来非常兴奋。
(look)3.Mr.Brown觉得很失望。
4.这鱼很好吃。
(feel)
(taste)5.那些食物闻起来很香。
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、板书设计：
四、后记：
第五篇：外研社八年级英语教案
外研社《新标准英语》八年级
刘家尧学校 吕善友
Module1 Unit2 No one knew who I was.教材分析：
本模块以friendship为主题，结合friendship展开听、说、读、写的活动。友谊是教育着重培养的情感内容之一，所以在培养学生语言认知能力的同时应该注意情感能力的培养。在开展听力和和阅读任务时注意评论等活动的设计，从而培养学生的综合应用能力。同时本模块主要语法是学习宾语从句，在处理对话和课文后，教师要注意精讲和针对性练习，培养学生能力。
一、教学目标
1、知识目标
掌握本课词汇：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、能力目标
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、情感目标
培养学生的人际智能。
二、教学策略
培养学生在大量语言信息中搜集发现知识重点，教师及时提供练习，做到及巩固提高能力。运用小组合作。
三、教学内容
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、教学重点
文章中的短语及宾语从句
五、教学手段
多媒体，录音机，六、教学步骤
Step1 创设情境，导入新课
这是课前活动，可以激活学生对本单元内容的学习兴趣，教师引导学生回答Activety1中的四个问题，尤其是最后一个问题。让学生来发表自己的看法，从而锻炼学生。
在阅读之前教师对本课单词进行俩俩检查单词。
Step2 师生互动，学习探究
1、听录音完成Activety3、4，巩固所学单词。
2、对照学案，学生对文章进行精读。
教师对课文中的重点难点进行点拨。
导学案知识内容：
重点短语(例句：用多媒体展示）
（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.导学案点拨：（教师点拨）
一.宾语从句的定义
置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词（afraid,sure,glad等）之后也可以带宾语从句。
二.宾语从句中引导词的用法
在复合句中作主句的宾语，引导词有： 连词：that(that 常可省略),whether, if 代词：who, whose, what ,which 副词：when ,where, how, why 等。
（一）that引导的宾语从句（在非正式场合that可以省略）可跟that从句做宾语的动词有：
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.注意事项：当主句谓语动词是 think, believe, suppose, expect 等词，而宾语从句的意思是否定时，常把否定转移至主句表示。
例句：I don’t think it is right for him to treat you like that.在以下情况中that不能省略
当句中的动词后接多于两个由that引导的宾语从句时，第一个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. 当主句的谓语动词与that宾语从句之间有插入语时，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. 当that从句是双宾语中的直接宾语时，that不可省。
例句：I can’t tell him that his mother died.注意事项：许多带复合宾语的句子，that引导的宾语从句经常移到句子后部，而用it作形式宾语。例句：I find it necessary that we should do the homework on time.（二）由whether,if 引导的宾语从句 由whether(if)引导的宾语从句，实际上是一般疑问句演变而来的。意思是“是否”。宾语从句要用陈述句语序。一般说来，在宾语从句中whether与if可以互换使用，但在特殊情况下if与whether是不能互换的。
例句：I wonder whether(if)they will come to our party.只能用whether，不能用if引导的宾语从句
在带to的不定式前
例句：We decided whether to walk there. 在介词的后面
例句：I’m thinking of whether we should go to see the film. 在动词后面的宾语从句时
例句：We discussed whether we had a sports meeting next week 直接与or not连用时
例句：I can’t say whether or not they can come on time.只能用if不能用whether引导的宾语从句
if引导条件状语从句，意为“如果”
例句：The students will go on a picnic if it is sunny. if引导否定概念的宾语从句时
例句：He asked if I didn’t come to school yesterday. 引导状语从句even if（即使）和as if（好象）时
例句：He talks as if he has known all about it.（三）连接代词和连接副词引导的宾语从句
这样的宾语从句实际上是由特殊疑问句变化而来的，宾语从句要用陈述句语序。用于这种结构的动词常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。
英语中的连接代词有：who,whom,whose,which,what,在句中担任主语、宾语、定语或者表语。例句：Can you tell me whom you are waiting for? 英语中的连接副词有：when,where,why,how，在句中担任状语的成分。例句：None of us knows where these new parts can be bought.三.宾语从句的语序
宾语从句的语序是陈述句语序即：连接代词/副词+主语+谓语+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.宾语从句的时态
主句是一般现在时，从句根据实际情况使用任何时态。
例句：The headmaster hopes everything goes well. 主句是过去时态，从句须用过去时态的某种形式。
例句：She was sorry that she hadn’t finished her work on time. 当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时态。
例句：The teacher told his class that light travels faster than sound.五.宾语从句的特点
宾语从句可以作及物动词、介词及形容词的宾语。 宾语从句的语序一律用陈述句语序。
连接词that引导宾语从句在句中无词义，不充当句子成份，多数情况下可以省略。
whether 和 if 都可引导宾语从句，但 whether后可紧跟or not；whether从句可作介词的宾语。 如果从句太长，可以用形式宾语it.Step3 合作交流，巩固提高
1、教师精选练习，针对本课内容进行巩固练习。
2、达标练习。（教师针对本课所学内容，尤其是是新语法:宾语从句。在导学案中设计语法专项练习，对学生进行巩固测试。）Step4 拓展延伸（暨课后作业）
Writing：写一篇改变你的生活的一件事或一个人。
课后反思:学习英语的途径不要局限于课堂，本课内容较多，教师在授课时要整合教材内容可以进行删减，我针对自己学生的特点，针对本课内容对学生进行了听、说、读、写练习，课后加强对学生的监控指导，学生对本节课内容掌握还比较熟练。
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