人教版英语八年级上全册教案【全套】

高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。十来个学生根本没有学习目标，完全放弃学习，但学生的纪律总体还是不错，这样为学生的学习打下良好的基础。另外，学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有计划性和本学期的重点是继续学习词汇和习惯用语，语法知识点：不定代词、频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。其中状语有积极的情感态度和跨文化的交际能力。同时培养自主学习能力，积累学习方2.具体目标：结合学生英语基础较差的实际，在教学刚开始的阶段，注意和初一知识的衔接，例如复习积累基础词汇、词语搭配、句型，熟悉不同单元果并坚持下去。②背诵课文中的对话或课文。目的：要求学生背诵并默写，培4、经常进行教学反思，适时调整教学方法，符合学生的真实情况，利于学5、在具体的英语课堂教学中，根据目标并结合教学具体内容，为学生学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习____________yougoon______________________gooutwith_______________wason_________.someone,_________________________________________There’s___________________然后，仔细阅读每个句子，根据空格前后的词语然后，仔细阅读每个句子，根据空格前后的词语5.—Hello,____________________?3.Reviewthe“复合不定代词”4.Reviewthe“反身代词”…3.方法指导：首先，应读通读整个对话一遍，理解对话的大意；然后，认真阅读有空格的上2.方法指导：首先，再次明确这是一篇日记，因此应用一般过去时态；然后，通读一首先，应阅读日记一遍，了解日记的大意。空格处应填的词汇。比如：读第一行可知此处是填空Drills:11.gotothemovie去看电影20.trytodo试图（努力）做某事Taskone“Findmygroupmembers.”2)在规定时间内填完活动表格，再向周围同教师依次提问：Whatdoyoudoonweekends?引导学生用图片中的活动及副词回答，如：Iusuallyrun.doonweekends?另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。(6)注意频率副词在句中有不同的位置.()9.“Let’splaycomputerg【参考答案】TeachingarticleUnit6SectionATeachingtypeSpeakingKeyvocabulary.Targetlanguage.OralPractice.Learningskill.Speakingskill.CommunicativecompetenceNo,that’sTom.HehasshorterhairthanSam.AndHe’scalmerthanSam.IsthatTina?No,itisn’t.It’sTina.Tara’sshorterthanTina.Ataperecorder.Aprojector.Someobjects.Listeningandspeakingmethods.Communicativeapproach.StepIGreettheclassasusualandcheckthehomework.blackboard.Judyistall.JudyistallerthanBobby.Thenbringouttworulesofdifferentlength.Say:ThisisJudy’sruler.(long)Bobby’srulerislongerthStepIIIShowsomenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.Askstudentstodothisactivityindividually.Thencheckandanswers.Tall—shortlonghair—shorthairthin—heavycalm—wildFirsttellstudentswhatthetwinsare.Twinsarechildrenbornatthesametimetothesameparents,butnotalways.Asktwostudentstoreadthesampleconversationtotheclass.A:IsthatTara?B:No,itisn’t.It’sTina.Tara’sshorterthanTina..Thenhavestudentsworkwithapartner.Makeconversationworkwithapartner.StepVIIPronunciationNoteWriteoneoftheexamplesentencesfromthepictureontheboardcirclethewordthansay.Whenwesaythewordthan,wesayitquickly.Youdon’thearverymuchofthesound.StepVIIISummaryandHomeworkTodaywe’veleantthetwinsarehavingaconcert.We’veleanthowtocomparepeople.Afterclass,givemorepractice,comparingyourschoolthings.NextclassI’llasksomeofyoutosayyourconversationsOK?Now,classisover?Seeyou!Drawtwopeopleontheblackboard.OneisJudy.TheotherisJudyistallerthanBobby.BobbyisshorterthanJudy.Todaywe’veleantthetwinsarehavingaconcert.We’veleanthowtocomparepeople.Afterclass,givemorepractice,comparingyourschoolthings.NextclassI’llasksomeofyoutosayyourconversationsOK?Now,classisover?Seeyou!TeachingarticleUnit6SectionA2a-2cTeachingtypeSpeakingandlisteningKeyvocabulary.Targetlanguage.OralPractice.GrammarFocus.Learningskill.Writingskill.CommunicativecompetenceHandsomeisthathandsomedoes.Oralpractice..GrammarFocusAtaperecorder.Aprojector.Listeningandwritingmethods.Communicativeapproach.PairworkStepIGreettheclassasusualandcheckthehomework.Readthewordsintheboxtostudents.Funny有趣的serious严肃的Outgoing（性格）外向的quiet安静的Tellstudentssmartandathleticarenewwords.Explainthenewwordsandtellstudentswhattheymean.Askstudentstolookattheboxeswiththeheadings.Tinais…,Tarais…Listentotherecordingagain.ThistimewritehowTinaandTaraaredifferent.Pleasewritewordsintheboxes.Letstudentslookatthechastudents***meansSamistallerthanTom.HavestudentsknowtheywilltalkaboutSamandTominthisactivity.StudentA:IsTommoreintellectualthanSam?StudentB:(Lookattheanswerchartonpage97)No,SamissmarterthanTom?StepVIGrammarFocusReviewthegrammarbox.Askastudenttoreadthesentencestotheclass.Writethewordfunnyontheboard.Circletheletteryandsay,whenawendsy,theychangestoanIwhenyouadd–er.Forexample,funny–funnier.StepVIIShowsomedialogueontheblackboardConversation1:A:Yes,MaryismorecarelessthanPetConversation2:B:No,itWendy.WendyisshorterthanZoe.Conversation3:StepVIIISummaryandHomeworkTodaywe’veleantsomewordsandlearnthowtocomparepeople.Ihopeyoucanstudyharderthanever.Youcanlearnmoreknowledgeandmakeprogress.Afterclass,readthekeyvocabularyandlearnthembyheart.BlackboarddesignFunny,funniMoreintellectualthanMoreseriousthanTodaywe’veleantsomewordsandlearnthowtocomparepeople.IhopeyouHomeworkcanstudyharderthanever.Youcanleaprogress.Afterclass,readthekeyvocabularyandlearnthembyheart.TeachingtypeReadingmaterial.Readingmaterial.Targetlanguage.Listening,speakingandwritingpractice.Learningandspeakingskills.Readingandwritingskills.CommunicativecompetenceTobeabraveandhardworkiListening,speakingandwritingpractice.MyfriendisthesameasmDoyoulookthesame?No,Aprojector.Somepieceofpaper.ApapeListening,speakingandwritingpractice.Readingandwritingmethods.Communicativeapproach.StepIGreettheclassasusualandcheckthehomework.There’saletterinthisactivity.Readthislettertostudents.Answeranyquestionsstudentsnayask.Thenshowthefivesentencesontheblackboard.2.TherearesomesimilaritiesbetweenLiuLiandLiuYing.Wearebothtall.Theyarebothboys.Webothhaveshorthair.Theybothgotothisschool.Circlethewordbothinthefoursentences.Askstudents:Doesthewordbothcomebeforeorafterthewordare?Firstasktwostudentstoreadthesampleconversationinthespeechbubble.Thentellstudentstoworkwithapartner.Talkabouthowyouaredifferentfromafriendoffamilymember.StepVITheSameandDifferentT:Doyoufindyourpartner?T:OK.NowI’lltellyouhowtodothegame.YoucanaskandanswerthesamequestionsasinActivity3b.Pleaserememberyouhavethreeminutestowritedownthethingsthatarethedifferentandsamebetweenyourpartner.StepVIIAnOptionalActivityStudentscandoasimilaractivityusinginformationaboutfamilymembers.Theycanlistthewaystheyarethesameasanddifferentfromvariousmembersoftheirfamilies.Thentheycantelltheclassaboutthesedifferencesandsimilarities.StepVIIISummaryandHomeworkTodaywe’vereadandarticleandknownthesameanddifferencebetweenthetwins—LiuYingandLiuLi.Andwe’vedoneagame.We’velsameanddifferencebetweenyouandyourpartner.homework:(1)Readtheletteragain.(2)Finishofftheexercisesofworkbook.Wearebothtall.Theyarebothboys.WebothhTheybothgototheschool.(1)Readtheletteragain.(2)Finishofftheexercisesofworkbook.TeachingSpeakingandlisteningtypeKeyvocabulary.Keyvocabulary.Targetlanguage.Oralpractice.Listeningandwritingpractice.TeachingAbilityoblectLearningskill.Writingskill.Communicativecompetence.Afriendinneedisafriendindeed.WishyoutofindyourrealfriendsListeningandwritingpractice.Aprojector.Ataperecorder.Listeningandwritingmethods.Communicativeapproach.Groupwork.Pairwork.StepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.T:Allofyouhavegoodfriends,right?Well,canyoutellmethesdifferencebetweenyouandyourfriends?Sb:Wearebothtall.T:Great!Andwhatdoyouthinkthemostimportantthingsaretobeyourfriend?Now,pleaselookattheblackboard.I’llshowdescriptionsontheblackboard.Statementsaboutfriendsusingthephrases1a.StepVAnactivityWhoiAskstudentstoworkinsmallgroups.EachandwritesdownasmanysentencesastheycantodescribehiStepVI2aInthisactivityfirstaskstudentstolookatthenamesancolumnofthetalbe.TellstudentstheywillhearaninterviewertalkingtoHollyandMaria.Theyaretalkingaboutwhattheylikeabouttheirbestfriends.StepVII2bLetstudentslookattherestofthechart.Readtheheadingatthetopofeachcolumn.Thesameasbestfriend.Differentfrombestfriend.Tellstudentswe’lllistenagain.Askstudentstofillinthechart.HowareHollyandMariathesameasanddifferentfromtheirbestfriends?StepVIIIHomeworkandSummaryTodaywe’verecycledsomekeyvocabularyandlearntsomenewwords.Andwe’velearnttotalkaboutourbestfriends.Afterclasswritedownfivestatementsaboutwhatisimportantinabestfriend.Pleaserememberyoucanwriteafalsestatementamongthefivestatements.Nextclasswe’lldoagame.LikestodothesamethingsasmeIAfterclasswritedownfivestatementsaboutwhatisimportantinabestfriend.HomeworkPleaserememberyoucanwriteafalsestatementamongthefivestatements.Nextclasswe’lldoagame.TeachingReadingandwritingTeachingarticleUnitReadingandwritingtypeKeyvocabulary.Readingpassage.Oralpractice.Readingandwritingpractice.Readingskill.Writingskill.CommunicativecompetenceTakeanactivitypartinallkindsofsocialactivities.Getachancetotrainyourintegratingskills.WritingandspeakingpracticeAprojector.PiecesofpaperonwhichstudentswritethefivestatementsListeningandwritingmethods.ReadingandwritingmethodsCommunicativeapproach.StepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.Inthisactivityfirstreadthearticletostudents.Thenansweranyquestionsstudentsanyask.Forexample,S:What’sview?T:It’swhatyouthinkaboutsomething.It’showyoufeelaboutsomething.FirstletstudentslookatthechartinActivity2aonpage38.ThenaskstudtowritetheirownsentencesaboutHolly’sfriendandsomesentencesaboutMaria’sfriend.StepV3cInthisactivityfirstaskstudentstosaysomeofthewordsandphrasesfromthisTall,short,thin,heavyAthletic,intellectual,shyOutgoing,seriousStepVI2aInthisactivityfirstaskstudentstolookatthenamesandthefirstcolumnofthetable.TellstudentstheywillhearaninterviewertalkingtoHollyandMaria.Theyaretalkingaboutwhattheylikeabouttheirbestfriends.StepVIIPairworkFindSomeonefortheJob!Focusstudentsonthejobad.Askstudentsiftheyknowtheword—abacus.Iftheydon’tknow,explainittothem.Abacus—aframewithballsthatwasusedtodoarithmetic,longbeforecalculators.StepVIIIHomeworkandSummaryTodaywe’vereviewedthekeyvocabularyinthisunitbyreadingpractice..Andwe’velearnttowriteaboutourbestfriends.Nowhomework,writedownthewordsyouunderlinedinActivity3ainyourexercisebook.Sentencesstudentswrite:ThenameofastudentwhoshouldgetthejobTodaywe’vereviewedthekeyvocabularyinthisunitbyreadingpractice..AndHomeworkwe’velearnttowriteaboutourbestfriends.Nowhomework,writedownthewordsyouunderlinedinActivity3ainyourexercisebook.TeachingarticleUnit6SelfcheckTeachingtypeReviewingthekeyvocabularyinthisunit.Writingpractice.Justforfun.Selfcheckskill.Writingskill.StudyhardandmakegreatprogressWritingpractice.ReviewingthekeyvocabularyQuiet,funny,outgoingKind,athleticAprojector.AtaperecorderSelfcheckmethod.Writingmethod.CommunicativemethodStepIGreettheclassasusualandcheckthehomework.Afterstudentsfinishwritingtheirsentences,writeanumberofstudent’sanswersontheblackboard.(1)Myfriendlikessports.She’sveryathletic.(4)Maryisafunnygi(5)Janeisn’tveryoutgoing.Shelikestostayathomeandrest.StepIII2Firstaskdifferentstudentstoreadthequestionsontheleft.StudentsAreyoutallernow?Areyoumoreintellectual?Areyoumorepopular?Areyouabetterstudent?Thenaskstudentstothinkofthemselvestwoyearsago.HowaretheydifferentTeachingproceduresAsktwostudentstoreadthedialoguetotheclass.Twostudentsread.A:IthinkIseethetwins.IsthatJava?B:No,that’sJalap.JalaphascurlierhairthanJava.A:AndJavaistallerthanJava.Writethewordscurly—curlierontheblackboard.Explainthewordscurlytostudentsordrawasimplepicturewhatcurlierhairmeans.StepVWorkbookReadthisarticleaboutAliandArmlet.ThenanswerthequestionsStepVISummaryThisclasswe’vereviewedthekeyvocabularyoftheunit.Andwe’velearnthowtocompareourthemselvesbetweennowandtwoyearsamakegreatprogress.StepVIIIHomeworkFinishofftheexercisesoftheWorkbookFinishofftheexercisesoftheWorkbook“Important”or“Unimportant”.Whatdoyou_______来确定空格处的形容词或副词是用何级别形式。比如3.学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自2.学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况，并将名字及情2.方法指导：首先，应读懂五个题目的意思；然后，带着这五个问题再次认真阅读短2.方法指导：首先，在短文中划出形容词或副词的最高级形式；然后，结合自己生活中的人或事物来用这个词语来造一个自己的1)每个人都有自身的特长、优点和特点，古人云：三人行必2)各种各样的_________________4)发挥作用___________________5)编造________________6)例如______________7)认真对待_____________8)给某人某物___________f…2.方法指导：首先，阅读句子理解大意。确定空格是修饰名词还是修饰动词，从而确饺子。”…EQ\*jc3\*hps29\o\al(\s\up6(-),r)EQ\*jc3\*hps29\o\al(\s\up6(-),is)Whatdoyou________________doyou___________watchtoniWhatcanyou_____________Youcan_______somegreat_____.动词不定式的形式：to+动词原形注意，第二个问是一个选择疑问句，意为“你想看……还是看……呢？”3.学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词语，在实际的运用提高2.先由一名学生们对自己的小组成员进行提问，询问每一名成员希望看的内容。然后①②③④⑤(3)发行；出版________(4)在二十世纪三十年代______(5)主要原因之一__________其次，分析有空格的每个句子，看空格处的意思，联2.本题是根据提示词来进行问答。问句和答语中没有对人称的提示，因此应自主确定人称。…每个人都有自己的梦想和对未来的打算，对于将来想要从事以常谈论他们的设想，因此，应通过学习这单元的内容来激“What”means“WhatisChengHan“Where”means“whereisChengHangoingtowork?”“How”means“Howishegoingtodoi“When”means“whenishegoingtostart?”③WhatdoesAndywanttobe?__________________Whatdoyouwant_______WhenIwantto_________________________yougoingtoworWhen______you_______to_____?I’mgoingto_____2.方法指导：指导：先读懂这些句子的意思。根据生活常识来进行推测，将职业与相1.让学生们看表格中的四个特殊疑问词，告诉他们，在这个2.学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开间等问题，同学们根据自己的实际情况，在表格先填写出自___,___,____,____,___,___,___,____以常谈论他们的设想，因此，应通过学习这单元的内容来激2.方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短容，特别是认真阅读空格前后句子的意思，以2.方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关到恰当的答语；如果没有直接的答案，还应根据自己2)havetodowith这个结构表示“与……相关；与……有关联或有关系”。例如：Whatdoesthisfors___________.3)关于；与有关系_________________4)学着做；开始做___________________5)有相同之处________________6)太……而不能______________8)提高某人的生活___________……3.指导：复习运用句型结构：Iwanttobe…,I’mgoingto…第三行：How;going;分析句子结构，主、谓、宾语都有，可知应通过引导学生展望未来，及对未来生活的设计，来前景的设想，让学生在潜移默化中反省自己的现状….2.让学生们看大屏幕上图片，并让学生学习will+动词原形及won’t+动词原形的用法。通…(同学们如果自己想象不出来，可以根据大屏幕的图片提示来说句子SectionA1(1a-2d)单词：paper,pollution,prediction,future,pollute,environment,planet,earth,①Whatwillthefuturebelike?Citieswillbemorepolluted.Andtherewillbefewertrees.③Willtherebeworldpeace?④Kidswillstudyathomeoncomputers.通过引导学生展望未来，及对未来生活的设计，来前景的设想，让学生在潜移默化中反省自己的现状1)进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对②What______the___Cities____________polluted.Andthere________________.No,they______.Everything____They_____________tosc肯定式：主语+will+动词原形Yes,theywill./No, SectionA2GrammarFocus-3cfewer3.familieswillspendtimetogethereveryday.Therewillbemorepeopleinthefuture.Becausepeople200yearsold.Therewillbemorehighbuildings.Thecitieswillbemorecrowedbutlesspolluted.Becausetherewillbelesscarsandtherewillbemorebusesande-bikes.Peoplewillmostlyworkonthewillbemorerobotsworkinginthefactory. 通过引导学生展望未来，及对未来生活的设计，来达景的设想，让学生在潜移默化中反省自己的现状，使 2.方法指导：明确我们这次阅读的任务，然后，带着这个任务再次认真阅读短文的内2.方法指导：首先，阅读这个小短文，了解其大意；然后，在理解小短文意思的基础单词：apartment,rocket,space,spacestation,even,human,servant,dangerous,already,factory,overandoveragain,believe,hundredsof,inside,disagree,shape,fall,falldown,lookfor,possible,impossible①—Wheredoyoulive？—②Therearealreadyrobotsworkinginfactories.③It’seasyforchildrentowakeupandknowwheretheyare.④Thatmaynotseempossiblenow,butcomputersandrocketsseemedimpossible100yearsago. 通过引导学生展望未来，及对未来生活的设计，来达到 (5)试着做某事__________(8)似乎可能/不可能______其次，分析有空格的每个句子，看空格处的意思，联 foodmakingactivitiesmakebananamilkshakemakeotherfoods本节课以制作香蕉奶昔为话题，主要谈论一些常富多彩的口语练习，掌握制作方法的同时，又在语言和口语中的提问方式，同时还要学习掌握一些新名词，如：bowl，shak Watching,listening,writingmethods;teamwo pancake... A.potatoesB.meatsC.bana 务”涵义，学会承担自己应尽的义务，能够在班级 … 2.假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚会，但 务”涵义，学会承担自己应尽的义务，能够在班级—当然，我乐意来。Sure.______________. —______,that_______________.—No,she’s_______________.She______to____tothe______.—_____they____tothe_____—No,they’renot__________.Th答语：同意用____________________.不同意用__________________________. 然后，读空格中所给的词组，明确它们的意思。2.先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员3.然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根