八年级英语完整版教案

Unit 1 Will people have robots ?

Teaching goals:

1. Words and phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答. 3. There be 句型的一般将来时. 4. more , less , fewer 的用法.

5. 学习一般将来时态的相关知识，学会对未来进行预测.

6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.

7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.

Important and difficult points : 1. will构成一般将来时态的句式。 2. There be 句型的一般将来时态。 3. more , fewer , less 的用法。 4. How to make predictions . Teaching time:

Period 1: Mar.12th

Period 2: Mar.13th

Period 3: Mar.14th

Period 4: Mar.15th

Period 5: Mar.16th

Teacher : Cairenji

Period 1

Teaching procedures: Step 1 Leading in

1. Greetings: Welcome to school .

What’s the date today ? Who’s on duty today? Do you enjoy your winter holiday? Do you finish your homework? Do you want to live on the moon?

Can you guess what will happen in ten years?

Collect the students’s answers and say something about their predictions . Step 2 Pre-task(1a ).

1. Look at the picture : How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years . 2. Read each predictions to the class .Explain the new vocabulary . 3. Read the instructions .Make sure Ss know what they should do . 4. Do it by themselves .

5. Talk about the answers with the class . Explain :一般将来时态

构成: will / be going to +动词原形 Step 3 While-task(1b -2b). 1b.

1. Practice reading the six predictions .

2. Read the instructions to Ss .Circle the things you hear on the recording .

3. Play the tape twice .

4. Play the tape a third time .At the same time ,check the answers . 1c .

1. Pay attention to the dialogues . 2. Read the dialogues fluently .

3. Pairwork .Work in pairs to make predictions according to the sample . 4. Ask several pairs to share their conversations to the class . 2a & 2b .

1. Read the predictions .

2. Read the instructions and point out the sample answer .

3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer . 4. Check the answers .

学生探究: less , fewer 有何区别 ? Step 4 Post-task

1. Point to the example in the sample dialogue .Practice reading .

2. Look at activity 2b.

Groupwork:Take turns to make conversations about the predictions . Grammar Focus:

1. Review the grammar box .Ss say the statements and responses . 2. Make summaries about “will” ,“fewer” and “less” . Homework:

1. Make predictions about yourself in 10 years .Write down 5 sentences . 2. Go over the new words .

Teaching time: Mar.12th

Teaching Effect: good

Period 2

Teaching procedures : Step 1 Leading in

1. Greetings and free talk .

2. Check their homework :Ask two or three Ss to speak out what they wrote down . Step 2 Pre-task

1. Go over what we learnt yesterday .

2. 通过三种时间的对比简略复习一般过去时与一般现在时。 Step 3 While-task(3a-3b) . 3a.

1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future . 2. Read the instructions .

3. Complete filling in the blanks individually . 4. Check the answers .

5. Practise reading .Then ask some Ss read them out . 3b .

1. Look at activity 3a .Make predictions about Sally .

2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class . 3. Practise reading .

4. Pairwork .Make their predictions about Sally . Step 4 Post-task

1. Write about yourself .

With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years . 2. Complete the work individually .

3. Review the task .Ask a few more Ss for answers .

Homework :

Draw a picture of the city in 20 years .Describe it to the class .

Teaching time: Mar.13th

Teaching Effect: pretty good

Period 3

Teaching procedures : Step 1 Leading in 1. Greetings .

2. Say yourselves :five years ago , today and in five years . 3. Check the homework. Step 2 Pre-task 1a .

1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .

2. Read the list of seven words .Explain the new words .

3. Write each word in the correct column .Check the answers. 1b .

1. Read the words already written on the chart .

2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition . Step 3 While-task. 2a.

1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .

2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .

3. Play the tape twice .Check the answers . 2b.

This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years . 1. Read the instructions .

2. Pay attention to the sentences and the verbs in the box . 3. Play the tape and correct the answers . Step 4 Post-task

1. Read the instructions .

2. Pairwork. One is Alexis, one is Joe .

3. Point out the example in the sample dialogue .Read it to the Ss . 4. Talk about Joe’s life now , ten years ago and in ten years . Homework:

1. Go over the words . Teaching time: Mar.14th

Teaching Effect: good

Period 4

Teaching procedures: Step 1 Leading in 1. Greetings .

2. Ask two Ss to say sth about Joe . 3. Check their homework . Step 2 While-task 3a .

1. Read the instructions .

2. Give Ss 3 minutes to read the passage , tick out the new words. 3. Explain the new words and practice reading .

4. Point out the chart .Read the column headings to the class .

5. Read the passage again .Write words from her answers in the correct columns below . 6. Check the answers . 7. Practise reading .

3b .Playing a game :Who write it ?

1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .

2. Put all the Ss’ papers together .

3. Take turns reading the paper .The other Ss guess who wrote it . Step 3 Post-task Part 4 .

1. Read the questions below .

2. Ask two Ss to read the dialogue . 3. Answer the questions .

4. Pairwork. Get your partner’s answers . 5. Share a few Ss’ conversations . Homework:

1. Finish selfcheck as their homework . 2. Go over the words in this unit .

Teaching time: Mar.15th

Teaching Effect: good

Period 5

Teaching contents:

Reading :Do you think you will have your own robot ? Teaching procedures : Step 1 Leading in

1. Greetings and free talk .

2. If possible,draw a robot on the Bb or put up a picture of a robot. Tell :What does it look like ? What can it do ? 3. Tell your partner what you know about robots . Step 2 Pre-task 1b .

1. Read the title of the passage .

2. Look at the picture together .Ask a few Ss to describe What they see . 3. Read the words and phrases in the box .Practice reading the words . 4. Circle the words you think you will read in the passage . Step 3 While-task

1. First let Ss scan the passage for the main idea . 2. Explain something . help sb with sth /do sth do the same as … make sb do sth

It takes /took /will take …

3. Ask a few comprehension questions around the class . 4. Read the passage by the Ss . Step 4 Post-task

1. Go through the reading again .

How many words in 1b did you correctly predict ? 2. Go over the structures in SB Page 9 , 3b . Make their own sentences . Homework:

1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .

2. Go over this unit .

3. Make their own sentences .

4. What ways do you think a robot will help you and your family in the future .Write your ideas .

Teaching time: Mar.16th Teaching Effect: very good

教学反思：

可能是刚开学的原因，感觉到学生不管是从上课的状态、知识的连接性等各方面都比较差，虽然应用多媒体课件来呈现出本节所学的词汇，形象生动，让学生记忆犹新，印象深刻，但是自己感觉没有达到本节课的目标。希望有时间辅导学困生，运用已学的知识，做到新旧结合，以旧引新，温故知新，在循环中巩固所学知识。再恰当的时候合理地引导学生尤为重要。

Unit 2 What should I do ?

Teaching goals :

1. Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc . 2. 情态动词could /should 的用法。

3. Why don’t you … ?结构表建议的运用。 4. 如何谈论问题及提出建议。

5. 在处理问题中学会自省与人际交往。 Important and difficult points : 1. should /could 情态动词的用法。 2. 如何提出建议。

Teaching aids : a tape recorder , cards . Teaching time:

Period 1: Mar. 26th

Period 2: Mar. 27th

Period 3: Mar. 28th

Period 4: Mar. 29th

Period 5: Mar. 30th

Teacher : Cairenji

Period 1

Teaching procedures : Step 1 Leading in

1. Greetings and free talk . 2. Check the homework . Step 2 Pre-task

T: I want to buy a new guitar but I don’t have enough money .What should I do ?

Ss think it over ,and try to give his/her advice . Write their advice on the Bb .

1. Borrow one .

2. Buy a second-hand guitar . 3. Get a part-time job . 4. Don’t buy a guitar . 5. Wait until next year .

Practice reading the advice by the Ss .

导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .

Step 3 While-task 1a .

1. Read the instructions to the Ss . 2. Read the problems by the Ss .

3. Ask Ss to write the problems in the “Serious” or “Not serious” columns . 4. Explain .

5. Talk about the answers with the class .Practice reading . 1b .

Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .

Step 4 Post-task 1c .

Look at the problems in activity 1a and make conversations . Step 5 While-task 2a .

1. Read the instructions .Make sure the Ss understand what should they do .

2. Point to the sentences below .

3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .

4. Play the tape again .Ss circle “could” or “should” .

5. Correct the answers . 2b .

Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers . Step 7 Post-task

Make conversations with peter and his friend with the help of 2a & 2b . Step 8 Grammar Focus

Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should . Homework:

1. Go over the words .

2. My clothes are out of style ,what should I do ? Please give the advice .

Teaching time: Mar. 26th Teaching Effect: good

Period 2

Teaching procedures : Step 1 Leading in

1. Greeting and free talk .

2. Check the homework .Collect the students’ advice .Write it down on the Bb .

Step 2 Pre-task

1. Review the differences between “could /should” . 2. Learn the new words in Page 12 . Step 3 While-task 3a .

1. Read the instructions .

2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” . 3. Talk about the students’ answers .

4. Make sure the students understand the dialogue.Practice reading Step 4 Post-task(3b ).

1.Read the instructions .Point out the example conversation and ask two students to read it to the class .

2.Use your head .Find some other ways to get money that aren’t in the book .

3.Ask Ss to work with partner as they ask for and give advice . 4.Pairwork .

5.Act out the conversations to the class . Step 5 While-task Part 4 .

1. Read the instructions .Make sure the Ss understand what they should do .

2. To students read the dialogue . 3. Practice reading .

4. Ask another pair to give their advice on another topic . 5. Pairwork . Homework :

将下列短语或句型译为汉语

1. keep out 2. out of style 3. What’s wrong ? 4. call sb up 5. pay for 6. ask for something 7. summer camp 8. stay at home Teaching time: Mar. 27th Teaching Effect: good

Period 3

Teaching procedures: Step 1 Leading in 1. Greetings and free talk . 2. Check the homework . Step 2 Pre-task 1a .

1. Read the instructions to the students .

2. Read the sentences and ask a student to read the sentences to the class .

3. Write NI , I , VI for each statement .

4. “What is important to you when you choose clothes ?”Write one or more of their statements to the class . Talk about the answers with the class . Step 3 While-task 2a .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems . 3. Play the tape twice .Ss check the problem they hear . 4. Play the tape again ,Ss correct the answers . 2b .

1. Read the instructions .Make sure Ss understand what they should pay attention to .

2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .

3. Play the recording again .Ss write their answers .

4. Play the recording again ,one sentence by one sentence .Check the answers . Step 4 Post-task(2c ).

1. Point out the example in the sample dialogue .Ss practice reading . 2. Pairwork: What do you think Erin should do ?

3. Share their conversations with whole class . Homework :

You left your homework at home ,what should you do ? Please give your advice .

Teaching time: Mar. 28th Teaching Effect: pretty good

Period 4

Teaching procedures : Step 1 Leading in

1. Greetings & free talk .

2. Check the homework :I left my homework at home ,what should I do ? Share some students’ advice . Step 2 While-task 3a .

1. Scan this letter ,underline the problem .

2. Read the letter again , tick out the new words . 3. Explain something :

except=but 除…之外（不包括在内） besides 除…之外（包括在内）

All the students went to the park except him . Lucy and Lily will come to the party besides me . find out = learned 了解到 find 找到 I just find out there is a dance tomorrow . 4. Listen to the recording .Ss practice reading . 3b .

1. Pairwork: Give some advice to the lonely kid in 3a . 2. Suppose you’re Mary .Write the letters on your own . 3. Read the letters to the class . Part 4 .

1. Read the problem in the box . 2. Two students read the dialogue .

3. Pairwork : Think them over and give your advice . 4. Groupwork: See which classmate has the best advice . Step 3 Post-task Selfcheck .

1. Fill in the blanks with the words given .Try to make your own sentences with the words .

2. Read the letter to Aunt Chen’s advice column and then write some

advice . Homework :

What’s your problem ? Please write your own letter to an advice column .

Teaching time: Mar. 29th Teaching Effect: well

Period 5

Teaching procedures : Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework :Read the letter out in the class ,the other Ss give their advice . Step 2 Pre-task

1. What after-school activities can you think of .Write what you do and what you don’t do .

2. 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary . Step 3 While-task

1. Read the passage quickly and get the main idea .

2. Listen to the recording .Circle the words in the box in 1b . 3. Explain something : busy enough It’s time for sth .

the + 姓s : 夫妇/一家 3a .

1. Read these statements .

2. Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .

3. After a while .All pairs with the same number from a group and compare ideas .

4. After five minutes .Each group report their ideas to the class .

Homework :

1. Write four sentences using one of the words from 1b in each sentence . 2. Are you or your friends under pressure ? Do a survey to find out .

Teaching time: Mar. 30th Teaching Effect: terrible

教学反思：

本课的重难点突出，在分散难点时我把“词不离句，句不离词”的教学原则始终贯穿其中。单复数穿插分散教学降低了教学难度，应用多媒体教学，利用图片展示出单词呈现方式多样化既可消除乏味，又能适应单词的特点，形象生动，让学生记忆犹新，印象深刻。在教学中我还充分运用了已学的句型，做到新旧结合，以旧引新，温故知新，在循环中巩固所学知识。整堂课中调动了学生的耳、眼、嘴、手和脑，让学生在听、说、读、写各方面都得到了锻炼。

总的来说，在这节课中我所设计的任务都能落实到位，学生除了完成我所设计的任务外，还在过程中锻炼了他们的语言运用能力，而且整节课的教学过程的设计都是围绕课题中心展开，任务也能按照我预定的计划完成。

本堂课的不足之处在于学生的练习还不够充分，练习涉及的面不够广，应让更多的学生参与到课堂中来。

Unit 3 What were you doing when the UFO arrived ?

（april 2nd---- april 6th）

Teaching goals :

1. Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt . 2. when , while 引导的时间状语从句。 3. 学习过去进行时态。

4. 利用知识谈论过去发生的事情。 5. 复习过去式，学会讲故事。

6. 了解一些自然科学知识和社会科学知识。 Important and difficult points: 1. when , while 引导的时间状语从句。 2. 学习过去进行时态。

Teaching aids : a tape-recorder , cards .

Period 1

Teaching procedures : Step 1 Leading in 1. Greetings and free-talk . 2. Check the homework . 3. Dictate the words in Unit 2 .

Step 2 Pre-task SB Page 18 , 1a .

1. Point to the sentences .Read the sentences .Explain what each one means .

2. Look at the picture .Point out the six people .Match the statements with the people in the picture . 3. Check the answers . 4. Practice reading . Step 3 While-task SB Page 18 , 1b .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Look at the dialogue in the picture . Explain :

过去进行时态的构成: was / were + doing .

用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时

间状语来表示。

I was standing in front of the library when the UFO arrived . 3. Play the tape twice . Circle the correct responses . 4. Check the answers . Step 4 Post-task

Talk about what people were doing when the UFO arrived .

Step 5 While-task SB Page 19 , 2a .

1. Read the sentences .Make sure the Ss understand what they mean . 2. Play the tape twice .Order these statements . 3. Play the tape again ,correct the answers . SB Page 19 , 2b . 1. Read the instructions .

2. Play the recording .Write “when” or “while” on each line . 3. Play the recording again ,correct their answers . Notice: when / while

※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time . Step 6 Post-task SB Page 19 , 2c .

1. Point ort the picture .Ask what each person is doing .

2. Groupwork : Ask “What was …doing when the UFO arrived ?” 3. Ask a group to say its conversation to the class . Step 7 Grammar Focus

Review the grammar box by asking some students to read the sentences . Homework :

1. Go over the words in this unit 2. 用介词或介词短语填空。

Period 4

Teaching contents: Reading:I’ve been studying history in China . Teaching procedures : Step 1 Before reading SB Page 50 , Section 1 .

1. In groups of four ,get students to discuss the three questions . 2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know . Step 2 While reading SB Page 50 , Section 2 .

1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand . 2. Let students read the passage again for detail .

Step 3 After reading

SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences .

SB Page 51 , Section 3 , 3b & 3c .

1. In groups of three ,let students practice the sample conversations first ,then make their own conversations .

2. Ask two groups of students to present their own conversations in front of the class . Step 4 Go for it

1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas .

3. In the same way ,do with the right part of the chart . Step 5 Homework

1. Remember the words and expressions in this unit . 2. Review the present perfect progressive .

科目 英语 年级 初二 班级 时间 课题 Unit 7 Would you mind turning down the music? Period 1 教 学 目 标 1.Knowledge Objects (1)Key vocabulary: request; apologize; not at all; move; right away (2)Key structures (3)Listening practice 2.Ability Object To train students’ ability of listening and speaking. 3.Sensibility and Value To be interested in communicating in English. 1.Teaching Key Points 教︵ Key vocabulary. Key structures. 材 Listening practice. 分 2.Teaching Difficulties How to improve students’ listening ability. 析︶ Pairwork. 板书 设计 示意 框图 时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排） Step Ⅰ Greet the class as usual and check the homework. Step Ⅱ Show the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat. Unit 7 Would you mind turning down the music? A: Would you mind turning down the music? B: No, not at all. A: Would you mind moving your bike? B: OK. I’ll do it right away. Step Ⅲ Section A Say, In this unit we’re going to learn polite ways of asking people to do things. Write the following requests on the board: Can you give me the book? Please give me the book. Would you mind giving me your book? Explain that the last example is a very polite way of making a request. Step Ⅳ 1a This activity introduces some key vocabularies. Look at the picture and ask a pair of students to read the dialogue in the picture. —Would you mind turning down the music? —No ,not at all. Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to explain what each one means. They can use actions and simple explanations. For example, for cleaning the yard, a student can pretend to be raking leaves and putting the leaves in a trash can. Then get students to write the letter of each request in the correct place in the picture to match the requests with the people. Point out the blank boxes in the picture. Ask students to finish the task on their own. Correct the answers. Answers a: next to the trash b: next to the baseball players c: next to the bike d: next to the stereo Step Ⅴ 1b This activity gives students practice in understanding the target language in spoken conversation. Ask different students to look at the list of requests in Activity 1a and read each one to the class. Would you mind cleaning the yard? Would you mind not playing baseball here? Would you mind moving your bike? Would you mind turning down the music? Then say, Please listen to the recording and number the requests(1~4) above in the order you hear on the recording. Play the recording the first time. This time students only listen. When play it a second time, say, This time write the numbers 1 through 4 on the lines after the requests. Put a number 1 after the request you hear about the first on the recording, and so forth. Make sure students understand what to do. Correct the answers. Answers a.2 b.4 c.3 d.1 Step Ⅵ 1c This activity provides guided speaking and listening practice using the target language. Ask a pair of students to read the example in the sample dialogue in Activity 1c. A: Would you mind moving your bike? B: OK. I’ll do it right away. Say, You will work with your partner, making conversations according to the picture in Activity 1a.Make requests. You can use the examples in Activity 1a if you want. As students work, walk around the room, checking their progress. Offer help as needed. At the end ask some pairs of students to say their conversations to the class. Give them little presents if they do their work well. Step Ⅶ Optional Activity Ask some students to look at the picture and think of other requests that can make about it. For example, a student might point to the mother talking on the phone and say, Would you mind not using the phone? Or they might point to the people watching TV and say, Would you mind turning down the TV? Ask a second student to respond to each request. Step Ⅷ Summary and Homework Today we’ve learned some key vocabularies and structures. Continue to make conversations with your partner after class. Next time I’ll ask some pairs to read your conversations to the class again. 教 学 后 记 本节课的内容是学习“有礼貌的提出建议”，非常贴近学生实际。我通过设置真实的情境，让学生在情境中体会语言含义，易于理解，易于实践，有益于学生对语言的运用，促进了学生学习的积极性。 在这节课的教学中发生了这样一个小插曲：当我引出新句Would you mind turning down the music?先是带着同学齐读，然后分组读，最后个人读，在我叫到本班成绩比较差的同学王壮时，他却说不上来，当时他略显尴尬，我灵机一动，连忙说：“Everybody , Let’s help him .ok?然后全班一齐帮他说，最后他能流利的说了。 ”这样活跃了课堂气氛，也缓解了尴尬，收到了良好的效

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