鼎尖教案八年级英语下电子版

| 阿祖

英语老师要让学生激发学习英语的兴趣,培养学习英语的良好习惯,树立学习英语的自信。在教学之前,每个初二八年级英语老师都要提前准备初二八年级英语教案,它能让教学活动顺利进行。你是否在找正准备撰写“鼎尖教案八年级英语下电子版”,下面小编收集了相关的素材,供大家写文参考!

#803236鼎尖教案八年级英语下电子版1

教学目标

一、知识与技能

1.学习并掌握现在完成时的用法,学习有关音乐的词汇。

2.阅读短文获得正确信息的能力。

3.能够通过彼此交流了解歌曲、歌手、乐队的信息并能作评论。能够运用阅读策略来获得文章大意。

4. 掌握现在完成时的用法,学习有关音乐的词汇。

5. 培养学生的听力能力。

二、过程与方法

阅读,感受,模仿,实践。

三、情感态度与价值观

激发学生对音乐的热爱。

教学重点

1.学习并掌握现在完成时的用法,学习有关音乐的词汇。

2.阅读短文获得正确信息的能力。

教学难点

能够运用阅读策略来获得文章大意,从而提高阅读效率。

教法导航

激励学生认真阅读,认真思考。

学法导航

通过阅读,模仿学习新知识。

教学准备

图片,多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 Warming up

Show some pictures about singers and musicians. Ask and answer:

Who is your favorite singer or musician? Why do you like him or her?

Step 3 New words

Learn the new words:pop,rock,band.

The students read the words one by one. Then they have a dictation.

Step 4 Listening

The students go through the sentences in 1b.

1b, Listen to a conversation between Alex and Dave. Write A for Alex and D for Dave next to each opinion.

____ The Toms must be popular.

____ The Toms play pop music.

____ The Toms’ music sounds more like rock.

____ Listening to The Toms is a good way to wake up.

1c, Listen again. Take notes.

Listen for a third time and check the answers.

Step 5 Speaking

1d, Ask your friends and parents what kind of music they listen to and why. How does the music make them feel?

Ask the students to make a conversation like:

A:What kind of music do you listen to?

B:I listen to pop music.

A:Why do you listen to it?

B:I like it because….

A:How does the music make them feel?

B:It makes me relaxed.

Step 6 Discussion & Reading

2a, Discuss the questions with a partner.

1.Do you have a favorite singer or band?

2. Do you have a favorite song?

3. What facts do you know about your favorite singer,band or song?

Reading guidance:

1. Read the passage and make notes or underline the main idea of the text.

2. After reading,write a short summary in your own words.

在讨论的过程中,教授新单词。

Step 7 Reading tasks

Read the passage and complete the fact sheet.

Country Music Fact Sheet.

Where it is from:___________________

What kind of music it is:_____________

A famous country music place in Nashville:_______________

A famous country music singer:____________

The number of records he has sold:_____________

2c Read the passage again and underline the main ideas. Then use the underlined text to write short answers to the questions below.

First paragraph:

Who is Sarah? Where is she from? What does she like?

Second paragraph:

What is country music? What is country music about?

Third paragraph:

What is Sarah’s dream? Who is Garth Brooks?

Step 8 Writing

2d, Use the notes you made in 2c to write a short summary of the passage. Write no more than 100 words.

示例:

Sarah is an American girl. She likes country music. She is a fan of country music. Country music is a traditional music from the southern states of America. Many songs are about modern life in the US,such as the importance of money and success. Sarah’s dream is to go to Nashville because Garth Brooks is there. She likes to listen to his songs. Garth is one of the most successful musicians in American history.

课堂作业

1. Ask the students to write the following phrases and words.

used to过去常常 fight over争吵 return home回家

on the radio在收音机上 make sb. do sth.使某人做某事 think about考虑

come to realize逐渐认识到 ever since自从…以来

the home of…的家 such as例如 belong to属于

be kind to sb.对某人友好 trust one another互相信任 remind sb. that…使某人想起

have been to去过 do research on研究 hope to do sth. 希望做某事

2. 单选题

1. ---Where is John?

---He ______ the science lab.

A. has gone to B. has been to C. went to

2. ---Where is my sister, mum?

---She ___ to the library. She will be back soon.

A. has been B. is going C. has gone D. will go

3. ---May I speak to Lin Tao?

---Sorry,he is not in.

---He ______ to Changsha.

A. has been B. has gone C. went

参考答案:1. A 2. C 3. B

教学反思

教师一定要想办法使阅读课变得生动有趣,并且教授给学生一定的阅读策略。另外,掌握住“practice makes perfect”的原则,使学生在训练中逐步掌握本课的重点。

#803082鼎尖教案八年级英语下电子版2

教学目标

一、知识与技能

1. 掌握重点词汇和短语。

2. 培养学生的阅读能力及技巧。

3. 复习、运用过去进行时。

二、过程与方法

训练法,熟能生巧法,通过练习巩固复习所学知识。

三、情感态度与价值观

培养学生在灾害面前要更团结,更友善,更懂得互相帮助。

教学重点

1. 掌握重点词汇和短语。

2. 复习、运用过去进行时。

教学难点

1. 培养学生的阅读能力及技巧。

2. when和while的区别。

教法导航

教师引导,学生自主探究,小组合作。

学法导航

自主探究与小组合作相结合。

教学准备

多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 Revision

Ask students to talk about what they were doing last night in groups of four then give a report.

Step 3 Presentation

Ask the students to look at the picture and think about what has happened.

Step 4 Reading

3a, Read the passage quickly and answer the following questions

1. What was the weather like before the heavy rain started?

2. What was the neighborhood like after the storm?

Ask some students to report their answers.

3b, Read the passage again and complete the sentences using information from the passage.

1. When the news on TV was reported,strong winds _____________ outside.

2. While Ben’s mom was making sure the radio was working,his dad _____________.

3. Ben _____________________ when the heavy rain finally started.

4. When Ben _______________at 3:00 a.m.,the wind _________________.

Ask some students to report their answers.

Step 5 Speaking

3c, Discuss the questions with a partner.

“Although the storm broke many things apart,it brought families and neighbors closer together.”What other can bring people closer together? How can we help each other in times of difficulty?

Ask some students to report their answers.

Step 6 Language points

1. With no light outside,it felt like midnight.

此句中介词with表示一种伴随状况,同时还包含着某种因果关系,表示“因某种状况的存在而导致…”,因此可翻译成“由于;因为”等。

e.g. I can’t work with all that noise going on.

由于那噪音响着,我无法工作。

2. Ben’s dad… while his mom was making sure the flashlights and radio were working.

1) 此句中的连词while的意思是“当…的时候;和…同时”,while还可以表示“而;然而;但”之意,用来说明和强调两种事情或情形不同。

e.g. Tom is active and outgoing while his sister Rosa is shy and quiet.

汤姆活跃外向,而他的妹妹罗莎却害羞腼腆。

2) make sure“确认,查明,核实;确保;设法保证”,其后可接句子,或接介词of及宾语,用来引入需要确认的内容。

e.g. Make sure you turn off the TV before you leave the house.

在你离开屋子前确认关闭了电视。

3) 此句中的work表示机器,器官等“运作,运转”,这是动词work的一种基本用法。

3. It was hard to have fun with a serious storm happening outside.

It is adj.+ to do sth. 做…怎么样。

It is adj. for sb. to do sth. 对某人来说做…怎么样。

e.g. It is important for us to learn English. 对我们来说学英语很重要。

活学活用:

1) 在街上踢球很危险。 It is _______________ soccer on the street.

2) 每天早上读书对你来说很有必要。It is ________ for you _______ in the morning.

3) 对他来说完成作业很容易 It is ____ for him __________________.

Step 7 Grammar Focus

Read and translate the sentences and try to conclude the grammar in the sentences.

1. What were you doing at eight last night? I was taking a shower.

2. What was she doing at the time of the rainstorm? She was doing her homework.

3. What was he doing when the rainstorm came?

He was reading in the library when the rainstorm came.

4. What was Ben doing when it began to rain heavily?

When it began to rain,Ben was helping his mom make dinner.

5. What was Jenny doing while Linda was sleeping?

While Linda was sleeping,Jenny was helping Mary with her homework.

Ask some students to report their opinions.

过去进行时

1. 基本概念:过去进行时表示在过去某一时刻或一段时间内正在进行的动作。这一特定的过去时间除有上下文暗示以外,一般用时间状语来表示。

2. 结构:was / were ( not ) + 动词-ing

3. 一般过去时与过去进行时用法的比较:一般过去时表示在过去某个时间发生过的动作或存在的状态,而过去进行时则表示在过去某一时刻或某一段时间正在进行的动作。

e.g. 1) David wrote a letter to his friend last night.

大卫昨晚给他的朋友写了封信。(信写完了。)

2) David was writing a letter to his friend last night.

大卫昨晚一直在给他的朋友写信。(信不一定写完。)

Step 8 Practice

4a, Look at the table and write sentences with both while and when.

Ask some students to report their sentences and explain the difference between while and when.

4b, Fill in the blanks with was,were,when or while. After several minutes,ask some students to report their answers.

Step 9 Pair work

4c, What were you doing at these times last Sunday? Fill in the chart. Then ask your partner. Then ask some pairs to report their answers.

Step 10 Homework

After class,please make some dialogues with the phrases and sentences in 4c.

课堂作业

I. 根据汉语意思完成下列英语句子,每空格一词。

1. 昨天下午五点钟你哥哥在做什么?

What ________ your brother ________ at five yesterday afternoon?

2. 昨天我回到家时,我妈妈在洗衣服。

My mother _____ ________ clothes ________ I ________ home yesterday.

3. 你做作业时,你妹妹在干什么?

What _______ your sister _______ _______ you _______ _______ your homework?

II. 翻译短语

1. 感觉像 2. 首先,起初 3. 入睡 4. 减弱 5. 确定 6. 醒来 7. 一团糟

8. 打扫 9. 互相帮助 10. 在困难的时候

参考答案:I. 1. was,doing 2. was washing when got 3. was doing when were doing

II. 1. feel like 2. at first 3. fall asleep 4. die down 5. make sure 6. wake up 7. in a mess 8. clean up 9. help each other 10. in times of difficulty

教学反思

让学生根据例句自己总结语法规则,他们兴趣高,能积极动手查阅资料,主动进行小组交流合作,学习效果好。

#803083鼎尖教案八年级英语下电子版3

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 should 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 very 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 father. 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 for 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。

#803084鼎尖教案八年级英语下电子版4

I’ll help to clean up the city park.

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:clean up, city, cheer, cheer up, give out, volunteer, notice,...

2) 能掌握以下句型:① You could help to clean up the city parks. ....

3) 能了解以下语法:情态动词could, should的用法;用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。

2. 情感态度价值观目标:

在授课过程中渗透助人就是助己,助人收获快乐的情感目标,使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能,帮助他人,乐于奉献是一种良好的品德,培养学生为他人着想,热爱公益事业,乐于助人的优良品质。

二、教学重难点

1. 教学重点:

1) 掌握这些短语动词的构成和用法:clean up, city, cheer, cheer up, give out, ....

2) 学会提供帮助的基本句型:I’d like to work outside.I’ll help clean the city park.

2. 教学难点:学会提供帮助的基本句型

三、教学过程

Period 1(Section A 1a-2d)

Step 1 Warming up

1. 播放学生志愿者进行义务帮助别人的活动视频,通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。

Step 2 New words Read new words on p9-10.

Step 3 Discussion

1. 1a. Look at the ways you could help others. Then list other ways.

2. Ss discuss with their partners and write the ways one could help others:

① Help plant trees by the river. ② Help clean up the city park.

③ Visit the old people in the old people’s home. ④ Help young kids to learn English.

Step 4 Listening

1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.

2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others.

Step 5 Pair work

1. Let Ss read the conversation in the picture.

2. 1c. Use the information in the chart of 1b to make other conversations.

A: I hope to work outside.

B: You could help to clean up the city parks. ........

3. Let some pairs act out their conversations.

Step 6 Listening

1. 2a:

T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.

1. Look at the pictures in 2a. Discuss the things they are going to do.

2. Play the recording for the Ss to listen and check the pictures.

3. Play the recording again to check the answers.

2. 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to write the correct words in the blanks.

3. Play the recording again to check the answers.

Step 7 Pair work

1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out thei r conversation first.

e.g. A: We need to come up with a plan for the City Park Clean-Up Day.

B: Let’s have lunch first.

A: No, we need to start now. Clean-Up Day is only two weeks from now.

B: You’re right. We can’t put off making a plan. As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

A: Let’s make some notices, too. Then I’ll hand them out after school.

B: And we could each call up ten students and ask them to come.

3. Ss act the conversation in pairs. Ask some pairs to act out their con versations.

Step 8 Reading and Role-play 

1. Read the conversations and answer the two questions:

① Where’s Helen going to work this summer?

__________________________________

② What did Tom do to help the old people?

____________________________________

Answers: She’s going to work in an old people’s home.

Reading the newspaper or just talking to the old people.

2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Homework:

Teaching thought:

Period 2(Section A 3a-3c)

Step 1 Revision

1. Write down the phrases.

1. 打扫 ________ 2. 分发 ________ 3. 曾经 _______

4. (使)变得高兴 ________ 5. 义务做某事 _________________

6. 大打扫日 ______________ 7. 想出主意(办法)____________

2. Role-play

A: Hi, Tom. I’m making some plans to work in an old people’s home this summer.

B: Really? I did that last summer!

Step 2 New words Read new words on p11.

Step 3 Reading

1.Tell Ss to read the article in 3a quickly and try to find the answers to these questions:

1. What does Mario love?

2. What does Mary love? 

3. What do Mario and Mary volunteer to do?

Ss read the article quickly and try to answer the questions:

Answers: 1. He loves animals.

2. She loves reading books.

3. Mario volunteers at animal hospital and Mary helps kids learn to read.

2.3b: Read the article again and answer the questions.

1. Why does Mario volunteer to help others?

2. Why does Mary volunteer to help others?

3. What does Mario say about volunteering?

4. What does Mary say about volunteering?

Answers: 1. Because he believes it can help him to get his future dream job.

2. Because she can do what she loves to do and help others.

3. He gets such a strong feeling of satisfaction when he sees the animals get better and the look of joy on their owners’ face.

4. Volunteering is a dream come true for her.

Homework Make sentences with these words.

help (to) do; want to do; learn to do; decide to do; how to do; volunteer to do

Teaching thought:

Period 3(Grammar Focus-4c)

Step 1 Revision

Complete the sentences.

Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about ____ __ care for animals.

Mary is a book lover. She could read by herself __ ___ ____ of four. Last year, she decided __ ___ ___ for a volunteer after-school _______ program. Mary still works there once a week __ ____ kids _____ __ read. Volunteering here is a dream come true for her. She can what she _____ ___ ___and helps others at the same time.

Can you tell something about Mary to us?

Answers: give up, to help, to be, volunteers, to learn, how to, at the age, to try out, reading, to help, learn to, loves to do

Step 2 Grammar focus

1. 阅读Grammar Focus中的句子,然后做填空练习。

Step 3 New words Look at the big screen and learn the new words and expressions:

Step 4 Practice

1. 4a: Fill in the blanks with the phrasal verbs in the box.

Tell Ss to read the sentences in 4a and try to fill in the blanks with the phrasal verbs in the box.

Answers: put off; call up; come up with; cheer up; put up; hand out; give out

2. 4b: Fill in the blanks with the correct forms of the verbs in the box.

Check the answers with the Ss.

3. 4c: Complete the sentences with your own ideas. Use infinitives.

Homework Make sentences with the phrases below.

put up, hand out, call up, cheer up, come up with, give out, put off

Teaching thought:

Period 4(Section B 1a-2e)

Step 1 Warming up and revision

1. Daily greeting. 2. 复习动词不定式的用法,并完成相关任务。

3. Check the homework. Let some Ss report “Who’s the … in class?”

Step 2 Presentation

1. Present the new words on the big screen and learn the new words together.

1) repair v. 修理;修补 2) fix v. 安装;使固定

3) give away 赠送;捐赠 4) wheel n. 车轮;轮子

2. Ss read and try to remember the new words.

3. Work on 1a and match the sentences with the similar meaning.

4. Check the answers with the Ss.

Step 3 Writing . Work on 1b

1. Ask one student read the phrases and the nouns. Tell Ss to match the phrasal verbs with the nouns. Then make sentences with the phrases.

2. Let some Ss come to the blackboard and write down their sentences. Then check together.

Step 4 Listening . Work on 1c:

1. Tell Ss to look at the pictures in 1c. Tell them the boy in the pictures is Jimmy. He’s a good boy. He likes to help others. What is he doing now? Listen to the tapes and number the pictures.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

3. Check the answers:

Step 5 Role-play

1. Work in pairs. Role-play a conversation between Jimmy and the reporter. Use the information in 1c and 1d.

2. Let two students make a model for the Ss.

3. Ss practice their conversations

4. Teacher can walk around the classroom, and give some help to the Ss.

Step 6 Reading

Fast Reading

1. T: Now let’s work on 2b. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions.

1) What kind of letter is it? 2) Who wrote the letter to Miss Li? Why?

2. Ss read the letter quickly and try to find the answers to the two questions.

#803234鼎尖教案八年级英语下电子版5

教学目标

一、知识与技能

1. 掌握重点词汇和短语。

2. 通过听力训练来掌握提高学生们综合听说能力。

3. 通过阅读训练来让学生们逐步提高英语阅读能力。

二、过程与方法

上网查阅相关资料,反复听力,操练对话。

三、情感态度与价值观

能用一般过去时和过去进行时叙述过去的事,特别是重大突发事件。

教学重点

通过阅读训练来让学生们逐步提高英语阅读能力。

教学难点

阅读训练,来培养学生们的综合阅读能力。

教法导航

听、说、读、写四项基本技能相结合。引导学生进行泛读和精读。

学法导航

通过多种形式的运用,培养各种能力。

教学准备

图片,多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 Revision

Ask some students to report their dialogues.

Step 3 Presentation

1a, Think of a time when you were late for or couldn’t go to an event. What was the event? What was the reason why you were late or couldn’t go? Tell your partner the story. Then ask some students to tell their stories.

Step 4 Listening

What happened to the girl? Let’s listen.

1b, Listen and write short answers to the questions.

1. What event happened at the school yesterday?

2. Who missed the event?

3. Which team won at the event?

Play the recording at least twice and give the students enough time to write down their answers. Then ask some students to report their answers.

1c, Listen again. Number the events [1-6] in the order they happened.

____ Kate saw a dog by the side of the road.

____ Kate got to the bus stop.

____ Kate called the Animal Helpline.

1 Kate left the house.

____ Kate waited for someone to walk by.

____ Kate realized her bag was still at home.

Ask some students to report their answers.

Step 5 Speaking

1d, Talk about why Kate missed the school basketball competition. Student A begins a sentence with while or when. Student B completes the sentence.

A:When she got to the bus stop,Kate …

B:When she got to the bus stop,Kate realized that her bag was still at home.

A:While she was running back home, …

B:While she was running back home,she saw a dog by the side of the road.

Encourage the students to make up as many dialogues as possible.

Step 6 Presentation

2a, Look at the pictures and the title in the passage. What do you think the passage is about?

Remind the students to talk about it in pairs. Then ask some students to report their answers.

Step 7 Reading

2b, Read the passage and answer the questions:

1. What are the two events in the passage?

2. When did they happen?

Ask some students to report their answers.

2c Read the passage again. Are the following statements true (T) or false (F),or is the information not given (NG)?

___ 1. Everyone in America remembers who killed Dr. King.

___ 2. Robert Allen was eating lunch when Dr. King was killed.

___ 3. Robert’s parents were shocked to hear the news.

___ 4. Kate Smith was watching a movie when a plane hit the World Trade Center.

___ 5. Kate didn’t think her friend was telling the truth about the event.

Ask some students to report their answers.

2d Underline sentences from the passage with similar meanings to the ones below.

1. Not everyone will remember who killed him,but they can remember what they were doing when they heard that he got killed.

2. No one said anything for the rest of dinner.

3. September 11,2001—— the date alone means something to most people in the US.

4. I had trouble thinking clearly after that because I was very afraid.

Ask the students to read the passage carefully and try to find out the answers.

Step 8 Language points

1.My parents did not talk after that,and we finished the rest of our dinner in silence.

in silence 沉默,无声

e.g. Many patients were waiting in silence. 许多病人在静静地等候着。

2. I didn’t believe him at first.

at first “起初,首先”,作为介词短语,只起副词作用(在句中用作状语)。 at first主要用于强调前后对照,暗示接下去的动作与前面的动作不同甚至相反,因此常有 but, afterwards,soon,at last等相呼应。

e.g. At first I didn’t want to go,but soon I changed my mind.

我开始不想去,但我很快就改变了主意。

Step 9 Pair work

2e, How much do you remember about the events in the passage? Test your partner.

A:When did Dr. Martin Luther King die?

B:He died on …

Ask some pairs to practice the dialogue.

Step 10 Homework

1. Remember the words and phrases in this lesson.

2. Finish the exercises in the workbook.

课堂作业

Translate the phrases.

1. 在历史上 2. 默默地 3. 首先 4. 讲实话 5. 做……感到吃惊 6. 做某事有麻烦 7. 如此……以致……

参考答案:1. in history 2. in silence 3. at first 4. tell the truth 5. be shocked to do sth. 6. have trouble doing sth. 7. so … that…

教学反思

2b部分课本上已经设计了很多阅读理解活动,但如果能再加一个写的活动更好。对于阅读理解中涉及到的两个重大历史事件,让学生在充分学习文章的基础上复述一下并写出来,不仅锻炼了学生的概括能力,又培养了学生的写作能力,同时复习巩固了本课的重点语法——过去进行时。


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