八年级下册优秀教案英语五篇

| 巧绵

教案,是从课堂教学实施方案的角度来表现时代教改意志的一种载体。教案设计的好坏是决定教师课堂教学效果的重要因素之一。下面就是小编整理的八年级下册优秀教案英语,希望大家喜欢。

timg (6).jpg

八年级下册优秀教案英语1

tooth ——teeth(pl.)

foot ——feet(pl.)

toothache

stom-ach-ache

eyes nose mouth ears

Period 2

I. Teaching Aims and Demands

1. Knowledge Objects

New words.

Some advice.

Grammar Focus.

2. Ability Objects

Listening skill.

Reading skill.

Writing skill.

Communicative competence.

3. Moral Object

To be a doctor and serve the people heart and soul.

II. Teaching Importance and Difficulty

What’s the matter?

I have a toothache.

Maybe you should see a dentist.

That’s a good idea.

III. Teaching Methods

Listening method.

Reading and writing methods.

Pairwork.

IV. Teaching Aids

A tpae recorder

A projector.

IV. Teaching Procedures

Step I Greet the class and check the homework.

Step II Show the new words on the screen.

Read the new words to students and ask them to repeat.

Step III 2a

Now open your books and turn to page 8.First read the eight items to students and ask them to repeat.

Toothache

Sore throat

Stomachache

Fever

Lie down and rest

Hot tea with honey

See a dentist

Drink lots of water

Step IV 2b

First look at the four pictures. Each picture illustrates of the conversations. Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.

Step V 2c Pairwork

First I’ll have two students read the dialogue in the box. OK. You two please.

Sa: What’s the matter?

Sb: I have a toothache.

Sa: Maybe you should see a dentist.

Sb: That’s a good idea.

Ask students to work in pairs.

Step VI Grammar Focus

I have a headache.

He has a stomachache.

She has a toothache.

You should go to bed.

He shouldn’t eat anything for 24 hours.

She should see a dentist.

Step VII Homework

This class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game.

Step VIII Blackboard Design

八年级下册优秀教案英语2

Topic 1 Are you going to play basketball?

Section A

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis

2. Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays.

(2)Would you like to come and cheer us on?

3. Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday.

(2)Are you going to join the school rowing club?

4. Talk about preferences:

—Which sport do you prefer, cycling or rowing?

—I prefer rowing.

5. Talk about sports and games.

Ⅱ. Teaching aids 教具

图片/海报/教学挂图/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

复习学过的运动项目名称,引出生词。

1. (展示一些有关运动的图片,并通过师生对话,引出新的运动项目名称。)

T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?

Ss: …

(板书并要求学生掌握。)

term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

(展示学生在打篮球的图片。)

T: Look at the picture. Do you know what they are doing? S1, please.

S1: They are playing basketball.

T: Do you like playing basketball?

S1: Yes, I do. / No, I don’t.

T: How many players are there in the basketball team?

(板书并要求学生掌握。)

team

S1: There are five players.

(展示学生在打排球的图片。)

T: What are they doing? S2, do you know?

S2: They are playing volleyball. (教师帮助该生回答。)

(板书并要求学生掌握。)

volleyball

(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)

(板书,并让学生跟读,要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。)

cycle, row, skate, tennis, table tennis, ski

2. (用黑板上有关运动的生词操练,导出prefer的用法。)

T: Which sport do you like better, cycling or rowing?

S3: Rowing.

T: Good! The phrase “like … better” means “prefer”.

(板书并要求学生理解。)

prefer

T: S4, which sport do you prefer, basketball or soccer?

S4: I prefer basketball.

Step 2 Presentation 第二步 呈现(时间:10分钟)

通过师生对话,呈现1a中部分生词及功能句,并使学生初步掌握be going to句型。

1. (利用plan to do sth.,导入“be going to+do”结构。)

T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.

S¬1: Yes, I do.

T: So you plan to play volleyball tomorrow afternoon, right?

S1: Yes.

T: OK. When we plan to do something, we can say we are going to do something.

(板书,学习新语法。)

be going to do sth.

T: When I tell you my plan, you retell it with be going to. OK, boys and girls?

Ss: OK.

T: I plan to go out for dinner tonight. S2, please.

S2: You are going to go out for dinner tonight.

T: I plan to climb mountains tomorrow. S3, please.

S3: You are going to climb mountains tomorrow.

T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.

2. (教师让几个学生说说明天户外活动的打算,并引出be going to结构的一般疑问句式,过渡到1a。)

T: OK, S4, please tell me what you plan to do tomorrow afternoon.

S4: I’m going to swim with my brother tomorrow afternoon.

T: Are you going to swim?

S4: Yes, I am.

(板书,学习新句型。)

—Are you going to swim?

—Yes, I am.

(教师视学生掌握的情况来决定是否要进行更多的操练。)

3. (展示一幅即将进行篮球赛的海报,引出单词against, cheer和短语cheer … on。)

T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?

Ss:Yes, we’d love to./I’d love to.

(板书,让学生猜词义,并要求掌握。)

against, cheer, cheer ... on

(出示教学挂图,让学生看图片猜测对话内容,导入1a。)

T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.

(出示小黑板。)

(1) Which class is Michael’s class going to play against?

(2) Is Kangkang going to cheer them on?

(听后核对答案。)

4. (学生朗读1a,画出疑难点和关键词,然后教师解释疑难点。)

(出示小黑板,领读关键词;解释并要求学生掌握almost和win。)

basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win

Step 3 Consolidation 第三步 巩固(时间:10分钟)

创设情景,编对话,在真实的语境中培养学生口头交流能力。

1. (根据小黑板上的关键词,分角色表演对话。)

T: OK. Now you can use the key words above to act out the dialog in roles.

2. (教师引导学生,通过讨论新学期的计划来操练be going to+do句型。)

(教师先做示范,然后让学生两人一组练习。)

T: S1, what are you going to do this term?

S1: I’m going to learn English better.

T: What about you, S2?

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know what your partner is going to do?

S3: Yes. He is going to learn rowing.

T: Discuss with your partner what you are going to do this term.

3. (创设情景,依据1a编对话,巩固1a及be going to+do句型,完成1b。)

T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.

(板书)

be going to, play, I’m afraid, homework, summer, play against, I hope

(学生两人一组编对话,教师进行鼓励启发,必要时应给予帮助。)

Example:

S4: Hi, S5.

S5: Hi, S4. I am going to play … Are you going to play with us?

S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.

S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?

S4: Of course. I’d love to. And I hope you will win.

(让几组学生到教室前面表演类似的对话,评出表演组及演员等。)

(教师出示2中运动项目的图片,引导学生巩固be going to + do句型,使他们熟练掌握其用法,并自然过渡到2。)

Step 4 Practice 第四步 练习(时间:10分钟)

完成2和3,培养学生听说能力,并通过大量操练,使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。

1. (通过看图片,练习be going to的用法,导入2。)

T: Look at the pictures, what are they going to do?

Ss: (Picture 1) They are going to go skating.

(Picture 2) They are going to go skiing.

T: Which sport do you prefer, … or …?

S1: I prefer …

T: What about you, S2?

S2: I prefer …

T: S3, do you often go swimming?

S3: Yes, very often.

T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”

(板书,并领读,要求学生掌握quite, bit和quite a lot/a bit。)

quite, bit

very often = quite a lot/a bit

I go swimming very often.= I go swimming much.

T: S4, do you go rowing much?

S4: Yes, quite a lot/a bit.

T: S5, do you go skiing much?

S5: Yes, quite a lot / a bit.(肯)

S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.

(板书,教学生词,并要求学生掌握。)

join, club

T: Discuss with your partner which sports club you would like to join.

S7: I am going to join the school rowing club.

S8: …

(学生两人一组完成2,除了可以用书上所给的运动名称,也可用他们所知道的其他运动名称进行对话。)

2. (让学生听3录音,并完成3。)

T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.

(再放录音3,核对答案。)

3. (做一个运用“be going to+do”句型的游戏。)

(挑选若干学生上台,做关于运动的动作,该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学,以证实自己的猜测是否正确。)

T: Please do an action about your favorite sport.

(S10表演一个动作。)

S9: Are you going to play basketball?

S10: No, I’m not.

S9: Are you going to play volleyball?

S10: Yes, I am.

(让学生尽量多表演动作。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过作报告和写句子,培养学生综合运用本课所学语法及重要句型的能力。

1. (小组活动,在小组中做采访并向全班同学作报告。)

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, … or …?

(2)Do you … much?

(3)Are you going to … next week?

2. Homework:

用be going to造五个句子,要求用不同的人称、句式。

板书设计:

Are you going to play basketball?

Section A

prefer be going to + do sth.

cheer … on We are going to have a basketball game against Class Three on Sunday.

quite a bit / a lot Which sport do you prefer, cycling or rowing?

I prefer rowing.

Are you going to join the school rowing club?

Yes, I am./No, I’m not. I’m going to …

Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2. Go on learning the future tense with be going to:

—What are you going to be when you grow up?

—I’m going to be a dancer.

3. Talk about the favorite sports and players:

(1)—What’s your favorite sport, Maria?

—Basketball, of course.

(2)—Who’s your favorite player?

—LeBron James. / I like Yao Ming best.

Ⅱ. Teaching aids 教具

图片/小黑板/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

通过谈论喜爱的运动项目及新学期的计划,导入新课。

1. (学生在小组内进行链式对话,讨论他们所喜爱的运动项目,注意使用prefer。)

T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?

S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?

S2: I prefer … What about you, S3?

S3: I prefer … S4, which sport do you prefer, volleyball or soccer?

S4: I prefer …

2. (教师询问学生新学期计划,复习“be going to+do”。)

T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?

S5: I’m going to join an English club.

S6: I’m going to learn to play basketball. I want to be a good player.

S7: …

3. (教师通过展示图片导入本课新单词。)

T: Look at the girl in the picture. What is she doing now?(教师指着图片问。)

S8: She is sleeping.

T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.

(板书,让学生猜词义,并要求掌握。)

dream, job, future, in the future, grow, grow up

T: We know her dream job is to be a teacher in the future. What about you?

S9: My dream job is to be a teacher in the future.

S10: My dream job is to be a basketball player in the future.

(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)

T: S11, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片,帮助学生理解。)

S11: No, I’m not.

T: What are you going to be when you grow up?

S11: I’m going to be a teacher.

(板书,教学生词和新句型。要求学生理解dancer;掌握新句型。)

dancer

What are you going to be when you grow up?

I’m going to be a teacher.

(让学生两人一组做类似操练。)

Step 2 Presentation 第二步 呈现(时间:10分钟)

呈现1a,继续学习be going to的特殊疑问句式。

1. (教师展示一些运动员的图片,如刘翔、姚明、迈克尔•菲尔普斯等,导入1a对话。)

T: Look at the pictures. Can you tell me their names?

Ss: They are Liu Xiang, …

T: Who’s your favorite player, S1?

S1: My favorite player is …

T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:

(出示小黑板上的问题,听1a录音。)

(1)Who’s Michael’s favorite player?

(2)What is Michael going to be when he grows up?

(3)What’s Maria’s dream job?

(核对答案。)

2. (出示小黑板,依据1a完成表格。)

T: Read 1a and complete the information about Yao Ming in the table.

Player Yao Ming

Height

Play for

T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.

(板书并要求学生理解player, Houston Rockets;了解NBA。)

player

Houston Rockets

NBA

3. (再放1a录音,让学生跟读,并注意语音语调。)

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!

Step 3 Consolidation 第三步 巩固(时间:10分钟)

分角色表演并做调查报告,完成1b,使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。

1. (让学生根据小黑板上的听力问题和表格中的信息,两人一组进行对话。)

T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.

2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想,并完成表格。然后汇报讨论结果,完成1b。)

T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.

Example:

T: S1, are you ready? Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步 练习(时间:12分钟)

完成2a,2b和3,培养学生通过自主阅读获取相关信息的能力。

1. (教师出示张怡宁、菲尔普斯、刘翔的图片,通过师生对话,谈论这些运动明星。)

T: I have some photos of famous sports stars, who are they? Can you say something about them?

S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.

(板书并要求学生理解Olympic。)

Olympic

S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)

T: Do you know an active runner named Liu Xiang?

S3: Yes.

(板书,教学生词,并要求学生掌握single和active;理解runner和athlete。)

athlete, single, active, runner

T: Do you like him?

S3: Of course, I do.

T: OK. Do you know anything about him?

S3: …

(教师根据学生所说的情况,对刘翔做简短介绍,并呈现生词及词组。)

T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.

(板书,教学生词,并要求学生掌握break(broke), record, gold, give up;理解medal。)

break(broke), record, gold, give up, medal

(让学生回答问题,核对答案。)

2. (播放2a录音,让学生跟读,完成2b,并核对答案。)

T: Listen and read after the tape. Then finish 2b and check the answers.

3. (让学生再读2a,找出生词和疑难点,教师解释并板书生词和关键词,要求学生掌握shame,为复述短文做准备。)

T: Please read 2a again and find out the key words.

Liu Xiang — active — broke … record — won — give up — shame;

Phelps — eight — in swimming — first athlete — single;

Zhang Yining — table tennis players — twice

4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)

T: Please retell the passage according to the key words.

5. (播放3录音,完成短文。)

T: Now listen to the tape of 3. Complete the passage by yourselves.

(播放录音,核对答案。)

T: Listen to the tape again and check your answers. Are you right? Good.

Step 5 Project 第五步 综合探究活动(时间:5分钟)

通过制作自己喜欢的运动员的名片,学会描述一些运动员。

1. (小组讨论并制作自己喜欢的运动员的名片。)

T: Please make a card about your favorite sports player.

(教师出示小黑板上的表格。)

Name Card

Name

Gender

Age

Birthday

Country

Job

2. Homework:

用英语描述自己喜欢的运动、运动员及梦想。

板书设计:

Are you going to play basketball?

Section B

grow up What are you going to be when you grow up?

in the future I’m going to be a dancer.

play for What a shame!

give up

八年级下册优秀教案英语3

一、教学设计思路

为学生设置情境,帮助学生在不同情况下做出正确的选择和回答,使学生在应用中掌握知识,人教版八年级英语教案上册Unit 5 教学设计。

二、教学目标

(一)知识

1. 掌握如何礼貌地发出、接受、拒绝邀请:Canyou come to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

2. 掌握如何谈论自己或别人必须做的事情:Ihave to ...

(二)能力

能够根据日程表中的计划安排自己的活动。

(三)情感

礼貌地发出、接受、拒绝邀请,礼貌地与人交流。

三、教学重点

礼貌地发出、接受、拒绝邀请。Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

四、教学难点

根据日程表中的计划安排自己的活动并对邀请做出适当回答。

五、教学媒体

电脑、投影仪、邀请卡片

六、教学过程

1.动画导入,激发学生的学习兴趣:

教师可先播放一段有关“聚会”的动画,激发学生的学习兴趣并导入新知。

2.完成任务,合作学习:

教师可以给学生布置以下任务,让学生在完成任务的过程中掌握所学的知识。

任务一:Planning abirthday party.

让学生以小组为单位为某位同学筹备一个集体生日聚会,讨论在生日聚会上大家可以做哪些活动并列出清单。

任务二:Writing aninvitation card.

学生以小组为单位展开活动,制作邀请卡向其他组的同学发出邀请,请他们来参加本组的集体生日聚会。

任务三:统计聚会人数。

学生以小组为单位开展活动。假设班上要组织一次野餐活动,一个学生为组织者,询问组员并统计本组参加的人数及不参加的原因,并做好记录。

group member

Yes / No

reasons

完成任务可能要用到的语言结构:

We are going to have apicnic. Can you come?

When is it going tostart?

I’m sorry. I haveto....

3. 拓展学习:

学生设计假期某一周的日程安排。在设计的过程中,要尽可能合理安排好学习、休闲娱乐等各项活动,并留出一些空余时间。要注意有自己的特色,能联系拓展所学的知识。

七、评价方法

可从以下三个方面来考查学生的学习情况,并将学生学习的评价融入到教学过程中。

①课堂参与情况:积极主动,声音响亮,较流畅地用英语表达自己要说的话。

②合作学习情况:与小组成员共同努力,很好地完成学习任务。

③知识掌握情况:是否已经掌握了所学的知识,并能很好地运用。

八、板书设计

九、达标测试

一、选词填空

1.根据句意,用方框内的词的正确形式填空

have a rest play there bebe busy practice be free listen to

1. Can they __________the music in the classroom?

2. I’m sorry. TomorrowI’m __________ soccer and having a math lesson.

3. He has got a badheadache. Let him______________.

4.__________ a lot ofinteresting books in the library.

5. We’ll have a pianolesson on Friday. The teacher asked us ________ the piano everyday.

6. Paul and Eliza___________ both ________ on Sunday. They can watch the footballmatch.

7. I’m sorry,I___________ really ___________ this week. I can’t go to seeyou.

二、句子搭配

选择适当的答语填入括号内

( ) 1. Would you like acold drink?

( ) 2. Would you like togo to the cinema on Friday?

( ) 3. Would you like ahamburger?

( ) 4. Would you likethat cassette for your birthday?

( ) 5. Would you likehelp with your homework?

a. No thanks, I don’tlike that kind of music.

b. No thanks, I don’t eatmeat.

c. Yes please, I feelvery thirsty.

d. Yes please, I can’tunderstand it at all.

e. No thanks, I don’tlike cinemas.

答案与解析:

一、

1. 应为listento根据题中music,引出词组listen to the music

2. 应为playing,与句尾having amath lesson 呼应。

3. 应为have a rest,注意词组letsb. do sth.

4. 应为There are,因为后面的a lotof interesting books是复数。

5. 应为to practice,注意词组asksb. to do sth.

6.应为are…free,注意句意“他们能看足球比赛”。

7.应为am…busy,注意句意“我不能去看你”。

八年级下册优秀教案英语4

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself

能掌握以下句型:

① —where did you go on vacation? —i went to the mountains.

② —where did tina to on vacation? —she went to the beach.

③ —did you go with anyone? —yes, i did./no, i didn’t.

2) 能了解以下语法:

—复合不定代词someone, anyone, something, anything等 的用法。

—yourself, myself等反身代词的用法。

3) 一般过去时态的特殊疑问句,一般疑问句及其肯定、否定回答。

2. 情感态度价值观目标:

学会用一般过去时进行信息交流,培养学生的环保意识,热爱大自然。

二、教学重难点

1. 教学重点:

1) 用所学的功能语言交流假期去了什么旅行。

2) 掌握本课时出现的新词汇。

2. 教学难点:

1) 复合不定代词someone, anyone, something, anything等 的用法。

2) yourself, myself等反身代词的用法。

三、教学过程

ⅰ. lead-in

1. 看动画片来进入本课时的主题谈论上周末做了些什么事情,谈论过去发生的事情。

ⅱ. presentation

1. show some pictures on the big screen. let ss read the expressions.

2. focus attention on the picture. ask: what can you see? say: each picture shows

something a person did in the past. name each activity and ask students to repeat:

stayed at home, went to mountains, went to new york city 6. went to the beach,

visited my uncle, visited museums, went to summer camp

3. now, please match each phrase with one of the pictures next to the name of the

activity,point to the sample answer.

4. check the answers. answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d

iii. listening

1. point to the picture on the screen.

say: look at the picture a. where did tina go on vacation? she went to mountains.

ask: what did the person do in each picture?

2. play the recording the first time.

3. play the recording a second time.

say: there are three conversations. the people talk about what did on vacation. listen to the recording and write numbers of the names in the right boxes of the picture.

4. check the answers.

iv.pair work

1. point out the sample conversation. ask two ss to read the conversation to the class.

2. now work with a partner. make your own conversation about the people in the picture.

3. ss work in pairs. as they talk, move around the classroom and give any help they need.

4. let some pairs act out their conversations.

v. listening

1. tell ss they will hear a conversation about three students’ conversations. listen for the first time and fill in the chart. then listen again and check yes, or no.

2. let ss read the phrases in the chart of 2b.

3. play the recording the first time. ss listen and fill in the chart.

4. play the recording a second time for the ss to check “yes, i did.” or “no, i didn’t. ”

5. check the answers with the ss.

vi. pair work

1. let two ss read the conversation between grace, kevin and julie.

2. let ss work in pairs and try to role-play the conversation.

3. ask some pairs to act out their conversations.

vii. role-play

1. first let ss read the conversation and match the people and places they went.

2. let ss act out the conversations in pairs.

3. some explanations in 2d.

homework:

用英语询问你的一位好朋友,她(他)假期去了哪里?看到了什么?并将此对话写在作业上。

a: where did you go…?

b: i went to…

a: did you see…

b: yes, i did. / no, i didn’t.

板书设计:

section a 1 (1a-2d)

anyone, someone, everyone, something, anything, everything

yourself, myself

where did you go on vacation? did you do anything special?

i went to new york city. did you go anywhere interesting?

where did she go on vacation? most of the time

she went to the mountains.

八年级下册优秀教案英语5

一、教学目标:

1. 语言知识目标:

1) 复习所学的重难点句型及句式结构。

2)总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。

3)练习运用所学的句型及句式结构。

2. 情感态度价值观目标:

学会用一般过去时进行信息交流,培养学生的环保意识,热爱大自然。

二、教学重难点

1. 教学重点:

1) 用所学的功能语言交流假期去了什么旅行。

2) 复习运用本课时出现的新词汇。

2. 教学难点:

1) 复合不定代词someone, anyone, something, anything等 的用法。

2) 阅读填空能力的提高。

三、教学过程

ⅰ. warming- up and revision

1. free talk: ask ss the questions: where did you go on vacation?

ss try to answer the questions.

2. review the usage of “复合不定代词”

ⅱ. grammar focus.

1. 学生阅读grammar focus中的句子,然后做填空练习。

1. 你去了什么地方去度假?

______ ______ you go on ___________?

2. 我去了纽约市。

i _______ _______ new york city.

3. 你和什么人别一起去的吗?

______ ______ go out with ________?

4. 不,没有别人在这儿。每个人都在度假。

no. ____ ______ was here.

________ was on _________.

… (其余试题见课件部分)

3. 学生们完成填空试题后,可以打开课本检查答案,对错误的句子,单独进行强化记忆。

ⅲ. try to find

一、复合不定代词总结:

1. some, any, no, every与-one, -thing可以组成八个不定代词,他们分别是:

someone, ________ _______ ________ __________ __________ ______________。

2. 带some的复合不定代词常用于肯定句中;带 any的复合不定代词常用于否定句或一般疑问句中。例如:

我想吃点东西。 i’d like _____________ to eat.

今天有人给我打电话吗?

did ________ call me today?

3. 当形容词修饰不定代词时,应放在其后面。例如:这本书里有什么新东西吗?

is there __________ _______ in this book?

今天没有什么特别的事。

there’s ___________ ________ today.

4. 由some, any, no, every构成的复合不定代词作主语时,都作单数看待,其谓语动词用单数第三人称形式。例如:

something is wrong with my watch.

well, everyone wants to win.

nobody knows what the future will be like.

there is something for everyone at greenwood park.

5. 除no one以外,其他复合不定代词都写成一个词。

二、学生们读上面的探究试题,并合作探究完成。

三、看大屏幕,校对答案。

ⅳ. practice

work on 3a:

1. let ss look at the conversation in 3a. first let one student read the words in the box.

2. tell ss to read the conversation and fill in the blanks.

3. 方法指导:

首先,应通读对话,掌握短文大意;其次,回顾一下刚才学习的有关复合不定代词的用法。

然后,仔细阅读每个句子,根据空格前后的词语进行推敲。比如,第一句话是一个一般疑问句,空格前有do一词,可知空格处应填anything一词,意为“做什么事情”。其他类似。

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己的阅读能力、分析能力及综合运用能力。

最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

explanation : 反身代词

work on 3b:

1. tell ss to fill in the blanks in the e-mail message with the words in the box.

2. 方法指导:

首先,应通读全文,掌握短文大意;其次,回顾一下刚才学习的有关复合不定代词的用法。

然后,仔细阅读每个句子,根据空格前后的词语进行推敲。比如,第一句话是一个一般疑问句,空格前有do一词,可知空格处应填anything一词,意为“做什么事情”。其他类似。

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己的阅读能力、分析能力及综合运用能力。

最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

ⅴ. group work

1. work on 3c: ask your group questions about their vacation. then tell the class your results.

2. fill in the blanks according to the answers.

3. try to make a report in each group. then let one student read the report to the class.

(最后,可以经学生们评议来推举最有能力的小组)

ⅵ. exercises

1. if time is enough, do some more exercises on big screen.

用恰当的不定代词填空。

_________ found mr. li’s keys and gave them back to him yesterday.

2. ─did you see ___________ in the big box?

─ no, i didn’t. there’s ___________ in it.

_________ helped the little boy. he did it himself.

4. my watch doesn’t work. ___________ is wrong with it.

5. ─hello, ___________!

─hello, mr. smith!

6. ─how’s it going, jack?

─great! ____________ is going well.

7. ─did you go to the beach with

___________?

─yes. i went there with my cousin.

homework

1. 背诵grammar focus 部分。

2. 复习复合不定代词及反身代词的用法。

板书设计