一般给学生们上课之前，老师就早早地准备好了教案课件，大家静下心来写教案课件了。只有规划好教案课件计划，才能更好地安排接下来的工作！哪些范文是适合教案课件？下面是小编帮大家编辑的《牛津译林版八年级上英语Unit4集体备课表格式教案》，欢迎您参考，希望对您有所助益！

课题

8AUnit4Welcometothisunit

课型

New

教学目标

Tolearnaboutthenamesofcommontools.

TotalkaboutDIYinEnglish.

教学重点

Usefulexpression

教学难点

TotalkaboutDIYinEnglish

教学过程

教师内容

备课札记

Comicstrip

Step1Presentation

1.1.Haveafreetalk:There’ssomethingwrongwithmycomputer.I’mgoingtofixittoday.I’mgoingtodosomeDIYwork.DoyouknowwhatDIYstandsfor?

Write“standfor”onBb.

2.Ask:WhenyoudoDIYwork,youdothingsyourself.CanyoudoanyDIYwork?

Whatcanyoudo?

Step2Listening

1.ShowthepicturesofHoboandEddiewithoutrthescript,say:Lookatthesepictures,please.Hobohassomeworktodotoday.DoyouthinkEddiewillhelphim?

2.Say:Nowlet’slistentothedialoguebetweenEddieandHobo.Pleaseanswersomequestionsafterlistening.

Playthetape.

What’sHobogoingtodo?

WhatshouldHobodofirst?

WhatdoesHoboprobablyneed?

Step3Activities

1.Say:Nowopenyourbooks.Let’srepeatEddieandHobo’sdialogueafterthetape.Payattentiontoyourpronunciationandintonation.

2.Afterreading,T:Welldone!Nowlet’sworkinpairsandactoutthedialogue.Youcanaddyourownideas.

3.Walkaroundtheclassroomandinviteseveralpairstoactoutinfrontoftheclassroom.T:Ok,someofyouwillcometothefrontandactoutyourdialogue.

Praisestudents:Goodjob!/Welldone!

Welcometotheunit

Step1Presentation

1.T:Hobohastobuildhisnewhouseonhisown.Heneedssometools.Whattoolsdoyouthinkheneeds?

Givesomehints:Ithinkheneedsahammertohitnailswith./Ithinkheneedsascrewdrivertoputallthepartstogether./…

2.Askstudentstoturntopage43,T:Pleaseopenyourbooks.Lookattheyoungmaninthispicture.HelovesDIYalot./Hehaslotsoftools.

Leadthereadingandexplainthewords.

AsksstocompletePartA.

3.Asksstototalkabouttheuseofthesetools:Boysandgirls,doyouknowwhatthesetoolsareusedfor?

Step2Activities

1.T:MillieandSuzyarealsotalkingaboutDIY.ListentothemandtellmewhatSuzyisgoingtodotoday.Playthetape.

2.Havessturntopage43,T:Openyourbooks,pleaseThesetwoteamswillreadMillie’spartandthosetwowillreadSuzy’spart.Thenchangeparts.

3.T:Boysandgirls,it’syourturntotalkaboutsomeDIYworkthatyouwouldliketodo.Youhavethreeminutes.YoucanuseMillieandSuzy’sconversationasamodel.

Sscanprepareforthreeminutes,Twalkaroundtheclassroomandchooseseveralpairstoactout.

Praisessthatdowell:Verygood/Great!

Step3Homework

1.Readthewords,phrasesandsentencesfluently.

2.MemorizeComicstripandpartB.

3.PreviewReading.

板书设计

教学反思

课题

8AUnit4Reading(1)

课型

New

教学目标

TolearnaboutvocabularyaboutDIY.

Tounderstandthearticleandfinishrelativeexercise.

TocultivatethesenseofDIY.

教学重点

Tounderstandthearticleandfinishrelativeexercise.

教学难点

TocultivatethesenseofDIY

教学过程

教师内容

备课札记

Step1Presentation

1.Reviewthevocabularyoftools.

2.T：Suzy’scousinAndrewlikesDIYalot.He’scrazyaboutDIY.Write“becrazyabout”onBb.

3.PresentapictureofAndrewandask:Lookatthispicture.WhathappenedtoAndrew?

Encouragesstoanswer.

Write“pipe,fill…with…”onBb.

T:Yes,it’sterrible.

Write“terrible”onBbandasksstoguessitsmeaning.

Leadthereading.

Step2Practice

1.T:MilliewantstoretellSuzy’sstoryaboutDIY.ListentoSuzy’sarticlecarefullyandreadthesentencesinPartB3onpage46.WriteaTifthesentenceistrueoranFifitisfalse.

Playtherecordingofpage44,asksstodoPartB3onpage46.

2.T:Readthesentencesandcorrectthosewithwronginformation:

(3)Suzy’scousinwantedtoputupapictureonthewall.

(4)Suzy’scousinthoughtthelivingroomwasboring,sohepainteditblue.

(5)IttookSuzy’scousinfivehourstoputuptheshelfonthewall.

(6)Suzy’scousinthinkshealreadyknowseverythingaboutDIY.

Thenreadthecorrectedsentencestogether.

Step3Reading

1.T:Listentothearticleagainandmakesomenotesaboutit.Playthetapeagain.Pausebetweenthemiddle,givethessenoughtimetofinishthenote.

2.T:Pleaseopenyourbooksandturntopage44.

Let’srepeatthearticleafterthetapesentencebysentence.Payattentiontoyourpronunciationandintonation.

Playthetape.

Showsomekeywordsandphrasesineachparagraph.

3.Presentallthekeywordsandphrases.

T:Closeyourbooks,please.Usethesekeywordsandusefulphrasestoretellthearticle.

Paragraph1:becrazyabout,repair,decorate,lookterrible

Paragraph2:abrighterlight,makeamistake,powercut,putupapicture,hitapipe,fill…with…

Paragraph3:livingroom,boring,paint…blue,ceiling,floor,cat

Paragraph4:ashelf,above,spendfivehours,notstay,muchhigher

Paragraph5:buy,advise,makehimangry,attendlessons,knowmuchmore

4.T:CanyouretellSuzy’sstoryabouthercousininyourownwords?Praisesswhocanorganizetheirlanguagewellandretellthearticlefluently.

Jobs

Problems

Putinabrighterlightinhisbedroom

Thewholehousehadapowercut.

Putupapictureonhisbedroomwall.

Hitapipeandfilledtheroomwithwater.

Paintedthewallsinthelivingroomblue.

Paintedtheceiling,thefloor,andevenhiscatblue.

PutupashelfforSuzy.

Thebookscouldn’tstaytherebecauseoneendoftheshelfwasmuchhigherthantheother.

Step4Homework.

1.Readthearticlefluently,memorizethevocabulary,phrasesandsentences.

2.Moreablestudentstorecitethetext.

3.Finishtherelativeexercise.

板书设计

教学反思

课题

8AUnit4Reading(2)

课型

New

教学目标

1.TolearnaboutvocabularyaboutDIY.

2.Tounderstandthearticleandfinishrelativeexercise.

3.TocultivatethesenseofDIY.

教学重点

Tolearnsomeusefulexpressionsandusethemindifferentcontext

教学难点

TocultivatethesenseofDIY

教学过程

教师内容

备课札记

Step1.Leadingin

T:YesterdaywelearntthestoryofAndrewandhisDIYjobs.CanyousaysomethingaboutAndrew?

Step2.Presentation

A.Reading:LettheSsreadthecontextcarefullyandthenanswertheQS.

1.）WhatisAndrewcrazyabout?

2.)Whatdoeshelovetodo?

3.)IshegoodatDIY?Why?

4.)HowlongdidAndrewputuptheshelfonthewall?

5.)IfyouwereAndrew,howwouldyoupaintthelivingroom?

6.）WhatdidSuzyadvisehimtodo?

B、SayAndrewandhisDIYjobsandwhatproblemshecaused,thendiscusshowtosolvetheseproblems.

C、Translatetheusefulexpressions:

1.putinabrighterlight2.haveapowercut

3.makeamistake4.putupapictureonthewall

5.hitapipe6.filltheroomwithwater

7.keepondoingsth.8.notonly...butalso...

9.putuptheshelf10.advisesb.todo

11.takeacourseinDIY12.makehimangry

13.attendlessons

D、Languagepoints

AskSstohighlightthewords、phrases、sentencestheydonotknow.Thenaskthemtodiscusstheminpairsandtrytoworkoutthemeaningsfromthecontext.Atlasttheteachertriestohelpthemandexplainthelanguagepoints.

Step3.practice

Getthestudentstoreadthepassagetogetheraloudagain,

1）NowyouknowAndrewandhisDIYjobswell.Canyouretellthetext?

2）CompletetheconversationonPage46B4.

3)HereisaDIYadvertisements,canyoufinishit？

Wantto(安装电灯).(putinalight)

Wantto(修理坏掉的水管).(repairthebrokenpipe)

Don＇tknowhowtodealwith(停电).(apowercut)

We(建议)you(修一门课程)inDIY.(advise,takeacourse)

Youcan(上课)everyweekend.（attendlessons）

Calluson88221546.

Step4.Activities

EnjoyDIY：

AskSstoworkingroups,accordingtotheteacher＇sinstructionstodotheirDIYjobs

A：Havingadiscussioningroups

Group1:makingalovelyenvelope

Group2:makingabirthdaycard

Group3:paintingthepaper

B:Grouppresentation

Step5Exercise

Finishtherelativeexercise.

Step6Homework

1、Torecitethetext.

2、WriteapassageabouthowtodoyourDIYjobs(suchaspaintingaroom,fixingabicycle,makingcakes,repairingcomputers)

3、PreviewGrammar

板书设计

教学反思

课题

8AUnit4GrammarA

课型

New

教学目标

1.Tomasterthenewwords.

2.Touseimperativesentencestogiveinstructions.

3.Touseimperativesentencestogiveinstructionsincorrectcontext.

教学重点

1.Touseimperativesentencestogiveinstructions.

2.Touseimperativesentencestogiveinstructionsincorrectcontext.

教学难点

Asabove

教学过程

教师内容

备课札记

Step1Greetings

One-minutespeechaboutthearticle.

Step2Leadin

1.Playagame

Giveinstructions.

E.g.Pleasehaveaseat!

Sitdownplease!

Openthedoor!

Pleasedon’tclosethewindow!

………

Step3Presentation

1.WritethesesentencesonBbandasksstodiscussthestructure.

Putupapictureonthewall.

Don’tstandonthedesk.

Pleasepassthebooktome.

2.Sumupthestructure:Westartasentencewiththebaseformofaverbwhenwewanttotellpeoplewhattodo.Weadddonot/don’tinfrontoftheverbwhenwewanttotellpeoplenottodosomething.Weoftenaddpleaseinasentenceifwewanttogiveinstructionspolitely.

3.T:Nowopenyourbooksandturntopage47,please.Let’sreadthesentencestogether.

Step4Practice

1.Presentthepicturesofmakingcards:Pleaselookatthesefourpictures.What’sMilliedoing?

Thenask:Doyouknowhowtomakecards?Whatshouldwedofirst?

Havessguessthemeaningof“cut”,leadthereading.

2.T:Openyourbooksandturntopage47.Lookatthepicturescarefully.CanyouhelpMilliecompletetheinstructions?

Havesswatchthepicturesandfinishtheexercise.

3.T:Let’sreadthesentencestogether.

Checkanswerstogether.

Step5Activities

1.T：Nowlet’splayagame.I’lltellyouwhattodoandpleasefollowmyinstructions.

(1)Touchyournose.

(2)Standup.

(3)Putupyourbooksopen.

(4)Don’tkeepyourbooksopen.

(5)Don’tcloseyoureyes.

2.Playagamecalled“Eddiesays…”Askallthestudentstostandup,theteacheristhejudge.

Gamebegins,theteachergivetheinstructions.E.g.

Eddiesays“standup”

Asksstorespondtoteacher’sinstructionsquickly.

3.将下列句子改成肯定否定祈使句

Comehereearly.

Askhim.

Don’tclimbthetree.

Readthebookcarefully.

Don’twaitforher.

Homework

1.PreviewGrammarB

2.Finishtherelativeexercise.

板书设计

教学反思

课题

8AUnit4GrammarBM.JAb88.cOm

课型

New

教学目标

1.Tomasterthenewwords.

2.Touseshould/hadbettertogiveadvice.

3.Touseshould/hadbettertogiveadviceincorrectcontext.

教学重点

1.Touseshould/hadbettertogiveadvice.

2.Touseshould/hadbettertogiveadviceincorrectcontext.

教学难点

Asabove

教学过程

教师内容

备课札记

Step1Presentation

1.ReviewReadingtointroducetheusageof“should”

T:Suzydoesn’tthinkhercousinknowsmuchaboutDIYeither.Whatdidsheadvisehimtodo?

T:Whatdoyouthinkshesaidtohimaboutthis?

WritethissentenceonBbandmarkthewordshouldinred.

2.T：Doyouthinkwecanusehadbetterinsteadofshouldinthissentence?

Write“YouhadbettertakeacourseinDIY.”

Asksstothinkandunderstandthemeaningofthetwosentences.

3.Presentmoresentences,encouragesstosumuptherule:Herearesomemoresentences.Canyouworkoutwhentouseshouldandhadbetter?

（1）Tokeepfit,youshould/hadbetterhaveahealthydiet.

（2）Youshouldnot/hadbetternotleavelitter.

（3）It’sgoingtorain.Youshould/hadbettertakeanumbrella.

4.Workouttherulewithss:Weuseshouldandhadbetterwhengivingadviceandtellingpeoplewhatwethinkisthebestorrightthingtodo.Thetoneofhadbetterisstrongthanshould.

5.Pleaseopenyourbooksandturntopage48.Let’sreadthesentencestogether.

Step2Practice

1.T:SuzyisgivingDIYadvicetoherclassmates.Canyouhelphermakesentenceswithshould(not)andhadbetter(not)?

Havessdoexerciseonpage48,andthenreadandcheckanswerstogether.

2.T:You’regivingadvicetoyourfriends.Rewritethefollowingsentencesusingshould(not)andhadbetter(not):

(1)It’stimeforclass.Putyourcomicbooksaway.

(Youshould/hadbetterputyourcomicbooksaway.)

(2）YourEnglishisnotgoodenough.Readmoretoimproveit.(Youshould/hadbetterreadmoretoimproveit)

(3)Turnyourmobilephoneoffinclass.

(Youshould/hadbetterturnyourmobilephoneoffinclass.)

(4)Don’tmakethemistakeagain.

(Youshould/hadbetternotmakethemistakeagain.)

3.T:Boysandgirls,youhavelearnthowtogiveadvice.IhaveaproblemandIneedyourhelp.Ican’tsleepwellatnightandIfeeltiredduringtheday.Canyougivemesomeadvice?

Encouragesstogiveadvice:

Youshoulddrinkaglassofmilkbeforegoingtobed./YoushouldnotwatchTVjustbeforegoingtosleep./Youhadbetterdosomereadingbeforeyougotosleep./…

4.T:Workinpairs.Talkaboutyourproblemsandtrytogiveusefuladvice.

Homework

1.PreviewGrammar

2.Finishtherelativeexercise.

板书设计

教学反思

课题

8AUnit4Integratedskills

课型

New

教学目标

1.Toobtainrelativeinformationthroughlistening.

2.TotalkaboutDIYinEnglish.

3.Tostrengththelistening,speaking,readingandwritingskills.

教学重点

1.TotalkaboutDIYinEnglish.

2.Tostrengththelistening,speaking,readingandwritingskills.

教学难点

Asabove

教学过程

教师内容

备课札记

A.Howtomakeafruitsalad

Step1Presentation

1.Communicatewithsstoleadinnewlessons:Whatdidyouhaveforbreakfast/lunchtoday?Whatfooddoyoulikebest?Doyouhaveahealthydiet?Canyoucookdinneronyourown?

2.Presentthepictureofsaladandask:Lookatthepicture.Thisismyfavoritefood.Whatisit?Yes,it’sasalad.

WritesaladonBbandteachthenewwords.

T:Saladishealthy.Doyoulikeit?Doyouthinkit’seasytomakeasalad?Canyoumakeasalad?

3.T:Whatdoyouneedwhenmakingasalad?

WritespoonandcreamonBb,teachthenewwordsandexplain.

Step2Listening

1.T:Openyourbooksandturntopage49.LookatthepicturesinPartA1.

T:Whenwemakeasalad,weneedsometoolsandwecanaddanythingwelike.Canyounamethethingsinthepictures？

Writegrapeandstrawberry.

2.T:AnyandSuzyaremakingafruitsalad.They’retalkingaboutwhattheyneed.Listentotheirconversationandtickthethingstheyneed.

Playthetape.

3.T:Anyvolunteers?Haveatry.Therestofyoucanchecktheanswerstogether.

Iftheycan’tobtaincorrectinformation,playthetapeagain,pauseifnecessary.

4.T:Amyismakingsomenotesofhowtomakeafruitsalad.Readhernotesandputthesentencesinthecorrectorder.

Playthetapeagain,asksstofinishPartA2onpage49.

5.Asksstoreadtogetherandcheckanswers.

Step3Listening

1.T:Amywantstomakeafruitsalad.She’saskingSuzyforsometips.PleaselistentotheirconversationandhelpAmycompletehernotesinPartA3onpage50.

2.Asksstoreadtogetherandcheckanswers.

B.Speakup

Step4Activities

1.Haveafreetalk.

Whatdoyouoftenhaveforlunch?

Doyoulikesandwichesforlunch?

Sandyandhermumaretalkingaboutwhattoeatforlunch.

2.Playthetape.

Aresandwichesquickandeasytomake?

Whatdotheyputonthebread?

Dotheyjustneedonepieceofbread?

3.Playthetapeandasksstorepeatafterthetape.

4.Workinpairs:Workinpairs.It’syourturntomakesimilardialogues.Talkaboutwhatyoucanmakeforlunch.YoucanuseSandyandhermother’sconversationasamodel.

Homework

1.Memorizewords,phrasesandsentences.

2.ReciteSpeakup.

3.PreviewStudyskills.

板书设计

教学反思

课题

8AUnit4Studyskills

课型

New

教学目标

1.Toaddun-,in-andim-toformanewword.

2.Touseadjectiveswithun-,in-andim-toexpressnegativemeanings.

教学重点

1.Toaddun-,in-andim-toformanewword.

2.Touseadjectiveswithun-,in-andim-toexpressnegativemeanings.

教学难点

Asabove

教学过程

教师内容

备课札记

Step1Presentation

1.Showsomewordsontheblackboard

old-youngeasy-hardtall-short

rude/impolite-politehappy-unhappykind-unkind

Now，weknowtheyareprefixes.

2.Presentation

Say:Withsomeadjectives,wecanchangethemeaningbyaddingaprefix.Addingtheprefixes“dis”,“im”“in”or“un”toanadjectivewillexpresstheoppositemeaningoftheword.Theseprefixesmean“not”or“theoppositeof”

e.g.Trainersarecomfortabletowear.Butsmallonesareuncomfortable.

Ifsomeoneshowsgoodmannerstoothers,heisapoliteperson.

Ifsomeonedoesnotshowgoodmannerstoothers,heisimpolite.

Step2Practice

1.Tellthestudentsthat“un-”isnottheonlyprefix.Therearemoreprefixeslikethis.Invitethestudentstoopentheirbookandaskthemtomatchthewordsontheleftwiththeiroppositesontheright.

1.certain—uncertain

2.important—unimportant…

2.Showsomesentencesandfillintheblankswithprefixes.

Zhalongisaprotectedarea.Itisn’tallowedtohuntorfishthere.Itisincorrecttokillwildanimals.(correct)

Thesetrainersarecomfortabletowear.Butthoseareuncomfortable.(notcomfortable).

Ifsomeoneshowsgoodmannerstoothers,heisapoliteperson.Ifsomeonedoesn’tshowgoodmannerstoothers,heisimpolite.(notpolite)

3.Trytopronouncetheunderlinedwords。

1.TheboyinthispictureisJake.Heoftenplayswithhiscatafterschool.

2.TennisisLily’sfavoritesport.Shelikesplayingtenniswithherfather.

3.Whatdoesshelooklike?

Shelooksslim.

4.Thegirlhasalotofbagsinherhand.

Sheisshopping.

5.Iamastudent.Igotoschoolbybuseveryday.

Step3Groupwork

用否定前缀的形容词造句。

(1)Waterisveryimportanttous.

(2)Thischairistoosmall.

（3）Ihaveneverseensuchheavysnowhere.

（4）Therestaurantisquitenearhere.

（5）Idon’tlikehimbecauseheisrude.

Step4Exercise

TrytofinishtheexercisesonPage51andchecktheanswers.

usual-unusualpossible-impossible

certain-uncertaintidy-untidy

写出下列词的反义词.

necessary--_________important--_________happy--_________comfortable--_________friendly--__________common--_________

welcome--__________able--_________well--__________popular--__________true--__________tidy--__________

板书设计

教学反思

课题

8AUnit4Task

课型

New

教学目标

1.Tocultivatetextualawareness.

2.Tolearnhowtokeepadiary.

3.TowriteadiaryaboutDIY.

教学重点

1.Tolearnhowtokeepadiary.

2.TowriteadiaryaboutDIY.

教学难点

Tocultivatetextualawareness

教学过程

教师内容

备课札记

Step1Leadin

1.T:We’velearntalotaboutSuzy’scousin.HelovesDIYverymuch.WhathappenseverytimehedoesDIY?

2.Presentmorequestions,

(1)WhathappentothecatwhenSuzy’sfinishedpaintingthewholelivingroomblue?

(2)CouldSuzyputthebooksontheshelfmadebyhercousin?

(3)WhydidSuzy’scousinfeelunhappywhenSuzyadvisedhimtotakeacourseinDIY?

(4)IsSuzyalsoweakatDIY?

3.T:WeknowSuzyisgoodatDIY.Hermother’sbirthdayiscoming.Doyouknowwhathedecidedtogivehermother?DidshedosomeDIY?

Encouragesstoguessthepossibility.

Step2Reading

1.T:Suzymadeabirthdaycardattheweekend.Listentoherdiaryentrycarefullyandfindtheanswerstothesequestions.

(1)Whydidn’tSuzymakethecardathome?

(Becauseshewantedtokeepitsecret.)

(2)DidSandyhelp?

(Yes.Sandyhelpedherwiththedrawing.)

(3)HowlongdidSuzyandSandyspendmakingit?

(Theyspenttwohoursmakingit.)

(4)WhatmistakesdidSuzykeepmakingwhenworkingonit?

(Shekeptspellingthewordswrongbecauseshewastooexcited.)

(5)Whatcolourdidsheusefortheroses?

(Shecolouredthemred,blueandpink.)

(6)Didtheymakeamessinthehouse?

(Yes.Therewaspaintoneverything.)

2.Playthetape.

T:Openyourbooksandturntopage52,please.Let’srepeatafterthetapesentencebysentence.

3.Asksstoreadthearticleparagraphbyparagraphandthinkoverthecontentofeachparagraph.

4.Makessunderstandthecontentofadiary.

Para1:ThereasonwhySuzymadeabirthdaycard.

Para2:Howshemadethecard.

Para3:Whathappenedintheend.

Para3:Suzy’shope.

Step3Writing

1.Asksstoturntopage53,partB.

T:WriteyourowndiaryentryaboutoneoftheDIYjobsyoudid.UsethediaryentryinPartAasamodelandusetheusefulexpressionsonpage52tohelpyou.LookattheideasinPartB.Youcanchoosetowriteaboutoneofthemoruseyourownideas.

2.Checkthecomposition.

Commentontwooftheirarticles.

3.Readthesampletogether.

Homework

1.Memorizewords,phrasesandsentences.

2.Readandrecitethesamplewriting.

3.Finishrelativeexercises.

板书设计

教学反思

相关阅读

牛津译林版八年级上英语Unit2集体备课表格式教案

课题

8AUnit2Welcometothisunit

课型

New

教学目标

知识目标：a.词汇：British,lift,post,eraser,fall,vacation,math,movie

b.词组：gotoschool,belike,watchTVc.句型：①Whydon’tdogsgotoschool?②What’sschoollike?③It’slikewatchingTV,buttherearefeweradvertisements.

技能目标：掌握相同概念在英国和美国英语中的不同表达法

情感目标：初步了解英国英语和美国英语之间的区别

教学重点

掌握相同概念在英国和美国英语中的不同表达法

教学难点

初步了解英国英语和美国英语之间的区别

教学过程

教师内容

备课札记

Step1Showingaworldmap

GetthestudentstoknowtheEnglish-speakingcountriesaroundtheworld,byshowingaworldmaptothem.MeanwhilewritethenameofdifferentEnglish-speakingcountriesintheworld.LetthestudentsknowthedifferencesbetweenBritishandAmericanEnglish.

Step2Matchingthetwowordsthatrefertothesamethings

Tellthestudentsthatpeopleusedifferentwordstotalkaboutthesamethings.Askthestudentstoopentheirbooksandmatchthetwowordsthatrefertothesamethings.

Getthestudentstoreadthesewordssyllablebysyllabletohelpthemrememberit.

Step3DoingPartBonpage19

GetthestudentstofinishdoingPartBonpage19.ShowthepicturesandaskthestudentstospeakoutboththeBritishandAmericanwordsoutloudly.

Step4Guessingwhattheyaretalkingabout?

(1)ShowthefirstpictureofComicStripestothestudentwithoutthewords.Askthestudentstoguess:“whataretheytalkingabout?”Playthetapeforthestudentstolistenandfindouttheanswertothequestions.

(2)Getthestudentstoreadandfeelthehumorhere.(Infact,Eddiehasnoideawhatschoolislikeandwhypeopleneedtogottoschool.However,hestillthinksdogsareclever.)Ifthestudentshavenoprobleminunderstandingthedialogue,getthemtopracticethedialogueinpairsandactoutthedialogueinfrontoftheclass.Encouragethestudentstoaddsomethingtomakethedialoguefunnierandmoreinteresting.

STEP5Talkingaboutthesentences

Talkingaboutthefollowingsentences:

(1)Wearesmarterthanpeople.

(2)Therearefeweradvertisements.

(3)Whatisschoollike?It’slikewatchingTV.

Step6Givingsomereasonsforyourideas

EddiethinksschoollifeislikewatchingTV.Whatdoyouthinkofourschoollife?Encouragethestudentstogivesomereasonsfortheirideas

Itisverynecessaryforourteachertoleadthestudentstotalkaboutthebrightersideforthekidtodevelopanactiveattitudetowardsschoollifeaswellastostudy.

STEP7Homework

TrytofindmoreinformationaboutthedifferencesbetweenBritishandAmericanEnglish.

板书设计

教学反思

课题

8AUnit2Reading(1)

课型

New

教学目标

知识目标：词汇：mixed,subject,sew,myself,tasty,even,guys,practice,hero,close,taste,article

技能目标：在老师指导下运用不同技巧阅读John和Nancy的文章。了解他们的学校生活

情感目标：了解John和Nancy的个人感受和观点，形成自己对学校生活的感想

教学重点

了解英国学校和美国学校不同的学校生活

教学难点

了解John和Nancy的个人感受和观点，形成自己对学校生活的感想

教学过程

教师内容

备课札记

Step1Leadin

Asksomequestionsabouttheirschoollife.

（1）Howmanylessonsdoyouhaveeveryday?

（2）Whatsubjectsdoyoulearn?

（3）Howoftendoyouhaveaclassmeeting?

（4）Whatclubsdoyouhave?

（5）Whatafter-activitiesdoyouhave?

（6）DoyouhaveaReadingWeek?

（7）Wherecanyoureadbooks?

（8）Doyouhaveahero?Whoishe/she?

Whentheteacherandthestudentstalkaboutthesequestions,theteacherusethepicturetoteachsomenewwords:

MixedtogethermagazineseniorheroHomeEcnomicsandsoon.

Step2lifeinaBritishschool:

Teachersays:NowIknowsomethingaboutyourschollife.DoyouwanttoknowsomethingaboutthelifeinaBritishschool?

1.Let’slistentothetape:“lifeinaBritishschool”Thenanswerthequestions:

(1).Whowrotethepassage?

(2).Whatactivitydoestheschoolhaveeveryday?

2.Askthestudentstoreadthepassage,thentellthesentencestrue(T)orfalse(F):

(1).JohnisinYear9atWoodlandSchool,It’samixedschool.

(2).JohnlikesHomeEconomicsbestofall.

(3).Heknowshowtocookhealthyandtastymealsbeforecomingtothisschool.

(4).ThereisReadingWeekinthisschooleveryyear.

(5).Thestudentscanreadanybooksfromtheschoolbuttheycan’tbringinbooksfromtheirhome.

(6).TheythinkReadingWeekistooshortbecausetheywanttoreadmorebooks.

Step3LifeinanAmericanschool:

1.NowweknowthelifeinaBritishschool,let’slearnsomethingaboutLifeinanAmericanschool,Pleasereadthepassage,thenanswerthequestions:

(1)Whowrotethesecondpassage?

(2)Whatdidherbrotherdolastyear?

(3)HowdoesNancygotoschoolnow?Whatdoesshethinkofit?

(4)WhatdothestudentsdointheBuddyClub?

(5)WhydoesNancysayJulieisherhero?

(6)Whatdothestudentsdodurinnglunchtime?

Step4Askthestudentstoreadthewholepassage,thendoExerciseC1,C2.Thenchecktheanswers.

Step5Listentothetapeandrepeatafterthetape.

(1)DoExerciseB1,thenchecktheanswers.

(2)Askthestudentstocompletetheirconversationfiret,thenasktwostudentstoreadthedialoguetochecktheanswers.Prctiseinpairs.

Step6Discussion:

Askthestudentstotalkabouttheirschoollife,thenwriteitdown.

板书设计

教学反思

课题

8AUnit2Reading(2)

课型

New

教学目标

知识目标：掌握四会词汇和重点句型

技能目标：会运用本课的词组和句型

情感目标：解John和Nancy的个人感受和观点，形成自己对学校生活的感想

教学重点

会运用本课的词组和句型

教学难点

能用自己的话来描述自己的学校生活

教学过程

教师内容

备课札记

Step1Revision

1.Asksomequestionsaboutthetwopassagestorevisethetext.

2.Listentothetape,thencompletetheformbelow.

Who?

John

Nancy

Where?

WoodlandSchool,London

RockyMountain

HighSchool,Denver

Whatclub

/activity?

HomeEconomics;Readingweek

Softball

TheBuddyClub

Howoften?

Everyyear

Twiceaweek

EveryMonday

Why?

Becausehelikeslearningtocookandsew.

Becausehecanreadanythinghelikes

Becausesheloves

thegame.

Becausesheenjoys

italot.

Step2Teachsomenewwordsandphrases

1.healthhealthyhealthilyunhealthy

healthy—healthier—healthiest

2.taste—tasty

3.aswell/tooalso

4.hero(n)heroes

5.spends+时间/金钱+onsth/(in)doingsth

Ittakes+sb+时间+todo

Sthcostssb+金钱/精力

payfor;payoff

6.practice=practise:v.practice/practisedoing

7.tellsbtodosth

asksbtodosth

tell/asksbnottodosth

8.特殊疑问词+todo

Iwanttoknowwhattodo,whentodoitandhowtodoit.

Idon’tknowwhichonetobuy.

9.It’sgreatbecauseit’sfasterthantakingthebus.

a.than是介词，后加名词、代词、动名词

b.than是连词，takingthebus后省略了is。

Playingfootballismoreinterestingthanhavinglessons(is).

10.Shehelpsmelearnallaboutmynewschool.

learnallabout意为“对……有全面的了解”

all是不定代词，还可以替换成nothing,little,

alittle,something,much,everything,less,

more,most等。

11.haveagood/great/wonderful/nicetimedoingsomething

havefundoingsomething

enjoyoneself

Step3Doexercise

Askthestudentstoreadthetexttogether,thenfinishoftheexercises.Eightminuteslater,checktheanswers.

Step4Discussion

WhatdoyouthinkofthelifeinaChineseschool/Britishschool/anAmericanschool?Whichschoollifedoyouthinkisbetter?Why?

板书设计

教学反思

课题

8AUnit2Grammar

课型

New

教学目标

知识目标：a.学习词汇：point,least,healthb.词组：freetime,thefunniestgirl,tellfunnyjokes,scorethemostpoints,planttreesc.句型：①DanielhasmoreflowersthanAmy.②DanielhasfewerCDSthanKitty.③SimonhaslessorangejuicethanSandy.

技能目标：能够运用more...than,fewer…than,less…than比较数量

能够运用themost,thefewest,和theleast比较数量

掌握副词比较级和最高级的构成

情感目标：初步了解中，英，美三国学校文化的差异

教学重点

能够运用more...than,fewer…than,less…than

教学难点

能够运用themost,thefewest,和theleast比较数量

教学过程

教师内容

备课札记

Step1Revision

1.GetthestudentstotalkabouttheschoollivesinAmericanandBritishschools.(Itisaveryimportantjobforustohelpthestudentsfeelfamiliarwiththetopicoftheunit.)

2.Iwillhelpthestudentsfocusonthesubjectsandtheafter-schoolactivitiesbyaskingsomequestions:

(1)WhatsubjectsdoesJohn/Nancyhaveathisschool?

(2)Whatdidtheydoduringtheirfreetime?

Step2Lookingahead

Informthestudentswithwhattheyaregoingtolearninthisperiod.InUnitOne(8A),wehavelearnedhowtocomparetwothingsormore.Mostadjectivesthenareusedafteralinkingverb.InUnitTwo,wewilllearntotalkabouttheamountoftwothingsormore.Itisthecomparativeandsuperlativeuseofadjectivesthatareusedbeforenouns.

ShowthepicturesinPartA(P23)onebyone.Askthestudentstotalkaboutthepictures.

Step3Comparinginpairs

GetthestudentstocompareJohn’sschool,Nancy’sschoolandDaniel’sschoolinpairs.

Step4Talkingabouttheschoollife

Getthestudentstotalkabouttheirschoollifebyaskingquestionsaboutsubjectsandtheactivitiestheydoatschool.Encouragethestudentstoputdowntheinformationinthelastcolumnofthetable.(PartA2)Howmanysubjectsdowehave?Whatarethey?

Whatdoyoudoatschool,whenyouarefree?Howmuchfreetimedoyouenjoy?

Howlongdoyouspenddoingyourhomework?

GetthestudentstocomparetheirowninformationwithNancy’sschool,John’sschoolandDanielsschool.Wehavetoomuchhomeworktodo.SowehavelessfreetimethanJohnandNancy.WehavemoresubjectsthanNancy.

Step5FinishingPartA3

GetthestudentstofinishPartA1.Thengetthestudentstotalkabouttheirlivesatschool.Theymaygetthefollowingsentences.Judyenjoysreadingbooks.Shereadsmorebooksthanwedo.Shespendsmoremoneyonbooksthanwedo.

Tommydoesn’tlikeballgames.Hespendslesstimeplayingfootballthanwedo.

Step6Homework

Gooverwhatwelearnedtodayandfinishofftheexercisesinthebooks.

板书设计

教学反思

课题

8AUnit2Integratedskills

课型

New

教学目标

知识目标：a.词组：

numberofstudents,lengthofsummerholiday,haveweeksoff,inthesummer

time,spend…doingsth,havecomputerStudieslessons

b.句型：①IspendlesstimedoinghomeworkthanJohndoes.

②Howmanygrade8classesarethereatyourschool.

技能目标：听取细节，提炼信息

情感目标：了解更多中外学校生活的异同点

教学重点

听取细节，提炼信息

教学难点

了解更多中外学校生活的异同点

教学过程

教师内容

备课札记

Step1Revision

1.HelpSsmakesentenceswith“more…than,less…than,fewer…than,themost,theleast,thefewest,thesaneas,differentfrom,thesame…as”usingtheobjectsintheclassroom.

2.InordertoknowschoollifeinthecountrieswhereEnglishisspoken,askthequestionsaboutreadingtoknowimportantinformation.

Step2Presentation

1.Introducebackground:Danieliswritinganarticleaboutthedifferentschoolsfortheschoolnewletter.SandyishelpinghimcollectinformationontheInternet.ThengothroughthetableinPartA1onp.32.Payattentiontotheinformationonthetitleline.Explainsomeofthewords.AskSstoindentifythemissingfacts.Learnthenewwordlengh,e.g.lengthoftheholiday,lengthofmydesk,etc..

2.AskSstolistentotherecordingtwiceandfinishthetableinPartAandchecktheanswers.PausetherecordingforthesecondtimeaftereachanswertogiveSsmoretimetowritedowntheanswersifnecessary.

Step3Reading

1.LetSsgothroughDaniel’sarticlebeforetheydotheexerciseinPartA2onp.32andcheckiftheyunderstandit.AskSstodotheexercisealonewiththeinformationinPartA1,thenchecktheanswerswiththeirparters.Checktheanswerswiththewholeclassandreadthepassagealoud.

2.CheckifSsremembersomethingaboutDaniel,JohnandNancy.

LetSsfinishtheexercisesinPartA3onp.33accordingtotheinformationinPartsA1andA2.

Step4Practice

1.KnowthesituationwithSsandaskSstoreadPartBonp.33,thenaskandanswerabouttheconversation.

2.Readtheconversationaftertherecording,thenrole-playtoreadit.

3.Practisetheconversationingroupsoffourandthenasktwotothreegroupstoactitoutinfrontoftheclass.

Homework

1.Makeuptheirownconversationbyimitaingthecontentsthey’velearned..

2.Finishtheexerciseinthislesson.

板书设计

教学反思

课题

8AUnit2StudySkills

课型

New

教学目标

知识目标：掌握在形容词后加后缀-ly构成副词的方法

掌握在名词后加后缀-ly构成形容词的方法

技能目标：能辨别以-ly结尾单词的词性

情感目标：了解更多中外学校生活的异同点

教学重点

掌握在形容词后加后缀-ly构成副词的方法

掌握在名词后加后缀-ly构成形容词的方法

教学难点

能正确使用形容词和副词

教学过程

教师内容

备课札记

Step1Presentation

1．让学生说出形容词变副词的规则

2．做一些形容词变副词的规则练习

Carefulbadnoisyearlyhappyexcited

让学生进行总结形容词变副词的规则并绘总如下

1）、一般情况下直接在形容词词尾直接加-ly。

如:real-really;helpful-helpfully;

careful-carefully;hopeful-hopefully;

slow-slowly;quick-quickly;quiet-quietly

2）、以辅音字母加y结尾的形容词要变y为i,然后再加-ly。

如:busy-busily;angry-angrily;easy-easily

3）、某些以辅音字母加不发音的字母e结尾和以-ue结尾的形容词要先去掉e,然后再加-y或-ly。

如:terrible-terribly;true-truly;

gentle-gentlypossible—possibly.

4）．绝大多数以e结尾的形容词仍然直接加-ly。例如：polite-politely,wide-widely等

5）,还有一类副词和形容词词义相同,但拼写却不同,如well和good。例句

HespeaksgoodEnglish.他讲一口流利的英语。

HespeaksEnglishwell.他英语讲得不错。

6）．还有一类词本身既是形容词又是副词

earlylate

Step2Presentation

1.板书friendlylovely引导学生说出是在名词后加ly构成形容词

2.指导学生P25页上方表格的内容

Step3practise

1.让学生读并完PartA注意语音语调

2.做一个完成形容词转变副词的竞赛游戏

1．米莉下正在写日记，用正确的形式完成她的日记

2．四人一小组讨论答案，全班校对答案

3．让学生大声读这篇日记

4．做一些练习

Step3Homework

1.记忆所学的词汇词组句型及后缀ly

2.预习Task

板书设计

教学反思

课题

8AUnit2Task

课型

New

教学目标

知识目标：了解问卷调查的有关知识

技能目标：根据学校及个人情况完成一份问卷调查

情感目标：认识自己的最爱与需改进之处

教学重点

根据个人信息完成一份问卷调查

教学难点

根据学校和个人情况写出你最喜欢的科目，体育项目和课外活动，模仿例文写一篇作文

教学过程

教师内容

备课札记

Step1.Questionnaire

InvitethestudentstofillinthequestionnaireinPartA,onPage35.Thengothroughthequestionsonebyoneandfocusonwhattheylikeordislikeabouttheirschool.Organizeadiscussionandencouragethestudentstospeakasmanyproperreasonsaspossible.

Whenthestudentsaretalkingaboutwhattheylikeanddislikeabouttheirschool.Askthemabouttheiridealschool.EncouragethestudentstowritedowntheiranswersonPage35.

Step2Designingatimetable

Invitethestudentstodesignatimetablefortheirfavouritesubjects,sportsandafter-schoolactivities.Theymayneedthistowriteabouttheiridealschool.

Step3Readingforstructures

1.Askthestudents:Areyousatisfiedwithyourcurrentschoollife?Whatisyouridealschoollife?

Encouragethestudentstospeakouttheiropinions.

2.Studentslistentothetapeandanswer:

(1)WhendoesDaniel’sschoolstart?

(2)Howmuchhomeworkdoeshehave?

3.GetthestudentstoreadthesamplearticlebyDaniel

andfigureoutthewaysorthestructurethattheycanfollowtowriteabouttheirownidealschool.Usethefollowingquestionstohelpthestudents.

(1)Whendoesitfinish?

(2)Whydoeshethinkitishisidealschool?

(3)Howlongdotheyhavelunch?

(4)Whatcantheydointhebigdininghall?

(5)Whatdotheyeateveryday?

(6)WhatsubjectsdoesDanielliketohave?Why?

(7)Howmanystudentsarethereineachclass?

(8)What’sinhisidealschool?Thereisapark,ashoppingmall,abiglibrary,atenniscourtandaswimmingpool.

(9)Dotheyhavehomeworkatweekends?

(10)Howoftendotheygoonatriptoamuseumoratheatre?

Step4Writing

Tellthestudentsthattheycanwritetheirownarticlefollowingthestructure.Getthestudentstoreadthepassageandpickupsomeusefulsentencepatterns.Showsomewritingsoftheirs

Step5Homework

Goonfinishingwriting

板书设计

教学反思

课题

8AUnit2Self-assessment

课型

Revision

教学目标

对单元知识内容进行自我评估

教学重点

对单元知识内容进行自我评估

教学难点

.对单元知识内容进行自我评估

教学过程

教师内容

备课札记

Step1Revision

单词拼写：

1.Hespendsalotoftime_____(练习)spokenEnglisheveryday.

2.Wemustlearnsomethingfrom______(英雄).

3.Ifyoutakemoreexerciseeveryday,you’llbe_________(健康).

4.Pleasegivemesomething___(味道好的)toeat.

5.Ifyouwanttogetgoodmarks,itis_____(有用的)toworkhard.

翻译句子：

1.你为何不和我们一起去看电影呢？

_______________________________________________

2.我已经学会怎样做饭和怎样缝纫。

_______________________________________________

3.她是一个歌手，也是一个舞者。

_______________________________________________

4.他每天花两个小时练习弹钢琴。

_______________________________________________

5.我们应该互相帮助，互相学习。

_______________________________________________

Step2Presentation

1.展示自我评估表格，介绍自我评估的内容和评估方法，学生就自己对知识点的掌握进行自我评价。

2.复述Reading两篇描写学校生活的文章。谈谈自己的理想学校和学校生活。

3.语法巩固分别用more…than,fewer…than,less…than,themost,thefewest和theleast造句

4.检验在形容词及名词后加后缀-ly分别构成副词和形容词的方法

Step3Practice

（一）词组翻译：

1.穿校服

2.休一周假

3.和…颜色一样

4.花更少的时间进行课外活动____________

5.介意做某事

6.晚饭吃汉堡

7.去海南旅游

8.没有时间听流行音乐

9.我理想的学校______________

10.步行上班

（二）根据提示及句意完成单词：

1.Youcanttakethem__________outofthelibrary.

2.Heromeanssomeoneyoua__________verymuch.

3.Therearemore__________(广告)onTVnow.Idontlikewatchingthem.

4.Whatsyour__________(理想的)schoollike?

5.Everymonththeygoonaschooltriptoa____________(博物馆).

板书设计

教学反思

牛津译林版八年级上英语Unit1集体备课表格式教案

课题

8AUnit1Welcometothisunit

课型

New

教学目标

知识目标：谈论人的外貌个性，学习描述人的单词和表达法。

技能目标：谈论各自的朋友，掌握描述人物相貌和品质的知识。

情感目标：了解并逐步养成好朋友必须具备的优良的品质。

教学重点

学会用表示人的品质的单词与词组来描述自己的朋友。

教学难点

理解并正确运用与朋友品质相关的单词与词组。

教学过程

教师内容

备课札记

Step1Warm-up

Talkaboutsomethinghappenedinthesummerholiday.

ShowthepicturesandintroducesomeplacesofinterestandanimalsinAustralia.

Asktheclasstoenjoysomephotos.Theytookaphotowiththisfamousman---Batman.He’saheroandpeople’sgoodfriendbecausehehelpspeopleindanger.Doyouagree?Whatdoyouthinkofhim?

Step2Presentation

Therearesomemorewordstodescribepeople.Forexample,wecansayBatmanisgood-looking.Butweneversayhe’sbeautiful!Wedon’tusebeautifultodescribeaboyoraman.Ifsomeonelikestotellfunnyjokestomakeothershappy,wesayheorsheishumorous.

Teach“good-looking”and“humorous”.

Step3Practice

1.Playaguessinggame.

2.T:Justnowweheardsomeofthestudentstalkabouttheirbestfriends.Couldyoutellmewhichwordsareusedmostoften?Sotheseareveryimportantqualitiesofabestfriend,doyouthinkso?Whatotherqualitiesareimportanttoyou?

Sentencesmaybeused:

Ithinkmygoodfriendshouldbevery…because…

Iagree./Idon’tagreewithyoubecause…

It’sqimportantforafriendtobe…?Doyouthinkso?

Idon’tthinkmygoodfriendmustbevery…

3.T:Whydoyouthinkhe/sheisyourbestfriend?Whatmakeshim/hersospecialtoyou?Canyoutalktohim/heraboutanything?Doyoutalktohim/herwhenyouhaveproblems?Doyoubelievewhathe/shesays?Whenyouarehappyorsad,doyoutalktohim/her?

Teach“sad”,“believe”,“honest”and“joy”.

Step4Presentation

Texplainssomelanguagepoints.

1.T:Howoldisyourbestfriend?Whataboutyou?

Soyouareteenagers.Wecallchildrenbetween13and19teenagers.

Teach“teenager”.

Wehaveagoodfriend,Eddie.Isheateenager?

2.Who’sEddie’sgoodfriend?Why?

PlaythetapeoftheComicstripandSstrytofindouttheanswertothequestion.

(HoboisEddie’sgoodfriendbecausetheyalwayssharethingswitheachother.)

AskthestudentstoreadtheComicstripandanswerthequestions:

(1)WhatdoesEddiegiveHobo?

(2)WhatdoesHobowant?

(3)DoyouthinkEddieisatruefriend?Why?

Texplainssomelanguagepoints.

Step5Summarize

Discuss:Whodoyoulikebetterasafriend,EddieorHobo?Why?

Amodeldialogue:

A:Who’syourgoodfriend?

B:…

A:What’she/shelike?

B:…

A:Whatdoyouthinkofyourfriend?

B:…

A:Whatmakeshim/hersospecialtoyou?

B:…Canyoutellmesomethingaboutyourgoodfriend?

T:Todaywehavelearnedsomeimportantqualitiesaboutagoodfriend.Itseemsthatweallthinkappearanceisnotsoimportant,butafriendshouldbehelpfulandhonest.AndIhopeeveryonecanbelikethatandyouwillhavemorefriends.

Step6Homework

1.Describeagoodfriendofyourswiththewordsandphraseslearntinthislesson.

2.FinishtheWorkbookexercises.

板书设计

教学反思

课题

8AUnit1FriendsReading(1)

课型

New

教学目标

知识目标：进一步学习用形容词来描述朋友的外貌和个性。

技能目标：学会表达朋友品质的方法。

情感目标：学会欣赏别人，珍惜友谊。

教学重点

学会用形容词来描述朋友外貌和个性品质。

教学难点

.学会使用正确的阅读技巧进行文本解读，获取关于文中三个好友外貌与个性特征的主要信息。

教学过程

教师内容

备课札记

Step1Revision

1.Whatarethemostimportantqualitiesofagoodfriend?

2.Whataretheveryimportantqualitiesofagoodfriend?

3.What’syourgoodfriendlike?

Step2Presentation

1.T:Ihaveagoodfriend.Doyouwanttoknowher?Whatdoyouwanttoknowabouther?

2.Showapicture.Describemygoodfriend.Introducesomenewexpressions:astallas;bewillingto;haveagoodsenseofhumor;feelbored

Step3Fastreading

T:‘Teenagers’magazineisholdingawritingcompetition.Somestudentshavewrittensomeentriesforit.Pleasereadandfindouttheirmainqualities.

1---generous,helpful

2---humorous(haveagoodsenseofhumor),funny

3---truefriend,kind

Step4Readfordetails

Completethetableafterreadingtheirentriesoncemore.

Step5Retell

1.T:Sowehavegotatableaboutthem.Andyouhaveknownalotaboutthem.Canyousaysthaboutthemaccordingtotheinformationinthetable.

2.GiveSs3minutestoprepare

3.Ask2-3Sstoretellthethreearticles.

Step6Brainstorming

1.T:Well,whenwedescribeourfriends,wealsoneedtodescribewhatheorsheislike.Whatkindofwordscanweuse?---Adjectives.

Eyes,nose:big,small

Face:round,square

Body:thin,strong,slim,fat,tall,short

Hair:short,long,straight,circled,shoulder-length

2.Wecanusesomanyusefulwordstodescribepeople.Isthereanydifferenceindescribingboysandgirls?Canyougivemeanyexamples?(writedownsomewordsinthelistonPage7)

Step7Homework

1.Recitethenewwordsandphrases.

2.FinishtheWorkbookexercises.

3.完成下列句子（每格一词）：

Betty长大后想周游世界。

Bettytotheworldwhenshe.

他总是帮我学英语。

HealwaysmemyEnglish.

当我读到那本书的时候，我想起了我最好的朋友Sandy.

ImybestfriendSandywhenIthatbook.

Jim慷慨大方，总是乐于助人。

Jimisandisalwaysto.

他的腿太长，桌子底下搁不下。

Hislegarelongundertheschooldesks.

他很善良从不说任何人的坏话。

Heisverykindandneveraabout.

太多的电脑工作对我们的眼睛有害。

isoureyes.

Max很有幽默感，他讲笑话，总使我发笑。

Maxhasof.Hetellsjokesandalwaysme.

板书设计

教学反思

课题

8AUnit1FriendsReading(2)

课型

New

教学目标

知识目标：词汇：学会运用本课时的四会单词和重点词组

句型：SheisasslimasIam.Heisthetallestboyinmyclass.

技能目标：学会用本课所学的主要词汇、句型介绍自己最好的朋友。

情感目标：学会欣赏别人,学会珍爱友谊。

教学重点

掌握并运用本课时的四会单词、词组和句型。

教学难点

.通过观察把握他人最主要的外貌、性格特征。

教学过程

教师内容

备课札记

Step1Revision

T:Wehavelearntsomewordstodescribeyourfriends,canyouintroduceyourfriendtous?

Otherspleaseguesswhoitis?

Ask3-4Sstoreadtheirarticles.

Step2Somemoreexercises

1.T:Let’smeetouroldfriendsagain.MrZhouhassomeproblemsindescribingthem.Canyouhelphimfinishhissentences?DoExeB2onP5

2.FindouttheirphotosaccordingtoMrZhou’sdescription.

3.MrZhouiswritingsomenotesaboutthem.Isheright?

4.Voting

Supposeyouaregoingtovoteforthebestfriendamongthesethreestudents,whatisyourchoice?Why?

Step3Votinginyourownclass

Doyouhavesuchagoodfriendinyouclass,oraroundyou?Pleasevoteforhimorher,andtellusyourreason.(talkaboutqualities)

Step4Languagepoints

1.T:nowlet’slookatsomeusefulexpressionsinthepassages.GiveSssomephrasesforthemtotranslate:

与…一样苗条asslimas

乐于做某事bewillingtodosth.

准备好做某事bereadytodosth.

帮助我做家庭作业helpmewithmyhomework

因为太多工作becauseoftoomuchwork

戴眼镜wearglasses

有很好的幽默感haveagoodsenseofhumour

感到厌倦feelbored

使我笑makemelaugh

走路经过walkpast

撞翻knockover

说某人坏话sayabadwordaboutsb.

2.Readthemtogether,andaskSstousesomeofthemtomakesentences.

3.T:Doyouhaveanyprobleminthepassages?

4.AnsweranyquestionSsmayhave

Step5Practice

单词拼写根据括号内的提示或首字母填写正确的词（每空一词）：

1.---WhatdoyouthinkofMay?

---Sheisso(love)thatwealllikeher.

2.---DoesJimdohishomeworkas(care)asTom?---Yes,Ithinkso.

3.---DanielwillwatchTVwhenhefeels_____(bore)athome.---SowillI.

4.MybestfriendMaxhaspoore,sohemustwearglassesallday.

5.Look!Tonyiswearinghisfather’ssweater.Helooks.(fun)

6.Idon’tlikewatchingTVbecauseoftoomany.(广告)

7.Itisrainingheavily.,(但是),Theyarestillworkinginthefield.

8.Hecamehere(special)tosaysorrytoyou.

9.Don’tbe(担心)aboutme.I’mnolongeryoung.

10.Bettyisgoodatsingingandplayingthepiano.She’sm.

Step6Conclusion

AskSstomakeaconclusionofwhatwehavelearnedinthisperiod.

板书设计

教学反思

课题

8AUnit1FriendsGrammar

课型

New

教学目标

知识目标：1)掌握形容词的比较级和最高级的构成和基本用法。

2)学会使用形容词比较级和最高级来比较人或事物。

技能目标：1)能够运用形容词恰当地描述人或事物。

2)能够初步运用形容词的比较级和最高级来比较人或事物。

情感目标：学会欣赏，学会审美。

教学重点

1.形容词的基本用法。2.形容词比较级和最高级的构成及基本用法。

教学难点

用形容词的比较级和最高级比较人或物。

教学过程

教师内容

备课札记

Step1Lead-in

1.T:Weuseadjectivestodescribepeopleandthings.Wecanputitbeforeanounorafteralinkingverbs.

PresentthisbyrevisingthethreeSs‘appearance,tryingtochoosetheadjectivestointroducethem,thenshowthemjustlike:aclevergirl,aninterestingstory

2.Presentlinkingverbs

Step2Comparativesandsuperlatives

1.Iftheyarealike,howcanwetelltheirdifference?

E.g.Milliehaslonghair,Sandyhaslonghair,too.

Wecansay‘MilliehaslongerhairthanSandy.’(onBb)

Millieisslim.Sandyisslim,too.

---‘MillieisslimmerthanSandy.’(onBb)

(Showalotofpicturestoteachthemthechangingrulesanddrills),PartB

2.Workouttherule

Whenwecomparetwothings,weusecomparatives,andweput‘than’_____thecomparatives.

Whenwecomparemorethanthreethings,wecanusesuperlatives,andwecanput‘the’_____thesuperlatives.

3.AistallerthanB.BistallerthanC.SowecansayAisthetallestofthethree.

(givemoreexamples,makesureSscanunderstandthedifferencebetweencomparativesandsuperlatives)

Step4Practice

1.AskSstocomparetheirclassmates,usingcomparativesandsuperlatives.

2.Showthemsomepictures,askingthemtocomparethem.

3.Showthematable,askingthemtocomparethethingsindifferentways.(PartB2)

Step5Consolidation

Finishofftheexercises

（一）写出下列各词的比较级和最高级形式。

1.fine________

2.thin

3.early_______________

4.slim

5.wide______

6.easy

7.dangerous________________

8.fat______________

9.hard

10.careful

（二）用所给单词适当形式填空。

1.Davidis,DuffisthanDavid,Diffisofthethree.(thin)

2.Who’s(slim),LucyorLily?

3.---Whichis(small)thantheearth,thesunorthemoon?---Themoonis,ofcourse.

4.The(high)youstand,the(far)you’llsee.

5.Thefilmisso(wonderful)thatIwanttoseeitagain.

6.Ourcountryisgettingand(strong).

Step6Homework

Comparethingsandmake5sentencesusingcomparativesandsuperlatives.

板书设计

教学反思

课题

8AUnit1FriendsIntegratedskills

课型

New

教学目标

知识目标：1)运用学过的知识来描述人，进一步巩固形容词的用法。

2)识别阅读和听力材料种呈现的信息。

技能目标：用所得信息将语篇补充完整，谈论朋友的外貌和个性。

情感目标：根据所学内容，激发学生树立远大的理想。

教学重点

谈论未来计划，提高语言表达能力。

教学难点

理解上下文，并从中提取相关信息。

教学过程

教师内容

备课札记

Step1Warm-up

两人操练对话讨论：

A:Whatdoyouwanttobewhenyougrowup?

B:Iwanttobea/an….

A:Whydoyouwanttobea/an…?B:Because….

Step2Presentation

1.听录音ListentothetapeaboutMillie’sfutureplans.FindoutwhatMilliewouldliketodointhefuture.

2.听两遍，独立完成A1部分的练习,然后与你的同桌核对答案。

3.自主练习：根据A1部分及从听力材料中获取的信息，完成A2部分练习。

4.再听一边录音，核对答案。全班一起大声朗读Millie的信。

5.听对话：SandywantstowritetoMr.Zhouaboutherfutureplans.NowsheistalkingtoKitty.Doyouwanttoknowwhatthey’retalkingabout?

（1）听录音完成A3部分练习。

（2）再听一边录音，核对答案。

（3）全班一起大声朗读Sandy的信。

Step3Practice

小组活动：操练对话，进一步谈论人的外貌，个性和未来计划。

A:Who’sthegirl/boyonyourleft/right?B:She/Heis…

A:Whatisshe/helike?B:She/Heis…

A:Whatdoesshe/hewanttobewhenshe/hegrowsup?B:…

A:Whydoesshe/hewanttobe…?B:Because…

Step4Presentation

听对话录音，回答下列问题：

(1)Whoistheboyontheleft?

(2)Whatishelike?

(3)Doesherunfast?

(4)Whatwouldheliketobewhenhegrowsup?

Step5Practice

合作展示：（1）跟录音朗读对话，然后与你的搭档配合表演对话。

（2）你们能编自己的对话并上台表演吗？试试哟！

Step5Exercises

词组互译

1.为人们歌唱

2.倾听别人的问题

3.解决问题

4.和．．．交朋友

5.环游世界

6.尽力做某事

7.长大

8.看起来爱好体育的

板书设计

教学反思

课题

8AUnit1Studyskills

课型

New

教学目标

知识目标：学会利用词汇树来记忆词汇

技能目标：学习制作词汇树将单词分类

教学重点

学习制作词汇树将单词分类

教学难点

.学会利用词汇树来记忆词汇

教学过程

教师内容

备课札记

Step1Revision

1.回答下面的问题复习前面所学内容：

(1)WhatdoesMillielikedoing?

(2)Whatdoesshewanttobewhenshegrowsup?Why?

(3)What’sSandy’sfutureplan?Whydoesshethinkso?

(4)Who’sherfavouritesinger?

2.操练对话，进一步谈论朋友的爱好和未来计划。

Step2Warm-up

师生互动：回答问题与老师对话

(1)Whoisyourbestfriend?

(2)Whatisshe/helike?

(3)Whatdoesshe/helikedoing?

(4)Whatisher/hisfutureplan?

(5)Whydoesshe/hewanttodoso?

Step3Presentation

Showingapictureandask:Whatdoeshe/shelooklike?(Heisstrong/tall/smart…Sheisbeautiful/sweet/thin…)

Whatwordscanweusetotalkaboutpeople’sfeelings?

Writesomewordsthatweusetodescribejobsandfruits

Step4自主探究

1.Ifyouwanttoremembernewwordsquickly,youcanputthewordsintodifferentgroupstoformavocabularytree.Completethewordtreeonyourown.

2.Drawavocabularytree.

Tips:a.Drawabigtreewithsomeleaves.

b.Writethegroupnamesonitsbranches

c.Writedownthewordsontheleavesofeachbranches.

d.Drawapictureofeachwordifnecessary.

3.Workinpairsanddrawyourownvocabularytree.

Step4Exercises

（一）根据汉语完成句子：

1.这些天我很不开心，因为我在数学上遇到了问题。

I’mverythesedaysbecauseI

myMaths.

2.我真的不知道如何与我的新同学交朋友。

Ireallydon’tknowmy___________________________

_______mynewclassmates.

3.午饭期间，我总是独自坐在操场上看书。

,Ialwaysintheplaygroundandreadbooks.

4.我对新学校不太了解，在这儿也没有朋友。

I___________mynewschool_____________andI____

________here.

5.我希望你能给我一些建议。

Ihopethatyoucan_________________________.

6.两个月前我刚随我的父母移居到北京。

IBeijingwithmyparentstwomonthsago.

(二)根据括号内的要求改写句子（每空一词—）：

1.IthinkEnglishismoredifficultthanChinese.(改为否定句)

IEnglishismoredifficultthanChinese.

2.Hehasaroundface.(用asquareface改为选择疑问句)

hehavearoundfaceasquareface?

3.Icantellheranythingbecauseshecankeepasecret.(对划线部分提问)

tellheranything?

4.ShanghaiisthelargestcityinChina.(改为同义句)

Shanghaiislargerthan_________________inChina.

5.Amyis1.60metrestall.Kateis1.65metrestall.(连成一句)

Amyisn’tKate.

板书设计

教学反思

课题

8AUnit1FriendsTask

课型

New

教学目标

知识目标：1)用形容词描述朋友的相貌和品质。

2)运用合适的形容词来描述男孩和女孩。

技能目标：根据写作要求为自己的文章构思。

情感目标：养成正确的交朋友观，善于发现朋友的优秀品质。

教学重点

运用本单元的语言知识写一篇关于朋友的文章。

教学难点

.了解文章的组成：介绍，主体和结论。

教学过程

教师内容

备课札记

Step1Warm-up

1.就被老师叫上讲台的同学的外貌特征进行描述。

2.小组活动：谈论你的好朋友，并说明你们成为好朋友的理由或他/她的品质。

1.What’shis/hername?

2.What’she/shelike？

3.Whatdoeshe/shelikedoing?

4.Whatwouldhe/sheliketobeinthefuture?

5.What’shis/herquality(personality)ofagoodfriend?

Step2Presentation

1.自主探究：根据最近所学的对朋友描述的方法，对不同人的特征进行归类。

Wordsaboutpeople

Face

Eyes

Nose

Hair

Generalappearance

Personality

Abilities

2.根据以上信息，完成PartB，找出适合描述自己朋友的词，准备写作材料。

Step3Practice

听力练习：边听录音边思考以下问题：

1.WhoisDaniel’sbestfriend?

2.Wheredoesshelive?

3.Whatdoesshelooklike?

4.Whatisshelike?

5.Whatwouldsheliketobewhenshegrowsup?

朗读课文，找出文中的关键词和主要部分。

Name:

Address:

Appearance:

Qualities:

Likes(hobbies):

Futureplan:

Step4Discussion

根据课文内容认识每段的目的，讨论文章的结构：

1.Introduction________________________________________________

2.Mainbody________________________________________________

3.Conclusion________________________________________________

Step5Exercises

根据首字母或括号内的提示拼写单词：

1.Hehasbright,eyes.(smile)

2.---Whendidyougtoknowhim?

---AbouttenyearsagowhenIwasinShanghai.

3.Jakisverygladtohelpotherpeoplestheirproblems.

4.Heisn’thonestatall,soIdon’tbwhateverhesays.

5.---Whatdidyoudoduringthesummerholiday?

---WehadatriptoQingdao.(please)

6.Hisgeneralaisthinandhandsome.

7.Heisastudentandalwaysworkshardatallthelessons.(勤劳的)

8.Idon’tthinkIcanpasstheexamwtheteacher’shelp.

9.---IhavenofriendtotalktowhenIam.(happy).

---Whynottalktoyourteacheraboutyourproblem?

10.---What’syourplan?

---Iwouldliketobeasocialworker.(将来)

板书设计

教学反思

课题

8AUnit1FriendsSelf-assessment

课型

Revision

教学目标

对单元知识内容进行自我评估

教学重点

对单元知识内容进行自我评估

教学难点

.对单元知识内容进行自我评估

教学过程

教师内容

备课札记

Step1Warm-up

1.根据老师出示的某个歌星、影星或球星的图片，用合适的形容词谈论他们的外貌特征。

2.比较身边的同学外貌特征的异同。

Step2Presentation

1.比较刚才老师出示的几张图片中人物的脸型，身高，身材眼睛大小，头发的长短等，复习形容词的比较级和最高级。

2.写出下面形容词的比较级和最高级，并写出一些具有相同构成方法或一类的其他形容词。

原级比较级最高级构成方法相同的词

tall

nice

pretty

slim

beautiful

good

Step3Practice

和你的同桌自由讨论：

1.Whoisyourfavouritestar?

2.Whodoyoulikebest?Why?

Step4Self-assessment

展示自我评估表格，介绍自我评估的内容和评估方法，学生就自己对知识点的掌握进行自我评价。

Step5Exercises

（一）根据句意，用括号内所给词的正确形式填空：

1.---What’stheweatherliketoday,Daniel?

---Itismuch(hot).

2.Deareditor,weare(read)ofyourmagazine.

3.---What’sthematterwithyou?

---IamillandIfeel(comfortable)allover.

4.---Whatdoyothinkofe-books?

---Ithinke-bookswillbeas(popular)aspaperbookssoon.

5.Thechildrenareseriouslyillandyoumustsendthemtoa(big)hospital.

(二)翻译句子

1.—你长大了想当什么？

—我想当一名社会工作者。

2.使他人快乐比周游世界更重要。

3.社会工作者帮助人们解决困难。

4.我们教室和你们的一样整洁。

5.苏州以其美丽的园林出名。

6.因特网能帮助我们更多地了解世界。

7.—你姐姐是什么样的人？—她和蔼且有耐心。

8.照片中左边那个男士是谁？

9.我们应学会认真倾听人们诉说。

10.当我感到无聊时可以去找他。

11.这是最激动人心的消息。

12.Jim的书包和我的一样重。

板书设计

教学反思

八年级英语下册Unit4集体备课英文教案

老师会对课本中的主要教学内容整理到教案课件中，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，我们的工作会变得更加顺利！那么到底适合教案课件的范文有哪些？下面的内容是小编为大家整理的八年级英语下册Unit4集体备课英文教案，仅供参考，希望能为您提供参考！

Unit4HesaidIwashard-working.

Teachinggoals:

1.Vocabulary:hard-working,reportcard,candobetter,speaking,listening,average,surprise.

2.Patterns:Whatdidyourmathteachersay?

Hesaidhecouldspeakthreelanguages.

3.直接引语和间接引语的转换。

4.写成绩报告单，并能将自己的成绩报告给他人。

Importantanddifficultpoints:

1.新的词汇和习语。

2.个人Reportcard的写作。

3.直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。

Teachingaids:

teachingcards,picturesandataperecorder.

Period1

Teachingcontents:SectionA1a,1b,1c,2a,2b,2c,Grammarfocus.

Teachingprocedures:

Step1Leadingin

AskseveralSswhattheyaregoingtodoafterschool.WritetheirsentencesontheBb.

Step2Pre-task

Say,TheseSstalkaboutwhattheyaregoingtodoafterschool,ifyouwanttotellafriendwhattheysaid,howwouldyoutellhim?

Writethewords“Hesaid”and“Shesaid”ontheBb.Say,Wecanusethewords“Hesaid”and“Shesaid”totellyourfriendlikethis:He/Shesaidhe/shewasgoingtoplaybasketballafterschool.GettheSstorepeat.

RepeatthisprocesswiththeothersentencesontheBb.

Step3While-task

SBPage26,1a.

1.Askastudenttoreadthefourquestions.

(1)Whatisasoapopera?

(2)Doyoueverwatchsoapoperas?

(3)Whataresomesoapoperasyouknown?

(4)Whataresomethingsthathappenonsoapoperas?

2.Writethewordssoapoperaontheboard.Pointtothepictureandaskstudentswhattheythinkasoapoperais.

3.PointouttheTVscreensinthepicture.Askonestudenttoreadwhatthepersonsaysinthefirstpicture.Thenaskanotherstudent:Whatdidshe/hesay?Helptoanswer:She/Hesaidshe/hewashavingasurprisepartyforLanaonFridaynight.

4.Repeatwiththeotherpictures.

SBPage26,1b.

Askdifferentstudentstolookateachpictureandtellwhatishappening.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtimeandwritethenumbers1though4infrontofthepictures.Thenchecktheanswers.

SBPage26,1c.

Pairwork.FirstSsworkinpairs,thenasksomepairstopresenttheirdialoguestotheclass.

Step4Post-task

SBPage27,2a2b.

1.AskseveralSstoreadthesesentences.

2.Playtherecording.Sscircletheiranswer.

3.Checktheanswers.

Step5GrammarFocus

1.Reviewthegrammarbox.AskSstosaythestatements.

2.Explain:Ineachcase,thedirectspeechtalksaboutpresentsituationsandthereportedspeechtalksaboutpastsituations.

Step6Homework

用she/hesaid将直接引语改为间接引语。

1.Iamaclevergirl.

2.Iamhavinglunchatschool.

3.Icandancewell.

4.Iplayfootballeveryday.

5.Idon’tlikemyyoungerbrother.

Period2

Teachingcontents:SectionA3a,3b,4,SectionB2a,2b,2c.

Teachingprocedures:

Step1Leadingin

Checkthehomework.Askseveralstudentstoreadtheirsentencestotheclass.

Step2Pre-task

SBPage28,3a.

1.Readthearticletotheclass.

2.AskSstofillintheblanksontheirown.

3.Checktheanswers.

SBPage28,Part4.

Ssworkingroupsoffourtocompletetheroleplays.AskafewSstoshowtheirroleplaystotheclass.

Step3While-task

SBPage29,1a,1b.

1.Readthesentencestotheclassandteachnewwords.ThenaskSstocheckthesentencesthataretrueforthemselves.

2.AskonestudenttoreadeachsentencetotheclassandaskSstoraisetheirhandsiftheycheckedthatanswer.

3.Askafewpairsofstudentstopresenttheirconversationstotheclass.

SBPage29,2a2b.

1.ReadtheinstructionstoSs.Makesuretheyknowwhattodo.

2.Playtherecordingtwoorthreetimes.Correcttheanswers.

Step4Post-task

SBPage29,2c.

Pairwork.Inpairs,getSstochooseareportcardfromactivity2btotalkabout.Thenasksomepairstopresenttheirdialogues.

Step5Homework

SBPage28,3b.AskSstowriteanythingtheywant.

Period3

Teachingcontents:SectionB3a,3b,3c,4,selfcheck.

Teachingprocedures:

Step1Leadingin

Checkthehomework.Askseveralstudentstoreadtheirepisodestotheclass.

Step2Pre-task

SBPage30,3a.

1.ReadtheinstructionsandaskSstoreadtheletterontheirownandwriteAlan’snameonhisreportinactivity2b.

2.Correcttheanswer.

SBPage30,3b.

1.GetSstousetheinformationfromactivity2btowritealettertoarelativeorafriendabouttheirreportcards.

2.Askastudenttoreadhisorhercompletedlettertotheclass.Orallycorrectanymistakes.

Step3While-task

SBPage30,3c.

AskSstowritetheirownreportcards.WhileSswork,walkaroundandofferassistanceifnecessary.

SBPage30,Part4.

1.GetSstomakeuptheirteacherscomments.

2.Pairwork.Inpairs,talkabouttheirreportcards.

3.Askseveralpairstosharetheirconversations.

Step4Post-task

SBPage31,Selfcheck,Part1.

1.AskSstofillintheblanksontheirown.

2.Correcttheanswers.

3.HaveSsmakesentenceswiththewords.

SBPage31,Selfcheck,Part2.

1.AskSstoreadthestory.

2.Inpairs,haveSstomakeconversationsaccordingtothestory.

3.AsksomeSstosharetheirconversationswiththeclass.

Step5Homework

Askstudentstowritetheirconversationsontheirexercisebooks.

Period4

Teachingcontents:Reading:Shesaidhelpingotherschangedherlife.

Teachingprocedures:

Step1Leadingin

AskSstothinkofpeoplewhoneedhelpandwritesomeideas.Thendiscusswiththeirpartner.

Step2Pre-task

SBPage32,Section2.

1.Askavolunteertoreadthepassageoutaloud.Makesuretheclassunderstandstheadvice.

2.AskSstoreaditagainandfillintheblanks.

3.Checktheanswers.

Step3While-task

SBPage33,Section3,3a.

1.AskSstoreadthroughagaintofindtherelevantinformationforYangLei’sstudents.

2.AskSstocompletetheinformationunder“you”,sayingwhatistruefortheirownlives.

3.HaveSsdiscusstheiranswerswiththeirpartner.

SBPage33,Section3,3b.Inpairs,askandanswerthequestions.

SBPage33,Section3,3c.HaveSswriteasummaryofthereadingandsharethesummariesingroupsoffive.

Step4Post-task

SBPage33,Section4.

1.Haveaclassdiscussionabouttheworkeachorganizationdoes.

2.AsksomeSstosaywhichorganizationtheywouldliketoworkforandwhy.

Step5Homework

Writethesummaryofthereadingontheirexercisebooks.

TheFifthPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

grandma;grandpa;ingoodhealth;reportcard;nervous;disappointing;lucky;luckily

(2)Targetlanguage

—Howwasyourreport?

—Well,mymathteachersaidthatIwashard-working.

—Really?You’relucky.MymathteachersaidIwaslazy.

(3)Readingpractice

(4)Writingpractice

Pairwork

2.AbilityObjects

Totrainstudents’abilityofreadingandwriting.

Totrainstudents’abilityofcommunication.

3.SensibilityandValue

Tohelpstudentsknowtheimportanceofcooperation.

Toraisestudents’interestoflearning.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

Readingpractice.

Ⅲ.TeachingDifficultieseadingandwritingmethods.

Oralpracticemethods.

Communicativeapproach.

Ⅴ.TeachingAids

Themulti-media.

OHP.

Aprojector.

Ⅵ.TeachingProcedures

Writingpractice.

Oralpractice.

Ⅳ.TeachingMethods

R

StepⅠ

Greettheclassasusualandcheckthehomework.

Getstudentstogoonwiththeirsoapoperareports.

StepⅡ

Showthenewwordsonthescreen.Learnthenewwords.

StepⅢ3a

Activity3aprovidesreadingpracticeusingthetargetlanguage.

Readtheinstructions.Askstudentstoreadtheletterontheirown.Whenreading,askstudentstopointoutthewordsandthesentencestheydon’tunderstand.Explainthemtostudentsoraskotherstudentstohelpexplaintheseitemsiftheycan.

ThenaskstudentstoreadtheletteragainandfindoutJudy’sreportcardinActivity2b.

Thenchecktheanswerwiththewholeclass.

Answer

Judy’sreportisnumber1.

StepⅣ3b

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Showreportcard3inActivity2bonthescreen.

Name:__________

Class:__________

Math—hard-working

Spanish—goodatspeaking

History—candobetter

Science—lazystudent

TellstudentsthisisScott’sreportcard.Usetheinformationonthereportcardtowritetheletter.

Afterstudentsfinishwriting,askastudenttoreadhisorhercompletedlettertotheclass.

StepⅤ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Firstaskstudentstowritetheirownreportcard.Tellstudentstheycanhavefunandneednottotellthetruth.HavestudentsusethecommentsinActivities2band3aforideas.

Thenwritethelettertoarelativeorafriendabouttheirreportcards.

Letstudentscompletetheactivitiyontheirown.

StepⅥ4

Activity4letsstudentspracticetheirwriting,speakingandlisteningskills.

T:FirstI’llasktwostudentstoreadthesampledialogue.Whowouldliketoread?Youtwo,please.

Sa:Howwasyourreport?

Sb:Well,mymathteachersaidthatIwashard-working.

Sa:Really?You’relucky.MymathteachersaidIwaslazy.

T:Thankyou.Nowmakeupyourteacher’scomments.

Youdon’thavetotellthetruth.Youcanhavefun.Studentsworkinpairs,makinguptheirdialogue.Thenaskstudentstowritewhattheirteacherswouldsay.Thenstudentstaketurnsinterviewingeachotheraboutthereportcard.

Attheendhaveafewstudentssharetheirconversationswiththeclass.Askstudentstovoteonthebestconversation.Givethemlittlepresentstopraisethem.

StepⅦSummary

Thisclasswe’vehadalotoflistening,speaking,readingandwritingpractice.Ihopeyouarehard-workingandgetanexcellentreportcardfromyourteachers.

StepⅧHomework

Writedownyourreportcarddowninyourexercisebooks.

TheSixthPeriod

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)Keyvocabulary

(2)Selfcheckexercises

(3)Readingpractice

(4)Writingpractice

2.AbilityObjects

Totrainstudents’abilityofreadingandwriting.

3.SensibilityandValue

Helpclassmatesformagoodhabit.

Ⅱ.TeachingKeyPoints

Keyvocabulary.

Selfcheckexercises.

Readingpractice.

Ⅲ.TeachingDifficulty

Writingpractice.

Ⅳ.TeachingMethods

Readingandwritingmethods.

Self-checkmethod.

Ⅴ.TeachingAid

Aprojector.

Ⅵ.TeachingProcedures

StepⅠ

Greettheclassandcheckthehomework.

Haveeverystudentshowhis/herwrittenworkinhis/herexercisebook.

StepⅡ

Learnthenewwords.

Showthenewwordsonthescreen.Readthenewwordstotheclassandaskthemtorepeat.Givethemafewminutesandhavethemrememberthenewwords.

StepⅢSelfCheck1

Theseactivityfocusesonvocabularyintroducedintheunit.

Firstaskstudentstofillintheblankswiththewordsgiven.

Thenmakeyourownsentenceswiththewords.

Askstudentstousethewordstomakefivesentences.

Askfivestudentstowritetheirsentencesontheboard.Correctthemistakesifthereareany.

StepⅣ2

Thisactivityfocusesonthegrammaticalstructuresandkeyvocabularyintroducedinthisunit.

Inthisactivityfirstaskstudentstoreadthestoryontheirown.Checkforcomprehension.Explainthedifficultiesstudentshave.

Askoneortwostudentstogivethefirstphraseorthesecondasaconversation.

Thenstudentscompletethetask.

Checkafewstudents’answersandaskthemtosharewiththeclass.

Sampleanswers

A:Who’syourbestfriend?

B:MybestfriendisXiaoLi,butlastweekwehadabigfightandnowsheisn’ttalkingtome.

A:Howdiditstart?

B:...

StepⅤJustforFun!

Thisactivityprovidesreadingpracticewiththetargetlanguage.

Firstasktwostudentstoreadthesentencestotheclass.

Sa:Whatdidyousay?

Sb:IsaidIcouldn’thearyou.

Thenaskastudenttosaywhythecartoonisfunny.(Neitherpersoncanhearwhattheotherpersonissaying.)

Askstudentstoreadthedialogueoncemore.

StepⅥWorkbook

SectionB

1)Crossoutthewordsthatdonotbelong.

1.hard-workinglazybusy

2.saidthoughttoldgoes

3.shoutedtoldsaidopen

4.reportcardsoapoperacomedythriller

5.surprisepartysnackshomeworkdrinks

2)Crossouttheincorrectwords.Thenrewritethesentencescorrectly.

1.Jenny:I’mgoingtobabysitmylittlebrotheronSaturdaynight.

Incorrect:ShesaidshebabysitherlittlebrotheronSaturdaynight.

Correct:ShesaidshewasgoingtobabysitherlittlebrotheronSaturdaynight.

2.Bill:Icansleep14hoursanight!

Incorrect:Hesaidhecansleep14hoursanight.

Correct:

3.Amy:LisaandIarethebestbasketballplayersintheschool.

Incorrect:Shesaidtheyarethebestbasketballplayersintheschool.

Correct:

4.John:Idon’twatchTV.

Incorrect:Hesaidhedoesn’twatchTV.

Correct:

5.Sarah:IamflyingtoNewYorknextweekend.

Incorrect:ShesaidsheisflyingtoNewYorknextweekend.

Correct:

WorkbookAnswerKey

SectionB

1)

2.goes3.open4.reportcard5.homework

2)

2.cansleep—Hesaidhecouldsleep14hoursanight.

3.are—Shesaidtheywerethebestbasketballplayersintheschool.

4.desn’t—Hesaidhedidn’twatchTV.

5.isflyingto—ShesaidshewasflyingtoNewYorknextweekend.

3)

2.needed3.couldn’t4.would5.wasn’t

4)

Answerswillvary.

StepⅦSummary

Thisclasswe’vereadastory.Weshouldhelpclassmatesformagoodhabit.Tellthemnottocopyothers’homework.Doityourself(DIY).Thisisaruleandwemustfollow.

StepⅧHomework

Askstudentstotalktoolderbrothersandsistersorolderfriendsatschoolabouttheirreportcards.Havestudentslearnhowthesestudentsexplaintheirreportcardstofamilymembers.AskstudentstowriteoutsomeoftheseexplanationsinEnglishandsaythesestatementstotheclass.Havethestudentsusebilingualdictionariesabouthowtosayeachcommentbeforetheysaythecommentstotheclass.

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