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人教版.八年级.上册英语全册教案课件教材资料2012版.doc

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人教版 年级 上册 英语 教案 课件 教材 资料 2012
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#*Unit 1 Where did you go on vacation?New York City; Central Park,exam,were,rainy, delicious,expensive,inexpensive.crowded.flew,kite,later,felt,little, corner,  discuss,etc Where did you go on vacation? I went to the mountains.Did she go to Central Park?Yes,she did.No, she didn’t 语法:一般过去时特殊疑问句、一般疑问句及肯、否定回答。根据初中英语新课程标准和本科教材内容,我确定了以下目标:1.  Master the vocabulary2.  Master the key patterns:  Where did you go on vacation? I went to the mountains •Did she go to Central Park?Yes,she did.No, she didn’t单元教学重难点1.Vocabulary and Expressions2. Grammar Focus:Where did you go onvacation?I went to the mountains. Did she go on Central Park?Yes, she did.No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences:Where did you go on vacation?Did you go to…?Yes. … /No,…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活,They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary:New York City,Central Park,exam.2. Master and use:Where did you/ they /he / she go,vacation? I / They /He /She went to the mountains\New York City\beach\summer camp.Did you go to the beach? Yes,I did.No, I didn’t.过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went,从而引出一般过去时态。 教学重、难点及教学突破 重点l. The vocabulary:New York City, Central Pads,exam.2. Language:Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer campDid you go to the beach? Yes,I did. No, I didn’t.难点Use the language to talk about past events.Language: Where did you go on vacation?及答语的学习 step 1 GreetingsGood morning/afternoon, Everybody Step 2 Free talkAsk the Students  to talkabout what they did last weekendsStep 3 Presentation1 Finish 1a.Ask questions about what studentsdid last Saturday(1)Who went to the movies last Saturday?(Point to one student who raises his or her hand.)Sara went to the movies last Saturday.(Repeat.Write this sentence on the board. Underline the word went.)(2) Ask:Who visited a friend last Saturday?(Point to one student who raises his or her hand.)Carlos visited a friend last Saturday.(Repeat.Write this sentence on the board. Underline the word visited.)2.Point to the words went and visited in the sentences on the board.Say,We use these words to talk about things that happened in the past.(Write these pairs of words on the board:go--went, visit --visited)Ask: Can you point out the words that talk about the past?This activity introduces the key vocabulary. Students raise their hands.And give the right answer: I did.Students raise their hands to answer.Read.强化记忆Point to went and visited. Step 4 Practice 1a 1.Focus attention on the picture.Ask:What at can you see?Say, Each picture shows something a person did in the past.Name each activity and ask students to repeat;Went to the mountains,went to New York City, went to summer camp,visited my uncle,stayed at home,went to the beach,visited museums.2.Point to the numbered list of activities.Say each one again and ask the students to repeat.3.Now, please match each phrase with one of the pictures.Say,Write the letter of each picture next to the name of the activity. 4.Check the answers.Answers:1.e 2.B 3.D 4. c 5.a 6.F 7. g Read after the teacher aloud to learn the new phrases.Read after the teacher。Do it and then discussthe keys in pairs. Step 5 Listening1b1.Point to the picture.on the screensay, look at Picture A,Where did Tia go on vacation? Yes,she went to the mountains.Ask,What did the person do in each scene?2.Play the recording the first time.3.Play the recording a second time.say,There are three conversations.The people talk about what they did on vacation.listen to the recording and write numbers of the names in the right boxes in the picture.Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain.4.Correct the answers.ANSWERS:(1) went to the mountains(2)visited my uncle(3)stayed at home(4) went to New York City(5)went to summer camp Practice the dialogue in pairs.Eg.---Where did the boy go on vacation? ---He went to New York City.only listen.Listen and number the pictures(1-5).And then discuss in pairs.At last raise their hands to tell the resultRead it loudly. Play the tape. Write  play---played, visit ---visited on the board.Say,We studied the pronunciation of these --- ed endings in Unit 5.They are both spelled --- ed,but we pronounce one /d/ and the other /Id/.Ask students to repeat these pairs:play-played,visit一visited. Listen carefully and learn the pronunciation of-ed.Step6 Summary1. Ask the ss to summarize all the key words and sentences in this period2. Get the ss to ask any questions they feel puzzledStep7 Homework1. Learn the target languages by heart2. Preview section B 教后反思Unit 2How often do you exercise?I. Teaching article: Unit TwoII. Teaching aims and demands(教学目的和要求):       What do you usually do on weekends?       I sometimes go to the beach.       How often do you eat vegetables?       Every day.       Most of the students do homework every day.III. Teaching importance and diffcult(教学重难点):       Talk about how often you do things.     The first periodI. Teaching Aims and Demands1. Knowledge objects  Name of activities.  Aderbs of frequency.  What do you usually do on weekends?  I often go to the movies.2. Ability objects  Writing skill.  Listening skill.  Communicative competence3. Moral object  Keep a diary every day in English.II. Teaching Key Points  Watching TV, reading, shoping  Skateboarding, exercisingIII. Teaching Difficulties  Always, usually, often, sometimes             Hardly, ever, never  What does she do on weekends?             She often goes to the movies.IV. Teaching Methods  Discover method.  Listening and writing methods;Pairwork.V. Teaching Aids  A tape recorder.    Large monthly calendar showing the days of the week.  A projectorVI. Teaching Procedures  Step 1 Greet the class  T: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Two. How often do you exercise? Please open books at page1.  Step 2 Section A 1a  First  look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.  Then mae each activity. Ask students to repeat each one.  One girl is shopping.  Another girl is reading.  This boy is watching TV.  These girls are skateboarding.  Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.  Then ask the students who finishes first to write the answers on the board.  Check the answers on the board and ask students to correct their own activities.  Step 3  Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.  Then show three new words.  How often  多久一次   Hardly adv. 几乎不;几乎没有    Ever adv 曾;曾经  Step 4 1c Pairwork  First ask two students to read the sample in speech bubbles.  What do you usually do on weekends?  I often go to the movies.  Now work with a partner. Make your own conversations about the people in the picture. For example.  Step 5 Summary  This class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.  Step 6 Homework  Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.  Step 7 Blackboard Design     Unit 2 How often do you exercise?  Watching TV    reading     Skateboarding       exercising      Shopping                          What does she usually do on weekends?  She often goes shopping.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsAdverbs of frequency.Name of activities.Wh-question and answers.2. Ability ObjectsListening skill.  Reading skill.   Writing skill.   Communcative competence.3. Moral objectsDo more exercise and keep healthy.II. Teaching Key PointsEvey day , once a week, twice a week, three times a week,once a month,                 twice a monthWatch TV, surf the Internet, read English books, go to the moviesIII. Teaching DifficultiesHow often do you watch TV? ----Twice a week.What does he do on weekends? ----He sometimes watched TV.How often does Chung watch TV? ----He watches TV twice a week.IV. Teaching MethodsDiscover method  Listening and reading methods. Communicative qpproach.V. Teaching AidsA tape recorder.  Some color paper for an activity.VI. Teaching ProceduresStep 1 Greet the class.Step 2 Learn some new wordsStep 3 2aNow please look at the list of activities and read after me.Wacth TVExercise -------ReadStep 4 2bNow please look at the heading. How often? In the chart in Activity 2a. Ever day  Once a week   Twice a week   Three times a weekOnce a month    Twice a monthStep 5 2c PairworkFirst ask a student to read the list of activities to the class.Watch TV   Surf the Internet  Read English books   Go to the moviesExerciseNow tell me how often do these activities. You can write your answers under the list of How often.Step 6 An activity: How oftenGive students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.Step 7 Grammar FocusStep 8 Summary and HomeworkThis class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game. Step 9 Blackboard Design       Unit 2 How often do you exercise?   Twice     twice a week     Once    once a month    three times a week   Time                                  Surf the Internet The third periodI. Teaching Aims and Demands1. Knowledge ObjectsNew words.A magazine article.How often do you read English books?I like reading. I read English books about twice a week.2. Ability ObjectsReading and writing skills.    Communicative competence.3. Moral ObjectStudy hard and to be a good student.II. Teaching Key points1. New words2. How often do you read English books? I read English books about twice a week.III. Teaching DifficultyA magazine article.IV. Teaching MethodsReading method.  Writing method  Groupwork.  Commnicative approach.V. Teaching AidA projector.VI. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.Step 3 Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.Step 4 Group workWhat can you do improve your English?Collect the answers on the blackboard. For exampleRead English books    Sing English songs    See English moviesHow often do you do the things?Step 5 An activityAsk students to talk about how often their family members do things. For example,My mother cooks dinner every day.   We eat in a restaurant once a week.My father goes to the United States once a year.Step 6 SummaryThis class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.Step 7 HomeworkIf time isn’t enough, leave the exercises of workbook as homework.Step 8 Blackboard Design    Unit2 How often do you exercise?  How often do you …?  Read English books     Sing English songs.     See English movies  Once a week    twice a week    once a monthStudents’ names  Who’s the best English student? The fourth periodI. Teaching Aims and Demands1. Knowledge objects  New words.    Ask and answer questions.2. Ability objects  Listening skill.  Reading skill.  Writing skill.   Communicative competence.3. Moral object    Exercise every day and keep healthy.II. Teaching Key PointsJunk, food, milk, fruit, vegetables, sleep, intervier, healthyIII. Teaching DifficultiesHow often do you drink milk? ----I drink milk every day.How often do you exercise? ----I exercise every day.How many hours do you sleep every night? ----Nine.IV. Teaching methodsListening and speaking methods. Listening and writing methods. Pairwork.V. Teaching AidsA tape recorder.   A projector.VI. Teaching Procedures.Step 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.Step 3 Section B 1aNow open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food  Milk  Fruit  Vegetables  SleepThere are vegetables on the plate.Step 4 1b PairworkAsk some pairs to present some questions and answer to the class.Step 5 2aNow you’ll hear a reporter interview two people. Katraina and Bill.Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.Step 6 2bFirst read the questions in the chart to the class.How often do you exercise?      How often do you eat vegetables?How often do you eat fruit?       How many hours do you sleep every night?How often do you drink?         How often do you eat junk food?Step 7 2c PairworkRead the sample in speech bubbles to the class first.Inteviewer: How often do you exercise?Katrina: I exercise every day.Interviewer: And How often do you …?Step 8 Summary and HomeworkThisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.Step 9 Blackboard Design    Unit2 How often do you exercise?             How often…?      Healthy                         Unhealthy The fifth periodI. Teaching Aims and Demands1. Knowledge objects  New words  Read a letter from Katrina.  Fill in the blanks in Paul’s letter.   Write about your own habits.2. Ability Objects  Reading skill.   Writing skill.   Survey skill.3. Mora Object  Form a good eating habit.II. Teaching Key PointsEating habit, of couse, look after   Make a different, healthy, unhealthy   Although   Read a letter    Fill in a letterIII. Teaching MethodsReading and writing methods. Survey methods.IV. Teaching Aid  A projector.V. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.Step 3 3aOpen your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.Step 4 3bThis is Bill’s letter. I’ll read the letter to you. (say blank each time when coming to a blank line.)Ask students to work individually.Step 5 3cAsk students to finish the writing individually. Then ask some students to read their paragraphs to the class.Or ask students to say some sample sentences first.Step 6 Survey Who is the healthiest?Now please turn to page 90.There are three questions.1. How often do you exercise?2. What sports do you play?3. How often do you eat vegetables?Step 7 Summary and HowmworkThis class we’ve read two letters. We know what healthy things are and unhealthy things are.Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries. The sixth periodI. Teaching Aims and Demands1. Knowledge objects  Vocabulary in this unit.   Writing practice   Just for fun.2. Ability Objects Reading skill.  Writing skill.  Drawing skill.  Communicative competence.3. Moral Object To be a successful person.II. Teaching Key Point Vocabulary in this unit.III. Teaching Difficulty Writing practice using the target language in this unit.IV. Teaching Methods Writing method.  Reading method.  Practice method  Communicative Approach.V. Teaching Aid A picture of a famous people.V. Teaching Procedures Step 1 Greet the class and check the homework.Step 2 Shelf Check 1 There are five sentence in the box.1. Mum         me to get up at 6:00 and run with her.2. Grandpa is pretty healthy because he        every day.3. A lot of vegetables         you to keep in good health.4. You must          to eat less meat.5. Does it          a big difference if you eat fruit every day?Step 3 2Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.Often   every day   Usually  three times a week  Sometimes   once a weekAlways  once a month   Hardly ever     neverStep 4 Just for fun! Ask students to read the cartoon to themselves. Then expain it.This activity provides reading practice with the target language.Step 5 Workbook  Section B Unscramble these questions. Then answer them. Use the words in parenthese.Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 2. And we’ve reviewed the target language in this unit and done some exercises.Step 7 Homework If time doesn’t permit, leave some exercises of workbook as homework.Unit 3  I’m more outgoing than my sisterI. Teaching article(课题): Unit 3II. Teaching aims and demands(教学目的和要求):Talk about personal traits.       Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.       He’s calmer than Sam.III. Teaching importance and diffculty(教学重难点) Comparative with –er, -ier. More and both.The first periodI. Teaching Aims and Demands1. Knowledge Objects Key vocabulary. Target language. Oral Practice.2. Ability Objects Learning skill. Speaking skill. Communicative competence.3. Moral Object Learn to play a musical instrument..II. Teaching Importance and Difficulty Is that Sam?No, that’s Tom. He has shorter hair than Sam.And He’s calmer than Sam. Is that Tina?No, it isn’t. It’s Tina. Tara’s shorter than Tina.III. Teaching MethodsListening and speaking methods. Communicative approach.V. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard.Judy is tall.    Judy is taller than Bobby.Then bring out two rules of different length. Say:This is ruler. It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1a Ask students to do this activity individually. Then check and answers.Tall—short      long hair—short hair    thin—heavy   calm—wildStep V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.Step VI 1c PairworkAsk two students to read the sample conversation to the class.A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..Then have students work with a partner.Make conversation work with a partner.Step VII Pronunciation NoteWrite one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.Step VIII Summary and HomeworkToday we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!Step IX Blackboard Design       Unit 3 I’m more outgoing than my sisterDraw two people on the blackboard. One is Judy. The other is Bobby.Judy is taller than Bobby. Bobby is shorter than Judy. The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral Practice. Grammar Focus.2. Ability ObjectsLearning skill. Writing skill. Communicative competence.3. Moral ObjectHandsome is that handsome does.II. Teaching Importance and Difficulty Oral practice. Grammar Focus.III. Teaching Methods Listening and writing methods. Communicative approach. Pairwork.V. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.Funny 有趣的  serious    严肃的Outgoing  (性格)外向的    quiet 安静的Tell students smart and athletic are new words. Explain the new words and tell students what they mean.Step III 2bAsk students to look at the boxes with the headings. Tina is …, Tara is …Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes.Step IV 2c PairworkLet students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.Have students know they will talk about Sam and Tom in this activity.Student A: Is Tom more intellectual than Sam?Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?Step VI Grammar FocusReview the grammar box. Ask a student to read the sentences to the class.Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.Step VII Show some dialogue on the blackboardConversation 1:A: Is that Mary?B: No, it isn’t. It’s Peter. Peter is more carful than Mary.A: Yes, Mary is more careless than Peter.Conversation 2:A: Is it Zoe?B: No, it Wendy. Wendy is shorter than Zoe.Conversation 3:A: Is it Vera?B: No, it’s not. It’s Mary. Mary is thinner than Vera.Step VIII Summary and HomeworkToday we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.Step IX Blackboard Design       Unit 3 I’m more outgoing than my sisterFunny,           funnier     More athletic thanMore intellectual than         More serious than The third periodI. Teaching Aims and Demands1. Knowledge ObjectsReading material. Target language. Listening, speaking and writing pratice.2. Ability ObjectsLearning and speaking skills. Reading and writing skills.Communicative competence.3. Moral ObjectTo be a brave and hardworking man.II. Teaching Importance and Difficulty Listening, speaking and writing pratice.My friend is the same as me. We are both quiet. Do you look the same?  No, I’m a little taller than her.III. Teaching Methods Listening, speaking and writing pratice. Reading and writing methods. Communicative approach.IV. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 3a There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.1. Liu Li has more than one sister.2. There are some similarities between Liu Li and Liu Ying.3. Liu Ying is not as good at sport as her sister.4. Liu Ying talks more than Liu Li.5. Both girls go to lots of parties.Step III Grammar Note We are both tall.They are both boys.  We both have short hair.  They both go to this school.Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are?Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.Then tell students to work with a partner. Talk about how you are different from a friend of family member.Step VI The Same and Different T: Do you find your partner?T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.Step VII An Optional ActivityStudents can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.Step VIII Summary and Hom
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