仁爱版英语八年级下Unit8 Topic1 Section A参考教案

2024-05-01

仁爱版英语八年级下Unit8 Topic1 Section A参考教案（共6篇）

篇1：仁爱版英语八年级下Unit8 Topic1 Section A参考教案

Unit8 Topic1 SectionC 参考教案

Ⅰ.Material analysis

本节课建议教师用1课时上完。主要活动为Section C 的1a和3。

本课1a呈现的话题是谈论各种体形的人的着装艺术。继续学习运用so… that…，such… that…和so that…结构，复习了提出建议的功能用语。要求学生掌握黑体词own, succeed, customer, simple和business的用法，理解白体词congratulation, style, contrast, fancy design, broad, waist, cold-colored和slim的含义。通过本课学习，让学生了解着装的艺术，树立正确的审美观和价值观。

Ⅱ.Teaching aims Knowledge aims：

1.谈论各种体形的人的着装艺术。

2.继续学习运用so… that…, such… that…和so that…结构 Skill aims：

1.能针对所听语段的内容，识别语段的主题，获取主要信息。2.能引出服装的话题并进行简单的交谈。3.能从简单的文章中找出有关信息，理解大意。

4.能在老师的帮助下或以小组讨论的方式起草和修改作文。Emotional aims：

了解着装的艺术，树立正确的审美观和价值观。Ⅲ.The key points and difficult points Key points：

1.谈论各种体形的人的着装艺术。

2.继续学习运用so… that…，such… that…和so that…结构。Difficult points：

能在老师的帮助下或以小组讨论的方式起草和修改作文。Ⅳ.Learning strategies 修改作文要有明确的目的，可从表意是否明确、拼写有无错误和标点的运用三个方面进行检查和修改。Ⅴ.Teaching aids

Computer multimedia projector;some pictures of the actors, singers or sports stars.1 / 5

Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher asks students to report their homework.Let students give their suggestions for dressing to one of his or her friends, using so… that…，such… that… and so that….Let students grasp the usages of the structures.3.The teacher lets students work in groups.Let them look at the pictures of 1a and discuss if their clothes are suitable.4.The teacher asks students from different groups to report their result of discussing.Encourage them to speak out their own opinions and reasons.Allow them to express in Chinese if necessary.5.The teacher sums up the reports and gives his or her suggestions.Then show some pictures of the actors, singers or sports stars who the students like very much.(Teacher should choose the stars who dress the suitable clothes.)Let students discuss their clothes.6.The teacher asks the students to design the clothes for the people who appear in the picture of 1a to make them look good as stars.Presentation(10 minutes)

1.The teacher lets students read the letter from the beginning to They should not wear bright or light colors and answer the question: Why should fat customers wear dark color clothes and simple styles? 2.Teacher asks two students to tell their answers.Then let them guess the meanings of the new words congratulation, own, succeed, customers, simple and styles.Then the teacher teaches the new words.3.The teacher lets students go on reading the letter they will appear strong and full.and answer the question: What style of clothes should short people wear? Which kind of people should wear warm color?

4.The teacher asks two students to tell their answers.Let them know about the meanings of the new words contrast, fancy and design.5.The teacher lets students read the rest part of the letter and answer the question: what

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kind of clothes will make customers with broad waists look slimmer?

6.The teacher asks two students to tell their answers.Teach the new words broad, waist, cold-colored, slim and business.Consolidation(10 minutes)

1.The teacher plays the recording for the students.Let them listen to the passage and read after it.2.The teacher lets the students read the passage again and then asks them to complete the table of 1b.3.The teacher lets two students write down the answers on the blackboard.4.The teacher lets students discuss in groups to understand the passage.Let them collect the sentences they can’t understand within their own groups and show them to the whole class.The students from other groups may give them a hand if they can.5.The teacher makes a summary to explain the key points and difficult points to the students:(1)succeed v.success n.→ successful adj.→successfully adv.(2)It’s + adj.(+ for sb.)+ to do sth.(3)look good on sb.look good in +颜色（+衣服）

6.The teacher asks students to work in groups of six.Let them prepare to retell the passage based on the table of 1b, using the structure It’s + adj.(+ for sb.)+ to do sth.and adverbial clauses of condition.Practice(10 minutes)

1.The teacher asks students to read the words and sentences of 2 first.And then let them work in groups and talk about what Li Ming’s family should wear to the party, using the advice in 1a.The teacher encourages them to add more their own advice.2.The teacher asks students from different groups to report their suggestions.Teacher evaluates and sums up their reports.3.The teacher asks the students to look at the pictures of 3 and read the adjectives in the box.Let them make sentences to describe Kangkang, Michael, Maria and Jane’s

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clothes to have oral drills.4.The teacher lets them make conversations in pairs to talk about Kangkang, Michael, Maria and Jane’s clothes, using the structure so… that… and such...that… Ask two students to write down the brief conversations on the blackboard.5.The teacher lets the students check the brief conversations written on the blackboard, grasping the usage of so… that… and such...that….6.The teacher asks the students to act out the brief conversations made by themselves.7.The teacher evaluates and sums up their work.Production(7 minutes)

1.The teacher asks the students to survey their group members about what they like to wear and give them some suggestions on dressing.Offer the similar table as Part 4.The teacher may add some items if necessary.2.The teacher asks students to write a short passage about the information.Let one students write down his or her passage on the blackboard.3.The teacher guides students to revise the passage.Tell them that they should express their ideas clearly, spell rightly and use the punctuation correctly.Then teacher asks students to revise the passage written on the blackboard.4.The teacher asks students to revise their work within their groups.5.The teacher lets the representatives of each group report their result of revising.The teacher evaluates their work.6.The teacher shows the summary of this section to the students.7.The teacher assigns homework:(1)Review the summary after class.(2)Survey one of your friends about dressing.Finish the report.(3)Prepare some pictures about different dressing.Teaching Reflection The students like to help others to design clothes very much, so they do quite well in the activities in this section.Teacher may let them hold a simple fashion show in the class if possible.They will have a deep understanding about the contents of this topic.4 / 5

Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 1 We will have a class fashion show.Section C 1.succeed v.success n.→ successful adj.→successfully adv.2.It’s + adj.(+ for sb.)+ to do sth.3.look good on sb.look good in red / 5

篇2：仁爱版英语八年级下Unit8 Topic1 Section A参考教案

Ⅰ.Material analysis

本节课建议教师用1课时上完。主要活动为Section D 的1a。

本课是本话题的最后一课，要求学生通过本课的学习活动，复习so… that…, such… that…和so that…结构，了解更多与服装相关的知识。本课通过对1a短文的阅读理解，在让学生了解服装的起源与功能等知识的同时，指导学生如何有效地完成任务型阅读。要求学生掌握黑体词discuss, 短语protect …from… 和business, 谚语You are what you wear.的用法，理解白体词skin, materials, uniform, kimono, sportswear, easy-going, saying和function的含义。通过本课学习，让学生了解着装的起源、发展历程及传递的信息。

Ⅱ.Teaching aims Knowledge aims：

1.了解更多的与服装相关的知识。

2.复习so… that…, such… that…和so that…的用法。Skill aims：

1.能针对所听语段的内容，识别语段的主题，获取主要信息。2.能引出服装的话题并进行简单的交谈。3.能通过关键词迅速理解短文大意。

4.能根据写作要求和素材，整理出符合逻辑的短文。Emotional aims：

了解着装的起源、发展历程及传递的信息。Ⅲ.The key points and difficult points Key points：

1.了解更多的与服装相关的知识。

2.复习so… that…, such… that…和so that…的用法。3.有效地完成任务型阅读。Difficult points：

能根据写作要求和素材，整理出符合逻辑的短文。Ⅳ.Learning strategies

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1.在阅读中抓住关键词迅速理解短文大意。2.在学习中善于利用图片等非语言作息理解主题。Ⅴ.Teaching aids Computer multimedia projector.Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher shows the pictures of 3 in Section C on the screen.Let students discuss the clothes they are wearing in pairs, using so… that…，such… that… and so that…

3.The teacher lets four students from different groups report their results of discussion.Encourage them to give more suggestions if possible.4.The teacher divides the students into five groups.And ask them to look at the five pictures of 1a.Let them discuss what information they can get from them.(Each group needs only to discuss one picture).They can get the words they need in the vocabulary.Then teacher lets the representatives from five groups report their result of discussion.Their reports should contain their jobs and the features of clothes.They should also explain the meanings of the new words after discussing and looking them up by themselves.At last teacher evaluates their work and stresses the new words they mentioned.Presentation(10 minutes)

1.The teacher lets students read the passage of 1a and check their description above.2.The teacher asks students to read the passage again and answer Questions 1-2 of 1b.3.The teacher lets students tell their answers.Explain the meaning of the new word function.4.The teacher asks the students to read from “For example, when we see a man in a uniform” to “…maybe he or she is lively and easy-going.” And let them complete the sentences of Questions 3-5.5.The teacher lets students tell their answers.6.The teacher asks the students to work in groups and discuss the meanings of the sentences of Question 6.2 / 5

7.The teacher lets students tell their answers.Teach the new word discuss.8.The teacher lets students show the information they searched before class.Ask them to talk about more about clothes.Consolidation(10 minutes)

1.The teacher plays the recording for the students.Let them listen to the passage and read after it.2.The teacher lets students discuss in groups to understand the passage.Let them collect the sentences they can’t understand within their own groups and show them to the whole class.The students from other groups may give them a hand if they can.3.The teacher makes a summary to explain the key points and difficult points to the students:(1)be made of …(2)protect …from…(3)more than

no more than(4)You are what you wear.4.The teacher asks students to read 1a again and find out the key words and sentences.Teach the new word material by pointing at clothes of different materials.5.The teacher asks students to retell 1a according to the key words and sentences.6.The teacher evaluates the retelling and encourages the students to do better next time.Practice(10 minutes)

1.The teacher asks the students to sum up the words about names of clothing and words for the comments of clothing in this topic.2.The teacher lets two students list the words on the blackboard.3.The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words.4.The teacher asks two students to tell the answers.5.The teacher asks students to find out more similar sentences in this topic and read it aloud.Let them pay attention to the weak form, liaison, pause and incomplete plosion.3 / 5

Grasp the usage of so… that…，such… that…and so that…

(1)P81 – 1c.(2)P84 – 2.(3)P84 – 4b.(4)P86 – 3.(5)P87: People started to wear clothes so that they could protect themselves from the sun, wind, rain and cold.6.The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words.7.The teacher asks two students to tell the answers.8.The teacher lets students sum up other useful expressions in this topic.The teacher adds more and explains them.Production(7 minutes)

1.The teacher asks the students to work in groups.Let each group change the pictures they prepared before class.(The people in the pictures may be their friends or the famous stars.)And then let them introduce the people’s dressing.2.The teacher asks students to talk about what information they can get from the dressing.3.The teacher guides students to discuss if their clothes are suitable.Let them give their opinions or suggestions.4.The teacher asks students to write a passage to introduce the people’s dressing based on the information they discussed above.5.The teacher lets students read the passages to the whole class.The teacher evaluates and revises the passages together with the students.6.The teacher shows the summary of this section to the students.7.The teacher assigns homework:(1)Review the summary after class.(2)Write a passage about your favorite clothes.Explain the reasons.(3)Search pictures about uniforms.Teaching Reflection The students show deep interest to the origin and the development of clothes.They are

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surprised that they can get so much information from the clothes.The teacher may prepare more pictures containing different styles of clothes for them by showing on the screen.Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 1 We will have a class fashion show.Section D 1.be made of … 2.protect …from… 3.more than

篇3：仁爱版英语八年级下Unit8 Topic1 Section A参考教案

在现代心理学中,思维被理解为“受社会所制约的、同言语紧密联系的、探索和发现崭新事物的心理过程”。也有学者认为,思维是人脑对客观现实的概括和间接的反映,它反映的是事物的本质与内部规律性。思维具有独创性,表现为思维活动者善于独立地分析问题和解决问题。如何让语言学习者不依赖别人的思想或者方法,不寻求现成的解决问题的方案,而是创造性地寻求并获得学习语言的途径、方法和规律,是语言教学中亟待解决的问题。特别是在英语阅读教学中,教师对思维教学进行设计,向学生渗透阅读思维,对于培养学生的阅读能力有一定的推动作用。对此,笔者以一堂阅读教学课为例,从教学分析、设计过程、教学反思和课例评析等方面了解各个思维教学环节,尝试在现有仁爱版《英语》教材的基础上培养初中生的深层次阅读思维。

一、课例背景

本课例是福建省三明市三元区为市课题“新课程背景下的初中英语阅读课模式实验”结题而开的汇报课,由福建省三明市第三中学朱花群执教,课题组的其他教师指导,授课时长45分钟。

二、教学分析

(一)教学内容分析

本课例教学内容来自仁爱版《英语》教材八年级Unit 6 Topic 2 How about exploring Tian’anmen Square?Section C,该课以课程标准话题的重要元素———旅游与交通为话题,通过谈论位置与方向,描述Kangkang,Michael和Darren去天安门考察的经历,教会学生使用时间状语从句。本堂课内容涉及广泛,从话题核心词汇bicycle,tour,space,push,direction,step,beside,experience,everywhere到语法Adverbial Clause of Time,从阅读1a叙述Kangkang,Michael和Darren去天安门考察的经历到要求帮助Darren给笔友回复Email。

(二)学生分析

本堂课的教学对象是福建省三明市第三中学的学生,该校的每个教学班有五十多名学生,约有一半的学生毕业于市区公办小学,他们在小学学过人教版《新标准》教材,有一定的英语基础;另一半学生来自私立学校或拆点并校的农村学校,他们在小学没有接受过正规的英语教育,因而,学生的英语程度参差不齐。大部分学生存在阅读文段障碍及写作困难。经过一年多的学习后,学生积累了一定的语言基础,开始对与他们学习生活相关的话题产生兴趣,并能在教师的引导下进行学习。

(三)教学目标

基于对教学内容和学生情况的分析,本堂课的教学重点放在引导学生深层次阅读Exploring Tian’anmen Square上。同时,在阅读的基础上,引导学生运用话题词汇及时间状语从句,结合对思维阅读的思考,写一篇题为My Trip to Tian’anmen Square的短文,设置目标如下:

【知识目标】

1. 通过阅读文本能了解文段的基本信息。

2. 能够理解并应用文本中的单词bicycle,tour,space,push,direction,step,beside,experience,everywhere及when,while,after,before,as soon as...引导出时间状语从句,并能在读后的语言输出活动中恰当地使用这些单词和句子。

【技能目标】

1.学生能够运用预测、略读、寻读等阅读策略整体理解文本,掌握文本脉络结构,能够运用深层次思维阅读策略获取、加工和整理文本中的细节性信息。

2.学生通过阅读获取文本信息和语言后,能够运用思维围绕文本信息和使用语言进行口头表达和语言写作。

【学习策略目标】

通过小组讨论、合作写作的方式,培养学生合作、探究的精神和深层次思维的能力。

【情感态度和文化意识目标】

1.了解学生考察天安门的经历。

2.关注英语阅读的思维能力训练,培养学生分析文本、解决问题的能力以及对文本批判性、创造性思维的阅读能力。

(四)设计思路

目前,初中英语阅读教学较多停留在对文本单词、词组、句子信息的浅层理解上,忽视对文本进行创造性理解及学生的深层学习,很少有教师指导学生运用思维理清文本结构,深层理解文本内容,质疑文本结构及情节的合理性。本堂课分为导入、预测、阅读、读后以及展示与评价等五个环节。授课教师用自己参加沙县小吃节的经历做导入,在阅读阶段,学生使用略读、寻读、研读等策略理解文本内容,分析并反思文本结构及情节,最后,学生着重对语言知识和技能进行巩固和综合运用,做基于文本信息输出的写作活动。

三、教学过程

Step 1:导入———话题输入

Task 1.热身———情境导入,形成期待

以任课教师的亲身经历My Trip to Sha County(沙县)为话题,导入了bicycle,be full of,space,crowd,push,push one’s way,direction,in all directions,step,slow—slowly,sad—sadly,as soon as等词汇。

【设计意图】在教学过程中,教师如能与学生一同分享自己的生活经历,不仅可以让学生感到轻松愉快,吸引学生的注意力,而且能增强学生学习语言的真实感,激发学生的思维。教师对本土文化———参加“沙县小吃节”的活动描述,提高了学生的学习兴趣,拉近了师生距离,提高了教学效率。

Task 2.利用Word Wall进行“头脑风暴”,巩固前面导入的词汇以加深学生的印象。

【设计意图】头脑风暴法(Brainstorming)又称智力激励法,教师充分利用课堂的有效时间,通过发散思维进行信息催化,让参与者思维互补、相互激发、敞开思路,在自由愉快的气氛中畅所欲言,使各种思想在相互碰撞中激起脑海中的创造性“风暴”。这一活动不仅激发了学生的兴趣,而且激活了学生的思维和想象,极大地扩充了学生的单词量。

Task 3.以A Trip to Sha County为题,要求学生用所学的单词口头补全短文。

I once rode my________to Sha County for the Food Festival with my friends.After we arrived there,I was surprised to find the street was of tour buses,cars and bicycles.W e had to look for________/speis/to park our bicycles.While I was walking in the street,the________(人群)was pushing me in all d________.When I finally________my way out,I was lost.I had to wait for my friends beside a tree________(sad).I didn’t leave until my friends called me.As________as we met again,my friend served me a big meal.

What an exciting day!

【设计意图】重复刚才的导入话题及复现单词,让学生在掌握单词音、形、义的基础上,实现单词的高阶思维———用。教师通过创设语境,更好地帮助学生掌握新单词。

Task 4.依然以A Trip to Sha County为题,复习巩固上堂课所学的时间状语从句的连词,继续口头补全短文。

I once rode my bicycle to Sha County for the Food Festival with my friends.After we arrived there,I was surprised to find the street was full of tour buses,cars and bicycles.We had to look for space to park our bicycles.While I was walking in the street,the crowd was pushing me in all directions.When I finally push my way out,I was lost.I had to wait for my friends beside a tree sadly.I didn’t leave until my friends called me.As soon as we met again,my friend served me a big meal.

What an excting day!

【设计意图】教师通过创设语境帮助学生掌握语法。同时,教师提供给学生一个有序表达的思维范例,当叙述事情发展的经过时,连词when,while,after,until,as soon as可以使思维有序化。

Step 2:预测———切入主题,激活图式

教师出示以下四张图片(见图1、图2、图3、图4),要求学生看图,预测图片的正确顺序。

Look at the pictures,predict its right order.

【设计意图】教师通过让学生观察插图并对图片进行排序来预测文章的主要内容。创造并利用信息差策略,调动学生的思维和想象能力,同时,给学生创造宽松、和谐、愉快的学习环境,培养学生的思维表达能力和组织语言的能力。学生通过给图片排序,切入主题,激活有关知识,为阅读文本做准备。

Step 3:阅读———语言输入

Task 1.Skim 1a and mark T(True)or F(False).

1.The children got to Tian’anmen Square after an hour’s ride.()

2.The parking lot was too crowded to park their bikes.()

3.Someone stepped on Michael’s feet.()

4.Darren was lost but,at last,Kangkang and Michael found him.()

【设计意图】判断正误实际上也是在考查学生理解文章主要信息的能力。此环节的目的是培养学生的略读思维能力。学生通过略读文本,有重点地关注相关信息,把握文章脉络,从整体上把握文本的篇章结构,从而加深对文本框架和内容的了解,并构建清晰和完整的阅读文本图式。

Task 2.Scan 1a,find the proper words to fill in the table

【设计意图】此环节的目的是培养学生浏览寻读的思维能力。学生通过浏览文本,深入理解、探究和感悟文本,获取细节性信息,并对信息进行提取、加工和整理。在不必了解每个单词的情况下,有重点地关注表格中的要求,体会时间状语从句中连词的意思及英语动词的表达(见表1)。

Task 3.Scan 1a and find the adverbial clauses of time by group

【设计意图】此环节的目的是培养学生的浏览寻读思维能力。学生通过浏览文本,关注表2中的时间状语从句和情绪表达,为之后的寻找细节信息做铺垫。研读过程是阅读过程中花费时间最多的,教师设计了不同的任务阅读的形式,组织学生通过小组合作完成任务,训练阅读策略。

Task 4.Read the passage by students themselves.And talk about the key words

【设计意图】学生在教师的引导下完成了前面的阅读任务后,教师留给学生一定的时间回读文本,加强整体阅读思维,为下一步的语言输出做准备。学生找出文本关键词,培养自主学习的能力。

Step 4:读后———语言输出

Task 1.Retell the passage according to the tables above.

【设计意图】思维与语言不可分割。课文复述是学生对语言教材吸收、存储、内化、整理和表达的过程,成功的英语课堂教学应在课内创造更多情景引导学生进行创造性复述,学生口头复述课文,也是重建语篇、语境和信息的过程。让学生有机会运用自己学到的语言材料,培养其阅读能力和口语表达能力,训练学生学习英语的思维。

Task 2.The passage needs a nice beginning and a nice end.Choose a proper one

The first paragraph should be___________.

A.It was a fine day.Darren,Kangkang and Michael got up early in the morning.After they checked their bikes and bags,they rode to Tian’anmen Square.

B.I’ll tell you something about Tian’anmen Square.

C.Michael invites Darren to visit China.They will make a plan for his visit.

The last paragraph should be___________.

A.The Tian’anmen Square is wonderful.

B.Darren was too frightened to visit The Tian’anmen Square again.

C.What a special experience!

【设计意图】以培养学生的思维能力为目标的课堂教学应当体现教学资源的丰富性和扩展化,并力求超越书本。在此,教师针对教材的不足,有目的地引导学生对文本进行批判性阅读。教师要成功地引导学生对文本材料进行审视、反思、评价和分析,培养学生的思维能力。同时,在讨论的过程中,学生能够内化所学的知识。最后学生通过回答问题,表达自己对文本的看法或者观点,从而提高自己的语言输出能力。

Task 3.Questioning

If you are Darren,were you lost?If you were lost,what would you do?

【设计意图】质疑水平与其思维活动的深度是密切相关的。对此,教师用提问的形式给学生开启了一扇思维之窗:学生可以对教科书提出质疑,同时,教师还要鼓励学生探求处理问题的方法。

Task 4.Writing

假如你是Michael,你和Kangkang,Darren一同游玩了天安门广场。请以My Trip to Tian’anmen Square为题写一篇日记。

要求:1.注意日记的格式。

2.尽量多使用when,while,after,before,as soon as...等词

Sunday,March 20 Sunny

It was a fine day.Darren,Kangkang and I...___________________________________________________________________________________________________________________________________

What a wonderful day!

【设计意图】经过一系列的读说任务训练后,最终要完成“写”的表达任务,实现“用所学知识描述自己或者他人的经历”的目的。本课的思维升华部分就是在学生有了大量的信息输入、完成了众多语言任务的前提下,把自己在本课积累的语言内化为书面输出。教师尽量创设真实的语言情境,让学生做到学以致用。同时,关注学生的差异,对于完成此项任务有困难的学生,教师应给出关键词,做到分层次教学,进而顺利完成任务。

Step 5:展示与评价

The teacher asks students to show their writing to their classmate.Then the students evaluate each other.

【设计意图】学生之间进行展示与评价,能够更好地延续和修正学生的习作,即通过写作评价增加了学生的输入,增强了写作的准确性和有效性,培养了学生自身的评价能力。

Step 6:小结

Ask students to summary the class.Then teacher shows the important parts of the class by PPT.

We learn:

1.New words and expressions:

be full of,tour,space,push,direction,step,beside,experience

2.Adverbial clauses of time:

After parking their bikes,they walked to the Tian’anmen Square.

We can:

1.Write about our own travel experience.

2.Tell stories by using adverbial clauses of time.

【设计意图】课堂小结有“画龙点睛”之效,能够使学生再次回顾本课所学的语言点,帮助学生加深印象,构建思维脉络,形成知识系统。

Step 7:布置家庭作业

1.Review the key words and useful expressions in Section C.

2.Try to write more sentences with the conjunctions“before,after,when,while,as soon as,not...until”.

3.Talk about your own travel experience.

4.Preview Section D.

【设计意图】利用本课所学的知识,教师给学生布置作业,以达到巩固的目的,并为接下来的教学做铺垫。

四、教学小结与反思

本堂课以思维阅读为导线,以任务为驱动,以训练思维为目的,培养学生的思维阅读策略。在整个教学活动中,教师自始至终以任务为目的,通过预测、判断正误、根据课文填写表格、根据表格复述课文、为文本增加开头及结尾、质疑文本合理性等思维活动,实现思维活动的最大化。教师搭建交流平台,为学生提供了体验和运用语言的机会。

教师关注到了课堂的生成,并利用学生之间的信息差发展了学生的发散性思维,拓宽了学生看问题的角度;针对同一问题,引导学生寻求多种理解视角,使师生之间的互动交流更趋于真实,更有意义。真实、有趣的学习活动可以有效地促进学生高阶思维能力的发展。

五、课例评析

在平时的教学活动中,很多教师,特别是文科教师忽视了对学生分析问题、解决问题的能力和思维能力的培养。如果课堂活动只停留在理解、记忆和运用阶段,课堂教学将难以有效促进学生思维的进一步发展。

钟志贤先生曾经说过:一堂好课,其任务应该是有挑战性的、可行的和有趣的,是能体现建构主义学习思想的,能促进学习者运用高阶思维能力的。高阶学习的活动强调的是自主、批判和创新,而不是顺从、接受和适应。

本堂课的教学设计通过多次不同角度的阅读,设计出不同层次的任务,教师引导学生运用英语思维进行阅读并完成任务,有一定的实际意义。特别值得一提的是,读后Task 2和Task 3这两个任务的设置把教师引导学生进行思维阅读和写作的训练目的表达得淋漓尽致,值得称赞。

参考文献

篇4：仁爱版英语八年级下Unit8 Topic1 Section A参考教案

二、（一）9.八月胡地狂风暴雪愁苦迷惘 10. 忽如一夜春风来千树万树梨花开春意盎然（春暖花开） 11.示例：“将军角弓不得控,都护铁衣冷难着。” 这句写边塞奇寒，表现出友人归途的艰辛，表达出作者的离愁。 12.要点：①对友人的留恋； ②为友人长路漫漫的担忧； ③对自己归期难料的惆怅。

（二）13.（1）一喜一悲的心理活动（2）向来（3）赠送（4）更加 14.（1）不因外物（好坏）和自己（得失）而或喜或悲。（2）文臣不贪恋钱财,武将不怕死,那么天下就太平了。15.共同点：先天下之忧而忧,后天下之乐而乐。乙文所记的岳飞不接受他人送的美女、皇上赐的房宅，是甲文所没有论及的。16.心忧天下（或：忠君爱民）。我们要吃苦在前，享受在后。（意近即可）

（三） 17.本文记叙了一位女大学生从储蓄卡的密码上感受到真情的故事。18.这一现象从侧面反映出孩子对父母生日的忽略，其实是忽略了对父母的关爱，不懂得感恩。女孩想打电话问爸妈，又觉得不好意思，是怕引起父母伤心（养你这么大，居然连爸妈的生日都不记得，还谈何孝心？），觉得自己不够孝顺。19.父亲对女儿的关爱之情；父母对女儿的疼爱之情；女儿对父母的感恩之情。20.初入大学时，女孩的父亲为她办了一张银行借记卡，卡的密码是她妈妈的生日。这样设置，一是让女儿时刻记住妈妈的生日，二是为了银行卡的安全，体现出父母用心良苦；父母遇难后遗留下来的储蓄卡的密码却是女孩自己的生日，这样设置体现出父母对女儿无私的爱。 21.女儿被父母对自己无私的爱所感动，特别是父母遇难后留下了一张以自己的生日作密码的储蓄卡，让她觉得父母太伟大了，从而为自己在父母生前没能尽孝而心生自责，唯有记住父母的祭日来表达对父母的怀念。22.示例：我会选用父母生日数字之和作为密码。因为我觉得父母才是天底下最伟大、最值得尊敬的人，他们孕育了我，养育了我，培养了我……23.略。

（四） 24. 喝了酒脸色发红。形旁为“酉”的字多与酒有关，而且原文中提到了“酡红如醉”。 25.和《春》一样用总分总的结构，即开头总写秋之美，再从不同的角度分写，最后从总体上赞美秋。26.不矛盾。因为秋经历了春之蓬勃与夏之繁盛，自然是成熟、收获、充实的；同时它不再以受赞美、被宠爱为荣，把一切的赞美与宠爱都隔离在澹澹的秋光外，即是淡泊的。27.略。28.前者说水之明澈，后者说水之洁净，这样既突出秋水的特点，又增添了文采。

篇5：仁爱版英语八年级下学期全册教案

1. 学习表达情感的形容词。

2. 学习linking verb +adj. 结构的用法。

3. 学习如何表达个人情感。

4. 能够询问并表达对事物的感觉。

一、课前准备

找出课文中的句子并翻译成汉语

1. You look excited.!

2. Please say thanks to your mom.

3. Why all the smiling faces?

4. The teacher is angry and the students feel afraid.

二、自主探究

1. How are you doing?

见面问候语，相当于How are you?

2．You look tired. 你看起来很疲劳。

“系动词+adj.”构成系表结构，这类动词还有be, feel, smell, sound, taste, turn, get, become, go, seem等。如：I feel terrible. 我觉得很不舒服。

三、自我测试

英汉互译：

Upset worried

Disappointed unpopular

say thanks to smile

富有的愚蠢的不受欢迎的

四、当堂巩固练习

单项选择题

( )1. -How much did you ____ on the new bike?

-Three hundred yuan.

A. pay B. cost C. take D. spend

( )2. -Mike felt sad because he failed his exam yesterday.

-I’m sorry to hear that. Let’s ____.

A. cheer him on B. cheer on him

C. cheer him up D. cheer up him

( )3. -What’s the matter with Tom? He seems ____ sad.

-His pet dog died.

A. feel B. feels C. to feel D. feeling

( )4. -Shall we go hiking this weekend?

-OK. Sounds ____.

A. good B. well C. good idea D. bad

（）5. We have won the basketball game, we’re becoming __________.

A. disappointed B. silly C. rich D. excited

Section B

学习目标：

5. 学习表达情感的单词和短语。

6. 继续学习linking verb +adj. 结构。

7. 学习如何表达个人情感。

8. 学习谈论电影。

一、课前准备

找出课文中的句子并翻译成汉语

1. He feels disappointed because he can’t get a ticket to The Sound of Music.

2. Michael isn’t able to come

3. How many places should Kangkang set?

4.Why is he disappointed?

二、自主探究

1. He feels disappointed because he can’t get a ticket to The Sound of Music.

他感到很失望，因为他没能买到《音乐之声》的票。

A ticket tofor sth. ……的票劵入场卷

2. He has a temperature. 他发烧了。

Have a temperature=have a fever 发烧

三、自我测试

英汉互译：

Seemproud

Smellmoving

be able to disappointed

打电话给某人骄傲，自傲

摆放餐具心烦的，苦恼的

四、当堂巩固练习1. 句型转换

1.Michael had a temperature because of the bad weather. (改为同义句)

Michael ____ ____ ____ because of the bad weather.

2.Tom’s mother looks worried. (对画线部分提问)

____ does Tom’s mother ____?

3.The novel ends with happiness. (对画线部分提问)

____ ____ the novel end with?

4.The boy will be able to go to school next year. (改为否定句)

The boy ____ ____ able to go to school next year.

5.He must stay at home to care for his grandpa. (改为同义句)

He must stay at home to ____ ____ his grandpa.

2. 单项选择

( )1. -Tom, Jane wanted you to call her.

-I’ll ____ in twenty minutes. Thank you.

A. call on her B. call her on C. ring up her D. ring her up

( )2. Ann will not be able ____ your birthday party because she has a temperature.

A. to come to B. come C. comes D. to come

( )3. Jack wanted to get a ticket to Titanic, but there was ____ left.

A. no B. not C. none D. one

( )4. Kate’s grandmother lives in a house____, but she doesn’t feel ____.

A. alone; alone B. lonely; lonely C. alone; lonely D. lonely; alone

( )5. He entered Beijing University____. The people in his village are ____ him.

A. in the end; pride in B. at the end; pride of

C. in end; proud of D. in the end; proud of

Section C

学习目标：

9. 继续学习表达情感的单词和句子。

2. 继续谈论电影。

一、课前准备

翻译下列句型并注意划线的单词。

1.They were happy to be…

2.…the Titanic had a serious accident…

3.They were very frightened ...

4．...they were afraid of losing each other.

5.Rose felt very sad.

6.She was so lonely!

7.The mother was so worried that…

8. …sad and went mad.

二、自主探究

1. The Sound of Music is one of the most popular American movies.

《音乐之声》是美国电影中最受欢迎的影片之一。

one of… …之一，后常接可数名词复数形式，还可接最高级+名词复数形式，最……之一。

He is one of the most popular singers in China.

他是中国最受欢迎的歌手之一。

She is one of the tallest girls in our class.

她是我们班上最高的女孩之一。

2. She went to care for a family with seven children.

她去照顾一个有七个孩子的家庭。

care for照顾、照料=look after take care of

He cared for his mother because she was ill.

他照顾他的妈妈因为她生病了。

a family with seven children有七个孩子的家庭

△

介词

a house with two bedrooms

有两个卧室的房子

三、自我测试

英汉互译：

Lively cheer up

Please America

Everywhere lonely

开始，首先落入

最后，终于生气的，发疯的

四、当堂巩固练习

用所给单词的正确形式填空。

1. I hope everything _____________ well.（go）

2. The story is so _________ and _________.（fun, interesting）

3. Yesterday a student __________（ring）me up.

4. She is a good and _________（live）girl.

5. Beijing opera is also _________（call）Peking opera.

6. These stories end with _________（happy）and laughter.

7. There are four main _______（role）in Beijing Opera.

8. I like Love Me Once More, Mom ________（good）of all.

9. She was able to cheer up the family by _________（teach）them __________（sing）many songs.

10. Its music and _________（sing）come from Xipi.

Section D

学习目标：

10. 了解京剧，加深对中国文化的理解。

11. 复习linking verb +adj. 结构。

3. 能够谈论自己喜欢的电影和戏剧。

一、课前准备

翻译下列句型

1. Please say thanks to your mom.

2. How nice!

3. I hope everything goes well.

4. Why all the smiling faces?

5. Michael isn’t able to come.

6. I’ll ring up Michael later.

二、自主探究

1. It is our national opera with a history of 200 years.

它是我们本民族的戏剧，已有二百年的历史。

with a history of 200 years在句中作定语修饰opera.

（1）with介词短语可在句中作定语，置于被修饰词后，表示人或事物的特征。

He is a young man with short hair.

他是一个有着短头发的年轻人。

China is an old country with a long history.

中国是一个有着悠久历史的古老国家。

（2）with介词短语也可在句中作状语，表示伴随动作。

The teacher came into the classroom with a book in his hand.

老师手里拿着一本书走进教室。

2. It came into being after 1790 when the famous four Anhui opera troups came to Beijing.

京剧是在公元1790年后，当著名的“四大徽班”进京时形成的。

come into being诞生，形成。如：

The building came into being 20 years ago.

这座建筑形成于前。

三、自我测试

英汉互译：

come into being role

gesture nowadays

京剧表达，表示

文化与某人和解

四、当堂巩固练习词汇部分。

(A) 根据句意及首字母提示补全单词。

1. You should s__________ the table quickly for dinner.

2. Our teachers taught us to sing l____________ songs before class.

3. At first, the mother almost went m____________ because she lost her daughter.

4. The landlord is so c___________ that almost everybody hates him.

5. To our surprise, they made p___________ with each other in the end.

(B) 用括号内所给词的适当形式填空。

6. Mary happened to meet one of her old friends and invited him ________ (go) to her new house.

7. They are getting _________ (marry) next month, so they are very excited now.

8. You will feel unhappy when someone_________ (smile) at you in a strange place.

9. Mr. Smith seems to be ____________ (please) with the new student called John.

10. The lights are off. I think there was nobody ___________ (leave).

Topic 2 I’m feeling better now

一、学习目标：

12. 复习系动词的基本用法。

13. 功能：有关问候、分享感受、安慰和建议的表达。

14. 语音：i和 e的区别，关注句子停顿、弱读和不完全爆破。

15. 语法：1.学习原因状语从句。

2.用同级比较的肯定与否定式，即as…as和not as/so…as的基本用法。

二、学习重难点：

原因状语从句

1．She is crying in the bathroom because she did badly in the English exam.

2. She feels very lonely because she has no friends to talk with.

这两个句子是由because引导的原因状语从句，原因状语从句常用because引出,用来回答以why引导的疑问句，注意“因为……所以……”不可说“because…so…”这两个连词只可留其一。

如：因为他病了，所以他没去上班。

误：Because he was ill, so he didn’t go to work（×）

正：Because he was ill, he didn’t go to work.（√）

正：He was ill, so he didn’t go to work.（√）

“seem ” 的用法

3. She seems a little unhappy.

Seem 可以做系动词,后接形容词

如：He seems very upset 他好像很苦恼。。

4.What seems to be the problem?

Seem可以充当行为动词，可接动词不定式 seem to do sth.

如：It seems to rain.天好像要下雨了。

同级比较

as…as表示和……一样， not as/so…as表示两者程度不一样，即“A”不如“B”，Section C课文中出现了五个句型，请画出as…as和 not as/so…as，注意它们中间的形容词或副词用原级

16. I couldn’t sleep as well as usual.

17. I thought the roads here were not so clean as those in our hometown.

18. The food was not as delicious as ours, either .

19. It also seemed that the people here were not so friendly as you.

20. I live as happily as before.

“be used to “的用法

be used to sth.习惯于某事

如：He is used to the weather here.

be used to doing sth.习惯于做某事

如：He is used to getting up early.

not…any longer和no longer的用法

10. He doesn’t hate the driver any longer.

11. He no longer stays in his room by himself.

not…any longer不再，相当于no longer，指时间上不再延长，多与持续性动词连用。

如：He didn’t live in Hainan any longer.

三、自我测试

I、英汉互译

look worried __________ do badly in _________

take it easy ___________ make friends_________

对某人要求严格___________对某事要求严格__________

处理、解决______________ 即使、尽管______________

拒绝做某事______________ 振作起来_______________

II、根据句意及首字母提示，补全单词。

Jimmy is a l______ boy. We all like him very much.

T______ he is only 7 years old, he knows a lot.

-----What did you do to d_____ with sadness?

-----I’m sorry. I don’t know how to do it.

-----Li Ming didn’t pass the exam, e_______.

-----I’m sorry to hear that.

-----Watching English movies is h____ in improving listening.

-----You are right.

(B)根据汉语提示完成句子。

1. I got the _______(感觉) that he didn’t like me very much.

2. I am sorry _______(拒绝) the job yesterday.

3. We want to help her, but she doesn’t _______(接受). .

4. Our teachers are very _______(严格) with us.

5. She often tells us _______(笑话) after class. We like him very much.

III、单项选择。

( )1.-----Why do you like watching Lucky 52 Program?

-----_______ it’s very interesting.

A. How B. BecauseC. What D. Which

( )2. She looks so happy because she did ______ in her English exam.

A. good B. bad C. wellD.fine

( )3. I ____ live there when I was a child.

A. am used to B. was used to C. get used to D. used to

( )4. -----I don’t know _____ to play the violin.

-----My cousin can teach you.

A. how B.what C.who D.when

( )5. Lily is very careful. Now she is writing as ______ as Lucy.

A. care B.careful C. carefully D.careless

( )6. The old man has no sons or daughters. He lives _____ and he often

Feels ______

. A. alone; aloneB. lonely; lonely

C. alone; lonely D. lonely ;alone

( )7. I’m shy. I’m afraid of ______ in public.

A. speaking B. speak C. to speak D. spoken

( )8. Tom is used to _____ early in the morning.

A. get up B. gets up C.getting up D got up

( )9. The old man is so old and he often worries ______ his health.

A. in B. on C. about D. with

( )10. The teacher made us ______ English exercises all the time.

A. did B. do C. doing D. to do

( )11.You didn’t pass the exam. I didn’t ____.

A. either B. also C. neither D. too

( )12. ___the help of government, the poor boy came back to school again.

A. UnderB. With C. By

( )13. The weather in Beijing is not ____ good ____ that in Hainan.

A. as; than B. so; as C. than; as D. as; so

IIII、根据汉语完成下列句子。

1.尽管雨下得很大，农民们仍然在田里劳动。

The farmers are still working, _____ _____ it is raining hard.

2.她拒绝接受我们的邀请。

She _____ _____ _____ our invitation.

3.不要对自己太严厉了。

Don’t be so ______ _______ yourself.

4.杰夫不再恨那个司机了。

Jeff ______ hate the driver ______ _____.

5.你能告诉我怎样化解悲伤吗？

Could you tell me how to _______ ______ sadness?

Topic 3 Many things can affect our feelings

学习目标：

语言知识目标

1、语音

（1）了解元音因素 / i: / 和 / i / 之间的不同并根据读音正确区分单词。

（2）注意句子中的停顿和语调并进行模仿。

2、单词、词组和表达法

能够听懂、会读、能用本话题所学表达法和单词、词组与人交流。

3、语法

能够了解并掌握英语简单句中的六种基本句型，即S+V, S+V+O, S+V+P, S+V+O+OC, S+V+IO+DO, There be...。

（1） They arrived .

（2） I miss you .

（3） You look happy .

（4） We should keep the classroom clean .

（5） He gives me some money .

（6） There is a book on my desk .

4、功能

能够运用本话题所学有关情感表达的基本表达法进行交流。

语言技能目标

1、能听懂打电话用语和有关影响我们情感的表达的简单对话或叙述。

2、能运用本话题所学有关影响情感表达的基本法进行交流。

情感态度目标

1、通过学习本话题，学生树立积极乐观的态度，并于朋友互相帮助。

2、鼓励学生积极大胆、敢于模仿，培养学生学好英语的信心。

自我测试

I. 英汉互译：

nervous speech

proud passport

spirit confident

生病的环境仔细考虑

作决定沉默的噪音

I get so nervous when I give a speech .

If we are not confident about ourselves,we may feel upset or nervous.

我感到非常孤单，眼里充满了泪水。

假如心情好的话，我们就能更好地学习或工作。

在你作重要决定之前，一定要仔细考虑。

II. 单项选择。

( )1. -Tom must be at home because the light in his house is on.

-He ____ be at home, because I saw him playing basketball on he playground.

A. must B. mustn’t C. can’t

( )2. -I feel really ____ before making speeches.

-Take it easy. You are the best.

A. nervous B. disappointed C. unpopular

( )3. Our headmaster told us how to ____a good mood, so we can study in high spirits.

A. keep B. keeping C. keeps

( )4. Before you are going to hand in your test papers, you should ____ again.

A. think about them B. think over them C. think them over

( )5. Mr. Li is ill. Let Mr. Wang ____ us instead of him.

A. to teach B. teach C. teaches

( ) 6. This piece of music sounds ____.

A.the better B. well C.beautiful

( )7. Take it ____,we can help you .

A.easily B.easy C.easier

( ) 8. The glass is ____water.

A fill B filled with C full of

( )9.The boy did not play computer games ____.

A. any many B. any more C. any

( )10. Why is the woman worried ?

B: ____she lost her little son.

A. SoB.SinceC.Because

III. 词汇部分。

(A)根据句意及首字母提示填空。

1. Maria will give a s______ in front of all her classmates.

2. His aunt can’t find her p______, so she won’t go to England tomorrow morning.

3. He has a very good ______of direction.

4. Don’t make so much n______, the other students are preparing for the English exam.

5. If you are in a good mood, you can study in high s______.

(B)用括号内所给词的适当形式填空。

6. Mother lets Michael ______ (not watch) TV all day because the final exam is coming.

7. I don’t want to make a wrong ______ (decide) so I have to think it over.

8. It’s very difficult for her brother ______ (learn) English well.

9. We hope ______ (see) him be happy again.

10. I saw some boys ______ (play) basketball when I passed the gym.

IV. 根据句意及汉语提示完成句子。

1. He won the game, and we are ___________ ___________ him.(以……为自豪)

2. Those bottles are ___________ ___________ milk just now.(充满)

3. After he ________ __________ _______, we began to carry it out.(作决定)

4. I am always ready to help my classmates when they are ___________ ___________.(处于困境)

Unit6 Enjoying Cycling

Topic 1 We’re going on a three-day visit to Mount Tai..

知识目标

1. 学生能正确掌握元音连读的技巧；拼读并运用黑体单词。

2. 能够在不同情况下正确使用动词不定式并理解其在句子中的成分。

I have some exciting news to tell you.

We’re going on a three-day visit to Mount Tai.

It will take us a few days to get there by bike.

We’ll decide on the best way to travel on our field trip.

Where do you plan to visit?

Kangang helped us book the train tickets.

技能目标

能够运用本话题所学句型和相关表达进行行程、宾馆、车船票的电话、实地预定。如：

1.预定及询问：

（1）I would like to book some tickets to Mount Tai on April 13th.

（2）How much does a standard room cost?

2.制定出行计划；

（1）For our spring field trip,we are going on a three-day visit to Mount Tai.

（2）I plan to start out next month.

（3）The best way to raise money is to sell newspapers.

情感态度目标

1. 能听懂有关旅游的短文或对话。

2. 能使用英语与他人谈论关于旅游的话题。

3. 能理解有关旅游、预订等方面的叙述。

4. 能用英语制订旅游计划。

教学重难点：

1. 正确掌握元音连读的技巧。

2. 掌握动词不定式的用法。

3. 正确掌握pay, cost, spend 和take 表示花费时的不同用法。

4. 学会如何用英语预订车票、房间。

5. 写出有关旅游方式、心得与感受的短文。

自我测试

英汉互译：

field price

proper hotel

raise total top

冰箱标准的单一的

舒服的皇后条件

空调系统收到某人的来信

For our spring field,we are going on a three-day visit to Mount Tai.

It is too far to cycle,but we can choose proper vehicles.

It costs each student one dollar to buy a ticket for the draw.

盼望收到你的来信。

一些学校想出一些极好的主意，比如“一日国王，一日皇后”。

明天把你们（查到）的资料带来，然后我们来决定最好的出游方式。

Ⅰ. 单项选择。

( )1. -What about going shopping together?

-Sorry, I have a lot of homework ____.

A. do B. to do C. doing D. did

( )2. It’s impossible for us ____ there on foot in two hours.

A. to get B. get C. getting D. got

( )3. -Though Mike is ____ boy, he can say many words.

-How clever!

A. an-one-year-old B. a one-year-old C. an one-year old D. a one-year old

( )4. -What did the teacher say just now?

-He asked them ____ the math problem.

A. discussing B. discussed C. to discuss D. discuss

( )5. -I’ll go on a visit to Mount Huang.

-____

A. Thank you. B. Have a good trip! C. Never mind. D. My pleasure.

( )6. -Shall we go on a field trip to Tenglong Cave by bike?

-No. It’s ____ far ____ cycle. Let’s choose other vehicles.

A. too; to B. so; to C. too; not to D. so; that

( )7. The foreign visitors are looking forward to ____ Beijing Opera at Haidian Theater.

A. watch B. watches C. watching D. watched

( )8. -What’s the price of the movie ticket?

-We have tickets ____ ￥35 ____ the front seat.

A. at; for B. at; in C. on; for D. on; in

( )9. -How much did your new car ____ you?

-￥800 000.

A. spend B. pay C. cost D. take

( )10. They will decide whether ____ the movie The Sound of Music at the cinema.

A. see B. to see C. seeing D. Saw

二．根据首字母或汉语提示填空。

1. He lives at the ___________ (顶部) floor of the building.

2. I’d like to book a s___________ room with two beds.

3. The headmaster called on the students to r___________ money for the poor boy.

4. If you want to live more comfortably, you’d better buy a ___________ (冰箱).

5. They share a ___________ (共同的) interest in reading.

三用所给词的适当形式填空。

6. They plan ___________ (have) a rest after a long journey.

7. The conditions in the hotel will make you feel ___________ (comfort).

8. ___________ (travel) by car is very pleasant.

9. It took us half an hour ___________ (find) out the cost by train.

10. At last, Lingling ___________ (think) of a good idea and solved the problem.

四句型转换。

11. It often takes about 16 hours to go from Beijing to Shanghai by train. (对画线部分提问)

_________ _________ _________ it often _________ to go from Beijing to Shanghai by train?

12. She paid 100 yuan for the coat. (改为同义句)

She _________ 100 yuan _________ the coat.

13. His parents will go to Mount Tai by bus tomorrow. (对画线部分提问)

_________ _________ his parents go to Mount Tai tomorrow?

14. The train ticket cost him ￥120. (对画线部分提问)

_________ _________ _________ the train ticket _________ _________?

15. Tom gets a letter from his father every month. (改为同义句)

Tom _________ _________ his father every month.

Topic2 How about exploringTian’anmen Square?

学习目标：

掌握after, before, when, not…until, while, as和as soon as引导的时间状语从句；

※While 表示“当…时候”，强调某一时段主句和从句的动作在同一时期发生。从句中的谓语动词一般是持续性的，通常从句中用进行时态。有时主句和从句课同时用进行时态。

e.g. She was doing her homework while I was calling her.

※after 表示主句的动作发生在从句的动作之后。

e.g. After you read this book, you’ll learn a lot about history.

※as 表示“当。。。时”或者“一边…,一边…”，表示主句和从句的动词同时发生。

e.g. Someone came towards me as I got off the bus. 当我下车时，有人向我走来。

As the students walked along the lake, the sang happily. 学生们一边在湖边走，一边高兴地唱歌。

※when 当…时候，从句的动作可以和主句的动作同时发生，也可以先于主句的动作发生。表示一直进行的动作，通常要用进行尸体啊，此外，从句中的谓语动词通常既可以是持续性的，也可以是短暂性的，通常在主句中用进行时。

e.g. It was raining when I got home. 当我到家时，正下着雨。

Sorry, I was out when you called me.对不起，你打来电话时，我出去了。

※Until 当主句的卫浴动词表示持续性时，通常主句和从句都用肯定形式，意为“直到….”, 当主句的谓语动词表示短暂性时，通常主句用否定形式，即not…until… 意为“直到….才…”.

e.g. I waited here until you finished your meeting.我在这儿等你，直到你开完会。

He didn’t go to bed until his father came back home. 直到他父亲回家，他才上床睡觉。

※as soon as 表示“一…就….”

e.g. He will tell you the truth as soon as you get there. 你一到那儿，他就告诉你真相。

21. 掌握方位词的表达；

※in the+方位词+of…. 指在某一范围内的地区

e.g. Beijing is in the north part of China. 北京在中国的北部。

※to the +方位词+ of….指互不接壤并且互不管辖的两个地区。

e.g. Japan is to the east of China. 日本仔中国的东边。

※on the+方位词+of… 指相互接壤但互不管辖的两个地区。

e.g. Shangdong is on the northeast of Henan. 山东在河南的东北面。

22. 学习辅音/θ/ , / s/ 的发音及正确的语音语调。

23. 学习通过对旅游经历的学习，培养学生热爱生活的情操和用于战胜困难的勇气。

Section A

课前准备：翻译以下短语。

1. 度假_______________________ 11. 对…感到惊奇____________

2. 忙于做某事_________________ 12. 令某人惊奇的是 _________

3. 为….做准备_________________ 13. 惊奇地做某事 ____________

4. 期待，盼望做某事___________ 14. 向四面八方 _____________

5. 算出，制定_________________ 15.一…就…_________________

6. 制定计划__________________ 16. 忍不住做某事____________

7. 计划做某事_________________ 17. 做某事有乐趣 __________

8. 迫不及待做某事_____________ 18. 迷路，丢失______________

9. 顺便说一下__________________ 19. Push one’s way out _________

10. 充满的__________________20. Raise one’s head____________

课后练习:

1. 根据句意及汉语提示完成单词。

1. He was walking down the ________（海边）

2. ---What are they doing in the classroom?

---They are guessing whose ______(明信片)it is.

3. We are going to have a sports c______ in that village.

4. ---How about e_______ the countryside this weekend? ---Good idea.

5. The spring Festival is coming, and I will r______many cards from my friends.

II.翻译句子。

6. 我姐姐正忙于打扫卧室。My sister is ______ _____ the bedroom.

7. 我叔叔正在三亚度假。My uncle is _____ ______ in Sanya.

8. 我算不出这道数学题。I can’t _____ ____ this math problem.

9. 我们正盼望参观博物馆。We are ____ ______ ____ _____ the museum.

10. 康康看电视时候，他弟弟在睡觉。___ ___ ___ ____TV, his brother was sleeping.

Section B

用适当的介词填空。

1. Zhejiang is _____ the southeast of Henan.

2. My bike is ____ the back of the building.

3. Sanya is ______ the south of Hainan.

4. China is ____ the east of Asia.

5. We know the Qilin stands _____ the peace of the country.

Section C

I．用下列单词的正确形式填空，每词只能用一次。

Surprise direction step slowly push camp amaze receive mean

1. I missed the fast train and had to get the ______one.

2. We were _____at the news that she didn’t finish the task.

3. When the police arrived, the ran in all _______.

4. When we were having a meeting, someone ____ the door and came in.

5. She took a few____ towards the window.

6. -How about going _________ this weekend?

-That’s a good idea!

7. The Great Wall is an _________building. It’s well-known around the world.

8. Tom is looking forward to _________his father’s letter, because his father works far away.

9. October 1st, 1949 was a _________ day in the history of China.

Section D

I.请用方框内的连词完成下列各题。

When until after while before

1. We should knock at the door ____ we enter other people’s rooms.

2. What were you doing _____ the telephone rang?

3. I didn’t go to bed _____my mother came back last night.

4. _____ Rose was doing her homework, her mother was cooking.

5. _____ his parents died, he lives in this house alone.

II. 句型转换。

1. They rode to Tian’anmen Square together.(同义句)

They went to Tian’anmen Square together____ _____

2. This is a special trip.（感叹句）

_____ _____ _____ trip this is.

3. He took a lot of photos in the center of Tian’anmen Square.（划线部分提问）

____ ____ he ____ in the center of Tian’anmen Square ?

4. It’s ten miles from his home to school. （划线部分提问）

____ ___ is it from his home to school?

5. She took care of her mother at home last Monday. (改为同义句)

She ____ ____ her mother at home last Monday.

6. The teacher went home after he went over the students’ homework yesterday. (改为同义句)

The teacher ____ go home ____ he went over the students’ homework yesterday.

7. Lucy will give a phone call to her friend. Lucy will get off the plane. (用as soon as合并为一句)

Lucy will give a phone call to her friend ____ ____ ____ she ____ ____ the plane.

8. It’s about half an hour on foot from school to my home. (改为同义句)

My home is about ____ ____ ____ ____ from school.

9. Tony doesn’t know which book he should choose. (改为同义句)

Tony doesn’t know which book ____ ____.

Topic 3 Bicycle riding is good exercise .

一、学习目标

语音：1. 能识别句子中的单词重音

2.能根据所强调的内容朗读句子中的重音部分

语法：能够在不同情况下正确使用表条件的if状语从句

如：If it dosen’t rain tomorrow, we’ll go to the park.

If you break the traffic rules , you’ll get a fine.

注意：条件状语从句同时间状语从句一样，谓语动词常用一般现在时表示将来。

功能：能够运用本课所学表现自我评价与建议的句型以及日常交际中的基本交际表达法进行交流。如：

1.表现自我评价与建议

（1）When I first arrived, I was afraid of riding my bike anywhere.

( 2 ) It’s easy to park bikes, too .

2.日常交际基本表达

---That’s terrible.

---I think so.

---I agree.

---Why don’t we…?

That’s a good idea.

二、巩固练习

（一）英汉互译

遵守交通规则 ------------------------- get a fine---------------------

违反交通规则--------------------------in trouble--------------------

注意-------------------------------------- in case of--------------------

与…分享…----------------------------- in a word--------------------

(二) 根据汉语或首字母提示填空。

1. There are twenty _________(乘客) in the bus.

2. A _________ all ball games, I like basketball best.

3. -Do you hear of Li Yang?

-Yes. He is famous for c_________ English.

4. I can’t find my watch. Did you see it _________(任何地方)?

5. The Tour of Qinghailake is the largest bicycle road race in _________(亚洲).

6. I have a _________ (舒适的) teaching job at a middle school.

7. I want to book a s_________ room with two single beds.

8. Hello, Wei Hua! Did you receive a p_________? I wrote something on it and I sent it to you yesterday.

9. In A_________, most people have light skin, but in Africa, lots of people have dark skin.

10. I _________(注意到) Mr. Wang walking towards our classroom when I went home.

（三）用所给词的适当形式填空。

1. Cycling is popular because it doesn’t cause air _________(pollute).

2. David was so _________(care) that he made many mistakes.

3. Wang Junfeng was the _________(win) of 800-meter race.

4. When the flood broke out, the policeman took the baby to the _________(safe).

5. -Computer games are more and more interesting.

-I _________(agree) with you. I think we shouldn’t play too much.

6. While they were playing football, I _________ (record) the score.

7. My dear daughter, I have some exciting news _________ (tell) you.

8. Yesterday we had fun _________ (camp) in the forest. 9

9. Riding a bike can save more time than _________ (walk).

10. This movie is wonderful, but it isn’t _________ (suit) for children.

（四）选择填空

( )1. China is ____ the west of Japan and ____ the east of Asia.

A. in; to B. to; in C. on; to D. at; in

( )2. They ____ Miss Brown at the airport when she arrives this afternoon.

A. will meet B. met C. meet D. meets

( )3. I think Mike is ____ student in my class.

A. more careful B. the most careful C. careful D. careless

( )4. If it ____ tomorrow, I ____ not go there by bike.

A. rained; will B. rains; will C. is going to rain; do D. rains; do

( )5. -I want to see the film. Would you like to go with me?

-____

A. Certainly, I like to. B. You bet. I’d like to. C. You bet, I would. D. No, I’d like to.

( )6. The children got to the Ocean Park after ____ ride.

A. an hour’s B. an hours’ C. a hour’s D. one hours’

( )7. Many old people are ____ at the ____ modern science.

A. surprised; surprising B. surprised; surprised

C. surprising; surprising D. surprising; surprising

( )8. Tom misses his brother very much and he is looking forward ____ him.

A. to hear from B. hearing from C. to hearing from D. heard from

( )9. -Good morning! Can I help you?

-Good morning! We want ____ two tickets for the hard sleeper.

A. making B. to make C. booking D. to book

( )10. There are many trees on ____ sides of the river.

A. every B. both C. each D. all

( )11. -What beautiful clothes you are wearing! They must be expensive.

-No. They only ____ me fifty yuan.

A. cost B. spent C. paid for D. took

( )12. -What time did you begin your work yesterday?

-____ six o’clock ____ the daytime.

A. On; in B. At; on C. At; in D. On; at

( )13. -____ is it from here?

-It’s about five minutes’ walk.

A. How long

篇6：仁爱版英语八年级上册教案

教材解读

本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?”“Did you go to the beach? Yes，I did / No，I didn’t.”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。

单元目标

一、知识与技能

1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.

2. 句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.

3. 语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

4. 能力目标：能用一般过去时熟练谈论假期发生的事。

二、过程与方法

灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

三、情感、态度与价值观

1.通过描述假期发生的事，增进同学间的了解，增进感情。

2.通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。

3.了解自己的能力，培养情操

4.培养学生们对英语的兴趣。

教法导航

1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。