unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)（精选9篇）

篇1：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

一、动名词在句中作主语

Collecting stamps will cost you a lot of money.集邮将花费你很多钱。

Driving a car isn’t as comfortable as traveling by train.

开车旅行不如乘火车旅行舒服。

1. it作形式主语，当动名词短语在句中作主语时，为了保持句子平衡，我们用it作为形式主语，而将真正的主语放在句末。

It’s dangerous playing in the street.在街上玩是危险的。

It’s no good arguing with him.与他争论是没有好处的。

必背句型：

It’s no use doing…= It’s of no use / It’s useless + to do sth.

It’s no good doing… It’s a waste of …doing sth..

It’s very difficult doing sth.. It’s nice doing sth.

注：能用动名词作主语的句子比较少一些，主要用于no good, no use, useless, senseless, dangerous,waste等词作表语的句子。

2.在下列句型中只能用动名词作主语。

There is no+v-ing(…是不可能的) =It is impossible to do sth. =No one can …(or we can not…)

There is no joking about such matters.这种事开不得玩笑。

There is no getting in touch with him和他取得联系是不可能的。

注：动名词短语在句中作主语时，谓语动词要用单数。

二、动名词在句中作表语

动名词在句中作表语时一般表示抽象的习惯性的动作，表语和主语常常可以互换。

My job is teaching English.(Teaching English is my job.)我的工作是教英语。

三、动名词在句中作宾语

They have finished doing their homework.他们已经做完作业了。

Nothing can stop us from realizing the four modernizations in our country.

什么也不能阻止我们国家实现四个现代化。

1.在下面的及物动词或短语后面，只能用动名词作宾语。

advise建议，admit承认，allow允许，appreciate感谢，欣赏avoid避免，consider考虑，认为，delay推迟，deny否认，dislike讨厌，enjoy喜欢，escape逃脱，excuse原谅，finish完成，forgive原谅，imagine想像，keep保持，mention提到，mind介意，miss错过，postpone延缓，practise练习，prevent阻止，resist 抵抗，risk冒险，suggest建议，understand理解，can’t help doing sth.情不自禁地做……，can’t stand不能忍受，give up 放弃，put off 推迟，leave off 停止等。

I don’t allow smoking in my room.我不允许在我房内吸烟。

She can’t stand waiting for her friend for a long time.她不能忍受长时间等候朋友。

Would you mind opening the window for me ?您介意替我把窗子打开吗?

Excuse my being late,please.=Excuse me for being late.请原谅我来迟了

Heavy rain prevented my visiting him yesterday.=Heavy rain prevented me from visiting him yesterday.昨天，大雨阻止了我拜访他。

2.在介词后面作宾词，动名词常跟在一些固定词组后作宾语。

(1)add to加上，be afraid of 怕(产生某种后果)，be ashamed of为……感到羞愧,be busy(in)doing sth.忙于做某事,be clever at在……方面聪明,be engaged in从事于,be fond of喜欢,be good at擅长,be interested in对……感兴趣,be proud of为……而骄傲,be successful in在……方面成功,be sick of对……感到恶心,be sentenced to宣判,be tired of厌烦,come to谈到,depend on依靠,dream of梦想,devote…to…把……贡献,excuse…for…为……而原谅，feel like愿意 ,get to开始,hear of 听说insist on坚持,know of对……了解,keep…from…阻止……做……,persist in坚持 ,set about 动手去做, spend…on在……花费,spend…(in)doing sth.花……做某事, stop…from…阻止……做……,stick to坚持,succeed in在……取得成功,thank…for… 为……而感谢……,think of 想到.

注：insist on 表示对要求、看法、意见或主张的“坚持”;stick to 表示对“愿望、原则、决定、诺言、意见、理想或某种理论的坚持不渝;persist in 表示对某种活动坚持不懈或对某种信念固执不改。

表示“阻止某人做某事”的几个短语中stop,prevent 后的from可以省略，而keep后的from不能省，因为keep sb. doing sth. 表示”使某人一直做某事”.

(2)在下面句型中也常用动名词.

There is no use/ need /harm/ hurry +in doing sth

There be/We have fun /some difficulty/some trouble/problem/pleasure/a good time/a hard time +in doing sth.

例如：

He is busy preparing his lessons.他忙于备课。

Einstein spent the rest of his life living in the USA. 爱因斯坦在美国度过他的晚年。

I had some difficulty in explaining the maths problem to him.

我费劲地给解释这道数学题。

The little girl is interested in drawing pictures.小姑娘对画画感兴趣。

We look forward to going abroad.我们盼望出国。

Is there any hope of your team winning the match? 你们队在比赛中有希望获胜吗?

He insists on no one knowing about the experiment. 他坚持认为没人了解有关实验的情况。

四、分词在句中作表语

在系动词be,become,feel,get,grow,keep,look,remain,seem,sound,appear等后面的现在分词作表语时，一般表示主动或表示主语的性质和特征。含有“令人……”之意，多数情况下主语为物：

The first impressions are most lasting.最初的印象历时最久。

This piece of news is encouraging.这条消息鼓舞人心。

作表语的分词大部分是由能够表示人们某种感情或情绪的动词变化而来的，而且这类分词实际上已基本形容词化。常见的有以下分词：

amusing,astonishing,boring,disappointing,discouraging,encouraging,exciting,interesting,missing,promising,puzzling,shocking,surprising,striking等。

The novel is very interesting and we are all interested in it. 这本小说很有趣，我们对它都很感兴趣。

These colours are pleasing.这些色彩令人愉快。

作表语的现在分词和进行时态中的现在分词的区别。

在系表结构中，现在分词表示主语的特性，be 为系动词，可以换作其他的系动词。而在进行进态中，现在分词表示主语正在进行的动作，在句中与助动词be一起构成谓语，此结构中的助动词be不能换成其他的助动词。

The news is moving.这消息令人感动。

(moving为表语，说明主语的特性)

His heroic deeds are moving us.他的英雄事迹正在感动着我们。(moving为现在分词，与助动词are构成谓语)

篇2：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

Section A 1(1a-2d)

一、教学目标： 1.语言知识目标：

(1)能掌握以下单词：allow, wrong, guess, deal, work out

能掌握以下句型： —What’s wrong?

—I’m really tried because I studied until midnight last night.You could give him a ticket to a ball game.I think you should ask your parents for some money.Why don’t you talk to him about it?(2)能了解以下语法：

①能够运用所学知识谈论问题和困难、提出建议并做出选择；

②能根据对方所提出的问题，给出一些合理的建议。

2.情感态度价值观目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。

二、教学重难点

1.教学重点：(1)Talk about the problems.(2)Learn the new language points.2.教学难点：能根据对方所提出的问题，给出一些合理的建议。学会表达建议的一些方式。

三、教学过程 Step 1 Warming up 1.导入学生们平时在学校和生活中存在的问题。

T: What’s the matter/ what’s wrong?

S: He has too much homework to do.T: Does he like to do it?

S1：No, he doesn’t.Because he doesn’t have any free time to do things he likes.… Step 2 Talking Look at these problems.Do you think they are serious or not? Students discuss with their partners and give some advice.1.I have to study too much so I don’t get enough sleep.2.I have too much homework so I don’t have any free time to do things I like.3.My parents don’t allow me to hang out with my friends.4.I have too many after-school classes.5.I got into a fight with my best friend.Step 3 Listening

1.T: Tell students to read the sentences in 1a again.Make sure they know the meaning of the sentences.2.Play the recording for the students to listen and circle the problems you hear in 1a.3.Play the recording again.Check the answers with the Ss.Step 4 Pair work 1.Let students read the conversation in the box.2.Use the information in 1a to make other conversations.3.Let some pairs act out their conversations.e.g.A: What’s wrong?

B: I’m really tied because I studied until midnight last night.A: Why don’t you go to sleep earlier this evening?

Step 5 Listening

Work on 2a:

T: Peter has some problems.What advice does his friend give him? Fill in the blanks with could or should.1.Let students read the sentences in 2a.2.Play the recording for the students to listen and write the words in the blank.3.Play the recording again to check the answers.Work on 2b:

1.Let students read the sentences below.Explain some main sentences for the Ss.Make sure they know the meaning of each sentence.2.Play the recording for the students to write the letters(a-e)next to the advice in 2a.3.Play the recording again to check the answers.Answers: 1.d 2.e 3.a 4.c 5.b Step 6 Pair work

1.Tell students to make a conversation using the information in 2a and 2b.2.Let one pair to read out their conversation first.3.e.g.A: What’s the matter, Peter?

B: I had a fight with my best friend.What should I do?

A: Well, you should call him so that you can say you’re sorry.B: But I don’t want to talk about it on the phone.4.Students act the conversation in pairs.Ask some pairs to act out their conversations.Step 7 Role-play

篇3：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

单元:Unit 6 An old man tried to move the mountains

一、设计思路

(一) 教材分析

本单元围绕“传说和故事”这个话题, 谈论过去发生的事情, 重点训练“讲故事”这个语言功能项目。通过学习, 要求学生掌握如何用过去时态讲述一个故事, 描述古老的传说和有趣的故事, 激发和培养学生学习英语的兴趣, 理解并体会传说和故事的教育意义。在了解目标语言的基础上, 要求学生能理解优美的传说和有趣的故事, 掌握故事的基本结构, 讲述自己喜爱的故事。

(二) 学生分析

在多媒体教室利用课件上英语课, 学生视听感受明显, 表现出极大兴趣, 学生在欣赏和享受中学习, 学习热情高涨, 学习效果会很明显。

(三) 教学目标

1.知识与技能:让学生学会用英语讲述一个故事, 并学会unless, as soon as, so...that等词的用法。

2.过程与方法:通过复述故事, 让学生学会掌握一个故事的细节和人物, 并能利用目标语言讲述一个传说或故事。

3.情感、态度与价值观:We can’t always have good luck, when we meet difficulties, we should face them with a smile, we should learn the spirit of Yu Gong.We should try our best to solve our problems.Never give up!

4.教学重点:学习讲述故事中的人物和相关细节。

5.教学难点:学习本课时的目标语言, 能用自己的语言讲述一个故事。

二、教学准备

教师准备:Recorder and tape, PPT.

学生准备:预习本课生词和课文, 标注疑难点。

三、教学过程 (定向导学·互动展示·当堂反馈)

(一) 自研自探环节

Self-study&Self-exploration

Step 1:词汇大冲关

Let’s have a word test.Fill in the blanks in Step 1.

Step 2:短语大盘点

Translate the phrases into English in Step 2 andchoose two phrases to make sentences (注意人称和时态) .

Step 3:语法大梳理

画出句子中的重点短语。

Step 4:话题大回顾

通过本节课的学习, 你一定学会用英语讲故事了吧。请回顾总结一下, 试着用英语讲一下Yu Gong Move s a Mountain吧。

(二) 合作探究环节

★PAIRWORK

两人小对子:

1.对子间就随堂笔记处的书写及完成情况给出相应的等级评定。

2.对子间互相检查随堂笔记处Step 1的成果, 用红笔核对并补充修改。

★GROUPWORK

三人互助组:

小组长主持, 组内就Step 2的短语翻译进行核对, 并互相讨论编写的句子。然后讲解并核对Step3的答案。

六人共同体:

在大组长的带领下, 根据本组抽到的展示任务进行明确分工, 带领组员在组内进行预展。

(提示:3人完成板书, 另外几名组员在组内进行口头检测单词和短语。)

(三) 展示提升·质疑评价环节

展示单元一:语法梳理

Please show the grammar on the blackboard.

(提示:可以用课本上、笔记本上的例句总结归纳。)

展示单元二:口语、听力挑战

谈论愚公移山和其他故事, 并发表自己的见解。

(小组各选一个故事进行谈论) (组员齐上台, 一个接一个, 做到声音清晰洪亮, 接力顺畅, 台下复述准确无遗漏)

展示单元三:话剧表演———Yu Gong Moves a Mountain)

(提示:注意句式的丰富性和语言的得体性。)

展示单元四:辩论赛———Yu Gong Moves a Mountain

四、总结归纳

Step 1:词汇大冲关

1.射击;发射

2.石头

3.虚弱的;无力的

4.提醒;使想起

5.愚蠢的

6.除非

Step 2:短语大盘点

1.一……就……

2.如此……以致于

3.有点儿

4.代替;反而

5.提醒某人做某事

6.放弃

7.搬走;拿走

8.尽力做某事

9.做完某事

Step 3:语法大梳理

so...that..., unless, as soon as

1.My elder brother will watch TV______he comes back.

2.The box is___heavy____I can’t move it.

3.You won’t get into a good college____you study harder.

【课堂检测】

基础题:

翻译下列句子。

1.解决这个问题的好方法。

2.把这些书带走。

3.他们俩中没有一个。

4.继续学习。

5.代替玩电脑游戏。

提高题:

用所给词的正确形式完成句子。

1.I think the problem is a little____ (difficulty) .

2.I will come up with a good way____ (solve) the problems.

3.We should exercise instead of____ (play) games.

4.He must stop____ (practice) ____ (swim) .

5.Smoking is bad for my health.I decide____ (give) it up.

6.We all know we live in a place____ (call) Xi’an.

7.We should keep____ (practice) ____ (speak) English every day.

8.We should have the best way____ (solve) the question.

9.It took him three hours____ (finish) (read) this interesting story.

【Homework】

根据汉语完成句子。

1.他们正着手做奶昔。

They’re ____________the milk shake.

2.很久以前, 村子前面有棵大树。

____________, there was a big tree in front of the village.

3.一直尝试, 并且不放弃。

____________and don’t____________

4.她有一点儿害羞。

She is____________ shy.

5.例如, 他能移山。

____________he could____________ the mountain____________.

6.这个故事让我想起了我的童年。

This story ____________my childhood.

7.今天晚上你能提醒我给汤姆打电话吗?

Could you please____________ Tom up tonight?

【拓展题】Writing

Tell the story Y u Gong Moves a Mountain in English to your parents.

【自主反思】 (日反思) ____________

____________

我的收获:____________

____________

五、教学反思

新课程改革倡导学生自主学习, 强调课程要促进每个学生身心健康的发展, 培养学生良好的品质和终身学习的能力, 新课改倡导建设性学习, 注重科学探究的学习, 关注体验性学习, 提倡交流与合作、自主创新学习。以下是笔者对本节课的一些反思:

反思一:好的导入是一堂课的首要环节, 能让学生有极大的兴趣听下去。笔者先让学生一块唱了一首《愚公移山》, 既活跃了课堂气氛, 又自然地引出主题。

反思二:教学过程中, 笔者设置了4个学生自主学习展示环节:语法梳理、口语、听力挑战、话剧表演:Yu Gong Moves a Mountain、辩论赛, 让学生在快乐中展示学习。

反思三:课堂的教学目标以及重难点可谓是一堂课的基本骨架, 教学目标可以说是学生在一堂英语课堂中智力发展的终极目标, 重点和难点便是一堂课应该了解和解决在实践中遇到的实际问题。因此, 笔者确立本节课的重难点是学会讲述故事中的人物和相关细节, 能用自己的语言讲述一个故事, 并在实际操作中得到了练习。

专家点评

篇4：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

Teaching aim:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching important:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching difficult:Review the words about housework and after school activity.Review the sentences about ask the housework and the activity.Teaching utensil: tape

Teaching course:

1.Review the words: group contest, say the words as quickly as you can, match words with

pictures, look at the picture and teacher say the phrase, if teacher is right, students will say “yes” teacher is wrong, students will keep scilent.Teacher do the action and students say the word.2.单词归类: write down the words:Part Time Activities, Chores, Frequency.将单词卡

片发给学生，请学生将单词卡片按所属类别贴到相应的名称类别的下面。

3.Listening: 要求学生通过听录音，将图中家务或课外活动的词组与响应的表示频度的词组连

线。再放录音，要求学生进行自我订正，最后教师引导全班订正答案。

4.调查采访：老师领读B部分句子，熟悉采访语言，引导学生反复读,找几个好学生先采访，做示

范，然后自由活动。

5.调查结果汇报：先请个别学生到前边汇报，然后叫同学们在小组内汇报。

篇5：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

The First Period（教学内容1a-2d）

Teaching aims（教学目标）

1.Master how to talk about problems 2.Learn how to give advice

Language points（语言点）

要求掌握以下句式：

-What’s wrong!Why don’t you go to sleep early this evening.2．要求掌握以下词汇：

（1）动词：allow, guess, deal, work out, look through（2）名词：midnight, deal, big deal,（3）形容词：wrong, big(4)词组：allow sb.to do sth., look through, big deal, work out

Difficulties（难点）：Give reasonable advice Teaching steps（教学步骤）

1.Lead-in 1.Do you have any problems with your parents or friends? 2.What do you always talk about with them?

教学设计说明：

本环节旨在通过谈论学生在学习和生活中遇到的各种问题，引出对问题给出合理化建议。

2.Presentation（呈现新知识）

通过图片导出学生常遇到的问题。

1.I have to study too much so I don’t get enough sleep.2.I have too much homework so I don’t have any free time to do things I like.3.My parents don’t allow me to hang out with my friends.4.I have too many after-school classes.5.I got into a fight with my best friend.教学设计说明：本环节旨在通过热身练习让学生对遇到的问题提出合理的解释和方法，为下文做好铺垫。

3.Discussion Which of the factors are serious? Which of them are not serious? Make a list and fill in the chart.4.Work on 1b T: Now you’ll hear a conversation.Listen and circle the problems you hear in 1a.5.Work on 2a Listen.Peter’s friend is giving him advice.Fill in the blanks with could or should.6.Work on 2b

篇6：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

world? Section A 1a – 1c(第1课时)

丘嘉怡

【学习目标】

A.学习并掌握词汇：square, meter, deep, desert,了解地理名词：qomolangma，the Nile river，the Sahara desert，the Caspian sea B.B.学习目标语言：

1.Qomolangma is higher than any other mountain in the world.2.What’s the highest mountain in the world? 3.It’s 8844.43 meters high C．情感态度目标：Talk about geography and nature(了解自然和地理知识).【重点、难点】

形容词和副词比较级的用法；大基数词的读法，量度的英文表达。【导学指导】 温故知新： A.复习形容词和副词的比较级和最高级。B.大基数词的读法。

一、Warm-up 1.导入一个有关主题的视频，并请学生由此猜出本课主题是什么 2.复习有关形容词和副词的比较级和最高级的规则 3.适当的练习加深记忆

二．Presentation 1.通过图片导入，使学生对这些地理名词的英文表达产生兴趣，同时加入音标学习地理名词：qomolangma、the Nile river, the sSahara desert, the Caspian sea 2.再通过多方图片学习本课时除地理名词外的新单词，从图到词再到音标，引导学生独立完成学习新单词的过程

3.鼓励学生通过平时所学地理知识转换成英文输出，完成Match the facs，注意引导学生对山川河流的量词的分析

4.引导学生注意文中对山川河流的量度英文描述，并由此展出如何用英文表达某物的长宽高？的画面，让学生理解并且能独立完成相应的练习。…8,844 meters high.…8,844米高…

meters high(long, wide…)……米高（长，宽……)。

英语表示“有多长（宽，高……）”时，一般将数词和数量单位放在表示长宽高的形容词前作状语。e.g.The river is 2000 metres long.5.让学生先分析1b部分的听力材料，随后播放音频，让学生独立完成填空，如学生反映不够清晰，可再次播放，重在让学生能理解听力材料

6.检查学生答案后，可让学生再回到地理名词学习的画面，并用刚学到地理知识表达。Now we know that.....Qomolangma is higher than any other mountain in the world.The Nile is the longest river in the world.The Caspian Sea is the deepest of all the salt lakes.The Sahara is the biggest desert in the world.三．Pair work 学习和练习时间结束，请学生整理出这节课学到的知识大概，并用1b的信息与同伴一起编对话。A: What is the highest mountain in the world？ B: Qomolangma.四．Homework 1.抄写并背诵本课新单词 2.查找你喜欢的地方的英文名字

篇7：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

本节课内容为人教版新目标八年级 (下) Unit 5的第四课时, Section B部分的3a, 是一节语篇教学课例。根据《义务教育英语课程标准》 (2011年版) 的建议, 本节课采用任务型语言教学模式, 辅以情景交际和多媒体应用, 使学生能够在老师的指导下运用恰当的阅读技巧进行阅读, 领会文章主旨, 抓住文章细节, 读懂文章;学会根据提示词复述文章大意, 并学会模仿短文, 用目标语言描述自己的理想职业。提高学生学习英语的兴趣, 增强他们学好英语的信心, 学会、巩固用if引导的条件状语从句组织语言, 表述自己的梦想和增强为了理想而奋斗的决心。

二、教学背景分析

教学内容分析:

本节课内容为人教版新目标八年级 (下) Unit 5的第四课时, Section B部分的3a。

是学生在Section A学习完if引导的条件状语从句基本用法之后的一节阅读能力训练拓展课。

学生情况分析:

八年级学生已经拥有了一定的英语语言知识水平和阅读能力, 但是他们的阅读水平和阅读技巧还不够成熟, 需要在教师的指导下不断完善和提高。虽这个阶段的学生具备了一定的写作基础, 但模仿范文写作的训练还很有必要。

教学目标分析:

(一) 知识目标:

1. 通过本节课学习, 使学生能够理解、会读、会写、会用如下词汇:

against, charity, chance, all the time, make a living doing sth., get injured

2. 学生理解并正确模仿下列句型:

If I become an athlete, will I be happy?

Becoming a professional athlete might seem like adream job.

Many professional athletes get injured.

(二) 能力目标:

1. 阅读能力:在老师的指导下, 能运用恰当的阅读技巧进行阅读, 领会文章主旨, 抓住文章细节, 读懂文章;并学会根据提示词复述文章大意。

2. 写作能力:会模仿短文用目标语言描述自己的理想职业。

(三) 情感态度:

1. 通过多种教学手法, 提高学生学习英语的兴趣, 增强他们学好英语的信心, 并提高其听和说的主动性;

2. 学会、巩固用 if 引导的条件状语从句组织语言, 表述自己的梦想, 增强为了理想而奋斗的决心。

四、教学重点、难点分析

教学重点:

1. 通过本节课学习, 使学生能够理解、会读、会写、会用如下词汇:

against, charity, chance, all the time, make a livingdoing sth, get injured

2. 学生理解并正确模仿下列句型:

If I become an athlete, will I be happy?

Becoming a professional athlete might seem like adream job.

Many professional athletes get injured.

教学难点:

1. 运用恰当的阅读技巧进行阅读;

2. 根据提示词复述文章大意, 用目标语言描述自己的理想职业。

五、教学过程设计

(一) 读前任务

Step 1: 导入和复习

用目标语言“If…have / has a chance to…, …will be…!”谈论:

T: Look at the picture on the screen. Could you please tell me what they are doing?

Ss: (They are swimming.)

T: Are they happy?

Ss: (Yes, they are.)

T: I think so. I like swimming. If I have a chance to swim, I will be happy! (Repeat once) (Teach the word “chance”, ask them to read it after the teacher) Could you please talk about the other pictures (Picture 2 – 5) like me?

S1: (Picture 2) If they have a chance to …

S2: (picture 3) If she has a chance to …

S3: (Picture 4) …

S4: (Picture 5) …

T: The people in the pictures are very happy. They play sports for fun, not for a living. Who play sports for a living? (Lead in to the next step.)

设计意图:巩固目标语言知识, 为本节课的语言应用做好准备。

Step 2: 游戏 (猜谜游戏)

展示一些著名运动员的图片 (姚明、刘洋、李娜、贝克汉姆等) , 请学生猜一猜“Who are they? What do they do?”, 学习词块, 如professional athletes, make a living doing sth., do sth. for a living等。

2. 谈论职业运动员, 如:

T: They are all famous professional athletes. If you become a professional athlete, what will happen? (Show a picture of Liu Xiang with many people around him and asking for his signatures.)

S1: If I become a professional athlete, people all over the world will know me and some people will follow me to ask for my signatures.

T: You mean you’ll be famous?

S1: Yes, I’ll be famous and make money easily.

T: You’ll be famous and rich?

S1: Yes. If I become a professional athlete, I’ll be famous and rich.

T: If you become famous, what will happen? (Showa picture of a man who is taking photos of a famousman furtively.)

S2: Many people will know me and follow me all the time.

T: If you become rich, what can you do? (Show a picture of some athletes giving money to charities.)

S3: We will give money to schools and some poor children.

T: Charities? It means“慈善事业。”

Ss: Yes.

T: We will give money to charities. (Read the word “charity” some times.)

T: If you become a professional athlete, you’ll be famous and rich, many people will know you and followyou all the time, you will give money to charities. Will you be happy all the time? Let’s read the passage in 3a to know the answer. ( Lead in to 3a.)

设计意图:用目标语言导入话题, 引导学生思考职业运动员的职业优势和问题, 为下面的阅读打好基础。

(二) 读中任务

Step 1: 速读训练任务

请学生速读3a部分短文, 抓住文章主旨大意。

(Three choices: A. The reasons for being an athlete. B. The reasons against being an athlete. C. The reasons for and against being an athlete.) .

这个环节学习单词“against”and“for”, 并学习阅读策略“To catch the main idea, we can read the fi rst sentence of each paragraph.”

设计意图:通过指导学生运用略读的速读技巧, 抓住文章主旨大意, 培养学生的速读能力。

Step 2: 详读训练任务

任务一:Read Paragraph 1 carefully and fi nd out the reasons for being an athlete.

The questionis : What are the reasons for becoming an athlete?

The answers may be:

·It seems like a dream job.

·You can make a living doing sth you love.

·You can become famous.

·People all over the world will know you.

·You can give money to schools and charities.

·You can have a chance to help people.

任务二: Read Paragraph 2 and 3 carefully and fi ndout the reasons against being an athlete.

Read and tell “True” or “False” and try to correct the false ones:

·Professional athletes never have any problems. (F)

( P r o f e s s i o n a l a t h l e t e s c a n a l s o h a v e m a n yproblems.)

·If they are famous, people will watch them all the time. This can make life interesting. (F)

(If they are famous, people will watch them all the time. This can make life diffi cult.) .

·Sometimes their work is dangerous and they get injured. (T)

·It is very easy for them to know who their real friends are. (F)

(It is very diffi cult for them to know who their real friends are.)

本环节, 让学生学会生词“get injured”, 并学会运用阅读策略“To guess the meaning of some new words, we can notice the situation and the sentence before or after it.”

设计意图:分两步通过两个任务来指导学生详读文章, 了解文章细节, 更深入理解文章内容。

Step 3: 总结语言知识点

1. 学生自读文章, 找出自己的知识难点。

2. 教师引导学生总结知识点:seem like a dream job, make a living doing something, a great chance, all the time, play sports for a living, get injured, have a diffi cult time doing sth.

设计意图:在能力训练的同时, 进行语言知识的学习, 知识学习与能力训练相结合。

Step 4: 在文章内容理解和知识学习的基础上, 完成短文 (完形填空)

设计意图:巩固所学, 加深理解。

(三) 读后任务

Step 1. 在教师提供的图表的提示下复述课文。图表如下 :

设计意图:通过本环节, 学生可以在图表的提示和教师的示范下用目标语言复述课文, 既巩固了知识, 又训练了学生的听、说等语言运用能力。

Step 2. 写作训练

1) List the names of some professions, such as teacher, policeman, actor, lawyer, doctor, artist, etc.

2) Ask students to write a short passage about your dream job using sentences with “if” and “will”. Choosetwo things and write about both.

They can write it like this:

Maybe I’ll become a/an … when I grow up. If I become a/an …, I will … I will … But I won’t … Maybe I’llbecome a/an …

3) Ask some of students to read their short passages in class.

设计意图:在阅读的基础上, 指导学生模仿范文写作, 训练其写作技巧。

( 四 ) 作业布置

请学生模范3a写一篇短文, 介绍同伴的理想职业并说明理由。

设计意图:训练写作技巧, 提高表达能力, 巩固本单元话题相关词语、句式。

六、教学评价设计

评价内容:

1. 学生对语言的综合运用能力。通过师生对话, 生生对话、小组互动写作练习。

2. 起到的激励作用。教师组织了一些有趣的活动, 例如:游戏、竞争、演示、表演等, 使学生参与其中, 让他们能够在一种情境中较好的掌握和理解语言。

3. 老师对学生的这些活动进行评价。这非常有益于学生更好的认识自我, 树立自信。对游戏比赛每一环节的操作进行评分。

评价方法:

(一) 量规的设计

1. 在复习环节, 根据学生反应快慢、答对多少这一标准进行评定。

2. 课件显示运动员图片。学生仿照教师的对话自己做对话练习环节。以哪一组对话内容丰富, 有自己的创意, 交际流利无障碍为原则评出“对话能手”。同时运用观察法。

3. 在习题检测环节, 通过教师所设置的习题检测学生的学习情况, 同时再一次巩固刚学的内容。以回答积极举手次数多少为标准。同时运用观察法。

(二) 观察法

1. 在课件中显示运动员图片, 学生仿照教师的对话自己做对话练习环节。以哪一组对话内容丰富, 有自己的创意, 交际流利无障碍为原则评出“对话能手”。

2. 在习题检测环节, 通过教师所设置的习题检测学生的学习情况, 同时在再一次巩固刚学的内容。以回答积极举手次数多少为标准, 评出“聪明星”。同时运用观察法。

(三) 作业与测验法

篇8：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

Step II Lead-in

Step III Read the new words and expressions and ask the Ss to follow

Step IV Explain the new words

1. fiction (c.) sth. Invented or imagined

(u.) stories ,novels or romances

a. The film was very good although it was a fiction.

这部电影虽属虚构，但很好。

b. Truth is often stranger than fiction.

事实往往比小说还离奇。

c. science fiction

科幻小说

2. belief n. 信念；信心；相信；信仰；信条

a. I have great belief in his ability to succeed.

我深信他有能力取得成功。

b. The story is beyond belief.

故事令人难以置信。

c. They have their own religious beliefs.

他们有自己的宗教信仰。

Do you know how to use believe or believe in?

d. To live, one must have something ________.

A. believe B. to believe

C. to believe in D. believe in

e. Do you think it is going to rain over the weekend?

A. I don’t believe B. I don’t believe it

C. I believe not so D. I believe not

3. make a living = earn a / one’s living

a. He make a good living by selling insurance.

b. He earns a living as a writer.

c. To make a living, Verne had to write and sell stories.

4. apply vt. 应用；运用

vi 申请； 请求

a. In this way they can better apply theory to practice.

这样他们能更好的把理论运用到实践中去。

b. I have applied for a passport.

c. He applied to them for assistance.

他向他们请求援助。

d. He spent many hours in Paris libraries studying botany, applied science and many other subjects.

5. servant n 仆人；公务员；雇员

a. They keep two servants: a cook and a gardener.

b. Tom’s father is a civil servant.

c. He was a trusted servant of the company.

他是个可靠的雇员。

Step VI Summary:

In this period, we have learned some new words and expressions. We have known the meanings and usages of them. So you should grasp them and can use them freely. Try to make some sentences using the words.

Step VII Homework

篇9：unit 12 grammar：反意疑问句(人教版八年级英语下册教案教学设计)

Teaching Content:

Mastery words and expressions: pet, keep

Oral words and expressions: amazing, imagination

Teaching Aims:

1. Animals play an important part in our life.

2. Practice the students’ spoken English.

Teaching Important Points:

1. Reminding and Warning.

2. Grasp the key words in the listening.

Teaching Difficult Points:

The imaginary pets

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Teaching Type: new lesson

Teaching Procedure:

Step1. Come to “THINK ABOUT IT”.

1. What’s your favourite animal? Why?

2. Do you have a pet? Would you like to have one?

Discuss the questions in groups with three or four people. Then report to the class.

Lets’ have an interview. How many students in your class like cats? How many students in your class like dogs? Does anyone in your class have strange pet? Why do you think it is strange?

Step2. Listen to the tape and answer the following questions:

1. Does Jenny have a pet? What is it?

2. What animal would Danny like to have for a pet?

3. What animal would Brain like to have for a pet?

Step3. Read the text and check the answers. Then read the text again. Play the tape again and let the students read after it. Play the tape for several times until they can read it correctly and fluently.

Step4. Let some students lead the class to read the text sentence by sentence.

Step5.Practice

Work in pairs. Practice the similar dialogue according to the text.

Step6. Come to “PROJECT”.

Do you have a pet? Do any animals live with your family?

Describe your pet, or describe a pet you would like to have. Write a passage about your pet or your imaginary pet. Draw a picture to match it. Then put them on the wall.

Divide the class into several groups. Let them give a report to the class.

If you can’t finish the project in one lesson, go on it the next lesson.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the next lesson.

Summary:

Dogs are people’s friends in the life. They are very important in many ways. We hear many stories that the animals save the owners out of danger. We must give love to the animals and we must love each other.

Lesson 18: Brandy Hates Cats

Teaching Content:

Oral words and expressions: Brandy, chase, squirrel, branch, fierce, Amy

Teaching Aims:

1. Understand the main parts of a story.

2. Describe one’s experience with the help of the pictures.

Teaching Important Points;

1. The Past Continue Tense.

2. Express one’s ideas in English.

Teaching Difficult Points:

The Past Continue Tense

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Show the picture of Mike and the dog to the class. What does the passage describe according to the picture? Let the students to express theirs ideas in English.

Step2. Come to ‘THINK ABOUT IT.”

Step3. Read the test silently and ask the students to answer the following questions:

1. What’s the name of the dog?

2. Does the animals need love? What do we do?

3. What does Brandy like to do when we are walking?

4. What are sticks?

5. Is Brandy fierce? What is she scared of?

Step4. Play the tape and let the students read after it. Pause after every line, and ask the students to repeat.

Step5. Let some students read the text in class and the others listen to see if they have any mistakes. Can they find and correct the mistakes?

Step6. Let the students rewrite the story and read it to the class.

Step7. Discuss the reading with the students. Use as much English as possible. Ask questions to make it easier for students to participate.

Ask questions like this:

What does Mike do to look after his dog?

Lots of people in North America have pets. In this way, are people in North America the same as, or different from, people in China?

Step8. Homework

1. Finish off the activity book.

2. Review the next lesson.

Summary

It’s easy and interesting for the students to talk about the familiar dialogues in English. Give them chance to practice in class. They can prepare before the class, too. Some students need more time. If they don’t have a real one, what animals do they really want to have?

Lesson 19: Brandy Hates Cats!

Teaching Content:

Mastery words and expressions: open, somewhere, lake, all kinds of, protect, scientist

Oral words and expressions: extinct, gorilla, protect…from…, go extinct, stop…from doing

Teaching Aims:

1. Ask the people to protect animals.

2. What are the zoos for?

Teaching Important Points:

1. What will we take if we go to a zoo?

2. Write a story about a trip to the zoo.

Teaching Difficult Points:

Some words and expressions

Teaching Preparation: pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Show some pictures of animals to the class. Ask the students:

What animals do you like best?

What animals can you see in the zoo?

Step2. Read the text and let the students repeat the main ideas of the text.

Step3. Listen to the tape, pause after every line, and ask the students to repeat (a) in chorus, (b) in small groups, (c) individually.

Step4. Practice

Deal with the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective (Mr. Smith is a kind person) or a noun (I like this kind of pet). The word open can be used as a verb (Open the door) and an adjective (The door is open). Can students think of other examples? You may want to compare zoo with school. Remind the students that while we say, “ go to school” (here the word the is not used), we usually say “go to the zoo”(here the word the must be used).

Step5. Read the text in roles. The teacher walks in the classroom while they are reading. Help them if necessary.

Step6. Let some students come to the front and act the dialogue out.

Step7. Come to “PROJECT 2”

Divide the class into several groups and finish the task.

Instruct the students to write a story about a trip to the zoo they have taken or would like to take. The story can be real or imaginary. They should illustrate their stories with pictures or photographs. Students may continue working on their stories during the next two lessons.

Step8. Homework

1. The third reading in the reader.

2. Finish off the activity book.

Summary:

It is important for us to protect animals from extinction. Let the students look up after class about the information about the animals. How many animals are there in the world? Now how many kinds of animals have been extincted? What do we need to do immediately? What have our government done for this? What’s your opinion about this? Can you give some good advice?

Lesson 20: Stand So Still

Teaching Content:

Mastery words and expressions: still, make friends with, while, camel, fear, shy, bear

Oral words and expressions: waddle, toss, seal

Teaching Aims:

1. Continue animals as our friends.

2. Learn about the foreign culture.

Teaching Important Points:

1. How do you make friends with animals?

2. What are the animals’ habits?

Teaching Difficult Points:

Make friends with animals

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure;

Step1. Free Talk

Talk about your trip to a zoo. Work in groups. Write a passage and report it to the class. You can answer the following questions:

1. Where did you go?

2. How did you go”

3. What’s the weather like that day?

4. What did you do in the zoo?

5. Where did you have lunch?

6. Where did you have a rest?

Step2. Listen to the tape and repeat after it. Let us lose ourselves in the beautiful music now.

Help the students to guess the meaning of the new words that appear in the text. This will in turn help the class understand the meaning of the song.

Step3. Listen to the tape and answer the following questions:

1. How do you make friends with the animals? Why?

2. What does Danny like to do?

3. What animal would he like to make friends with?

4. Do you think what animals are fierce?

Step4. Read the text and check the answers. Then let the students read it loudly in class. After a while, ask the students to act it out in front of the class.

Step5. Make sure everybody can sing confidently. Let volunteers come to the front and sing loudly.

Step6. Come to “LET’S DO IT”.

Work in groups and give their opinions in class. Encourage them to speak freely. Maybe they will have good advice. You can write a letter and show your opinions to the local government.

Step7. Homework

1. Finish off the activity book.

2. Review the next lesson.

Summary:

Let the students draw a picture of you and your favourite animal. Put them up on the wall. According to the content of today, we can practice spoken English about a trip to a zoo. Make up a dialogue in two or three and act it out in front of the class.

Lesson 21:Fun at the Zoo

Teaching Content:

Mastery words and expressions: danger, surprised, mad, lazy, nearly

Oral words and expressions: entrance, cage, No Photos!

Teaching Aims:

1. Learn about the instructions in the zoo.

2. What are the animals’ habits?

Teaching Important Points:

1. Express one’s idea with the help of the teacher and the picture.

2. Cultivate the students’ active attitude to the future.

Teaching Difficult Points:

What we can’t do in the zoo? Why?

Teaching Preparations: pictures

Teaching Aids: audiotape, flashcards, pictures

Teaching Procedure:

Step1. Show a picture of the zoo to the class and say: “Today we are going to have a trip in the zoo. Who is the tour guide?

Step2. Remember any other signs you have seen or read before? (Wet Paint! No Noise! No Smoking! Men’s Room/ Ladies’ Room)

Step3. Check the homework. Let’s see if the students have previewed the lesson. Let them ask questions. They can ask like this:

1. When is the zoo open?

2. What do we can’t do in the zoo?

3. Why can’t we take photos?

4. What animal would Danny like to make friends with?

Step4. Listen to the tape and repeat after it. Play the tape for several until they can read it correctly and fluently.

Step5. Read the text in roles. Then change the roles each other. Help them during their reading.

Step6. Let some students act the dialogue out in front of the class.

Step7. Come to “LET’S DO IT”.

In a group of three, act out a trip to the zoo. Each group member takes one of the three roles (Brain, Jenny or Danny). Try changing the story. Be creative.

Give the students time. Then let them act it out. Choose which group is the most creative.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

When we practice spoken English like step7 “LET’S DO IT”. Remember to give chance to the poor students. Encourage them to speak loudly in class. Praise them when they have some progress. Encourage others to help them in many ways to cultivate their confidence

Lesson 22: April Fools’

Teaching Content:

Mastery words and expressions: joke, yourselves

Oral words and expressions: fool, trick, April Fools’, play joke on…

Teaching Aims:

1. Learn about the foreign culture in western countries.

2. What are the main festivals in western countries?

Teaching Important Points:

1. Learn about the things that we can do in April Fools’.

2. What we usually in China on April Fools’?

Teaching Difficult Points:

the main festivals in western countries

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Come to “THINK ABOUT IT”.

Explain April Fools’ Day in English. Let’s see how many students can understand you. Tell them what they usually do on that day.

Step2. If happens today is April Fools’, play a joke on the students. When the teacher comes into the classroom, says we will have a quiz today. The students may feel surprised and puzzled, why didn’t the teacher tell them earlier? When they all in a hurry, tell them we only play a joke on them. Now they can understand the festival clearly.

Step3. Listen to the tape and let some students retell the main idea about the text. If they can’t do well, don’t publish them. Encourage them and say: “I know it is very difficult for you. It’s also difficult for me. Let’s face the problem together.”

Step4. Read the text silently and answer the following questions:

1. What is the date today?

2. What’s the meaning of April Fools’ Day?

3. What do they decide to do?

4. Did Danny believe what Brain and Jenny said?

Step5. Listen to the tape for several times until they can read it correctly and fluently.

Step6. Let some students read the text in roles. Then change the roles. Now let’s briefly discuss the reading. To dertermine students’ level of understanding, ask them to ask questions about the text. They may begin like this:

1. What did Brain and Jenny want to do?

2. Did the bear get out of the zoo?

3. Was the cage open?

4. Who said the bear looked hungry?

5. What did Danny say on Saturday?

Step7. Let some students act the dialogue out in front of the class.

Step8. Homework

1. Finish off the activity book.

2. Go on the next reading in the student book.

Summary:

Listening is a difficult part in English teaching. So teaching the students how to improve one’s listening ability is very important. We can use many types in class. The main types are: listen and answer the following questions; listen and fill in the blanks; listen and choose the best answer; listen and repeat the main idea about the story. Of course, the last one is the most difficult. The teacher should practice the students listening ability step by step.

Lesson 23: Famous Zoos

Teaching Content:

Mastery words and expressions: giraffe, Asian

Oral words and expressions: Egypt, Africa, pyramid, Italy, wedding, Siberian, be famous for

Teaching Aims:

1. Know about the history of the zoo.

2. Call on people all over the world to create a more life for the animals.

Teaching Important Points:

1. Learn about the growth of the zoo.

2. Improve the students’ reading ability.

Teaching Difficult Points:

Some words and expressions: Egypt, Africa, Italy, Siberian, be famous for

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: new lesson

Teaching Procedure:

Step1. Deal with the words first because the words in this lesson are a little difficult. Let some students read the words. Then read after the teacher. After several times, let some students read the words and the others read after it. Now close the cooks, let some students read the words in class, at the same time, the others read after it.

Step2. Listen to the tape and fill in the blanks:

1. One of the world’s first zoos was in ______, about ________ years ago.

2. Egypt is a country in _______.

3. China built its zoo about _______ years ago.

4. ________ years ago, a king kept many wild animals in his zoo.

5. When he got married, he took _______, _______, ________ and ________ to his wedding.

6. One hundred years ago, a new kind of zoo opened in _______.

Step3. Read the text and briefly discuss the reading. To determine students’ level of understanding, ask questions like this:

1. When the first zoos built in Egypt?

2. What people can go to the zoo?

3. Where is Egypt? What is it famous for?

4. When did China build its first zoo?

5. Were there animals in wedding clothes eight hundred years ago? What did they do?

6. Where did a new kind of zoo open one hundred years ago?

Step4.Listen to the tape again and repeat after it until they can repeat it correctly and fluently. Let some students read the text in class. Choose the best one to encourage from the students’ pronunciation and intonation.

Step5. Ask the students what they know about the history of the zoo. Encourage them to search on the Internet and report to the class in next class.

Step6. Come to “LET’S DO IT”.

Divide the class into several groups and discuss the task. What are the good ways for animals living in the zoos? What are the bad ways? Let the students give them advice freely.

Animals should have a better life. But what can we do? Can the students give more good advice? Report to the class and discuss together.

Step7. Homework

1. Finish off the activity book.

2. Go on the next reading in the students’ book.

Summary

Everyone does not know the history of zoos. In order to get more information, we can use the Internet and the time after class to enlarge the knowledge. Then the teacher give them chance to show their performance to the class.

Lesson 24: Unit Review

Teaching Content:

Mastery words and expressions from Lesson 17 to Lesson 23.

Oral words and expressions from Lesson 17 to Lesson 23.

Teaching Aims:

1.Teach people to love life, animals and environment.

2.How can we make a better life for the animals?

Teaching Important Points:

1. Learn about the festivals in western countries.

2.Teach the students the ways of learning by themselves.

Teaching Difficult Points:

The Past Continue Tense

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Type of lesson: review lesson

Teaching Procedure:

Step1. Let some students come to the front and sum the main content that we learn in this unit.

The teacher helps him when he has difficulties. If one can’t say clearly, the others can add it.

Step2. Ask the students to review the grammars that we learn in this unit. Provide help if it necessary. If one student can’t finish it, the others can go on.

Step3. Make up sentences with the important words and expressions that we learn in this unit. Such as: protect…from… be famous for. The teacher can arrange an order, according to the time or the length.

Step4. Talk about the favourite animals. Divide the class into several groups and share the pleasure that the animals bring you.

Step5. Do the exercises on Page 29. The teacher walks around the classroom and provides help when they are in trouble.

Step6. Explain some problems on the blackboard. Let’s discuss together. Practice “Speaking the Language” in class.

Step7. Let’s sing the song, if we have time.

Step8. Homework

1. Finish off the activity book.

2.Sum what we learn in this unit.

Summary: