仁爱版八年级英语教案

仁爱版八年级英语教案

【篇一：仁爱版英语八年级下学期全册教案】

仁爱版英语八年级下学期全册教案

织金七中周文举

unit 5

二、教材分析

本单元的三个话题紧紧围绕情感这个主题展开。第一部分通过kangkang, maria, jane和 michael四个同学谈论《音乐之声》以及与 mr.lee的谈话自然地引出了高兴和快乐、失望和遗憾的情感。第二部分由beth的哭泣引出伤心的情感，进而由老师的出现引出安慰及建议等用语。第三部分围绕michael的病情巩固各种情感，并引出事物对情感的影响。本单元主要以活动的形式，联系生活实际，把英语教学和情感教育有机地结合起来。 topic 1

这个话题通过mr.lee和同学们对话，呈现了孩子们的高兴和李老师因没有票而感到失望和遗憾，进而引出各种情感，集中体现了有关情感的形容词及一些短语。在这个话题中，你将学会如何表达自己的情感，如何描述自己或他人的情感，还可以了解一些戏剧和电影等方面的相关知识。主要句型有：

you look/feel/sound...

they are very lucky.

did michael’s mother sound worried?

how does mr. lee feel?

he feels disappointed.

why is he disappointed?

because he can’t get the ticket to the sound of music.

三、教学建议

topic 1

sectiona

section a需用1~2课时。

重点活动是1，2和3。

教学目标：

1.能听懂谈论个人情感的比较熟悉的话题，获取主要信息。

2.掌握be+adj. 的用法。

教学过程：

第一步：复习

师生问候。谈谈寒假生活及过春节的感受。

如：teacher: how are you? / how are you doing?

student1: fine,thanks!

teacher: you look so happy, why?

student1: i come back to school again, so i’m glad to see my classmates.

teacher: did you have a good winter holiday?

student2:yes,i did.

teacher: how about your spring festival?

student2:i had a wonderful spring festival. i got...

teacher: why all the smiling faces?

students: because today is the first day of this term...

第二步：呈现

1.在师生对话之后，老师板书呈现课题。

unit 5 topic 1 （内容）

2.之后老师总结：

we are all happy today.

老师提问：

what about kangkang and michael?

放录音1，请同学们听录音并从所听对话中找到答案：

kangkang looks excited.

michael is happy.

3.打开课本，请同学们跟读1的对话，师生共同检查答案，教师同时在黑板上写出关键词、句：

how are you doing? —excited—tickets—want—the sound of music—spend—

happy—say thanks to

4.学生看着关键词，分组进行对话，让学生试着表演对话。

第三步：巩固

学生做2，先小组讨论，然后检查答案。

教学生词： surprised,worried

第四步：练习

1.老师说：

kangkang,michael,maria and jane are happy.

问：①why all the smiling faces? ②how does mr.lee feel?

2.放录音3，请同学们听录音并从所听对话中找到答案：

①because they are going to spend the evening at kangkang’s house.

②he feels disappointed.

3.教学生词，讲解重难点：

smile beijing opera lucky disappointed

what a shame!

4.学生跟读录音，然后人机对话，即学生和录音机对话，再进行角

色表演。

5.让学生用自己的话复述1、3内容，成为一则小故事。

第五步：综合探究活动

1.双人活动，讨论4内容，向全班汇报结果。

2.根据图片教学：

rich unhappy stupid silly cruel

3.四人一小组完成5内容，学会be+adj.的用法。例如：

让学生根据下面表格写一篇小短文，然后四人一小组，讨论修改，

推出最佳作品，由小组选举一名报告员向全班汇报自己小组的成果。

a poor man a rich man

happy unhappy

not lonely lonely

kind cruel

popular unpopular

stupid/silly smart

section b

section b 需用1~2课时。

重点活动是1, 2和3。

教学目标：

1.能利用恰当的句子表达自己的情感。

2.能就个人情感的话题，进行简单的交流。

3.掌握原因状语从句。

4.能简单地谈论关于电影的话题。

教学过程：

第一步：复习

1.请学生朗读自己完成的上一节课的作品。

2.教师提问：

is the poor man kind or cruel?

is the rich man popular or unpopular?

is the poor man happy or unhappy?

how does the rich man feel?

第二步：呈现

1.教师提问：

①how does mr. lee feel?

②why is he disappointed?

③does kangkang like peking opera？

④what does kangkang like best?

2.放录音1，请同学们听录音，并从所听对话中找到答案：

①he feels disappointed.

②because he can’t get a tickets to the sound of music.

③no, he doesn’t. he doesn’t like it at all.

④he likes love me once more, mom.

3.打开课本，请同学们跟读课本1的对话，核对自己的答案。教师同时在黑板上写出关键词：

disappointed—favorite—peking opera—moving

4.学生看着关键词，四人一小组进行角色对话，让学生试着表演对话。

第三步：巩固

1.练习询问及回答原因的句型：

why...?because...

2.用图片或实物教学生词：proud, id card, passport, monitor

3.完成2。

第四步：练习

1.教师说：

michael isn’t able to come to kangkang

s house, because he has a temperature. i hope everything goes well. so who may use michaels parents’ tickets? let’s listen to the tape.

2.放录音3，请同学们听录音并从所听的对话中找到答案：

mr. lee may use their tickets.

3.教学生词、短语，讲解难点。

①set the table 摆好餐桌（准备开饭）

②have a temperature,同义词组为have a fever

③be able to,同义词为can

④i hope everything goes well.

⑤ring up sb. =ring sb. up意为打电话给某人，当宾语是代词时，必须用ring+代词+up形式。如： please ring him up.请给他打个电话。

同义词组为：give sb.a call /give sb. a ring/call sb./telephone sb.

4.学生跟读录音，然后双人活动进行角色对话。

5.学生用自己的语言复述1，3a的内容。

第五步：综合探究活动

’’

1. 让学生完成3b，根据3b完成下列表格。

name feelings reason

kangkang disappointed his best friend is not able to come. michael’s mother

mr.lee

michael

2. 根据以上表格，学生双人活动进行对话。

如：—why is kangkang disappointed? 康康为什么失望？—because his best friend is not able to come. 因为他最好的朋友不能来。

3.四人一小组互相观察面部表情（小组中每个人的表情必须不一样），写成一段话后，小组选举一位报告员，向全班同学展示。

section c

section c需用1课时。

重点活动是1和2。

教学目标：

1.能根据上下文猜测生词的意思。

2.能从本节图文中找出有关信息，理解大意。

3.提高阅读理解能力。

教学过程：

第一步：复习

1.请学生继续展示上节课自己完成的小短文。

2.教师提问几名学生（根据小短文问答）：

is sb. worried/disappointed/surprised/angry/sad/happy...?

第二步：呈现

1.教师导入：this class we’ ll learn a well-known film, the sound of music. was the father in the film happy or sad? let’ s listen to the tape.

2.放录音1，请同学们听录音并从所听短文中找到答案。

3.自读1的内容，根据上下文猜测生词意思并划出表达情感的词。

4.教学生词，再读课文，掌握大意，回答文后问题。

5.让学生说出表情感的单词，教师同时板书关键词，之后老师用红笔画出表情感的单词：popular—maria—care for—austria—sad

and tired—lonely—angry—cheer up—lively—funny—at first—mad—pleased—happy

第三步：巩固

让学生根据以上关键词试着复述课文。

第四步：练习

1.让学生着重学习表情感的单词，教学生词：nervous, titanic, america, fall into（fell into）, frightened, end, in the end, actor, actress

2.阅读并完成2。

第五步：综合探究活动

1.四人一小组谈论自己所喜爱的电影，尽量多地用上表情感的单词。完成3。

2.参考2，写自己最喜爱的电影。

sectiond

section d需用1课时。

重点活动是1a、1b和1c。

教学目标：

1.能从所读文章中找出有关信息，理解大意。

2.能从所听语言材料中获取所需信息补充短文。

3.能初步建立起学生对中国京剧的认识。

4.归纳总结topic 1所学句型及交际用语。

教学过程：

第一步：复习

1.让学生读一读上节课完成的电影简介。

2.教师点评，用上how moving! how exciting! how interesting!

等感叹句。

3.教师问：

which do you like better, movies or peking opera?

do you like peking opera?

do you know anything about peking opera?

第二步：呈现

1.教师导入：peking opera has a history of 200 years. there are four main roles in it.they are sheng, dan, jing, chou. would you like to know them? let’s look at 1a.

2.阅读1a，根据上下文猜测出生词，判断正误。

（）1.peking opera has a history of 100 years.

（）2.its music and singing come from xipi and erhuang.

（）3.it expresses chinese culture.

（）4.few people like peking opera.

3.讲解生词，重难点：

① express

② culture

③ facial

④ gesture

⑤ fighting

⑥ be full of

第三步：巩固

1.学生根据短文完成1b。

2.师生共同检查答案。

第四步：练习

1.教师说

as we know, good people will eventually be rewarded. so do the roles in peking opera. lets read 1c.

让学生打开课文1c，浏览1c，掌握大意。

2.让学生听录音1c，完成短文。

3.师生共同检查答案。

4.教学生词：disagreement, peace, laughter

第五步：综合探究活动

：’

【篇二：最新仁爱版八年级上英语全册教案】

unit 1 playing sports

topic 1 are you going to play basketball?

section a

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

Ⅰ.teaching aims and demands 教学目标

1. learn some new words and phrases:

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

2. learn some useful sentences:

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

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

3. learn the future tense with be going to:

(1)we are going to have a basketball game against class three on sunday.

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

4. talk about preferences:

—which sport do you prefer, cycling or rowing?

—i prefer rowing.

5. talk about sports and games.

Ⅱ. teaching aids 教具

图片/海报/教学挂图/录音机/小黑板

Ⅲ. five-finger teaching plan 五指教学方案

step 1 review 第一步复习(时间:7分钟)

复习学过的运动项目名称，引出生词。

1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)

t: you enjoy yourselves during your summer holidays? what did you do during your holidays? did you do sports during your summer holidays?

ss: … )

t: we all know doing sports is good for our health. now let’s review some sports and learn some new ones. (展示学生在打篮球的图片。)

, please.

s1: they are playing basketball.

t: do you like playing basketball?

s1: yes, i do. / no, i don’t.

t:

) s1: there are five players.

(展示学生在打排球的图片。)

t: what are they doing? s2, do you know?

s2教师帮助该生回答。)

)

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

；掌握row, skate, tennis, table tennis。)

的用法。)

t: which sport do you like better, cycling or rowing?

s3: rowing.

t: good! the phrase “like … better”

means “”.

)

4s4: i prefer basketball.

…

step 2 presentation 第二步呈现(时间:10分钟)

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

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

t: i’m very glad you all like doing sports and know a lot about them. do you want to play volleyball

tomorrow afternoon? s1, please.

s1: yes, i do.

t: so you plan to play volleyball tomorrow afternoon, right?

s1

: yes.

t:)

t: when i tell you my plan, you retell it with be going to. ok, boys and girls?

ss: ok.

t: i plan to go out for dinner tonight. s2, please.

s2: you are going to go out for dinner tonight.

t: i plan to climb mountains tomorrow. s3, please.

s3: you are going to climb mountains tomorrow.

t: good! when we express something that is going to happen or we plan to do something, we can use going to.

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

t: ok, s4, please tell me what you plan to do tomorrow afternoon.

s4: i’m going to swim with my brother tomorrow afternoon.

s4: (板书，学习新句型。) be

(教师视学生掌握的情况来决定是否要进行更多的操练。) 3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语

cheer … on。)

t: now look at the poster. here is the news. our class is going to have a

ss:yes, we’d love to./i’

d lov

e to.

)

(出示教学挂图，让学生看图片猜测对话内容，导入1a。)

t: look at this picture. they are kangkang and michael. what are they

can you guess? please listen to 1a and then answer the following questions.

(听后核对答案。)

4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。) step 3 consolidation 第三步巩固(时间:10分钟)

创设情景，编对话，在真实的语境中培养学生口头交流能力。

1. (根据小黑板上的关键词，分角色表演对话。)

t: ok. now you can use the key words above to act out the dialog in roles.

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

(教师先做示范，然后让学生两人一组练习。)

t: s1, what are you going to do this term?

s1: i’m going to learn english better.

t: what about you, s2?

s2: i’m going to study math hard.

t: oh, it’s a good plan. s3, do you know what your partner is going to do?

s3

: yes. he is going to learn rowing.

t: discuss with your partner what you are going to do this term.

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

t: just now you talked about your plans for this term. now suppose you meet

your classmate on the

playground and you want to talk about your plans for this week. please make a similar conversation with your partner according to 1a. you can use the key words on the blackboard. (学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)

example:

s4: hi, s5.

s5: hi, s4. i am going to play … are you going to play with us?

s4: i’m afraid i can’t. i have to do my homework first. by the way, i saw you play … almost every day during the summer holidays.

basketball game talking about?

s5: yes. you know i am going to play in the … game against class 2 this saturday. would you like to come and

cheer us on?

s4: of course. i’d love to. and i hope you will win.

(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)

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

step 4 practice 第四步练习(时间:10分钟)

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

1. (通过看图片，练习be going to的用法，导入2。)

t: look at the pictures, what are they going to do?

ss: (picture 1) they are going to go skating.

(picture 2) they are going to go skiing.

…

t: which sport do you prefer, … or …?

s1: i prefer …

t: what about you, s2?

s2: i prefer …

t: s3, do you often go swimming?

s3: t: good. you can also say “. “do you often go swimming?” means “do you go swimming ”

。)

t: s4, do you go rowing much?

s4: yes, quite a lot/a bit.

t: s5, do you go skiing much?

s5: yes, quite a lot / a bit.(肯)

s6: no, seldom.(否)

t: oh, you don’

t like sports. it isn’there.

)

t: discuss with your partner which sports club you would like to join.

s7: i am going to join the school rowing club.

s8: …

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

2. (让学生听3录音，并完成3。)

t: michael and kangkang like doing sports a lot. do you want to know what sports they often do on weekends? listen to the tape, then fill in the chart in 3.

(再放录音3，核对答案。)

3. (做一个运用“be going to+do”句型的游戏。)

(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要

用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)

t: please do an action about your favorite sport.

(s10表演一个动作。)

s9: are you going to play basketball?

s10: no, i’m not.

s9: are you going to play volleyball?

s10: yes, i am.

…

(让学生尽量多表演动作。)

step 5 project 第五步综合探究活动(时间:8分钟)

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。

1. (小组活动，在小组中做采访并向全班同学作报告。)

t: work in groups. ask your partner the following questions, then give a report to your classmates.

(1)which sport do you

prefer, … or …?

(2)do you … much?

(3)are you going to …

next week?

2. homework:

用be going to造五个句子，要求用不同的人称、句式。

section b

the main activities are 1a and 2a. 本课重点活动是1a和2a。Ⅰ. teaching aims and demands 教学目标

1. learn some new words and phrases:

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

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

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

—i’m going to be a dancer.

3. talk about the favorite sports and players:

(1)—what’s your favorite sport, maria?

—basketball, of course.

(2)—who’s your favorite player?

—lebron james. / i like yao ming best.

Ⅱ. teaching aids 教具

【篇三：仁爱英语八年级上册教学设计】

（仁爱英语八年级上册）

unit1 topic1 section a 教学设计

【摘要】 review some useful sentences in order to know about students’ holiday. then learn some new words and phrases, and lead to the future tense with be going to. let students master the important point by practicing in the class.

【关键词】

1.almost, against, term, cheer, cheer ? on, team, win, row, quite, bit, quite a bit / a lot, join,

2.the future tense with be going to:

【教材分析】

1.本课教材的重点内容是掌握一般将来时态“be going to”的使用。

2.对本课的重点句型要进行重点提示和操练。如：“be going

to+do”； which sport do you prefer, ? or ??（prefer doing）

3.让学生理解cheer ?on 和 plan to do sth的用法。

1.教材地位及作用

本课的教材起到一个引领与创设情境的作用，把询问假期活动的内容与新学期的打算以对话的形式复合在一起，既起到复习巩固的作

用又能引导学习新知识的渴望。在口头练习和交际会话中可以适当

的拓展，让学生能够熟练掌握一般将来时态的应用。

2.teaching aims and demands :

1.learn some new words and phrases:

almost, against, term, cheer, cheer ? on, team, win, row, quite, bit, quite a bit / a lot, join,

2.learn the future tense with be going to:

3. learn some useful sentences:

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

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

3.the important point、the difficult point:

1.learn the future tense with be going to:

2.learn the new words and phrases:

【学情分析】多数学生能够做好预习，并根据老师的引导比较有热情的学

习对话，并能熟练应用本节课的重点知识，但也有一小部分同学由于假期复习不到位造成知识暂时性衔接不上，需要巩固语法知识的应用。

【教学策略】创设大量的场景进行情景对话，教学中可以采用角色扮演的方法，让学生更深刻的掌握生词，短语和句型。同时也可以让学生自行设计一些表示将来计划做的事情，进行生生，师生共同训练。

【教学过程】

Ⅱ. teaching aids:

recorder and multimedia

Ⅲ. five-finger teaching plan：

teaching procedure

step 1 review

review the movement project names that we learned, lead to the new words.

1.show some of the motion picture, and through the dialog between teachers and students ,introduce a new sports item name.

t: welcome back to school, boys and girls. the new term begins. this is our first english lesson this term. did you enjoy yourselves during your summer holidays? what did you do during your holidays? did you do sports during your summer holidays?

ss: ?

t: we all know doing sports is good for our health. now let’s review some sports and learn some new ones.

t: look at the picture. do you know what they are doing? s1, please.

s1: they are playing basketball.

t: do you like playing basketball?

s1: yes, i do. / no, i don’t. t: how many players are there in the basketball team?

s1: there are five players.

t: what are they doing? s2, do you know?

s2: they are playing volleyball.

https://www.sodocs.net/doc/6e8912212.html,e blackboards about practice derived words ,use of prefer. t: which sport do you like better, cycling or rowing?

s3: rowing.

t: good! the phrase “like ? better” means “prefer”.

t: s4, which sport do you prefer, basketball or soccer?

s4: i prefer basketball.

…

step 2 presentation

by asking and answering between the teacher and students, show some new words and sentences in 1a，let students master pattern the sentence “be going to?”

1. use “plan to do sth.”to lead to pattern the sentence “be going to+do”.

t: i’m very glad you all like doing sports and know a lot about them. do you want to play volleyball tomorrow afternoon? s1, please.

s1: yes, i do.

t:so you plan to play volleyball tomorrow afternoon, right?

s1: yes. t: ok. when we plan to do something, we can say we are going to do something.

t: when i tell you my plan, you retell it with be going to. ok, boys and girls?

ss:ok.

t: i plan to go out for dinner tonight. s2, please.

s2: you are going to go out for dinner tonight.

t: i plan to climb mountains tomorrow. s3, please.

s3: you are going to climb mountains tomorrow.

t:good! when we express something that is going to happen

or we plan to do something, we can use be going to do sth.

2. let the students talk about outdoor activities plan tomorrow, and points out the general interrogative sentence, the transition to 1a.

t: ok, s4, please tell me what you plan to do tomorrow afternoon.

s4: i’m going to swim with my brother tomorrow afternoon. t: are you going to swim?

s4: yes, i am.

3. learn new words and phrase: against, cheer, cheer? on. show a upcoming basketball poster.

t: now look at the poster. here is the news. our class is going

to have a basketball game against class 3 at 5:00 this afternoon. would you like to cheer them on?

ss:yes, we’d love to./i’d love to.

t: look at this picture. they are kangkang and michael. what

are they talking about? can you guess? please listen to 1a and then answer the following questions.

(show a small blackboard)

4.read 1a, draw the question difficulty and key words and then explain the difficult points of teaching.

step 3 consolidation

the creation of scenarios, the dialogue in a real context, training students oral communication ability

1.act out the dialogs in roles according the key words.

2. lead the students to practice the pattern sentence be going to+do t: s1, what are you going to do this term?

s1: i’m going to learn english better.

t: what about you, s2?

s2: i’m going to study math hard.

t: oh, it’s a good plan. s3, do you know what your partner is going

to do?

s3: yes. he is going to learn rowing.

t: discuss with your partner what you are going to do this term. t: just now you talked about your plans for this term. now suppose you meet your classmate on the playground and you want to talk about your plans for this week. please make a similar conversation with your partner according to 1a. you

can use the key words on the blackboard.

example:

s4: hi, s5.

s5: hi, s4. i am going to play ? are you going to play with us?

s4: i’m afraid i can’t. i have to do my homework first. by the way,

i saw you play ? almost every day during the summer holidays.

s5: yes. you know i am going to play in the ? game against class 2

this saturday. would you like to come and cheer us on?

s4: of course. i’d love to. and i hope you will win.

step 4 practice

1.make conversations according to the example and the pictures in 2 in pairs. learn and mater “ quite a bit /a lot ” and “ club”.finish

2.

t: which sport do you prefer, ? or ??

s1: i prefer ?

t: what about you, s2?

s2: i prefer ?

t: s3, do you often go swimming?

s3: yes, very often.

t: good. you can also say “quite a lot/a bit”. “do you often go swimming?” means “do you go swimming much?”

t: s4, do you go rowing much?

s4: yes, quite a lot/a bit.

t: s5, do you go skiing much?

s5: yes, quite a lot / a bit.(肯)

s6: no, seldom.(否)

t: oh, you don’t like sports. it isn’t good. i think you should join a sports club, and maybe you will like sports there.

t: discuss with your partner which sports club you would like to join. s7: i am going to join the school rowing club.

s8: ?

2.listen to 3 and finish

3.

step 5 project

the report and write sentences, training of students integrated use of this class grammar and sentence pattern ability.

t: work in groups. ask your partner the following questions, then give a report to your classmates.

(1)which sport do you prefer, ? or ??

(2)do you ? much?

(3)are you going to ? next week?

2. homework:

be going to made five sentences, with a different person, sentence pattern.

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