英語(yǔ)老師要讓學(xué)生激發(fā)學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)習(xí)英語(yǔ)的良好習(xí)慣，樹立學(xué)習(xí)英語(yǔ)的自信。英語(yǔ)教學(xué)對(duì)學(xué)生的成長(zhǎng)有著積極的影響，作為初二八年級(jí)英語(yǔ)老師不妨寫一篇初二八年級(jí)英語(yǔ)教案。你是否在找正準(zhǔn)備撰寫“新課標(biāo)8年級(jí)下冊(cè)英語(yǔ)教案”，下面小編收集了相關(guān)的素材，供大家寫文參考！

新課標(biāo)8年級(jí)下冊(cè)英語(yǔ)教案1

I’ll help to clean up the city park.

一、教學(xué)目標(biāo)：

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 能掌握以下單詞：clean up, city, cheer, cheer up, give out, volunteer, notice,...

2) 能掌握以下句型：① You could help to clean up the city parks. ....

3) 能了解以下語(yǔ)法：情態(tài)動(dòng)詞could, should的用法;用should或could提出建議并對(duì)別人的建議作出評(píng)價(jià)。如何表達(dá)主動(dòng)提供幫助。

2. 情感態(tài)度價(jià)值觀目標(biāo)：

在授課過程中滲透助人就是助己，助人收獲快樂的情感目標(biāo)，使學(xué)生在談?wù)撊绾螢閯e人提供幫助的對(duì)話中能意識(shí)到盡己所能，幫助他人，樂于奉獻(xiàn)是一種良好的品德，培養(yǎng)學(xué)生為他人著想，熱愛公益事業(yè)，樂于助人的優(yōu)良品質(zhì)。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) 掌握這些短語(yǔ)動(dòng)詞的構(gòu)成和用法：clean up, city, cheer, cheer up, give out, ....

2) 學(xué)會(huì)提供幫助的基本句型：I’d like to work outside.I’ll help clean the city park.

2. 教學(xué)難點(diǎn)：學(xué)會(huì)提供幫助的基本句型

三、教學(xué)過程

Period 1(Section A 1a-2d)

Step 1 Warming up

1. 播放學(xué)生志愿者進(jìn)行義務(wù)幫助別人的活動(dòng)視頻，通過詢問他們以下問題來引導(dǎo)學(xué)生們了解社會(huì)上一些的志愿?jìng)冞M(jìn)行的活動(dòng)。

Step 2 New words Read new words on p9-10.

Step 3 Discussion

1. 1a. Look at the ways you could help others. Then list other ways.

2. Ss discuss with their partners and write the ways one could help others:

① Help plant trees by the river. ② Help clean up the city park.

③ Visit the old people in the old people’s home. ④ Help young kids to learn English.

Step 4 Listening

1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.

2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others.

Step 5 Pair work

1. Let Ss read the conversation in the picture.

2. 1c. Use the information in the chart of 1b to make other conversations.

A: I hope to work outside.

B: You could help to clean up the city parks. ........

3. Let some pairs act out their conversations.

Step 6 Listening

1. 2a:

T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.

1. Look at the pictures in 2a. Discuss the things they are going to do.

2. Play the recording for the Ss to listen and check the pictures.

3. Play the recording again to check the answers.

2. 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to write the correct words in the blanks.

3. Play the recording again to check the answers.

Step 7 Pair work

1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out thei r conversation first.

e.g. A: We need to come up with a plan for the City Park Clean-Up Day.

B: Let’s have lunch first.

A: No, we need to start now. Clean-Up Day is only two weeks from now.

B: You’re right. We can’t put off making a plan. As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

A: Let’s make some notices, too. Then I’ll hand them out after school.

B: And we could each call up ten students and ask them to come.

3. Ss act the conversation in pairs. Ask some pairs to act out their con versations.

Step 8 Reading and Role-play 

1. Read the conversations and answer the two questions:

① Where’s Helen going to work this summer?

__________________________________

② What did Tom do to help the old people?

____________________________________

Answers: She’s going to work in an old people’s home.

Reading the newspaper or just talking to the old people.

2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Homework:

Teaching thought:

Period 2(Section A 3a-3c)

Step 1 Revision

1. Write down the phrases.

1. 打掃 ________ 2. 分發(fā) ________ 3. 曾經(jīng) _______

4. (使)變得高興 ________ 5. 義務(wù)做某事 _________________

6. 大打掃日 ______________ 7. 想出主意(辦法)____________

2. Role-play

A: Hi, Tom. I’m making some plans to work in an old people’s home this summer.

B: Really? I did that last summer!

Step 2 New words Read new words on p11.

Step 3 Reading

1.Tell Ss to read the article in 3a quickly and try to find the answers to these questions:

1. What does Mario love?

2. What does Mary love? 

3. What do Mario and Mary volunteer to do?

Ss read the article quickly and try to answer the questions:

Answers: 1. He loves animals.

2. She loves reading books.

3. Mario volunteers at animal hospital and Mary helps kids learn to read.

2.3b: Read the article again and answer the questions.

1. Why does Mario volunteer to help others?

2. Why does Mary volunteer to help others?

3. What does Mario say about volunteering?

4. What does Mary say about volunteering?

Answers: 1. Because he believes it can help him to get his future dream job.

2. Because she can do what she loves to do and help others.

3. He gets such a strong feeling of satisfaction when he sees the animals get better and the look of joy on their owners’ face.

4. Volunteering is a dream come true for her.

Homework Make sentences with these words.

help (to) do; want to do; learn to do; decide to do; how to do; volunteer to do

Teaching thought:

Period 3(Grammar Focus-4c)

Step 1 Revision

Complete the sentences.

Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about ____ __ care for animals.

Mary is a book lover. She could read by herself __ ___ ____ of four. Last year, she decided __ ___ ___ for a volunteer after-school _______ program. Mary still works there once a week __ ____ kids _____ __ read. Volunteering here is a dream come true for her. She can what she _____ ___ ___and helps others at the same time.

Can you tell something about Mary to us?

Answers: give up, to help, to be, volunteers, to learn, how to, at the age, to try out, reading, to help, learn to, loves to do

Step 2 Grammar focus

1. 閱讀Grammar Focus中的句子，然后做填空練習(xí)。

Step 3 New words Look at the big screen and learn the new words and expressions:

Step 4 Practice

1. 4a: Fill in the blanks with the phrasal verbs in the box.

Tell Ss to read the sentences in 4a and try to fill in the blanks with the phrasal verbs in the box.

Answers: put off; call up; come up with; cheer up; put up; hand out; give out

2. 4b: Fill in the blanks with the correct forms of the verbs in the box.

Check the answers with the Ss.

3. 4c: Complete the sentences with your own ideas. Use infinitives.

Homework Make sentences with the phrases below.

put up, hand out, call up, cheer up, come up with, give out, put off

Teaching thought:

Period 4(Section B 1a-2e)

Step 1 Warming up and revision

1. Daily greeting. 2. 復(fù)習(xí)動(dòng)詞不定式的用法，并完成相關(guān)任務(wù)。

3. Check the homework. Let some Ss report “Who’s the … in class?”

Step 2 Presentation

1. Present the new words on the big screen and learn the new words together.

1) repair v. 修理;修補(bǔ) 2) fix v. 安裝;使固定

3) give away 贈(zèng)送;捐贈(zèng) 4) wheel n. 車輪;輪子

2. Ss read and try to remember the new words.

3. Work on 1a and match the sentences with the similar meaning.

4. Check the answers with the Ss.

Step 3 Writing . Work on 1b

1. Ask one student read the phrases and the nouns. Tell Ss to match the phrasal verbs with the nouns. Then make sentences with the phrases.

2. Let some Ss come to the blackboard and write down their sentences. Then check together.

Step 4 Listening . Work on 1c:

1. Tell Ss to look at the pictures in 1c. Tell them the boy in the pictures is Jimmy. He’s a good boy. He likes to help others. What is he doing now? Listen to the tapes and number the pictures.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

3. Check the answers:

Step 5 Role-play

1. Work in pairs. Role-play a conversation between Jimmy and the reporter. Use the information in 1c and 1d.

2. Let two students make a model for the Ss.

3. Ss practice their conversations

4. Teacher can walk around the classroom, and give some help to the Ss.

Step 6 Reading

Fast Reading

1. T: Now let’s work on 2b. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions.

1) What kind of letter is it? 2) Who wrote the letter to Miss Li? Why?

2. Ss read the letter quickly and try to find the answers to the two questions.

新課標(biāo)8年級(jí)下冊(cè)英語(yǔ)教案2

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握重點(diǎn)詞匯和短語(yǔ)。

2. 通過聽力訓(xùn)練來掌握提高學(xué)生們綜合聽說能力。

3. 通過閱讀訓(xùn)練來讓學(xué)生們逐步提高英語(yǔ)閱讀能力。

二、過程與方法

上網(wǎng)查閱相關(guān)資料，反復(fù)聽力，操練對(duì)話。

三、情感態(tài)度與價(jià)值觀

能用一般過去時(shí)和過去進(jìn)行時(shí)敘述過去的事，特別是重大突發(fā)事件。

教學(xué)重點(diǎn)

通過閱讀訓(xùn)練來讓學(xué)生們逐步提高英語(yǔ)閱讀能力。

教學(xué)難點(diǎn)

閱讀訓(xùn)練，來培養(yǎng)學(xué)生們的綜合閱讀能力。

教法導(dǎo)航

聽、說、讀、寫四項(xiàng)基本技能相結(jié)合。引導(dǎo)學(xué)生進(jìn)行泛讀和精讀。

學(xué)法導(dǎo)航

通過多種形式的運(yùn)用，培養(yǎng)各種能力。

教學(xué)準(zhǔn)備

圖片，多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Revision

Ask some students to report their dialogues.

Step 3 Presentation

1a, Think of a time when you were late for or couldn’t go to an event. What was the event? What was the reason why you were late or couldn’t go? Tell your partner the story. Then ask some students to tell their stories.

Step 4 Listening

What happened to the girl? Let’s listen.

1b, Listen and write short answers to the questions.

1. What event happened at the school yesterday?

2. Who missed the event?

3. Which team won at the event?

Play the recording at least twice and give the students enough time to write down their answers. Then ask some students to report their answers.

1c, Listen again. Number the events [1-6] in the order they happened.

____ Kate saw a dog by the side of the road.

____ Kate got to the bus stop.

____ Kate called the Animal Helpline.

1 Kate left the house.

____ Kate waited for someone to walk by.

____ Kate realized her bag was still at home.

Ask some students to report their answers.

Step 5 Speaking

1d, Talk about why Kate missed the school basketball competition. Student A begins a sentence with while or when. Student B completes the sentence.

A：When she got to the bus stop，Kate …

B：When she got to the bus stop，Kate realized that her bag was still at home.

A：While she was running back home， …

B：While she was running back home，she saw a dog by the side of the road.

Encourage the students to make up as many dialogues as possible.

Step 6 Presentation

2a, Look at the pictures and the title in the passage. What do you think the passage is about?

Remind the students to talk about it in pairs. Then ask some students to report their answers.

Step 7 Reading

2b, Read the passage and answer the questions:

1. What are the two events in the passage?

2. When did they happen?

Ask some students to report their answers.

2c Read the passage again. Are the following statements true (T) or false (F)，or is the information not given (NG)?

___ 1. Everyone in America remembers who killed Dr. King.

___ 2. Robert Allen was eating lunch when Dr. King was killed.

___ 3. Robert’s parents were shocked to hear the news.

___ 4. Kate Smith was watching a movie when a plane hit the World Trade Center.

___ 5. Kate didn’t think her friend was telling the truth about the event.

Ask some students to report their answers.

2d Underline sentences from the passage with similar meanings to the ones below.

1. Not everyone will remember who killed him，but they can remember what they were doing when they heard that he got killed.

2. No one said anything for the rest of dinner.

3. September 11，2001—— the date alone means something to most people in the US.

4. I had trouble thinking clearly after that because I was very afraid.

Ask the students to read the passage carefully and try to find out the answers.

Step 8 Language points

1.My parents did not talk after that，and we finished the rest of our dinner in silence.

in silence 沉默，無聲

e.g. Many patients were waiting in silence. 許多病人在靜靜地等候著。

2. I didn’t believe him at first.

at first “起初，首先”，作為介詞短語(yǔ)，只起副詞作用(在句中用作狀語(yǔ))。 at first主要用于強(qiáng)調(diào)前后對(duì)照，暗示接下去的動(dòng)作與前面的動(dòng)作不同甚至相反，因此常有 but， afterwards，soon，at last等相呼應(yīng)。

e.g. At first I didn’t want to go，but soon I changed my mind.

我開始不想去，但我很快就改變了主意。

Step 9 Pair work

2e, How much do you remember about the events in the passage? Test your partner.

A：When did Dr. Martin Luther King die?

B：He died on …

Ask some pairs to practice the dialogue.

Step 10 Homework

1. Remember the words and phrases in this lesson.

2. Finish the exercises in the workbook.

課堂作業(yè)

Translate the phrases.

1. 在歷史上 2. 默默地 3. 首先 4. 講實(shí)話 5. 做……感到吃驚 6. 做某事有麻煩 7. 如此……以致……

參考答案：1. in history 2. in silence 3. at first 4. tell the truth 5. be shocked to do sth. 6. have trouble doing sth. 7. so … that…

教學(xué)反思

2b部分課本上已經(jīng)設(shè)計(jì)了很多閱讀理解活動(dòng)，但如果能再加一個(gè)寫的活動(dòng)更好。對(duì)于閱讀理解中涉及到的兩個(gè)重大歷史事件，讓學(xué)生在充分學(xué)習(xí)文章的基礎(chǔ)上復(fù)述一下并寫出來，不僅鍛煉了學(xué)生的概括能力，又培養(yǎng)了學(xué)生的寫作能力，同時(shí)復(fù)習(xí)鞏固了本課的重點(diǎn)語(yǔ)法——過去進(jìn)行時(shí)。

新課標(biāo)8年級(jí)下冊(cè)英語(yǔ)教案3

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 復(fù)習(xí)、鞏固表示委婉請(qǐng)求和應(yīng)答的句型。

2. 培養(yǎng)閱讀理解能力。

3. 完成相關(guān)練習(xí)。

二、過程與方法

將抽象知識(shí)具體化，幫助學(xué)生總結(jié)規(guī)律，系統(tǒng)地學(xué)習(xí)語(yǔ)法。調(diào)動(dòng)學(xué)生的積極性，引導(dǎo)他們積極參與課堂。

三、情感態(tài)度與價(jià)值觀

認(rèn)識(shí)到做家務(wù)的意義和重要性，養(yǎng)成常做家務(wù)的好習(xí)慣。

教學(xué)重點(diǎn)

復(fù)習(xí)、鞏固表示委婉請(qǐng)求和應(yīng)答的句型。

教學(xué)難點(diǎn)

培養(yǎng)閱讀理解能力。

教法導(dǎo)航

通過大量練習(xí)讓學(xué)生主動(dòng)掌握語(yǔ)法知識(shí)。

學(xué)法導(dǎo)航

練習(xí)、討論、主動(dòng)探求規(guī)律。

教學(xué)準(zhǔn)備

多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 A Game

Show a list of chores on the blackboard：

do the dishes clean your room

take out the trash sweep the floor

fold your clothes make your bed

Give them a set of blank cards.

T：Let’s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card，and asks the student next to him/her to do this chore. That student says “no” and gives a reason. Each student should give a reason that has not been given before. The one who can’t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner.

Step 3 Role play

Ask some pairs to role play the dialogue in 2d.

Step 4 Presentation

Say：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.

Step 5 Reading

Say：Now let’s read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancy’s mom angry with her? 2. Did they solve the problem? How?

Then ask some students to report their answers.

Now let’s read the sentences in 3b，try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.

Step 6 Language points

1. You watch TV all the time and ...

all the time(在該段時(shí)間內(nèi))一直;向來，一向;時(shí)時(shí)刻刻;每時(shí)每刻

e.g. I do this all the time. 我一直是這么做的。

This happens all the time. 這種情況是時(shí)時(shí)發(fā)生的。

2. I’m just as tired as you are!

as ... as 意為 “和…一樣”，表示同級(jí)的比較。使用時(shí)要注意第一個(gè)as為副詞，第二個(gè)as為連詞。其基本結(jié)構(gòu)為：as + adj./ adv. + as。

e.g. This film is as interesting as that one. 這部電影和那部電影一樣有趣。

Your pen writes as smoothly as mine. 你的鋼筆書寫起來和我的一樣流暢。

注意：as … as 的否定形式為“not as/so + adj./adv. + as”。

e.g. He didn’t act as well as you. 他表現(xiàn)得不如你好。

3. For one week，she did not do any housework， and neither did I.

1) neither 用作副詞，作“也不”解釋，放在句首，表示前面否定的內(nèi)容也適用于另一個(gè)人或物，句子須采用部分倒裝。此時(shí)也可用nor替換 neither 使用。

e.g. --- I don’t like this dress. 我不喜歡這件連衣裙。

--- Neither / Nor do I. 我也不喜歡。

注意：neither 之后的主語(yǔ)要置于助動(dòng)詞或系動(dòng)詞之后。

2) neither 用作代詞，表示“兩者都不，雙方均不”。

He answered neither of the letters. 他兩封信都沒回。

e.g.--- Which one would you like? 你喜歡哪一個(gè)?

--- Neither. 兩個(gè)都不喜歡。

Step 7 Practice

3c, Show the sentences on the screen： 1. Could you take the dog for a walk? 2. I walked home from school. Then ask some students to read and translate them. Then help them to say that the word “walk” in the first sentence is a noun and the word “walked” in the second sentence is a verb. Then ask the students to look at the sentences in 3c and decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form. Finally ask some students to report their answers.

Step 8 Grammar focus

Ask the students to translate the sentences in the box and try to remember them. Then practice them in pairs. Finally ask the students to make up more similar dialogues.

Step 9 Practice

4a First ask the students to translate the sentences from 1 to 5，then decide whether they are requests or permissions. Then match each one with the correct response. Finally ask the students to practice the dialogues in pairs.

4b First ask the students to fill in the blanks in the conversation by themselves and then ask them to check the answers in pairs. Finally ask them to practice the dialogue in pairs.

Step 10 Group work

Say：Boys and girls，we’ll go for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart in 4c. You can use the dialogue to help you：A：Could you please bring a tent， Liu Chang? B：Sure. And could you please…? C：Sorry，I can’t. I have to… After several minutes，ask some groups to practice the dialogue.

Step 11 Homework

Suppose your family will go to America for summer holiday，what should you prepare? Talk about it in groups and try to use the sentence patterns：Could you…? Could I …?

課堂作業(yè)

I. 根據(jù)句意和首字母用適當(dāng)?shù)膯卧~填空

1. Do you like doing chores? No，I h________ doing chores.

2. What do you do after you get up every day? I brush my teeth and w ______ my face.

3. Could you help your mother m________ dinner on Sundays?

4. I often do the s________ with my sister on weekend.

5. I have a little money，could I b_______ some from you?

6. Could I please u_______ your car? Sorry，I can’t. I have to have a meeting.

II. 連詞成句

1. take out，could，please，you，trash，the

_____________________________________?

2. I，please，movies，go，could，to，the

_____________________________________?

3. you，often，the，clean，room，do

_____________________________________?

4. but，have，you，to，your，finish，first，homework

_____________________________________.

參考答案：I. 1. hate 2. wash 3. make 4. shopping 5. borrow 6. use II. 1. Could you please take out the trash? 2. Could I please go to the movies? 3. Do you often clean the room? 4. But you have to finish your homework first.

教學(xué)反思

一節(jié)課下來，大部分學(xué)生都能積極投入到課堂教學(xué)中來，并積極舉手發(fā)言。課堂氣氛比較活躍，調(diào)動(dòng)了大部分學(xué)生聽課的積極性，因此合作教學(xué)對(duì)提高學(xué)生實(shí)際的語(yǔ)言交流能力以及與他人的合作能力有很大的促進(jìn)作用。但很明顯，語(yǔ)言表達(dá)能力強(qiáng)的學(xué)生參與的機(jī)會(huì)相對(duì)要多，代表小組匯報(bào)的機(jī)會(huì)也多，而另有一些學(xué)生卻習(xí)慣于當(dāng)聽眾，被動(dòng)地接受別人的觀點(diǎn)，很少發(fā)表自己的個(gè)人意見，也就是說在小組合作學(xué)習(xí)中學(xué)生的參與度不均衡，而這部分學(xué)生主要是學(xué)習(xí)困難生。

新課標(biāo)8年級(jí)下冊(cè)英語(yǔ)教案4

教學(xué)目標(biāo)

一、知識(shí)與技能

1.學(xué)習(xí)并掌握現(xiàn)在完成時(shí)的用法，學(xué)習(xí)有關(guān)音樂的詞匯。

2.閱讀短文獲得正確信息的能力。

3.能夠通過彼此交流了解歌曲、歌手、樂隊(duì)的信息并能作評(píng)論。能夠運(yùn)用閱讀策略來獲得文章大意。

4. 掌握現(xiàn)在完成時(shí)的用法，學(xué)習(xí)有關(guān)音樂的詞匯。

5. 培養(yǎng)學(xué)生的聽力能力。

二、過程與方法

閱讀，感受，模仿，實(shí)踐。

三、情感態(tài)度與價(jià)值觀

激發(fā)學(xué)生對(duì)音樂的熱愛。

教學(xué)重點(diǎn)

1.學(xué)習(xí)并掌握現(xiàn)在完成時(shí)的用法，學(xué)習(xí)有關(guān)音樂的詞匯。

2.閱讀短文獲得正確信息的能力。

教學(xué)難點(diǎn)

能夠運(yùn)用閱讀策略來獲得文章大意，從而提高閱讀效率。

教法導(dǎo)航

激勵(lì)學(xué)生認(rèn)真閱讀，認(rèn)真思考。

學(xué)法導(dǎo)航

通過閱讀，模仿學(xué)習(xí)新知識(shí)。

教學(xué)準(zhǔn)備

圖片，多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Warming up

Show some pictures about singers and musicians. Ask and answer：

Who is your favorite singer or musician? Why do you like him or her?

Step 3 New words

Learn the new words：pop，rock，band.

The students read the words one by one. Then they have a dictation.

Step 4 Listening

The students go through the sentences in 1b.

1b, Listen to a conversation between Alex and Dave. Write A for Alex and D for Dave next to each opinion.

____ The Toms must be popular.

____ The Toms play pop music.

____ The Toms’ music sounds more like rock.

____ Listening to The Toms is a good way to wake up.

1c, Listen again. Take notes.

Listen for a third time and check the answers.

Step 5 Speaking

1d, Ask your friends and parents what kind of music they listen to and why. How does the music make them feel?

Ask the students to make a conversation like：

A：What kind of music do you listen to?

B：I listen to pop music.

A：Why do you listen to it?

B：I like it because….

A：How does the music make them feel?

B：It makes me relaxed.

Step 6 Discussion & Reading

2a, Discuss the questions with a partner.

1.Do you have a favorite singer or band?

2. Do you have a favorite song?

3. What facts do you know about your favorite singer，band or song?

Reading guidance:

1. Read the passage and make notes or underline the main idea of the text.

2. After reading，write a short summary in your own words.

在討論的過程中，教授新單詞。

Step 7 Reading tasks

Read the passage and complete the fact sheet.

Country Music Fact Sheet.

Where it is from：___________________

What kind of music it is：_____________

A famous country music place in Nashville：_______________

A famous country music singer：____________

The number of records he has sold：_____________

2c Read the passage again and underline the main ideas. Then use the underlined text to write short answers to the questions below.

First paragraph：

Who is Sarah? Where is she from? What does she like?

Second paragraph：

What is country music? What is country music about?

Third paragraph：

What is Sarah’s dream? Who is Garth Brooks?

Step 8 Writing

2d, Use the notes you made in 2c to write a short summary of the passage. Write no more than 100 words.

示例：

Sarah is an American girl. She likes country music. She is a fan of country music. Country music is a traditional music from the southern states of America. Many songs are about modern life in the US，such as the importance of money and success. Sarah’s dream is to go to Nashville because Garth Brooks is there. She likes to listen to his songs. Garth is one of the most successful musicians in American history.

課堂作業(yè)

1. Ask the students to write the following phrases and words.

used to過去常常 fight over爭(zhēng)吵 return home回家

on the radio在收音機(jī)上 make sb. do sth.使某人做某事 think about考慮

come to realize逐漸認(rèn)識(shí)到 ever since自從…以來

the home of…的家 such as例如 belong to屬于

be kind to sb.對(duì)某人友好 trust one another互相信任 remind sb. that…使某人想起

have been to去過 do research on研究 hope to do sth. 希望做某事

2. 單選題

1. ---Where is John?

---He ______ the science lab.

A. has gone to B. has been to C. went to

2. ---Where is my sister， mum?

---She ___ to the library. She will be back soon.

A. has been B. is going C. has gone D. will go

3. ---May I speak to Lin Tao?

---Sorry，he is not in.

---He ______ to Changsha.

A. has been B. has gone C. went

參考答案：1. A 2. C 3. B

教學(xué)反思

教師一定要想辦法使閱讀課變得生動(dòng)有趣，并且教授給學(xué)生一定的閱讀策略。另外，掌握住“practice makes perfect”的原則，使學(xué)生在訓(xùn)練中逐步掌握本課的重點(diǎn)。

新課標(biāo)8年級(jí)下冊(cè)英語(yǔ)教案5

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握重點(diǎn)詞匯和短語(yǔ)。

2. 培養(yǎng)學(xué)生的閱讀能力及技巧。

3. 復(fù)習(xí)、運(yùn)用過去進(jìn)行時(shí)。

二、過程與方法

訓(xùn)練法，熟能生巧法，通過練習(xí)鞏固復(fù)習(xí)所學(xué)知識(shí)。

三、情感態(tài)度與價(jià)值觀

培養(yǎng)學(xué)生在災(zāi)害面前要更團(tuán)結(jié)，更友善，更懂得互相幫助。

教學(xué)重點(diǎn)

1. 掌握重點(diǎn)詞匯和短語(yǔ)。

2. 復(fù)習(xí)、運(yùn)用過去進(jìn)行時(shí)。

教學(xué)難點(diǎn)

1. 培養(yǎng)學(xué)生的閱讀能力及技巧。

2. when和while的區(qū)別。

教法導(dǎo)航

教師引導(dǎo)，學(xué)生自主探究，小組合作。

學(xué)法導(dǎo)航

自主探究與小組合作相結(jié)合。

教學(xué)準(zhǔn)備

多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Revision

Ask students to talk about what they were doing last night in groups of four then give a report.

Step 3 Presentation

Ask the students to look at the picture and think about what has happened.

Step 4 Reading

3a, Read the passage quickly and answer the following questions

1. What was the weather like before the heavy rain started?

2. What was the neighborhood like after the storm?

Ask some students to report their answers.

3b, Read the passage again and complete the sentences using information from the passage.

1. When the news on TV was reported，strong winds _____________ outside.

2. While Ben’s mom was making sure the radio was working，his dad _____________.

3. Ben _____________________ when the heavy rain finally started.

4. When Ben _______________at 3：00 a.m.，the wind _________________.

Ask some students to report their answers.

Step 5 Speaking

3c, Discuss the questions with a partner.

“Although the storm broke many things apart，it brought families and neighbors closer together.”What other can bring people closer together? How can we help each other in times of difficulty?

Ask some students to report their answers.

Step 6 Language points

1. With no light outside，it felt like midnight.

此句中介詞with表示一種伴隨狀況，同時(shí)還包含著某種因果關(guān)系，表示“因某種狀況的存在而導(dǎo)致…”，因此可翻譯成“由于;因?yàn)椤钡取?/p>

e.g. I can’t work with all that noise going on.

由于那噪音響著，我無法工作。

2. Ben’s dad… while his mom was making sure the flashlights and radio were working.

1) 此句中的連詞while的意思是“當(dāng)…的時(shí)候;和…同時(shí)”，while還可以表示“而;然而;但”之意，用來說明和強(qiáng)調(diào)兩種事情或情形不同。

e.g. Tom is active and outgoing while his sister Rosa is shy and quiet.

湯姆活躍外向，而他的妹妹羅莎卻害羞靦腆。

2) make sure“確認(rèn)，查明，核實(shí);確保;設(shè)法保證”，其后可接句子，或接介詞of及賓語(yǔ)，用來引入需要確認(rèn)的內(nèi)容。

e.g. Make sure you turn off the TV before you leave the house.

在你離開屋子前確認(rèn)關(guān)閉了電視。

3) 此句中的work表示機(jī)器，器官等“運(yùn)作，運(yùn)轉(zhuǎn)”，這是動(dòng)詞work的一種基本用法。

3. It was hard to have fun with a serious storm happening outside.

It is adj.+ to do sth. 做…怎么樣。

It is adj. for sb. to do sth. 對(duì)某人來說做…怎么樣。

e.g. It is important for us to learn English. 對(duì)我們來說學(xué)英語(yǔ)很重要。

活學(xué)活用：

1) 在街上踢球很危險(xiǎn)。 It is _______________ soccer on the street.

2) 每天早上讀書對(duì)你來說很有必要。It is ________ for you _______ in the morning.

3) 對(duì)他來說完成作業(yè)很容易 It is ____ for him __________________.

Step 7 Grammar Focus

Read and translate the sentences and try to conclude the grammar in the sentences.

1. What were you doing at eight last night? I was taking a shower.

2. What was she doing at the time of the rainstorm? She was doing her homework.

3. What was he doing when the rainstorm came?

He was reading in the library when the rainstorm came.

4. What was Ben doing when it began to rain heavily?

When it began to rain，Ben was helping his mom make dinner.

5. What was Jenny doing while Linda was sleeping?

While Linda was sleeping，Jenny was helping Mary with her homework.

Ask some students to report their opinions.

過去進(jìn)行時(shí)

1. 基本概念：過去進(jìn)行時(shí)表示在過去某一時(shí)刻或一段時(shí)間內(nèi)正在進(jìn)行的動(dòng)作。這一特定的過去時(shí)間除有上下文暗示以外，一般用時(shí)間狀語(yǔ)來表示。

2. 結(jié)構(gòu)：was / were ( not ) + 動(dòng)詞-ing

3. 一般過去時(shí)與過去進(jìn)行時(shí)用法的比較：一般過去時(shí)表示在過去某個(gè)時(shí)間發(fā)生過的動(dòng)作或存在的狀態(tài)，而過去進(jìn)行時(shí)則表示在過去某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作。

e.g. 1) David wrote a letter to his friend last night.

大衛(wèi)昨晚給他的朋友寫了封信。(信寫完了。)

2) David was writing a letter to his friend last night.

大衛(wèi)昨晚一直在給他的朋友寫信。(信不一定寫完。)

Step 8 Practice

4a, Look at the table and write sentences with both while and when.

Ask some students to report their sentences and explain the difference between while and when.

4b, Fill in the blanks with was，were，when or while. After several minutes，ask some students to report their answers.

Step 9 Pair work

4c, What were you doing at these times last Sunday? Fill in the chart. Then ask your partner. Then ask some pairs to report their answers.

Step 10 Homework

After class，please make some dialogues with the phrases and sentences in 4c.

課堂作業(yè)

I. 根據(jù)漢語(yǔ)意思完成下列英語(yǔ)句子，每空格一詞。

1. 昨天下午五點(diǎn)鐘你哥哥在做什么?

What ________ your brother ________ at five yesterday afternoon?

2. 昨天我回到家時(shí)，我媽媽在洗衣服。

My mother _____ ________ clothes ________ I ________ home yesterday.

3. 你做作業(yè)時(shí)，你妹妹在干什么?

What _______ your sister _______ _______ you _______ _______ your homework?

II. 翻譯短語(yǔ)

1. 感覺像 2. 首先，起初 3. 入睡 4. 減弱 5. 確定 6. 醒來 7. 一團(tuán)糟

8. 打掃 9. 互相幫助 10. 在困難的時(shí)候

參考答案：I. 1. was，doing 2. was washing when got 3. was doing when were doing

II. 1. feel like 2. at first 3. fall asleep 4. die down 5. make sure 6. wake up 7. in a mess 8. clean up 9. help each other 10. in times of difficulty

教學(xué)反思

讓學(xué)生根據(jù)例句自己總結(jié)語(yǔ)法規(guī)則，他們興趣高，能積極動(dòng)手查閱資料，主動(dòng)進(jìn)行小組交流合作，學(xué)習(xí)效果好。

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