英語(yǔ)是當(dāng)前的一門熱門語(yǔ)種，在世界流行極為廣泛，是我國(guó)對(duì)外開(kāi)放走向世界必須要學(xué)習(xí)的一門語(yǔ)種，因此初中英語(yǔ)的學(xué)習(xí)是很有必要的。今天小編在這給大家整理了一些新課標(biāo)版八年級(jí)英語(yǔ)教案，我們一起來(lái)看看吧!

新課標(biāo)版八年級(jí)英語(yǔ)教案1

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：allow, wrong, guess, deal, work out

能掌握以下句型：

① —What’s wrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents for some money.

④ Why don’t you talk to him about it?

2) 能了解以下語(yǔ)法：

(1)能夠運(yùn)用所學(xué)知識(shí)談?wù)搯?wèn)題和困難、提出建議并做出選擇;

(2)能根據(jù)對(duì)方所提出的問(wèn)題，給出一些合理的建議。

2. 情感態(tài)度價(jià)值觀目標(biāo)：

培養(yǎng)學(xué)生良好的合作意識(shí)，鼓勵(lì)學(xué)生大膽表達(dá)自己的想法和意愿。正確認(rèn)識(shí)生活中的一些困難，能采用正確的方式解決生活中的問(wèn)題。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) Talk about the problems.

2) Learn the new language points.

2. 教學(xué)難點(diǎn)：

能根據(jù)對(duì)方所提出的問(wèn)題，給出一些合理的建議。

學(xué)會(huì)表達(dá)建議的一些方式。

三、教學(xué)過(guò)程

Step 1 Warming up

1. 導(dǎo)入學(xué)生們平時(shí)在學(xué)校和生活中存在的問(wèn)題。

T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do 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

1. Look at these problems. Do you think they are serious or not? Ss 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 Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences.

2. Play the recording for the Ss 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 Ss 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?

4. Language points

1) allow v. 允許;準(zhǔn)許

allow sb. (not)to do sth. (不)允許某人做某事

e.g. My parents don’t allow me to stay up late. 我父母不允許我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允許邁克開(kāi)車去那里。

2) wrong adj. 錯(cuò)誤的;不對(duì)的

= not right

e.g. Some words on the advertisement are wrong. 廣告上的一些字錯(cuò)了。

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 Ss read the sentences in 2a.

2. Play the recording for the Ss to listen and write the words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss 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 Ss 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

Exercise:

Listen again. Fill in the blanks.

Boy 2 had a ______ with his best friend. He could ______ him a letter. But he isn’t good at writing letters. He ______ call him ____, but he doesn’t want to talk about it on the ______. He ______ talk to him so that he can say he’s sorry but it’s not ____. He ______go to his house but he doesn’t want to _______ him. He could take him to the _____________, but he doesn’t want to wait that long.

Step 6 Pair work

1. Tell Ss 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. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Ss read the conversations and try to understand the meaning.

2. Read the conversation after the teacher.

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

4. Explain some new words and main points in the conversation.

(1) guess

e.g. Let us guess the height of the building. 讓我們來(lái)猜一下這個(gè)建筑物的高度。

(2) big deal, deal

big deal是英語(yǔ)中的一個(gè)固定搭配，表示 “重要的事情或狀況”，多用于非正式交流。作否定用法時(shí)，常說(shuō)It’s not a big deal或It’s no big deal.表示說(shuō)話人并不認(rèn)為某事有什么了不起。

e.g. There's a soccer game on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上電視上有一場(chǎng)足球賽，但我不一定要看。沒(méi)什么大不了的。

It’s a big deal, David, bigger than you know.

這事挺重要的，戴維，比你所知道的要重要。

What's the big deal? It’s only a birthday, not the end of the world.

有什么了不起的?這不過(guò)是個(gè)生日，又不是世界某日。

(3) work out

work out 解決(問(wèn)題);算出

e.g. Mike worked out the difficult problem by himself.

邁克自己算出了那道難題。

Is it possible to work out the problem? 有可能解決這個(gè)問(wèn)題嗎?

Homework:

Write three conversations about your problems and your friends’ suggestions.

A: I have too many after-school classes.

What could I do?

B: You could …

新課標(biāo)版八年級(jí)英語(yǔ)教案2

【學(xué)習(xí)目標(biāo)】

1.知識(shí)目標(biāo)：學(xué)習(xí)反義疑問(wèn)句的用法

2.技能目標(biāo)：提高學(xué)生的聽(tīng)說(shuō)以及閑聊在英語(yǔ)表達(dá)中的定義和操練。

3.情感目標(biāo)：了解聊天的文化知識(shí)。

【重點(diǎn)、難點(diǎn)】

掌握反義疑問(wèn)句的運(yùn)用。

【導(dǎo)學(xué)指導(dǎo)】

溫故知新 復(fù)習(xí)短語(yǔ)

go swimming 去游泳 wait in line 排隊(duì) hate doing sth. 討厭做某事

So am / do I 我也是。

It looks like rain 看上去要下雨了。

wait for the bus/ train 等車 be late for/to 遲到

I hope so/not. 我希望如此/我不希望這樣。

自主互助學(xué)習(xí)

1、學(xué)生觀察1a中的圖片相互提問(wèn)：A:what can you see in picture 1?

B: I can see……. A:What are they doing? B: They are …….(學(xué)生通過(guò)相互提問(wèn)熟悉圖畫內(nèi)容，為聽(tīng)力做準(zhǔn)備。)

2、教師讓學(xué)生歸納1a-2c中所出現(xiàn)的反意疑問(wèn)句，讓學(xué)生觀察、總結(jié)反意疑問(wèn)句的構(gòu)成。知識(shí)剖析: 反意疑問(wèn)句要點(diǎn)簡(jiǎn)述反意疑問(wèn)句又叫附加疑問(wèn)句，是在陳述句后，對(duì)陳述句所敘述的事實(shí)提出的疑問(wèn)。其基本結(jié)構(gòu)有兩種：一是“肯定陳述句+簡(jiǎn)略否定問(wèn)句”;二是“否定陳述句+簡(jiǎn)略肯定問(wèn)句”。

反意疑問(wèn)句的前后兩部分在時(shí)態(tài)、人稱和數(shù)上都要保持一致。

如：It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?

幾種特殊情況：

1. 陳述部分是there be 句型，疑問(wèn)部分也用 there be 句型。

There is a book on the desk, isn’t there?

2. 陳述部分如有 nothing, nobody, never, few, little, hardly 等否定詞時(shí)(不包括加否定前綴變來(lái)的，如：dislike, unhappy等)，疑問(wèn)部分用肯定形式。

They have never been to the farm, have they?

There is little water in the glass, is there?

He dislikes history, doesn’t he?

3. 陳述部分為祈使句時(shí)，反義部分用 will you , won’t you 。以Let’s開(kāi)頭的祈使句，疑問(wèn)部分用 shall we .

Go to the cinema now, will you?

Let’s have a party, shall we?

4. 陳述部分含賓語(yǔ)從句時(shí)，疑問(wèn)部分一般反問(wèn)主句，但主句含有 I/We think/believe/suppose … 時(shí)， 疑問(wèn)部分要反問(wèn)從句(要注意否定轉(zhuǎn)移情況)。

He knew that the woman was a thief, didn’t he ?

I don’t think he is a good student, is he?

新課標(biāo)版八年級(jí)英語(yǔ)教案3

(一)本單元語(yǔ)言目標(biāo)：

1. 談?wù)撛趯W(xué)校和家庭中遇到的種種麻煩和問(wèn)題。

2. 為他人找到合理的解決辦法，提出相應(yīng)的建議。

3. 為自己的問(wèn)題找到解決辦法。

(二)重點(diǎn)單詞：

1. play v. 播放 2. loud adj. 高聲的;大聲的 3. argue v. 爭(zhēng)論，爭(zhēng)吵 4. wrong adj. 錯(cuò)誤的;有毛病的;不適合的 5. could v. can的過(guò)去式 6. ticket n. 票，入場(chǎng)券

7. surprise v. 使驚奇;使意外 8. other adj. 任一的;(兩方中的)每一方的

9. except prep. 除;把......除外 10. fail v. 失敗 11. football n. 足球

12. until prep. 到......為止 13. fit v. 適合，適應(yīng) 14. include v. 包括;包含

15. send v. 發(fā)送，寄 16. themselves pron. 他們自己(反身代詞)

(三)重點(diǎn)詞組：

1. keep out不讓......進(jìn)入

2. out of style不時(shí)髦的;過(guò)時(shí)的

3. call sb. up打電話給......

4. pay for付款

5. ask for要求

6. the same as與......同樣的

7. in style時(shí)髦的;流行的

8. get on相處;進(jìn)展

9. as much as possible盡可能多

10. all kinds of各種;許多

11. on the one hand, ......(在)一方面，......

12. on the other hand, ......另一方面，......

(四)重點(diǎn)句型：

1. What should I do?

我應(yīng)該怎么做?

2. You could write him a letter.

你可以寫信給他。

3. What should he do?

他應(yīng)該怎么做?

4. Maybe he should say he's sorry.

也許他應(yīng)該說(shuō)抱歉。

5. What should they do?

他們應(yīng)該怎么做?

6. They shouldn't argue.

他們不應(yīng)該爭(zhēng)吵。

(五)重點(diǎn)語(yǔ)法：

情態(tài)動(dòng)詞should的用法

should是情態(tài)動(dòng)詞，它的基本用法是必須和其他動(dòng)詞一起構(gòu)成謂語(yǔ)。情態(tài)動(dòng)詞沒(méi)有人稱和數(shù)的變化，意為"應(yīng)該......"。

should(應(yīng)當(dāng)，應(yīng)該)用于所有人稱，表示勸告或建議。

eg. You should wait a little more.

你應(yīng)該再多等一會(huì)兒。

--- I have a very bad cold.我感冒很厲害。

--- You should lie down and have a rest.你應(yīng)該躺下，多喝水。

在這個(gè)單元中我們還學(xué)到用"could"表示建議，這時(shí)could不是can的過(guò)去式，而表示比should更加委婉的建議。

--- I need some money to pay for the summer camp.

---- You should/ could borrow some money from your brother.

(六)知識(shí)點(diǎn)講解：

1. I don't have enough money.

我沒(méi)有足夠的錢。

enough：adj.充足的、充分的，在句子中可作定語(yǔ)修飾名詞，也可作表語(yǔ)。

eg. Do you have enough time?

Six pieces of paper will be enough.

2. I argued with my best friend.我與我的朋友吵架了。

argue with sb.意為"與......爭(zhēng)吵，爭(zhēng)論"

eg. He often argue with his classmates.

3. My clothes are out of style.

我的衣服過(guò)時(shí)了。

be out of style / fashion表示"過(guò)時(shí)""不合乎時(shí)尚"

反義詞是"be in fashion"表示"合乎時(shí)尚"

eg. He is always in fashion.

The sofa is out of style, and I don't like it.

4. Maybe you should call him up.

(1)maybe是副詞，用來(lái)表示推測(cè)，譯為"也許，或許，大概"。

eg. Maybe you are right.

Maybe they will go out for a walk.

maybe不同于may be。maybe是一個(gè)詞，是副詞，may be是情態(tài)動(dòng)詞may加上動(dòng)詞原形be，意為"或許"，后接形容詞、名詞、代詞等。

eg. It may be true.

He may be the man we are looking for.

(2)call sb up .打電話給某人

eg. I called up Zhang Hong at eight o'clock.

原句中him為代詞，所以放在call和up之間，不能說(shuō)成call up him。

eg. I'll call her up this afternoon.

Could you ask him to call me, please.在這個(gè)句子中，省略u(píng)p。

5. I don't want to surprise him.

我不想使他驚訝。

在這句話中surprise是個(gè)行為動(dòng)詞，可以說(shuō)成"surprise sb."，表示"使......驚訝"。

eg. The news surprises us greatly.

surprised adj.驚訝的

surprising adj.令人驚訝的

eg. I'm surprised to hear the news.

It's a surprising gift, and I love it.

6. No, he doesn't have any money, either.

不，他也沒(méi)有錢。

either的用法：用作副詞，用在否定句或否定詞組后加強(qiáng)語(yǔ)氣，表示"也"，"而且"。

eg. He doesn't like singing, and he doesn't like dancing, either.

either用作代詞時(shí)，常表示"兩者之中任何一個(gè)"，常與短語(yǔ)連用或用作賓語(yǔ)。

eg. Either of them will agree with you.

I don't like either of the books.

7. I need to get some money to pay for summer camp.

我需要一些錢支付夏令營(yíng)。

(1)need是個(gè)情態(tài)動(dòng)詞，也可以是行為動(dòng)詞。

▲當(dāng)它是情態(tài)動(dòng)詞時(shí)，后邊直接加行為動(dòng)詞，表示"需要"，但need作情態(tài)動(dòng)詞時(shí)一般不用于肯定句。它一般用于否定句和疑問(wèn)句中，例如：

①You need not meet him.你不必見(jiàn)他。

②Need I repeat it?我有必要重復(fù)它嗎?

對(duì)上一句的簡(jiǎn)略回答為：Yes, you need. No, you needn't.

▲此外情態(tài)動(dòng)詞must提問(wèn)時(shí)，否定回答時(shí)為No, ... needn't。

例如：Must he finish the homework now?

Yes, he must. No, he needn't.

當(dāng)need作行為動(dòng)詞時(shí)，同其他行為動(dòng)詞一樣對(duì)待，need后加不定式為"need to do"。

例如：I need to finish the work.

變?yōu)橐蓡?wèn)句時(shí)，不能像它作情態(tài)動(dòng)詞時(shí)直接提前，而要加助動(dòng)詞do/ does/ did等，例如：

He needs to write many words.

改成一般問(wèn)句：Does he need to write many words?

他需要寫許多字嗎?

Yes, he does. No, he doesn't.

(2)(sb.)pay(money)for sth.為......而付款

(sb.)spend(money)on sth在......上花多少錢

(sth.)cost sb.(money)什么東西值多少錢

這三個(gè)短語(yǔ)都是表示付款。但pay, spend指的是"人"，主語(yǔ)為人，而cost指的是"物"，主語(yǔ)為"物"。

例如說(shuō)他昨天花10元買了一本書。用以上三個(gè)短語(yǔ)分別為：

①He paid 10 yuan for the book yesterday.

②He spent 10 yuan on the book yesterday.

③The book cost him 10 yuan yesterday.

注意以上三個(gè)動(dòng)詞的動(dòng)詞過(guò)去式為：

pay---paid spend ---- spent cost----cost

以上三個(gè)例句的翻譯為：

①他昨天為這本書付了10元錢。

②他昨天花了10元錢(買)這本書。

③這本書花了他10元錢。

新課標(biāo)版八年級(jí)英語(yǔ)教案4

一、教材分析：

1、教材的地位及作用：

第二冊(cè)第五單元第二節(jié)課，本單元圍繞做“比較”( Makingcomparison) 這個(gè)題材開(kāi)展多種教學(xué)活動(dòng)，它與上一單元聯(lián)系緊密，是它的延續(xù)。本節(jié)課是本單元的重點(diǎn)，表示數(shù)量的some,few的比較。通過(guò)學(xué)習(xí)的比較等級(jí)，進(jìn)一步加 深對(duì)比較等級(jí)的語(yǔ)法現(xiàn)象的理解和運(yùn)用。同時(shí)通過(guò)some,few比較等級(jí)在陳述句與疑問(wèn)句中的操練，進(jìn)一步提高學(xué)生聽(tīng)、說(shuō)、讀、寫綜合素質(zhì)能力。

2、教學(xué)目標(biāo)：(知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo))

知識(shí)目標(biāo)：

(1)學(xué)習(xí)、掌握some,few的比較等級(jí);

(2)學(xué)習(xí)單詞strong。

能力目標(biāo)：提高學(xué)生聽(tīng)、說(shuō)、讀、寫及知識(shí)自學(xué)的綜合能力。

德育目標(biāo)：教育學(xué)生熱愛(ài)勞動(dòng)。不勞無(wú)獲(No pains,no gains)。

確立教學(xué)目標(biāo)的依據(jù)：

根據(jù)英語(yǔ)教學(xué)大綱規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基 礎(chǔ)。此外，根據(jù)我國(guó)國(guó)情和外語(yǔ)教學(xué)大綱的要求，現(xiàn)階段外語(yǔ)教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語(yǔ)素質(zhì)教育、潛在外語(yǔ)能力的培養(yǎng)、非智力因素的培養(yǎng)等 四方面。

3、重點(diǎn)與難點(diǎn)：

重點(diǎn)：學(xué)習(xí)表示數(shù)量some, a few的比較等級(jí)。

難點(diǎn)：some, a few的比較等級(jí)在實(shí)際生活中的應(yīng)用。

確立重點(diǎn)與難點(diǎn)的依據(jù)：

根據(jù)教學(xué)大綱的要求，及本課在教材中所處的地位和作用。

二、教材處理：

根據(jù)以上對(duì)教材的分析，同時(shí)針對(duì)中國(guó)學(xué)生學(xué)習(xí)外語(yǔ)存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng)造外語(yǔ)語(yǔ)言氛圍，身臨其境地把學(xué)生帶到農(nóng)場(chǎng)里。同時(shí)激發(fā)學(xué)生學(xué)習(xí)興 趣，使學(xué)生在參與農(nóng)場(chǎng)的一系列活動(dòng)中，掌握知識(shí)。最后通過(guò)做游戲?qū)W(xué)生所學(xué)知識(shí)點(diǎn)進(jìn)行訓(xùn)練，從而達(dá)到鞏固知識(shí)的目的。

三、教學(xué)方法：

通過(guò)五步教學(xué)法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。

四、教學(xué)手段：

主要以現(xiàn)代化電教手段--多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過(guò)程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。

五、教學(xué)程序：

1、新課導(dǎo)入

為了激發(fā)學(xué)生的學(xué)習(xí)興趣，引起注意，拉近師生距離，首先告訴學(xué)生這節(jié)課我將帶他們?nèi)ヒ粋€(gè)有趣的地方，并請(qǐng)他們依據(jù)我的提示猜測(cè)要去哪里?當(dāng)學(xué)生猜出去農(nóng)場(chǎng) 時(shí)， 我們便“上車”， 一路歡歌(PickingApples)去農(nóng)場(chǎng)。隨著“嘎”的剎車聲，電腦打出農(nóng)場(chǎng)全景， 給學(xué)生一種身臨其境的感覺(jué)，導(dǎo)入正課。

2、新課的講解

本課利用多媒體教學(xué)手段展示了一幅幅色彩逼真、形象生動(dòng)的畫面，配有汽車聲、動(dòng)物的叫聲，栩栩如生。以學(xué)生在農(nóng)場(chǎng)里勞動(dòng)為主線，通過(guò)樹上結(jié)多少蘋果，學(xué)生 摘多少蘋果，卡車運(yùn)多少蘋果筐，以及勞動(dòng)后學(xué)生吃多少蘋果的比較，將some,few的比較等級(jí)在一系列既關(guān)聯(lián)又相對(duì)獨(dú)立的語(yǔ)境中詳細(xì)講解，反復(fù)演練，使 學(xué)生全面掌握。其中多媒體展示的動(dòng)畫部分更具特色，充分地調(diào)動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì) 和英語(yǔ)語(yǔ)言素質(zhì)。

3、反復(fù)操練和鞏固應(yīng)用

為了調(diào)動(dòng)學(xué)生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。

4、反饋練習(xí)

本課的又一次高潮是將游戲與練習(xí)有機(jī)結(jié)合，融為一體。設(shè)計(jì)下棋游戲，棋盤為20個(gè)格，每格均為在蘋果園里勞動(dòng)的情景，并配有本課的重點(diǎn)--比較等級(jí)的練習(xí) 題。棋盤的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤上走幾步的轉(zhuǎn)盤，是用本課重點(diǎn)詞匯fewest,fewer,a few,some,more和most組成，使學(xué)生在玩中進(jìn)一步體會(huì)數(shù)量some,a few的比較等級(jí)的運(yùn)用。學(xué)生通過(guò)轉(zhuǎn)輪，邊做游戲邊做練習(xí)，寓教于樂(lè)，極大地激發(fā)學(xué)生學(xué)習(xí)興趣，同時(shí)鞏固了學(xué)生所學(xué)的知識(shí)。

5、歸納總結(jié)

本課除了板書所呈現(xiàn)的重點(diǎn)內(nèi)容外，又把本課內(nèi)容濃縮成韻律詩(shī)形式，巧妙地總結(jié)本課重點(diǎn)、難點(diǎn)，學(xué)生又通過(guò)優(yōu)美的旋律、音韻動(dòng)力聽(tīng)的節(jié)奏。進(jìn)一步鞏固，加強(qiáng)對(duì)本課內(nèi)容的理解和運(yùn)用。

6、展示板書

Unit 5 Lesson 18

Kate some apples.

Jim has more apples than Kate.

Meimei the most of all.

The first truck a few baskets.

The second one is carrying fewer tham the first.

The third one the fewest of all.

新課標(biāo)版八年級(jí)英語(yǔ)教案5

一、學(xué)習(xí)目標(biāo):

A.單詞和短語(yǔ)：

fall ,follow, hole, rabbit, ssh, ground, tea party, twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, land, dry

B.交際用語(yǔ)：

1. Ssh!

2. Sorry!

3. —What’s the book?

—It’s about…

4. Why was it running?

5. Alice was sitting with her sister by the river.

6. It was sitting in a tree and was smiling at everyone.

7. They were having a tea party in the garden.

8. She was playing a strange game!

9. Where was it going?

10. To see if you remember the story!

11.—The Cheshire Cat was sitting on the grass.

— No, it wasn’t. It was sitting in a tree.

12. — The white rabbit was looking at its watch.

— Yes, it was.

13— What were you doing at 5 am yesterday?

— I was getting up.

二. 教學(xué)目標(biāo)

1. Function : Telling a story

2.Structure: Past continuous

3. Skills:

1) Listening and understanding the plot development of Alice’s Adventures in Wonderland. Understanding the major characters and events..

2) Participating in a role-play with the teacher’s guidance.

3) Reading and understanding the sequence of events in Alice’s Adventures in Wonderland.

4) Writing a short passage about what happened after Alice fell down the rabbit hole.

4. Around the world : Stories

5. Task: Writing a short story about your own experience.

三、重點(diǎn)及難點(diǎn):

Grammar: Past continuous

四、教學(xué)設(shè)計(jì):

Unit 3 Language in use

ⅠTeaching model

Revision and application

ⅡTeaching method

Formal and interactive practice

ⅢTeaching aims

1. Function: Telling a story

2. Structure: Past continuous

3. Around the world: Stories

4. Task: Writing a short story about your own experience.

ⅣTeaching aids

Tape recorder , OHP , handouts

ⅤTeaching Steps

Step 1 Revision

1. Review the sentences (was /were + doing) that we have studied in Unit 1& 2.

2. Show some pictures to talk about the pictures.

Step 2 Language practice

1. Read through the example sentences in the box with the whole class.

1) Alice was sitting with her sister by the river.

2) It was sitting in a tree and smiling at everyone.

3) They were having a tea party in the garden.

4) Where was it going?

2. Show some pictures to talk about the pictures.

3. Work in pairs.

4. Grammar: Past continuous

Step 3 Underline the correct words.

1. Ask the students to read through the sentences in Activity 1.

1) Suddenly, all the lights in my house were going off / went off. There was heavy rain outside.

2) — I called you up at seven o’clock last night, but nobody answered it.

— Really? I’m sorry, but I was teaching / taught a piano lesson at school.

3) — I was seeing / saw you and Tom in the library just now.

— Oh, we showed / were showing several visitors around the school.

2. Underline the correct words.

3. Ask the students to check with a partner.

4. Check the answers:

Keys: 1. were having 2. went off 3. was teaching 4. saw, were showing

Step 4 Writing.

1. Ask the students to write sentences about what you were doing.

1) At about seven o’clock last night, _______________________.

2) This morning, on my way to school, ______________________.

3) This time last year, _________________.

4) Last Saturday, from about 1 pm to 4 pm, _____________________.

2. Work in pairs.

Step 5 Play a game.

1. Ask the students to read through the conversation in Activity 3.

A: At eight o’clock last night I was watching TV. How about you, B?

B: At eight o’clock last night I was sleeping. How about you, C?

C: At eight o’clock last night I was having dinner. How about you, D?

D: …

2. Work in groups of four. Play a chain game.

3. Write down what each member of your group was doing at eight o’clock last night.

Sun Li was watching TV at eight o’clock last night.

1) _________________________________.

2) _________________________________.

3) _________________________________.

4) _________________________________.

Step 6 Complete the sentences.

1. Ask the students to read through the words in the box in Activity 5.

have nothing to do once or twice run after think about what… for

2. Ask the students to read through the sentences in Activity 5.

1) The dog is _____________ the cat in the garden.

2) _________ is this machine ____________?

3) He ________________ and was very bored.

4) She is ________________ how to finish the story.

5) I wrote to him __________, but he didn’t answer.

3. Complete the sentences with the correct form of the expressions in the box.

4. Ask the students to check with a partner.

5. Check the answers:

Keys: 1. running after 2. What… for 3. had nothing to do 4. thinking about 5. once or twice

Step 7 Complete the passage.

1. Ask the students to read through the words in the box in Activity 6.

conversations hole pink pocket river strange

2. Ask the students to read through the passage in Activity 6.

Alice was sitting with her sister by the (1) _________ and her sister was reading a book. Her sister’s book had no pictures or (2) _____________ in it.

Then a white rabbit with (3) ________ eyes ran by her. There was (4) __________ about that. But then the rabbit took a watch out of its (5) ____________ and looked at it. Alice followed it and fell down a (6) ______________. Alice had a lot of adventures in Wonderland.

3. Complete the passage with the words in the box..

4. Ask the students to check with a partner.

5. Check the answers:

Keys: 1. river 2. conversations 3. pink 4. strange 5. pocket 6. hole

Step 8 Listening practice.

1. Ask the students to read through the questions in Activity 7 individually.

Paragraph 1

1) One day, I was with my __________.We were having a ____________ in a field and I was something ___________.

2) There was a ____________ cat with a pink nose sitting in a tree.

3) It looked like it was eating the _________ in the tree.

Paragraph 2

4) While I was looking at it, the cat got out of the tree, jumped down to the ________, and walked across the ___________ and sat next to us.

5) The cat got up and ___________ close to me.

6) I __________ to it and it smile at me.

Paragraph 3

7) I found some biscuits in my ___________ and gave them to the cat.

8) Soon, it was eating biscuits and ___________ at us.

3. Listen and complete the sentences..

4. Ask the students to check with a partner.

5. Check the answers:

Step 9 Reading.

1. Play the recording and listen to the tape carefully.

2. Ask the students to read through the passage in Activity 8.

3. Read the passage by themselves.

4. Read the text together.

5. Act it out.

Step 10 Around the world: Stories

1. Ask the students to look at the picture and discuss what they can see.

2. Read through the information with the whole class.

In the past, not many people could read or write, so most stories were told. Some stories were s o popular that they were told many times and changed often. They were passed from generation to generation. Finally, they were written down.

For example, in China old stories like The Monkey King are still loved today.

Some people say that new stories written in books today are not as entertaining as the old ones. Do you agree?.

Step 12 Module task: Writing a short story about your own experience.

1. Make notes about your story. Think about:

? when it happened

? what you were doing at the time

? what happened first

? what happened next

? what happened finally

It was a Friday evening.

I was waiting at the bus stop.

A car stopped and the driver opened the door. It was …

2. Use your notes to write the story.

It was a Friday evening. I was waiting at the bus stop…

Step 13 Do exercises

達(dá)標(biāo)學(xué)習(xí)

A. 用括號(hào)內(nèi)所給動(dòng)詞的適當(dāng)形式填空。

1. Mr. Black ____________(repair)his bike at this time yesterday.

2.What _______ you _________(do)at ten o'clock yesterday morning?

3.Kelly ____________(play)computer games when a little cat came into her room.

4.The twins _________(learn)Chinese when their mother __________ (come) in.

5.My wallet _______(drop)on the ground when I ____________(walk) in the park.

6.While Masha _________(cook)dinner，the bell __________(ring).

7. —_____ the Blacks ______(watch) video tapes between 7:00 and 9:00 last night?

—Yes，they _________.

8.It ____________(rain) heavily when I _________(get)home yesterday evening.

9.The man downstairs _________just_________(fall)asleep when there _________ (be)a loud knock at the door.

10.Doctor Li _________(be)on duty last night. He _________ still _________ (work)in the hospital at 10 p.m.

Keys: 1. was repairing 2. were doing 3. was playing 4. were learning; came 5. dropped, was walking 6. was cooking; rang 7. Was; watching; were 8. was raining; got 9. was; falling; was 10. was; was, working

B.中考鏈接

( )1. —What were you doing this time yesterday? D

—I __________ on the grass and drawing a picture.

A. sit B. sat C. am sitting D. was sitting

( )2.—Where were you at 7:00 last night? B

—I __________ to my mom at home.

A. write B. was writing C. wrote

( )3.—I called you at4:00 yesterday afternoon, but no one answered? D

—Sorry, I _______ with my friends at that time.

A. swim B. swam C. will swim D. was swimming

Keys: 1. D 2. B 3. D