仁愛英語八年級上冊教案

　　英語教案作為英語教師對課堂教學的一種預計和構想,在教學中佔有十分重要的地位。下面是小編為大家精心推薦的，希望能夠對您有所幫助。

　　範文

　　Unit1 Topic1 Section A 教學設計

　　【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.

　　【關鍵詞】

　　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.本課教材的重點內容是掌握一般將來時態“be going to”的使用。

　　2.對本課的重點句型要進行重點提示和操練。如：“be going to+do”; Which sport do you prefer, „ or „?***prefer doing***

　　3.讓學生理解cheer „on 和 plan to do sth的用法。

　　1.教材地位及作用

　　本課的教材起到一個引領與創設情境的作用，把詢問假期活動的內容與新學期的打算以對話的形式複合在一起，既起到複習鞏固的作用又能引導學習新知識的渴望。在口頭練習和交際會話中可以適當的拓展，讓學生能夠熟練掌握一般將來時態的應用。

　　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:

　　【學情分析】 多數學生能夠做好預習，並根據老師的引導比較有熱情的學

　　習對話，並能熟練應用本節課的重點知識，但也有一小部分同學由於假期複習不到位造成知識暫時性銜接不上，需要鞏固語法知識的應用。

　　【教學策略】 創設大量的場景進行情景對話，教學中可以採用角色扮演的方法，讓學生更深刻的掌握生詞，短語和句型。同時也可以讓學生自行設計一些表示將來計劃做的事情，進行生生，師生共同訓練。

　　【教學過程】

　　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.

　　2.Use 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?

　　, 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”.Finish2.

　　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.

　　板書設計：

　　八年級英語作文寫作技巧

　　寫文章離不開寫人。寫人千萬不能寫成紙人，站立不起來，鮮活不起來。寫人要把人物寫鮮活起來，要寫得有血有肉。怎樣才能把筆下的人物寫得鮮活起來呢?

　　第一招：正面描寫

　　正面描寫是把鏡頭直接對準描寫物件進行刻畫，或寫肖像，或寫語言，或寫動作，或寫心理。正面描寫是忌平淡、忌拖沓，須形神俱備，生意勃勃。

　　第二招：側面描寫

　　側面描寫是著意寫物件的周圍事物，或以物襯物，或以景物烘托人物，或藉助他人來刻畫此人，使所描繪的物件更為鮮明，更為突出。

　　第三招：簡筆勾勒

　　簡筆勾勒就是用極簡潔的語言把人物的基本特徵勾勒出來，不著顏色，不加烘托，給人以清晰的印象，這種方法也叫白描。運用這種技法，應“有真意，去粉飾，少做作，勿賣弄”，以少許的筆墨取勝。

　　第四招：工筆細描

　　工筆細描著力於精雕細刻，用細膩的筆法雕刻人物，使所描寫的物件纖毫畢現，給人以真切的感受。

　　第五招：細節描寫

　　細節描寫就是指某些細小的舉止、行動或對細微事件的描寫。它是文學作品完整地描繪人物性格、事件發生和環境景物的一種不可缺少的手段。