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英语八年级上册unit6教案

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下面就是小编给大家带来的英语八年级上册unit6教案，本文共13篇，希望大家喜欢阅读!本文原稿由网友“kkkmin”提供。

篇1：英语八年级上册unit6教案

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤):

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk .

2.Check the Homework(家庭作业) .

Step 2 Pre-task(任务前活动)SB Page 24 , Groupwork .

1.Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .

2.Tell the Ss to help each other with vocabulary they might need and don’t know .

Step 3 While-task(任务中活动)

1.Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .

2.Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .

3.Play the recording , Ss listen . 4.Ask Ss to read the story out to the class .

5.Ask Ss to comment on whether their questions in the previewing stage were answered .

Step 4 Post-task(任务后活动)SB Page 25 , 3a .

Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .

Homework(家庭作业) :

Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .

教学后记:

第六课时：测试课

一、单项选择。

( )1. What ____ you ____ when she came in?

A. did, do B. are, doing C. do, do D. were, doing

( )2. The girl is ill. She’s ______.

A. in hosp

篇2：英语八年级上册unit6教案

.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .

2.情态动词could /should 的用法。

3.Why don’t you … ?结构表建议的运用。

4.如何谈论问题及提出建议。

5.在处理问题中学会自省与人际交往。

Important and difficult points (教学重难点)

1.should /could 情态动词的用法。

2.如何提出建议。

教具： a tape recorder5 , cards .

第一课时

课前准备：

教师：录音机，所学物品的图片、教学挂图。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤) (教学过程)

Step 1 Leading in(导入话题，激活背景知识)

1. Greetings and free talk .

2. Check the Homework(家庭作业) .

Step 2 Pre-task(任务前活动)

T: I want to buy a new guitar but I don’t have enough money .What should I do ?

Ss think it over ,and try to give his/her advice .

Write their advice on the Bb .

1. Borrow one . 2. Buy a second-hand guitar .

3. Get a part-time job . 4. Don’t buy a guitar .

5. Wait until next year .

Practice reading the advice by the Ss .

导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .

Step 3 While-task(任务中活动)SB Page 10 , 1a .

1. Read the instructions to the Ss . 2. Read the problems by the Ss .

3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .

4.Explain . 5. Talk about the answers with the class .Practice reading .

SB Page 10 , 1b .

Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .

Step 4 Post-task(任务后活动)SB Page 10 , 1c .

Look at the problems in activity 1a and make conversations .

Step 5 While-task(任务中活动)SB Page 11 , 2a .

1. Read the instructions .Make sure the Ss understand what should they do .

2. Point to the sentences below .

3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .

4. Play the tape again .Ss circle “could” or “should” .

5. Correct the answers .

SB Page 11 , 2b .

Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .

Step 7 Post-task(任务后活动)

Make conversations with peter and his friend with the help of 2a & 2b .

Step 8 Grammar Focus

Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .

Homework(家庭作业):

1. Go over the words .

2. My clothes are out of style ,what should I do ? Please give the advice .

教学后记:

篇3：英语八年级上册unit6教案

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

1. Greeting and free talk .

2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .

Step 2 Pre-task(任务前活动)

1.Review the differences between “could /should” .

2. Learn the new words in Page 12 .

Step 3 While-task(任务中活动)SB Page 12 , 3a .

1. Read the instructions .

2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .

3. Talk about the students’ answers .

4. Make sure the students understand the dialogue.Practice reading

Step 4 Post-task(任务后活动)SB Page 12 , 3b .

1. Read the instructions .Point out the example conversation and ask two students to read it to the class .

2. Use your head .Find some other ways to get money that aren’t in the book .

3. Ask Ss to work with partner as they ask for and give advice .

4.Pairwork .

5. Act out the conversations to the class .

Step 5 While-task(任务中活动)SB Page 12 , Part 4 .

1. Read the instructions .Make sure the Ss understand what they should do .

2. To students read the dialogue .

3. Practice reading .

4. Ask another pair to give their advice on another topic .

5. Pairwork .(互助活动)

Homework(家庭作业) :

将下列短语或句型译为汉语

1. keep out 2. out of style 3. What’s wrong ?

4. call sb up 5. pay for 6. ask for something

7. summer camp 8. stay at home

教学后记:

英语八年级上册unit6教案

篇4：新目标英语八年级上册unit6课件

新目标英语八年级上册unit6课件

在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，下面为大家分享了新目标英语八年级上册unit6的课件，一起来看看吧！

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork

2) 能掌握以下句式结构：

① ─What are you going to do next year?

─I’m going to take guitar lessons.

② Many resolutions have to do with self-improvement.

③ They’re going to take up a hobby like painting.

④ Sometimes the resolutions may be too difficult to keep.

2. 情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的.生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ. Warming- up and revision

1. Daily greeting. Check the homework.

2. 头脑风暴：说出表示的职业名词

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…

学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）

3. 说理想，谈打算。

I want to be an engineer. I’m going to study math.

让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业）

Ⅱ. Presentation

1. T: Do you have any New Year’s Resolutions?

Let some Ss answer your questions.

2. Present some other New Year’s Resolutions on the big screen.

e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise

3. Let Ss try remember these resolutions and think of other resolutions.

Ⅲ. Talking

1. Tell your partners your New Year’s Resolutions.

2. S1: I’m going to get lots of exercise. I’m going to make a basketball team.

S2: I’m going to learn another foreign language. I’m going to learn French.

S3: …

3. Let Ss say as many resolutions as they can.

Ⅳ. Listening

Work on 1c:

1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear.

3. Play the recording for the Ss to listen and circle.

4. Check the answers:

Work on 1d:

1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it? Listen and try to fill in the blanks.

听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

Ⅴ. Group work

1. Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group.

2. Ask some pairs to act out the conversations.

3. Ask Ss the two questions:

Did you make any resolutions last year?

Were you able to keep them? Why or why not?

Ⅵ. Reading

1. T: This passage is about resolutions. Now read the passage quickly and match each paragraph with its main purpose.

2. Let Ss read the sentences in the box first. Let some Ss say the meanings.

3. Ss read the passage quickly and match each paragraph with its main purpose.

4. Let Ss underline the words and phrases that helped them decide.

Ⅶ. Reading

1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in.

2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。

3. Ss read carefully and try to find the answers to the questions.

4. Check the answers with the class.

Ⅷ. Reading

1. T: Read the passage again. Then answer the questions with short sentences.

2. 方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。

3. Ss try to answer the questions. Then discuss the answers with your partners.

Explanation

1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，……

1) 此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。

2) have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today?

这道题跟我们今天所学的内容有什么关系？

2. Sometimes the resolutions may be too difficult to keep.

有时这些决定可能会太难而无法实现。

此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure. 这一次你或许是对的，但我无法确定。

2) 英语中too…to…是一种固定结构，表示“太……而不能够……”。又如：

The kid is too young to play this game.

这孩子太小，不能玩这个游戏。

3) 本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有：

People hardly ever keep them!

人们很少履行它们（指计划）。

在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如：

We always keep our word.

我们说话是算数的。

Homework

1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2. 完成2e的任务；用这些词组来造句。

基础训练

汉译英。

1．吃早饭＿＿＿＿＿＿＿＿＿ 2．吃晚饭＿＿＿＿＿＿＿＿ 3．每天＿＿＿＿＿＿＿＿＿＿

4．冰淇淋＿＿＿＿＿＿＿＿ 5．薯条＿＿＿＿＿＿＿＿＿＿ 6．健康食品＿＿＿＿＿＿＿＿＿＿

7．大量的马铃薯＿＿＿＿＿＿＿＿＿8．喜欢吃蔬菜＿＿＿＿＿＿＿＿＿＿＿ 9．水果沙拉＿＿＿＿＿＿＿＿

10．跑步明星＿＿＿＿＿＿＿＿＿＿＿ 11．我很喜欢打排球。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

12．他喜欢吃草莓。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

13．她不喜欢汉堡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

14．你喜欢花椰菜吗？是的，我喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

15．你爷爷喜欢鸡肉吗？不，他不喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

16. 彼德午餐吃什么？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

17．nick早餐吃蛋和牛奶吗？是的。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

18．他喜欢香蕉，但他不喜欢西红柿。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

19．早餐她只吃一个蛋，一个苹果和一些水。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

20．你的朋友是个男孩还是个女孩？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

用括号中所给词的正确形式填空

1．there are some ________（tomato）in the basket. 2．do you like french ________（fry）?

3．she ________（have）ice cream for dessert. 4．________（health）food is important.

5．she ________（do not）play sports. 6．________ your mother ________（watch）tv every day?

7．the little girl likes ________（strawberry）a lot. 8．lots of children like ________（play）football.

9．chicken ________（be）very delicious. 10．my daughter ________（go）to school from monday to friday.

单项选择

（）11．—let’s have oranges. — ________.

a．that’s sound good b．that sound good c．that’s sounds good d．that sounds good

（）12．— do you like apples? — ________.

a．yes, i am b．yes, i do c．no, i’m not d．no, i not

（）13．— does your son like carrots? — ________.

a．yes, she does b．yes, he is c．no, he doesn’t d．no, she doesn’t

（）14．he has ________ egg and ________ hamburger.

a．an, an b．a, a c．an, a d．a, an

篇5：八年级上册英语unit6知识点

单词

grow up 长大;成熟;成长

computer programmer / 'pr??gr?m?(r)/计算机程序设计员;编程人员

cook /k?k/ n.厨师v.烹饪;煮

doctor /'d?kt?(r)/，/ 'dɑ:kt?(r)/ 医生

engineer / ,end??'n??/ ，/end??'n?r/ 工程师

violinist /'va??'l?n?st/小提琴手

driver / 'dra?v?(r)/ n.驾驶员;司机

pilot /'pa?l?t/ n.飞行员

pianist /'p??n?st/ n.钢琴家

scientist/'sa??nt?st/ n.科学家

be sure about 确信;对……有把握

make sure 确保;查明

college /' k?l?d?/，/'kɑ:l?d?/ n.学院;大学;高等教育

education /'ed?u'ke??n/ n.教育

medicine /'medsn, 'med?sn / n.药;医学

university /'ju:n?'v?:rs?ti/ n.(综合性)大学;高等学府

London / 'l?nd?n/ 伦敦

article /'ɑ:(r)t?kl/ n.文章;论文

send /send/ v.邮寄，发送

resolution /,rez?'lu:?n/ n.决心;决定

team /ti: m/ n.队;组

foreign /'f?:r?n/ daj.外国的able /'e?bl/ adj.能够

be able to 能够做某事

question / 'kwest??n/ v.表示疑问;怀疑;提问;质询

meaning /' mi:n?? / n. 意义;意思

discuss /d?'sk?s/ v.讨论，商量

promise / pr?m?s/，/ 'pr a: m?s/ n.承诺;诺言;v.许诺;承诺

beginning / b?'g?n?? / n.开头;开端

at the beginning of 在……开始

improve /?m'pruv/ v.改进，改善

write down 写下;记录

下physical /'f?z?kl/ adj.身体的

themselves / ??m'selvz/ pron.他(她、它)们自己

have to do with关于;与……有关系

self-improvement/self ?mp'ru:vm?nt/ n.自我改进，;自我提高

take up(尤指为消遣)学着做;开始做

hobby / 'h?bi/，/'hɑ:bi/ n.业余爱

好weekly / 'wi:kli/ daj.&adv.每周的(地)

schoolwork /'sku:lw?:k/ n.学校作业;功课

agree / ?'gri:/ v.同意;赞成;允许

agree with 同意

own /o?n/ adj&pron 自己的;本人的

personal /'p?:(r)s?nl/ adj.个人的;私人的

relationship /r?'le??n??p/ n.关系;联系

Andy /'?ndi/ 安迪(男名)

Ken /ken/ 肯(男名

)Hemingway /'hem??we?/ 海明威(姓)

Kelly /'keli/ 凯莉(女名)

The Old Man and the Sea 《老人与海》(美国作家海明威的小说)

篇6：八年级上册英语unit6知识点

重点句型

1. What do you want to be/ become when you grow up?当你长大的时候想当什么?

2. I want to be a/an computer programmer/ bus driver/ basketball player/ engineer/ cook/ teacher/ pilot/ scientist/ doctor/ violinist/ pianist /actor /actress/ singer/ race car driver/ reporter我想当……(职业名称)

3. My parents want me to be a doctor, but I’m not sure about that.我的双亲想要我当医生，但我还不确定。

4. How are you going to do that?你打算怎样做呢?

5. I’m going to practice basketball every day.我打算每天练习篮球。

6. Where/ When are you going to study?你打算在哪儿/什么时候去学习?

7. I know why you’re so good at writing stories.我知道你为什么如此擅长于写故事。

8. I’ m going to keep on writing stories.我打算坚持写故事。

9. Not everyone knows what they want to be.不是每个人都知道他们想当什么?

10. Just make sure you try your best.只要确信你尽了最大努力。

11. Then you can be anything you want.那么你就可以当你想当的了。

12. For this reason, some people say the best resolution is to have no resolutions!由于这个原因，最好的决心就是没有决心。

13. My New Year’s resolution is to get good grades.我的新年决心是取得好成绩。

篇7：八年级上册英语unit6知识点

重点短语

1、grow up 长大

2、every day 每天

3、be sure about 对某事确信

4、make sure 确信/有把握

5、send…to…把…...发送到...…/把...…寄…...

6、be able to 能/能够

7、the meaning of …...的意思/含义

8、different kinds of 不同种类的

9、have …..in common 有…共同点

10、at the beginning of 在…开始的时候

11、write down 写下/记下

12、have to do with 与….有关系

13、take up 开始从事/着手处理/接受

14、hardly ever 几乎不

15、too…to… 太......而不能......

篇8：英语八年级上册教案

Unit1 Where did you go on vacation

Section A集中识词

【学习目标】：1，掌握重点单词的用法

2，掌握重点句型：Where did you go on vacation?

Did you go anywhere interesting?

【学习重点】：一般过去时的复习

【课前预习】：看P7,8，完成下列单词： (一个两遍)

1. 任何人______________________2. 任何地方____________________3.精彩的__________________

4.很少____________________ 5.大多数_____________________6. 某物;某事__________________

7.没有什么____________________8.每人___________________9.我自己__________________________

10. 你自己____________________11. 母鸡_________________12.猪_____________________________

13.好像______________________14.厌烦的___________________15.某人_________________________

16.日记______________________

二.完成下列短语：(一个一遍)

1. 相当多____________________2. 去度假___________________3.为考试而学_________________

4.照相____________________5.购物_____________________6.记日记__________________________

7.当然__________________8.夏令营_________________9.出去___________________________

10.第一次______________________11.在农村_________________________

【合作探究】请预习1单元 Section A 的内容，掌握并完成下列知识。

一. anyone 意为____________. 是指人不定代词。某人________, 每个人_________, 没有人__________. 当形容词修饰不定代词时，要后置。

Eg: 1. Is there ________at home? 有人在家吗?

2. Is there _________ _________ in school today? 今天学校有重要的人吗?

【扩展】:不定代词还有指物不定代词：某件事(东西)___________, 任何事(东西)_________, 所有事(东西)_____________，没有事(东西)______________.

还有一些副词：任何地方_________, 某个地方____________, 每个地方____________,无处__________.

归类：当形容词修饰这些不定代词和副词时，要______________.

Eg: 1. You can go ________ _________, if you like. 如果你喜欢，你可以去任何有趣的地方。

2. I want to tell you _________ ________ about my vacation.我想告诉你有关我假期的一些特殊的事情。

二. few 意为__________, 修饰___________名词, 倾向于否定。

固定搭配：_____________.修饰_________________名词. 倾向于肯定。

little 意为_____________,修饰___________名词, 倾向于否定。

固定搭配：_____________.修饰_________________名词. 倾向于肯定。

quite a few 表示相当多，修饰___________名词。quite a little表示相当多，修饰__________名词.

Eg: 1. Tom is happy be cause he has _______ _______ friends here. 汤姆很开心因为他在这有一些朋友。

2. ______people like talking with the bad boy. 很少人愿意和那个坏孩子说话。

3. There is _______ ______milk left in the bottle. 瓶子里还剩一点牛奶。

4. There is _______ food in the fridge and you should buy some. 冰箱里几乎没食物了，你应该买一些。

5. There are ______ _____ ______people at the us stop waiting for the bus.公共汽车站有很多人在等车。

6. There’s still _______ ___ ______ milk in the cup. 杯子里仍然有不少牛奶。

三.most adj. _________. most 修饰名词，most of+名词，意为：大部分…,作主语时谓语动词的单复数取决于名词的单复数。

Eg: 1. _______ ________ are studying English hard now. 现在大多数学生都在努力学习英语。

2. I think most of the food ________ (be) delicious.

四.myself 意为：___________. 是反身代词，在句中作同位语或宾语。其它反身代词，我自己:_______,你自己：_______, 他自己_________，她自己________，它自己________，我们自己________，你们自己___________他们自己___________.

固定短语：teach myself 我自学 enjoy oneself 过得愉快 by myself 我亲自…

【跟踪训练】

I. 单项选择。

( )1. ---Kate, I’m going on business. Please look after _______well. ---Don’t worry, Mom. I will.

A. herself B. myself C. yourself D. himself

( )2. I’d like to go _____________ on vacation.

A. nowhere interesting B. interesting anywhere C. somewhere interesting D. interesting somewhere

( )3. ----How was your weekend? ----Very good! I ______the Science Museum with my classmates.

A. visit B. visited C. am visiting D. will visit

( )4. She is new here, so we know ______ about her.

A. nothing B. something C. anything D. everything

( )5. I can’t find my watch, but it must be ______in this room.

A. everywhere B. nowhere C. anywhere D. somewhere

( )6. Everyone ______I come form Sichuan. Actually(事实上), I come from S handong.

A. find B. think C. finds D. thinks

( )7. ---Did you have a good weekend? ---______. We enjoyed ourselves in the park .

A. I’m afraid not B. I don’t think so C. Of course D. I hope not

( )8. ----Where is my notebook? ---I don’t know. It isn’t here. Maybe _____took it away by mistake.(错误)

A. everybody B. nobody C. anybody D. somebody

( )9. ----How was your trip? ----______. I hope I can go there again.

A. Just so-so B. Not very good C. Nothing special D. Wonderful

( )10. He is a famous(的) cook. This dish tastes ______.

A. very well B. good C. well D. bad

II. 用词的正确形式填空。

1. More and more __________(visit) come to visit China these years.

2. I’m going to go _______(shop) for clothes at the Fashion Parade Store today.

3. The farmer keeps 50 p_______ on the farm every year.

4. It was raining hard. But I left my u__________ at school.

5. Health depends on good food and e_________sleep.

III. 用方框中词的适当形式填空。feed, anything, of course, buy, work

6. Do you have___________ important to say?

7. My father _________me an interesting storybook yesterday.

8. They picked leaves from the tree, and ______them to some little white worms.(虫子)

9. However cold it was, we still went on ________.

10. ---Do you feel like going to see a movie? ----___________.

Unit1 Where did you go on vacation第2课时

Section A

【学习目标】：1，掌握重点词组及复习一般过去时

2，掌握重点句型：Where did you go on vacation?

Did you go anywhere interesting?Did you go out with anyone?

【学习重点】：一般过去时的复习

【课前预习】预习Section A, 提炼以下词组。

1. 待在家里 ________________ 2. 去纽约_________________3. 去参加夏令营___________________

4. 去山区___________________ 5. 去动物园 ________________6. 和其他人一起去________________

7. 买一些特别的东西_____________________8. 遇到一些有趣的人______________________________

9. 好久不见__________________10. 好多照片________________11. 大部分时间__________________

12. 黄果树瀑布__________________13. 喂鸡__________________14. 一些小猪仔_________________

15. 现在再见吧!_________________16. 记日记________________17. 没有人____________________

【合作探究】

I.No one was here. 译：_______________________.

no one意思：________.与no body同义，做主语时，谓语动词用__________形式。且不能与of连用。

none意为没有，既指人又指物，可与of连用。谓语单，复形式皆可。none可做答语，表示一个没有。

Eg: (1) No one ___________(知道) the answer to the question.

(2) _________went swimming last weekend because of the bad weather.

A. Someone B. No one C. Everyone D. Nothing

(3) ---How many books do you have? ----_______.A. No one B. No a C. No body D. None

(4) _____of the students knows what Mr Brown likes. A. No one B. None C. Someone D. Anyone

2. Still no one seemed to be bored. 译:_______________________________.

seem是系动词。意为：____________. seem后接名词，形容词作表语。Seem like…似乎像…

Eg: (1). It ________(seem) a lovely cat. 它看来是只可爱的猫。

(2) You _________very _________. 你好像很生气。

( 3) It _________ a _______ ______.这好像是个好主意。

(4)That funny actor ______ ________ a clown(小丑)。那个滑稽的演员似乎像个小丑。

【知识链接】seem to do sth 似乎要、好像要做某事 It seems that…似乎、看起来…

Eg: (1). He seems ________ ______ ______./ It _______ ______ he is sad. 他似乎很伤心。

(2) The girl seems ____ ______ her homework on time./ It ______ _____ she finishes her homework on time.

3 I just stayed at home most of the time to read and relax. 译：_________________________________.

此句中，to read and relax 做___________成分。及动词不定式在句中做状语。

Eg: (1). Many visitors come to China __________(visit) the Great Wall.

(2). My sister often goes to the Children’s Palace __________(learn) the piano.

(3.) My family want to the countryside _________(see) my grandma last weekend.

4. Why didn’t you buy anything for yourself? 译：_____________________________________.

Why don’t/doesn’t/didn’t+人称+do…? = Why not do…? 表示某人为什么不做某事呢，是一种建议。

Eg: (1) _______ _______ _______go home with me?= ________ ______go home with me?

(2) Why not _______ for a walk after dinner? A. go B. goes C. to go D. going

【拓展】表示建议的句型：What about ….? How about…? Let’s do…。

翻译：你为什么不读书呢?Why don’t you________ ________? Why not _______ _______?

Let’s _______ _______. What about _________ __________? How about _______ _______?

【跟踪练习】

I. 单项选择。

( )1. ----How many birds can you see in the tree? ----_____. All the birds have flown away.

A. None B. No one C. Nothing D. A few

( )2. The pizza ______good. I’d like some more. A. turns B. sounds C. feels D. tastes

( )3. ---Hi, Betty. Your skirt looks beautiful.---______.

A. Oh, really? B. Oh, no C. Don’t say that D. Thanks a lot.

( )4.---- Jack, is there _______in today’s newspaper? ---No, nothing.

A. anything important B. something important C. important anything D. important something

( )5. After a long walk in the sun, they wanted to drink _______.

A. cold something B. something cold C. nothing cold D. cold anything

( )6. ---Bob,it’s getting cold outside. _____take a jacket? ---Ok, mom.

A. Why do you B. Why not C. Why did you D. Why not do you

( )7. ---I feel tired and sleepy. ----Why not stop______for a while?A. rest B. to rest C. resting D. rested

( )8. She is ____ busy, and she has not finished her work______.

A. still; still B. yet; still C. still; yet D. yet; yet

( )9. ____that they didn’t know the news.A. It seems B. It seemed C. They seem D.They seemed

( )10. Everything for her ______not important. A. are B. is C. am D. be

( )11. ____of them like playing chess because it’s too difficult.

A. None B. No one C. Someone D. Anyone

II. 阅读理解

Thousands of years ago. There was a very clever king with the name of Soloman. There are many stories about him. Here is one of them which shows how clever he was. Once there were two women. They lived in the same house, and each had a baby. One night, one of the babies died, and its mother took the other woman's child, and put it in her own bed instead (代替). The next morning they had a quarrel(吵架). “No, this is my child, the dead one is yours, ” said the other. Each one wanted the living baby, but no one could tell whom it belonged to(属于) So they went to see King Solomon. When King Solomon heard their story, he said, “Bring me a knife, cut the child in two, and give each woman one half. ” “That's very fair(公平), oh, bright King!” said the dead baby's mother. “Give her my child, let it be hers, but don't kill the child. Oh, King!” cried the other woman in tears(流泪). Then King Solomon pointed to the woman in tears and said, “Give the child to her, for she is its mother. ”

根据短文内容, 判断正(T)误(F)(10分)

1. The two women in the same house each had a child. ( )

2. One night the two babies died. ( )

3. The two women quarreled(吵架) because Solomon killed their babies. ( )

4. Solomon came to see the mothers after their babies died. ( )

5. King Solomon cut the living child in two and gave each woman one half. ( )

篇9：英语八年级上册教案

【学习目标】：1，掌握重点单词的使用及拓展。

2，回顾一般过去时的使用，并能用一般过去时交际和写作。

【学习重点】：一般过去时的写作。

【课前预习】预习Section B，写出下列单词，每个写2遍。

1.活动________________ 2. 决定_________________ 3. 尝试____________________

4. 鸟_________________ 5. 自行车 ________________6. 商人_____________________

7. 想知道_________________8. 差别___________________9. 顶部______________________

10.等候___________________11. 雨伞__________________12. 湿的_____________________

13. 在…下面_________________14. 足够的_________________15. 饥饿的_________________

16. 鸭子_____________ 17. 不喜欢_________________

重点词组：(每个一遍).

1. 感受到_______________2. 到达___________________3. 喜欢做某事____________________

4. 乘火车_______________5. 第二天__________________6. …顶部________________________

7. 因为_________________8. 决定做某事_______________9. 过去________________________

10. 走上去___________________11. 太多______________12. 步行________________________

13. 忘记做某事______________________14. 发现_____________15. 上升__________________

16. 过得愉快________________17. 继续做某事_________________18.到处__________________

【合作探究】

1.decide 意为：__________, 决定做某事 decide to do sth 决定不做某事 decide ______ _____ do sth

Eg: (1)They decide _________(go) on vacation on Sunday. 他们决定在周日度假。

(2)The girl decided _____ ____ ________to his friends last month.女孩上个月决定不给他的朋友写信。

decide 名词为decision, 决心，决定。 Make a decision to do sth 决心/决定做某事

2. try 意为：___________. try to do sth：努力做某事 try doing sth：尝试着做某事 have a try：试一试

Eg: (1) To keep healthy, I try _______ ______(eat) a lot of vegetables and fruits.

为了保持健康，我努力吃很多的蔬菜和水果。

(2) Why don’t you try _________(ride) a bike to go to school? 你为什么不试图骑自行车去学校呢?

拓展：try one’s best to do sth 尽某人的努力做某事,相当于do one’s best to do sth

Eg: You must _______ ____ _____ ______ ______(pass) the exam.你必须尽努力通过这次考试。

3. building 意为：___________. 是由v._______+_______构成。因此，building既是动词build的动名词，也是名词建筑物。

Eg: (1) Look! The workers ____________ some beautiful houses.看，工人们正在建造一些漂亮的房子。

(2) 这座建造物是多么的漂亮啊!_______ ________ _______ _________ ______!

同类词：write---__________,作品 feel --__________, 感情，感觉

4. wait v&n意为：_________. 观察下列句子，总结规律。

(1) It’s important to wait for him before the meeting. 会议前等他很重要。

(2) He had a long wait for the bus. 他等公交车等了很长时间。

(3) The students should wait in line in the dinning hall. 学生们在餐厅应该排队等候。

(4)—Where is Tom? ---He is waiting at the train station. 汤姆在哪?他正在车站等火车。

(5)The little boy can’t wait to meet his mother. 小男孩迫不及待的见到他的妈妈。

【总结规律】从句1中得知，等待某人或某物 _____________________.句2中wait是_______词。句3中词组排队等待：___________________。句4中，在某地等…________________。句5中，固定词组,迫不及待做某事：___________________________.

【跟踪练习】

I. 用词的正确形式填空。

1. They tried ___________(finish) the work on time. 2. I’ll try _______________ (not read) in bed.

3. I can’t decide what _____________(do). 4. What is he __________(wait) for?

5. This town is famous for its beautiful ________(build). 6 Do you enjoy _______(camp) with your friends?

7. They made me _____ _____ (感觉像)one of the family. 8. There are many _____(商人) on the busy street.

9. We ________ these movies because they are boring. ( like) 11. I decided _______(travel) to Hangzhou.

12. ______________, (第二天)The boy got to school on time.

13. Mark Twin has many famous ___________(write).

14. The boy _______his mother for an hour in the park.(wait) 15. He ______ ______he was a bird.(感觉像)

II. 句型转换。

1. Alice did her homework at home yesterday. (改为否定句)

Alice _________ _______ her homework at home yesterday

2. There are some tea in the cup. (变成一般疑问句) ________ there ______tea in the cup?

3. They went to the beach on vacation.(自己就某一部分划线提问)________________________________?

4. She stayed there for a month.(对画线部分提问) ______ _______ ________she ______ there?

5. Miss Smith writes a l etter to her boyfriend in her bedroom. (用yesterday evening改写)。

Miss Smith _______ ______ ________ to her boyfriend in her bedroom yesterday evening.

III.请根据提示完成下列短文。

Last summer, I went to climb the m________ with my family in Shandong. We usually go traveling by car, but this time we d________ to try_______(go ) there by train. It was an _________(excite) train trip. After 7 hours, we a_________ there in _________(excite). I felt really thirsty. I bought some _________(特殊的) water----spring water. Then we h________ lunch there.

What a __________(different) a day makes!

We wanted to walk up to the t________, but then it________(开始) raining a little so we made a d__________ to take the train. We waited over an hour for the train, because there were__________(太多) people. When we were ____________(在…顶部) of the mountain, it was raining h_________. We couldn’t see things clearly. And my father was hungry, so we bought a bowl of rice. It _______(尝起来) really great. We didn’t have an u__________ so we were wet and cold. It was t__________! Luckily, we took _________(不少) phot os. ____________(每件事)is unforgettable(难以忘记的).

IV. 书面表达。根据表格内容，写一篇日记，介绍你一天的活动情况，可以适当发挥，90词左右。

一天的行程及感受

October 2, Sunny

Get up at six

Go to Mountain Tai

Go there by bus

Tired, keep climbing

Get to the top of the mountain

Jump up and down

Beautiful scenery(风景)

Have a picnic

Have a fun time

Unit I Where did you go on vacation? 第四课时

Section B

【学习目标】：1，学习Section B 的日记内容，并能熟练运用其知识。

2，学习运用一般过去时写日记。

【学习重点】：一般过去时日记。

【课前预习】预习Section B，找出下列词组。

1. 一些特别的事情________________ 2. 为某人买某物 ______________3. 趣味公园______________

4. 到达槟城___________________ 5. 在我们旅馆附近_________________6. 1前_______________

7. 中国商人的房子_____________________8. 在城镇附近散步________________________________

9. 走到山顶________________10. 一个多小时________________

11. 下小雨(大雨)________________/___________ 12 糟糕的天气_______________________

13. 一个多小时________________ 14. 足够的钱______________15. 一碗鱼肉饭___________________

篇10：英语八年级上册教案

本课是新目标英语八年级上册第8单元，教材以 How was your school trip ? 为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see /buy…? Were there any…?询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句: Did you…? Were there any …?教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c和3c的Pairwork活动内容相似，我将把2c和3c整合成一个Interview(采访)的任务活动。

(二)教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：单词：学习掌握词汇aquarium,, gift shop, seal, shark, hang out等。

功能：描述过去发生的事情

语言结构：规则动词和不规则动词的一般过去式

一般过去时的一般疑问句

句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.

2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化;能听懂本课学习活动中的问题，做出较得体的回答。

说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

读：能正确朗读本单元对话和句型;能查阅工具书为完成任务做准备。

写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借

助手势和表情。

主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学生的业余生活，培养世界意识。

英语八年级上册教案

篇11：unit6 Reading 教案教学设计(人教版英语八年级)

教学内容 Unie6 Reading

课时一课时教学对象八年级学生执教者田海燕

一、教材内容分析

本节课为一篇阅读课，介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国的热爱的感情。旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。

二、学习者特征分析

初二的学生已有一定的语言基本功，比如：-Whth’s your hobby？-I like… -What sport do you play? – When did you start?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的课堂学习氛围，为完成教学目标奠定了良好的基础。

三、教学目标（知识，技能，情感态度与价值观）

Knowledge Object 1.Vocabulary: capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,miss,the Olympic Games

2.Reading a passage.

Ability Object:1．To train students’reading and comprehensive ability.

2. To train students scan the passage .

3. Aims of emotion and evaluation:

To be interested in learning about Chinese history and western history.

三、重点难点

Teaching important points:

1.Vocabulary：capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,the Olympic Games

2.Key structures: It iswas + adj.+ for sb. to do sth. The more... the more …

Teaching difficult points: How to train students’reading and comprehensive ability.

1. To train students scan the passage .

四、教法选择、学法指导本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑解疑的能力。

五资源准备多媒体课件、教室及相关教学资源。

六、教学过程

教学任务教师活动学生活动设计意图

及资源准备

Step1

Organization

Warming up

( 5minutes)

Show some questions:

1. Do you like history?

2. Do you know any dynasties in Chinese history?

3. How many famous characterrs from Chinese history can you think of ?Make a list.

4. Can you think of famous characters from the history of other countries? Make a list.

Ss talk about these questions.

激发学生兴趣,了解对朝代的英语表达法。

Step2

While you read

(12minutes)

1.Introduce

reading strategy-scan

2. Scan the text for

information to complete 3a. Do 3a.

检测学生对阅读技巧的运用。

Step3 Key phrases.

(8minutes)

Show key phrases and structures. 1. Understand key phrases and structures.

2. Use them correctly. 帮助学生正确使用它们。

Step4 Read.

(10minutes) Let studens read each pragraph and summary main idea. Read each paragraph and summary main idea. 培养学生语篇分析能力，宏观上把握课文内容。

Step5 Practice

( 8minutes) Let students read the passage again, then fill in the blank according to the passage. Fill in the blank. 加深对课文重点词的运用。

Step6 Time travel

(5minutes) If you have a chance to live in one of Chinese dynasties, which dynasty will you choose(选择)? What kind of person will you be? Where will you live? What will you do?

Talk freely in groups 调动学生学习的积极性，引发学生思考，培养学生联想能力，及用英语表达的能力。

Step7 homework

( 2minutes)

1. Read the passage again to understand it better.

2. Memorize the words and phrases.

3. Do exersises.

4. Find something you are interested in about Chinese history and write them down.

Choose 1. 2. 3.

（优等生做2、3、4题。）帮助学生养成及时复习的良好习惯。作业分层要求，以适应不同层次的学生学习。

七、板书设计

Unit6 How long have you been collecting shells?

Phrases and structures:

(be) in…style more than It is was +adj. +for sb. + to do sth.

The more... The more… with a very colorful history

设计理念和思路及反思根据新课改的理念: 教育要以人为本，促进人的发展，要关注学生，关注过程，关注发展。课堂教学是以学生为主体，诱发学生内部学习的动机，激活课堂教学活动，教师创造性地运用教材，引导学生探索问题、发现问题、通过交流讨论、感悟、反馈等自主实践活动，获得初步解决问题的能力，从而使学生学会思考、学会学习、学习创新，塑造学生良好的个性心理品质。而要体现这个基本理念，就需要合理的使用教材，合理的整合教材，所以我把SectionA1b,1c,2a,2b,2c,Grammar Focus做为第一课时;3a, 3b, 4为第二课时；Section B 1a,2a,2b,2c,3a,3b,4a 为三课时；Self Check 为第四课时；Reading 为第五课时。既遵循了学生的认知水平，又符合学生的学习心理特点。

《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。所以我把具体的“任务”贯穿与整个教学活动中，主要是通过听、说、读、写来培养学生的英语交际能力，用知识能力，良好的阅读习惯和阅读技能，还有就是学生的合作精神，学会聆听和分享别人的资源。总而言之培养了学生的认知策略，调控策略，交际策略和资源策略。《新目标英语》倡导以任务为基础的教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息，使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。我们在教学中设计任务应该注意一下几点：

1、任务要真实。要从学生的认知水平和生活实际出发。如教授本节课是可从学生学过的历史知识入手，询问你都知道哪些历史朝代，还知道哪些著名的历史人物？

2、任务要可完成。如果设计的任务不可完成，将在很大程度上妨碍学生主体水平的发挥。

3、任务要由简到繁，由易到难，层层深入，构建由初级任务到高级任务并由高级任务涵盖初级任务的循环，使教学阶梯式地层层递进。

4、要注意任务的合作性。任务的完成必须依赖于学习者之间的共同合作，每一个学习者在执行任务的过程中，都担当各自不同的角色，都需要提供自己所掌握的信息，在共同完成任务的过程中培养合作精神。

现在我们流行这样一种说法：一节课老师最多讲15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底究竟应该怎样讲？

叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。因此，阅读课不同的地方要注意不同的讲：

1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。

2、重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。

3、疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。

4、合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。

5、总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。

总之，我们在教学中应将传统与现代的有效的结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略；培养自主学习的能力以及观察、记忆、思维、想像能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。

本节课的可取之处就是强调了学生的主体地位。体现了新课程倡导的核心理念“一切为了每一位学生的发展“。教学设计的每一步都从学生的实际出发，遵循学生的认知规律。作业也彰显了分层布置的特点，可以让每一位学生最大限度的提高自己的各方面的能力。新课程强调教学是师生互动、对话、交流的过程，是一种创造性活动。教师在活动中面对的是一个个生动活泼的学生，学生每天都有不同的想法与问题，学习的内容也不断地变化，教师所面对的是动态场面而不是静止的画面，因此，教师的教学不能一成不变，而应随着学生思维的变化、对象的不同、教学内容的变换而变化，这就需要教师对原有的教学设计、教学方法、教学经验进行反思，根据不同的对象、不同内容及时调整和改变教学策略，不断完善教学方案。教师对自己教育教学行为的反思，是运用先进的教育理念对自己的教育教学实践进行分析、判断，从而改进和调整教育教学行为，使教育教学实践充分体现先进的教育理念。

本节课也有缺憾和不足。有待改进的是个别的设计环节。例如本节课最后的课堂设计是比较有新意的，但在具体的操作中有些学生因为词汇量的限制，不能准确的用英语来表达自己的想法，即使勉强表达出来了还有一部分学生不能完全理解。因为时间限制，教师在这里简单的总结几句。与预期效果有些差距。这是我今后课堂教学中应该注意的地方，要对每堂课的设计与效果做及时的反思，及时掌握学生的学习状况和课堂中出现的问题，并及时调整自己的教学节奏和教学行为。

总之，通过培训学习，使我进一步明确了教育教学目标。我将带着收获、带着感悟、带着信念、带着满腔热情，在今后的教学中，结合教学策略，从学生的实际情况出发，认真钻研符合自己学生的英语教学法，运用新课程提倡的“任务型”教学模式，发展学生的综合语言能力，使得学习过程成为学生形成积极情感的世界，提高学生跨文化意识和形成自主学习语言的能力。注重“教学反思”，写好教学后记，重视学生反馈意见，做好自我评价。我将不断的学习新课程中的理论知识，并运用到实践当中，为成武的初中英语教育做出自己应有的贡献。

篇12：高一英语上册unit6教案（全）-人教版[全套]

Unit 6 Good Manners

Teaching Plan

I. Teaching Goals:

1. Talk about good table manners

2. Learn to make apologies.

3. Learn to express your gratitude

4. Understand the Restrictive Attributive Clause and non-Restrictive Attributive Clause

5. Write a thank-you letter

6. Be a student with good manners

II. Teaching Time: five periods

Warming-up &Listening

--Period One

I. Teaching Aims and Demands.

1) Knowledge: grasp the expressions for making apologies

2) Abilities: ①learn to apologize and response properly to others’ apologies;

②learn to focus on key words and important sentences while listening

3) Moral: Be a student with good manners

II. Key and Difficult points

1) Master the ways of making apologies by speaking and listening

2) Use the expressions to make apologies freely

III. Teaching Methods

1) Pair work to practice speaking

2) Listen-answering activity to train the Ss’ listening ability

IV. Teaching Aids

A computer and a courseware with a record of listening material

V. Teaching procedures

I) Lead-in (3 min)

With the beginning of quoting the proverb “courtesy costs nothing”, students are introduced the meaning of “good manners”.

T: Good morning, class!

T: Do you like any proverbs?

T: OK, today, I’d like to teach you one proverb, “Courtesy costs nothing” Have you ever heard of that?

T: It means “it is always right to have good manners.” In this unit, we are going to learn sth. all about good manners.

II) Judgment (8 min)

Before they learn anything about good manners in this unit, students are guided to join in an activity in which they judge the people’s behaviors based on their possessed experience: good manners or bad manners. There are six pictures which they have to judge from. For the first one, the teacher gives it as am example, and the last one, which shows a host urging his guest to drink more, can be expected to have two opposite answers. With this conflict of the opinions, the teacher tells students that in different countries, there are different ways to behave. So, “good manners” has different standards, too.

T: Now I would show some pictures. You should judge the behaviors in them whether it is good manners to do that. Do you understand?

T: What’s in picture 1 is it good manners or bad manners to do so?

T: Let me show you an example. “He is a boy with good manners who gives his seat to others.” Ok, what about picture two?

(Ask one student to answer)

T: Good! Thank you. But please pay attention to the sentence structure (attributive clause). Then, the next one?

(Another student answers)

T: Ok, through this group of practice, we are now clearer about what are good manners. Do you think making apologies is also a behavior of good manners?

III) Warming-up (15 min)

This part can be done in the following five steps:

(1) The pictures in the Ss’ book are also showed on ppt., and some tips are added to them.

(2) Look at the expressions in the middle column in this part, and tell Ss that they are all used to express one’s apologies or response to the apologies. Then learn the new words “interrupt(打扰，打断); I'm terribly sorry (I’m very sorry) ”

(4) Give Ss some more minutes to practice the dialogues with their partners.

(5) Then, two pairs of Ss are asked to act them out.

T: In the warming up, we will do the further exercise about making apologies and response to them. Turn to page 36 and guess what’s happened to them in the pictures, please!

(Show the tips for them to answer)

(Introduce all the four pictures)

T: Do you know these expressions in the middle column? What situations are they used in?

S: When we do sth. wrong.

T: Yes. (Show “interrupt” and “I'm terribly sorry” on blackboard.) Here “interrupt” means in Chinese “打扰，打断”, and “I'm terribly sorry” is equal to “I’m very sorry”.

T: Well, would you like to fill in the blanks with these expressions according to the pictures?

(Let them complete it)

T: Who can tell me the answers?

(Ask Ss to answer and correct them)

T: Practice the dialogues with your partner. Then I’ll ask some of you to act.

(Four minutes later)

T: Who want to act it out for us? You two, would you please?

IV) Listening (17 min)

Now it is time for Ss do the listening practice. The steps are:

(1) Leading in. Asks students questions about their own experiences, for example, whether they have some experiences that their things have been lost by others without asking, or that they have lost things borrowed from others.

(2) Listening and answering. Give Ss two questions on ppt., and begin to play the radio.

(Ss are told to listen with the questions only, and they don’t begin to write anything on the book.)

After playing the radio, I check the answers to the questions.

(3) Listening and filling in. For the second time, they should begin to do the blank-filling exercise on their books. The teacher reminds the Ss to learn to listen and catch the necessary information.

(4) Listening and checking. Now, during the third time, the teacher checks the answers with the radio playing paragraph by paragraph. Show them on ppt. and repeat the difficult sentences.

(5) Listening and over-going. If there are still any difficulties in this part, anther time is needed.

T: So do you think it good manners to apologize in a polite way?

T: Would you like to listen to another dialogue about apologizing?

T: Well, let’s do listening practice.

(Show two questions on ppt.)

① How many times does Bill apologize to Cliff?

② What are the problems between Bill &Cliff?

T: with these two questions, you listen to the radio, OK?

(Play the radio in courseware)

T: Have you got it?

(Ask some to tell and show the answers)

①Twice.

②Bill took Cliff’s bike without asking and lost it.

T: Now, let’s come to the practice on your book. I’ll play it again and you should complete the questions with the right sentences you hear in the material.

(Play it again)

T: Finished the questions? We shall check them with the radio playing paragraph by paragraph, Ok?

(The third time playing)

T: Now, are you all clear about this dialogue and the story? Any difficulties? Would you like to listen again?

Ss: Yes.

(Play it the forth time if necessary)

V) Consolidation

Review the expressions used for making apologies. Show a table of the expressions.

T: This period, we’ve learned how to make apologies and what we can say to apologize. Do you remember what the expressions are?

T: Ok, look at the form on ppt., and remember them.

(Show that on ppt.)

VI) Homework

1. Preview the text of Reading part.

2. Do exercise 4, P117 in your exercise book.

3. Think of the ways in which Chinese table manners is different from that of Western countries.

VII) Design of the Blackboard

Courtesy I’m terribly sorry

Good manners apologiz(s)e

manner forgive

interrupt fault

Reading

--Period Two

I. Teaching Aims and Demands.

1) Knowledge:

①To get to know the Western table manners

②To compare Chinese table manners with Western table manners

③To learn some useful words and expressions about table manners.

④To know how to lay the table in Western dinner party

1I) Ability

①Improve the reading ability of the students, especially the skills of summarizing and scanning.

②Train the ability of manual operation (to lay the table with cards)

II. Key and Difficult points

1) Sentences in passage with complex structure

2) What are the Western table manners

III. Teaching Methods

1) Scanning for important information and careful reading

2) Group work

IV. Teaching Aids

1) A computer and a courseware

2) Eight groups of tableware-shaped cards

V. Teaching Procedures

I) Revision

Review the ways to make apologies learned last period. Teacher shows a form of expressions for making apologies.

T: What have we learned last period? Do you remember?

T: Yes, we’ve learned the way to apologize to others, and here we can use these expressions to express that.

(Show the form of making apologies and receiving them)

II) Pre-reading

(1) The teacher refers the picture showed in last period in which a host urges his guest to drink, and ask whether it is good table manners. He told them that different countries have different table manners.

(2) With this picture, the teacher focuses his topic on the different manners between cultures. Thus, he then shows a form about “Rules for being polite in Chinese culture” and another about that in Western culture. These two forms are compared under three standards: at a dinner party, greeting your teacher and receiving a birthday present.

T: Last period, we have seen this picture, right? What’s it about?

T: Yes. A host urges his guest to drink as much as possible. Is it good manners to do so?

T; In fact, people in china have different answers from that in the Western countries. Today, we’ll learn good manners in western culture. Are you interested in that?

T: Let’s first compare the differences between them about “Rules for being polite”.

(Show two forms and explain them)

III) Reading

i) Fast reading.

Give students two questions to answer while they are reading fast:

1. What are the two spoons used for?

2. Do table manners change over time?

(Minutes later check the answers.)

ii) Learning new words.

Before they come to read the passage carefully, the teachers show some new words with two groups of pictures: food and tableware. Through these pictures, students may get to know these words soon and well.

iii) Careful reading.

(1) This is a key task of this period. During this, students are firstly given two questions, with which they read the passage carefully, and find out the answers. They are:

1. How is the table laid?

2. What is the order of the dishes served at a Western dinner party?

There is a chart of the dinner table with pieces of tableware on ppt., and they are going to find out how to lay the table.

(2) There are about five minutes for the students to read. During that, the teacher gives out the eight groups of table-shaped cards to the students. And then they can put these cards as tableware on a big card, which will show their understanding of the text about how to lay the table.

(3) After reading, the teacher calls some groups to show their works on the blackboard, compares them, and at last, decides the winners.

(4) In order to examine their grasp of the knowledge, there is now a quiz to take. Following the students’ answers to the questions, the right ones are showed in the pictures on ppt..

i) Fast reading

T: Now, we come to Reading passage. Do you know what it is about by seeing the two pictures on this page?

T: Yes, here we are going to learn sth. about table manners. From the title we see it’s about table manners at a dinner party. Well, would you like to read it and get known what’s this passage tells you?

T: Here are two questions on ppt. Read quickly and find out the answer.

(Three minutes later)

T: Have you finished?

T: Thanks. You’ve done a good job.

ii) Learning new words

T: Before we read more carefully, I want to show you two groups of new words in the passage: Food and Tableware. You can recognize and memorize them through the pictures. What do the first two pictures refer to?

Ss:

T: It refers to “toast”.

(This job can be finished quickly)

iii) Careful reading

T: So now, we can understand the passage more easily. There’re two questions here, you would read the passage carefully, and find answers to them, will you?

T: You can search the information of laying the table according to the pictures of tableware on ppt.. After reading, I’ll give out sheets of cards to lay them. Are you clear?

(Five minutes later)

T: Now, there’re eight groups of cards, here. Classmates of every three desks can share one group. Lay cards on the big board according to you understanding of the passage. Do that quickly!

(For a while )

T: Have you finished your job?

T: Who’d like to show your work?

(Show some of their works on blackboard)

T: OK, let’s see whose work is all right.

(Find out the mistakes in them and who wins)

T: Are you clear now about how to lay the table?

T: We’ll have a quiz to examine that. The question on ppt: Is the fork on the left bigger than the one on the right? What about the two knives?

T: Ok, just look at the pictures!

(Show the pictures of explaining the right position)

IV) Post-reading

(1) Paragraph 1. Analyze the first paragraph and summarize the main idea. Pay attention to the difficult sentences.

(2) Paragraph 2-5. Summarize the main idea, and check the second question: the order of the dishes. In order to let students further understand these paragraphs, the teacher list several questions about the details of this part. Then, through systematic analysis, they will get the answers.

(3) Paragraph 6. The ending paragraph tells the changing of the custom and table manners.

The teacher will point out some difficult words, like, fashion, advice, formal, etc..

T: Let’s come back to the textbook. What does the first paragraph tell us?

T: Here are difficult sentences to learn.

(Analyze them)

T: Which paragraphs can be formed into one group?

S: Paragraph 2-5

T: Pretty good. Well, can we check the answer to question two? “.Find out the right order of dishes and number them. (Exercise 2 on p39)”

T: And what about the main idea of the last paragraph. Any volunteers?

T: Good job. It tells us that “the order of dishes and good table manners during these courses”.

(Focus on some difficult words in the paragraph)

V) Homework

1. Word Study 2 on P40

2. Vocabulary 1 on P116.

3. Vocabulary 1 on P116.

VI) Design of the Blackboard

Lay the table Don’t bite more than you can chew

Para 1 drink to

Para 2-5 follow the fashion

Para 6 Behave

Reading (II) & Language Study

--Period Three

I. Teaching Aims and Demands.

(1) Study expressions and sentences with special structure such as the Restrictive Attributive Clauses and Non-Restrictive Clauses in the passage

(2) Learn the way words are changed into its opposite by adding prefixes

II. Key and Difficult points

1) Several long sentences which students may feel hard to understand

2) Grasp the four kinds of prefixes

III. Teaching Methods

Learning-practicing activity

IV. Teaching Aids

A computer and a ppt. courseware

V. Teaching Procedures

I) Reading.

The teacher explains some of the difficult or special expressions and sentences in the passage.

T: Last period, we’ve learned this passage, and we know how to behave with good manners at table, the order of the dishes in Western dinner party, the differences in toasting between Chinese and Western culture, etc.. Do you remember?

T: We now will continue to study this passage. Look at the sentences on ppt..

Show them on ppt.:

1. Knowing them will help you make a good impression.

leave impression on sb.

2.Having good table manners means knowing ,for example, how to use knives and forks ,when …to behave at the table.

Having good table manners 动名词短语做主语.

3. The knife and fork that are closest to your plate …the ones beside them.

4. In China, you sometimes get a hot, damp …, which, however, is not the custom in Western counties.

5. Dinner starts with a small dishes, which is often called a starter.

6. When drinking to someone’s health …

7. Table manners change over time. They follow the fashion of the day.

(Below is the explanation of these six sentences)

T: (1)In the first sentence, we have a verb with -ing form (gerund) as its subject. We should pay much attention to this structure. And here “make a good impression” means in Chinese “给人留下美好的印象”. And we can also say “leave impression on sb”. Remember that between the impression and sb., there is a preparation “on”.

T: (2) In this sentence, due to the gerund subject, we have the predictive in the single and third person form. Then, who can tell me what dose this long sentence mean?

T: It means in Chinese that: 在餐桌上，懂礼节意味着你知道如何使用刀叉，如何助酒以及如何在用餐时举止得当。

T: (3) This sentence is one with Restrictive Clause. In this kind of sentence, we cannot leave out the Restrictive Attributive Clause. The clause “that are closest to your plate” modifies the antecedent “the knife and fork”. “Behave oneself” means in Chinese “行为表现”. Well, who can translate the whole sentence into Chinese?

T: It means: 离你的盘子最近的刀叉比他们旁边其他的大一些。

T: (4) Here is a Non-Restrictive Attributive Clause. The clause after “which” is a supplementary part to the main clause, and the latter can also form a sentence without the former. Besides, “however” in the sentence cannot be replaced by “but”, though they both refer to the transition relation. Because “however” can be put ahead, within or at the end of a sentence, while “but” cannot; the former shows a stronger emphasis than the latter do. For example,

(1)I’d like to go with you, but my hands are full.

(2) I’d like to go with you. However, my hands are full.

T: (5) Here again is a Non-Restrictive Attributive clause. What do you think the relative pronoun “which” refers to?

T: “Which” refers to “a small dish”

The expression “start with” means in Chinese “以---开始”, and we can find one phrase opposite to it: “end up with”.

T: (6) “When drinking to someone’s health”. Here we say “drink to sth” means “wish sb. sth. When toasting”. In Chinese, we say “为某人---干杯”. Who can make a sentence with the phrase “drank to”?

T: Good job! Here I have a sentence for example, “On their wedding ceremony, we all drank to the bride and groom’s happiness. 在她们的婚礼上，我们都为新郎新娘祝酒。

T: (7) Pay attention to the preposition “over”. We say “over time” rather than “with the time”. The phrase “follow the fashion of the day” means in Chinese “随着时尚而改变”. Besides, with the word “fashion”, there are phrases like “be in the fashion”, and “be out of the fashion” meaning “流行” and “过时”.

II) Practice.

i) Make a list of things on a Western dinner table and what is found on a Chinese one.

T: We have learned some differences between Chinese and Western culture in the “Rules for being polite” in several situations. OK, what about learning some sth. more about the differences of the tableware on the dinner table?

T: Good. Please look at the form on ppt.. On the left, there is a column of tableware on a Western dinner table, which we’ve learned yesterday; and the right column, there are some pieces of tableware on a Chinese dinner table. Please compare them. What are the differences?

A Western dinner table A Chinese dinner table

a small plate;

a large plate;

a napkin;

a glass for red wine;

a glass for white wine;

a glass for water;

two pairs of forks and knives of different sizes;

a soup spoon;

a dessert spoon a bowl,

a Chinese spoon;

a small plate;

a pair of chopsticks;

a small china shelf to rest the chopsticks on;

a small tray with a damp cloth;

a small china cup for spirits;

a glass for beer or soft drinks

ii) Do the exercise3 in post-reading part: decide which of the following are polite or impolite at a Western dinner party. The teacher can read the questions and let the students find out what’s the fact according to the passage.

1. Use the knife with your right hand.

2. Put your napkin on your lap.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second bowl of soup.

5. Use your finger when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more spirits than they can take.

Check the answers according to the passage. (P P I I P P I I)

iii) Turn to page 40, and finish the exercise 2: read the following text about table manners in China and fill in the blanks.

T: First read the text quickly and fill in the blanks with the words in the top column.

(Minutes later, check them and explain the language points if necessary)

The language points are: be mixed with: 与---混合在一起; spirit: 烈性酒 …

III) Word Study.

In this part, students are going to learn the words with negative prefixes. They are required to know which part of a word are the prefixes, and that the meaning of a word with such a prefix changes to its opposite, and also, what words match what prefixes, etc..

1. First, the teacher shows two words with negative prefixes learned in this unit, and asks questions about prefixes.

2. Then, every prefix would be explained with some examples.

3. Next, the class comes to the practice in word study.

4. Finally, it’s time to have an immediate exercise in workbook.

T: What’s in common of these two words? Unfold and impolite.

T: Yes, they are the words added with two letters and forming the new words. Then what’s the meaning of former words and the new ones? What’s their relation?

T: They are opposite to each other. Ok, what’s the two letters are? “-un” and “-im”. They are called negative prefixes, and there are other ones like “-in” and “-non”. In fact, many words can be added with this kind of structure. Let me show some examples.

(Show a form of the prefix “-in” and its examples)

T: Here we have a word “correct” meaning “right, not wrong”, which can be changed into “incorrect” meaning “wrong”. And it is the same with the word like “formal”, “active”, “dependent”. These words can all match the prefix “-in”.

(With the following forms, examples of “-im”, “-in” and “-non”)

T: Now, are you clear about what the prefixes are and how should them added to a root word? OK, would you like to do an immediate exercise? Turn to page 116. Look at exercise one in the vocabulary part. Have you finished this one, which is your homework of last period? Let’s check it.

(Check the answers)

T: Would you like to go on with the exercise two? Good, do it together! The blank in the first question should be filled with…? Yes, unknown will do. Then, number two.

(Finish all the ten questions)

IV) Homework

Do exercise 3, P117 in your workbook.

V) Design of the Blackboard

限制性定语从句 wing

非限制性定语从句 spirits

fashion: 时尚潮流 unfold

入乡随俗 informal

mix 否定词缀

Grammar

--Period Four

I. Teaching Aims and Demands.

(1) Know how to distinguish the Restrictive Attributive Clause and Non-Restrictive Attributive Clause and how to use a proper relative pronoun.

(2) Good manners around the world

II. Key and Difficult points

Grasp the two distinctions between the Restrictive Attributive Clause and Non-restrictive Attributive Clause

III. Teaching Methods

(1) Learning-practicing method

(2) Reading-acting method

IV. Teaching Aids

Multi-media courseware

V. Teaching Procedures

I) Checking exercise (translation)

In the first task, the teacher will check the homework of last period, i.e., exercise3 on P117, the translation exercise from Chinese to English. The answer will be provided on ppt.

T: first, we are to have our homework checked. Ok?

T: who can tell me the sentence in English of question one.

T: Excellent! And this sentence can be also translated in such a way:

“1 It was my fault that your new cell phone was stolen.” Then, the next one?

(Finish within seven minutes)

The answers for reference:

2 The old temple made a deep impression on me.

3 She has been fond of reading since childhood.

4 She had been an excellent gymnast before the accident, which disabled her.

5 More and more Westerners are becoming interested in Chinese culture.

II) Revision of the grammar in the past units (the Attributive Clause)

1) The teacher shows a sentence with Attributive Clause and also what the Attributive Clause, the antecedent, the relative pronoun and relative adverb are. Then he list out the relative pronouns and summarize when to use them.

2) List the relative adverbs and make sentences with them

3) We can change these relative adverbs into the prepositon+relative pronoun structure. Review the standards which are used to decide which preposition should be used here.

T: During the past weeks, we’ve learned the Attributive Clause, right?

T: Here is an example. The city that he visited is very far away.

Which part of it is the Attributive Clause?

T: And the Antecedent(先行词)? Where?

T: The Relative Pronoun(关系代词)？

S：

T：How many kinds of Relative Pronoun have we learned? What are they?

Ss:

T: Yes. They are that, which, who, whom, whose.

(Show another sentence)

T: In this sentence, we have a Relative Adverb in it, right?

T: Here, in fact, we can replace the Relative Adverb with the phrase of “preposition + Relative Pronoun” Remember that?

III) Restrictive & Non-restrictive Attributive Clause

1) it is the main task of this period. The teacher starts with asking students to find Attributive Clauses in the passage in Reading part.

2) Having found all the four sentences of this kind and analyzed the structure, then students are asked to compare the first two sentences and find out the differences between them in the sentence structure. With these differences, the teacher draws the conclusion to the two kinds of Attributive Clause.

3) The teacher now is going to show systematic the differences of them with a pair of sample sentences.

4) Give out notices for using the relative pronouns:

T: Today we are going to study mainly the Restrictive and Non-restrictive Attributive Clause. First, we shall find out all the Attributive Clauses in the Reading passage, will you?

(Do the job with all the class)

T: You can look at ppt. can find out any differences between the first one and the latter four?

T: We can compare first two only. So, any differences?

T: Yes, we can find no commas in sentence one and a comma in sentence two. Besides, they have another difference. The Attributive Clause in sentence one cannot be left out and that in sentence two can. Have you noticed that?

T: Good. For the sentence one, we call it a Restrictive Attributive Clause; while sentence two, a Non-restrictive Attributive Clause. We can see their differences from the form on ppt. the differences can be drawn in the four ways: sentence structures, meanings, ways of translation and the use of relatives. Look at this pair of sentences:

①The man who came here yesterday has come again.

②He lives in the down town, which is only about an hour’s ride from here.

(expound it with them)

T: Besides, we should also pay attention to the notices:

1.引导非限制性定语从句的关系代词不可用that，指人时用who(主), whom(宾语), 指物时须用which.

2.先行词是all，much，little，something，anything，nothing等不定代词时，关系代词一般用that．

3．先行词是序数词、形容词最高级或the only，the very修饰时，关系代词常用that．

IV) Practicing

1) Having learned the two kinds of Attributive Clause, it is time to consolidate the students’ understanding. Thus, the teacher guides them to do the exercise on P40 in the book. Due to the limitation of time, some of the questions may be put away first. This exercise demands students to add some information to the new clause after the relatives. The teacher should encourage students to make sentences freely.

2) In order to make it clear that the clauses are distinguished with the two standards: the existence of the comma between main clause and Attributive Clause; the independence of the meaning of the main clause, then, do a further exercise. A group of four sentences for the students to judge it is a restrictive or non-restrictive one:

3) Turn to P118, and do the exercise two. This exercise examines the students’ grasp of the use of relative pronoun in non-restrictive Attributive Clauses. After checking each answer, the sentences should be also translated into Chinese by students.

T: Shall we do some exercise to consolidate it?

T: Turn to page 40, add some information to make the following sentences longer, using who, whose, which, where, or where.

1 I finished reading the book which my father gave me for my birthday.

2 The car, which had been parked in front of our house for more than a week, was stolen.

3 Paula, whose husband lives in London, lives alone on the fourth floor.

4 My sister Ellen, whom you saw yesterday at the party, is a nurse.

(if time’s limited, four sentences only)

T: So, clear about the Restrictive and Non-restrictive Attributive Clause?

T: Can you judge them: Restrictive or Non-restrictive one?

(The sentences are :)

1. The teacher told me that Tom was the only person that I could depend on.

2. His mother, who loves him very much, is strict with him.

3. China is a country which has a long history.

4. China, which was founded in 1949, is becoming more and more powerful.

T: Now, if you’re still not sure about the use of Relative Pronoun, turn to page 118 to practice more.

T: Complete the sentences with who, whom or which. Look at sentences, which relative pronoun can we fill in the blank?

T: Good, we can fill in it with “whom”.

(Finish it one by one)

V) Integrating Skills (reading)

Here is another task: doing the Reading part in Integrating Skills in workbook on P118-119. This is a text talking about good manners all around the world. The teacher can quit the exercises in the book and create a method of efficient teaching to train the students’ ability. The following is one solution.

1) Fast reading and answering. Let them first have a fast reading with some given questions about the content of the passage, which can be easily answered. Then minutes later, check them. The questions are:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

2) After this practice, students are more familiar with the context. Now they are asked to scan the passage to get the information about what do people in different countries and areas do in some given situations.

They should first find out the answers, and then some of them will be called to come to the blackboard and act the people’s actions in these situations. They can understand and have a deep impression on the text and related knowledge through the actions.

T: Well, we’ll go on with Integrating Skills. First, read quickly and answer:

1 What are good manners about?

2 What is probably the worst thing during Chinese dinner?

3 Is it good for you to say something nice about your Arab friend’s pet dog? Why?

(three minutes later)

T: Are you Ok? What are the answers. What are good manners about?

(ask one student to answer)

T: Just right! We can find the answer in the last sentence, paragraph one. Have you found that?

(Continue to find out answers to the nest two)

T: Now, shall we do sth. interesting with information of this passage?

T: Scan the passage to get the information about what do people in different countries do in the given situations:

1. When meeting people

2 When talking to people

3 In public, many north Europeans

4 When smoking, Indians

T: I’ll call some to act out the good manners in some place of the world.

(Two minutes)

T: Who knows “when meeting people, what will the Westerners do? And Americans?

T: Right, would you come here to act it out for us?

(Through this activity, Ss have chances to act and remember them)

VI) Homework

1. Do exercise 1, P118 in exercise book.

2. Question 5-8, p41,

VII) Design of the blackboard

Childhood 非限制性定语从句

When= at which 人（主） who

Where= in which 人（宾） whom

Why= for which 物 which

That ( x)

Leave out

Say sth. nice

Speaking & Integrating Skills

--Period Five

I. Teaching Aims and Demands.

(1) Learn to apologize and express thanks and response to them using related expressions

(2) Train students’ imagination and creativity in situation performances

(3) Improve the ability to debate (especially when supporting the opinion against one’s own interests )

(4) Learn to write a thank-you letter

II. Key and Difficult points

(1) Use given expressions to express apologies properly (formal or informal) in a certain situation

(2) Grasp the format of a thank-you letter, especially the content of each paragraph

III. Teaching Methods

(1) Group work

(2) Role-playing

(3) Read and write

IV. Teaching Aids

A ppt. courseware

V. Teaching Procedures

I) Speaking

In this part, there are three situations for making dialogues. In each of them, someone has done sth. wrong, and should apologies to others.

(1) Let students go over the texts of these three situations and imagine themselves are in it.

(2) After reading, the teacher told them in Chinese what the matter is in the situations. Explain some phrases if necessary.

(3) Then learn the expressions used for making apologies. The teacher should explain every one in the form at the bottom of the page and told them in what situations these can be used, especially whether they can be used in a formal or informal one.

(4) They can choose one of the situations to practicing dialogues. If they still wonder how to carry it out, show them a model dialogue on ppt.. Let students have a discussion with their partners and prepare to act out the dialogues.

(5) Ask pairs to act out them.

T: In the first period of this unit, we have learned how to apologize, if we do sth. Wrong. Do you still remember?

T: Today, we are going to have some talking practices about this knowledge point. First, go over the situations in Speaking part by yourself and imagine you are in it.

(Two minutes)

T: Do you understand what these texts say? Let me tell you.

(Explain the language points of this part)

T: Look at the expressions used for making apologies at the bottom of the page. You should use them carefully. Notice that some of them can be only use in formal occasions, and some informal. For example, “Forgive me. I’m very sorry.” and “I apologize for” are formal ones; while “oops. Sorry about that” is informal one. Well, next, I will show you how to carry out the dialogues.

(Show a dialogue of situation one on ppt)

T: So, who would like to have a try?

(One or two pair of Ss to act out the dialogues)

II) Talking

This part is on P116 in workbook. The teacher can choose only one situation.

(1)The teacher first explains the situation in Chinese what the topic is.

(2)Then let them have a discussion first to prepare for the Talking for about some minutes.

(3)The teacher divided the class into two parties (every two groups make one), and give the tow opposite opinions to them. They should argue for the opinion of their own party.

(4)Carry out the discussion

① The teacher asks one member of one party to present their opinion.

② With this opinion, the teacher asks the other party whether they agree. So, some in the party must defend themselves.

③ In this way, the tong war begins.

(The time should be controlled allowing the tasks of the period to be finished.)

T: Turn to page 116, and look at the first text in Talking part. We are going to have a debate with this topic. It is about whether women should “go first”, be offered helps, and taken care of, and whether that does good to women. Now discuss with your partner with the topic. Ok?

(Three minutes)

T: The two groups on this side support the opinion of “women should go first”, and the two on that side are against this opinion. Each of you should argue for your party. Understand?

(Have a debate)

III) Integrating skills (writing)

This task is aiming at teaching students to write thank-you letters and to train their reading ability (especially the ability to make summary to paragraphs).

i) To know the thank-you letter

(1) Read fast and answer the questions on ppt.. The answers can be found directly from the passage.

(2) Asks some students to give their main ideas of the paragraphs and show the right answers on ppt..

(3) Using the main idea, the teacher tells the students the format of the thank-you letter: every paragraph has its own purpose to write about. The format of the sample letter:

Paragraph 1: Give thanks to the people for what they did for us.

Paragraph 2: Tell the people something about ourselves and the things we’re doing now.

Paragraph 3: Ask the people for some details about themselves and what they are doing now.

Paragraph 4: Close the letter by repeating our thanks

This is the format for them to follow when writing a thank-letter.

ii) Learn another letter whose topic is chosen from the book: Thank a teacher for his/her help.

In this step, the teacher asks one student to read the first paragraph of this letter. And then, ask them to tell the main idea of every paragraph.

At last, the teacher repeats the format and steps of a thank-you letter, and is going to give them the writing work.

T: Let’s come to the last part of this unit: Integrating Skills. First, read it fast and answer the questions on ppt..

1 For what does Amy express her gratitude to Sam and Jenny ?

2 What is Amy sending them with this letter?

3 How is Amy getting along with her studies now?

4 What does Amy ask for in the third paragraph?

(four minutes later)

T: Have you finished? Who can tell me answer to question one?

(Check them one by one)

T: Well, are you clearer with this thank-you letter? Could tell me the main idea of each paragraph? In fact, writing a thank-you letter should always follow this format:

1 Give thanks to the people for what they did for us.

2 Tell the people something about ourselves and what we’re doing now.

3 Ask the people for some details about them and what they’re doing now.

4 Close the letter by repeating our thanks

T: Ok, let me show you another thank-you letter. Who would like to read the first paragraph?

T: Good. Thank you! Then, have you found that this letter is written in the form of the one on your book? So keep it in your mind what each paragraph of a thank-you letter talks about!

IV) Tips

The teacher guides the students going over the part Tips of this unit. Let them pay attention to these tips which are the supplement of this unit’s knowledge.

T: We’ll move to the Tips of this unit. Look at the phrase “keep in mind”, it means in Chinese“记住”. And “stare at”-- 盯着…看；“make jokes about sb.”-“拿某人当笑柄，取笑”.

(Then, the teacher goes over the tips with the class)

V) Homework

1 Choose one topic in exercise 2,p42, and write a Thank-you letter.

2 Summary(总结) what you’ve learned in this Unit.

VI) Design of the blackboard

introduce sb. to wish sb. all the best

Forgive me. I’m very sorry. keep in mind

I apologize for… formal stare at:

oops. Sorry about that informal make jokes about sb

篇13：八年级上册英语公开课教案

Unit 3 What are you doing for vocation

The fourth period

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary. Target language. Oral practice.

2. Ability Objects

Listening and speaking skill. Reading and writing skills,

Communicative competence.

3. Moral Object

Take walks and keep healthy.

II. Teaching Importance and Difficulty

Where are you going for vacation? What’s it like there?

What are you doing there? Who are you going with?

How long are you staying?

III. Teaching Methods

Listening and speaking methods. Reading and Writing method. Pairwork.

IV. Teaching Aids

A tape recorder. A projector.

V. Teaching Procudrues

Step I Greet the class as usual and check the homework.

Step II Show some pictures on the blackboard to learn the key vocabulary.

Step III Second B 1a

First ask students to read the five phrases. Then ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct phrase.

Step IV 1b

As students talk, move around the class, offering language or pronunciation support if needed.

Then have the class listen to one student ask another about each activity.

Step V 2a and 2b

Look at the picture, please. The reporter is interviewing an actress named He Yu.

Now look at the chart. There are reporter’s question and the actress’ answers.

Step VI 2c Pairwork

Ask two students to read the conversation in the speech bubbles.

Hello, He Yu. Can I ask you some questions about your vacation plans?

Yes.

What are you doing … ?

Step VII Summary

This class we’ve learnt key vocabulary and target language. And also we’ve done an oral practice.

Step VIII Homework

Get brochures from a travel agent of find vacation advertisements in newpaper and magazines. Next class we’ll do report on how much various vacation cost. You can ask or find the price for various vacation.

Step IX Blackboard Design

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