下面是范文網(wǎng)會(huì)員“daociya”收集的八年級(jí)上冊(cè)英語(yǔ)課文翻譯（共8篇），歡迎參閱。
八年級(jí)英語(yǔ)課改反思 篇1
八年級(jí)的語(yǔ)法知識(shí)點(diǎn)增多，難度也有所提高，對(duì)學(xué)生的口語(yǔ)表達(dá)能力和閱讀能力都有新的要求，這就對(duì)教師的要求有了新的提高，八年級(jí)英語(yǔ)語(yǔ)法教學(xué)反思。
一、教師在教學(xué)的過(guò)程中首先要把握重難點(diǎn)。
我認(rèn)為這是教學(xué)中對(duì)教師最重要的要求。如果無(wú)法很好的把握重難點(diǎn)，則會(huì)對(duì)重點(diǎn)知識(shí)的講授蜻蜓點(diǎn)水，導(dǎo)致學(xué)生也無(wú)法分清重難點(diǎn)。學(xué)生在學(xué)習(xí)的過(guò)程中把大量的時(shí)間花費(fèi)在零散知識(shí)上，而忽視了重之之重。教師為了更好的把握重難點(diǎn)就要認(rèn)真的研讀教材，仔細(xì)研究教學(xué)參考，并且做好教學(xué)反思，從同學(xué)們的錯(cuò)誤中反饋?zhàn)约旱氖д`，不斷地摸索和探索。
二、其次語(yǔ)法講解一定要清楚，透徹。
在講解重點(diǎn)語(yǔ)法的過(guò)程中，教師要多舉例子，并且要學(xué)生造句子，不能光停留在枯燥，抽象的講解過(guò)程中。
三、應(yīng)加強(qiáng)學(xué)生的對(duì)話強(qiáng)度，鼓勵(lì)不開(kāi)口說(shuō)英語(yǔ)的學(xué)生開(kāi)口，
有些學(xué)生是對(duì)自己不自信，是因?yàn)樵?jīng)對(duì)話的過(guò)程中，出現(xiàn)失誤卻被老師尖刻的言語(yǔ)刺傷，所以當(dāng)學(xué)生出現(xiàn)錯(cuò)誤的時(shí)候應(yīng)微笑著讓他坐下，然后再糾正錯(cuò)誤。有些同學(xué)的對(duì)話可能會(huì)脫離現(xiàn)實(shí)生活，但只要開(kāi)口說(shuō)英語(yǔ)就要鼓勵(lì)
四、在教學(xué)過(guò)程中應(yīng)以學(xué)生為主體。
整個(gè)課堂是學(xué)生在開(kāi)口說(shuō)而不是老師在干巴巴的講授。尤其是教材的中間一部分，閱讀部分。要使同學(xué)們?cè)诼?tīng)錄音和默讀的前提下做課本上要求的練習(xí)題，也可以確定幾個(gè)話題，學(xué)生用英語(yǔ)進(jìn)行討論，鍛煉他們用英文思考的能力，運(yùn)用所學(xué)語(yǔ)言的能力。課文部分教材給出了一篇文章然后學(xué)生進(jìn)行閱讀，并且文章后面有若干個(gè)問(wèn)題，在這一部分一定要讓學(xué)生在默讀的前提下獨(dú)立完成或者小組討論回答問(wèn)題。鍛煉他們的應(yīng)試能力。
五、八年級(jí)英語(yǔ)教學(xué)單詞仍然是基礎(chǔ)。
我個(gè)人認(rèn)為應(yīng)該打好學(xué)生的單詞基礎(chǔ)。在講授的過(guò)程中讓同學(xué)們記有些詞或短語(yǔ)，可以幫助學(xué)生們理解課文。
年八年級(jí)英語(yǔ)上冊(cè)寒假作業(yè)答案 篇2
任務(wù)型教學(xué)要提高教師的教育教學(xué)能力。教師必須能自如地駕馭教材和課堂教學(xué)過(guò)程，了解教材特點(diǎn)，掌握教學(xué)重點(diǎn)、難點(diǎn);能恰當(dāng)?shù)刂朴喗虒W(xué)計(jì)劃，合理安排教學(xué)內(nèi)容;能熟練地運(yùn)用現(xiàn)代化的教學(xué)手段;課堂教學(xué)用語(yǔ)要言簡(jiǎn)意賅、生動(dòng)形象、富有邏輯性，善于創(chuàng)設(shè)情景，提問(wèn)啟發(fā)。
任務(wù)型教學(xué)課堂教學(xué)要具有廣泛性。素質(zhì)教育的基本特點(diǎn)之一是全體性。這就需要我們的課堂教學(xué)，要培養(yǎng)和提高所有學(xué)生的素質(zhì)，對(duì)每個(gè)學(xué)生都要負(fù)責(zé)，無(wú)論成績(jī)優(yōu)秀、名次居中還是暫課堂教學(xué)要具有廣泛性。素質(zhì)教育的基本特點(diǎn)之一是全體性。這就需要我們的課堂教學(xué)，要培養(yǎng)和提高所有學(xué)生的素質(zhì)，對(duì)每個(gè)學(xué)生都要負(fù)責(zé)，無(wú)論成績(jī)優(yōu)秀、名次居中還是暫時(shí)落后的學(xué)生，。我們對(duì)他們都要有很高的期望，不斷創(chuàng)設(shè)機(jī)會(huì)，激勵(lì)他們?cè)谠谢A(chǔ)上努力獲得成功。通過(guò)每個(gè)個(gè)體的發(fā)展，實(shí)現(xiàn)真正意義上的全體發(fā)展。
任務(wù)型課堂教學(xué)要具有主動(dòng)性。素質(zhì)教育所具有的主體性特征，要求我們的課堂教學(xué)在尊重學(xué)生主體地位的前提下，通過(guò)調(diào)動(dòng)學(xué)生積極性的教學(xué)辦法達(dá)到發(fā)揮學(xué)生主體作用的目的。這就需要注意以下兩點(diǎn)：一是激發(fā)興趣，注意培養(yǎng)學(xué)生養(yǎng)成勤于思考、主動(dòng)參與、動(dòng)手實(shí)踐的習(xí)慣，特別是在教學(xué)生新知識(shí)的初始階段，要不斷變化教學(xué)方法，經(jīng)常引發(fā)學(xué)生新的探究活動(dòng)引起對(duì)所學(xué)新東西的注意，這樣才能使他們對(duì)所學(xué)東西感到有趣、有味、有感;二是強(qiáng)化手、腦、眼交替使用，鞏固、深化對(duì)語(yǔ)言材料的理解，提高正確使用語(yǔ)言的能力，為學(xué)生回答和進(jìn)行交際活動(dòng)奠定堅(jiān)實(shí)的基礎(chǔ)。
任務(wù)型課堂教學(xué)要具有創(chuàng)造性。在課堂教學(xué)中，一是要保護(hù)和發(fā)展中學(xué)生求知的好奇心，使它成為獲得知識(shí)、發(fā)展知識(shí)、發(fā)展創(chuàng)造才能的源泉。多讓學(xué)生了解一些古今中外的名人發(fā)明和創(chuàng)造的過(guò)程，并破除對(duì)創(chuàng)造的神秘感，克服對(duì)學(xué)習(xí)采取單一的模式，淡化對(duì)高分的追求，激發(fā)創(chuàng)造觀念，鼓勵(lì)大膽質(zhì)疑、勇于發(fā)問(wèn)的積極性，訓(xùn)練學(xué)生找缺點(diǎn)、挑毛病的眼力和從貌似荒謬怪誕的觀念中找尋合理因素的能力。敢于大膽質(zhì)疑嘗試，在探究中解疑，掌握科學(xué)的思維方法，學(xué)會(huì)善于思索并使自己在獲得問(wèn)題解決的過(guò)程中，感受思考樂(lè)趣和創(chuàng)新樂(lè)趣，培養(yǎng)學(xué)生的創(chuàng)造才能。
任務(wù)型課堂教學(xué)要組織討論，活躍氣氛。根據(jù)教學(xué)要求適時(shí)組織討論，活躍氣氛。根據(jù)教學(xué)要求適時(shí)地組織學(xué)生討論，創(chuàng)造一種民主、和諧的教學(xué)氛圍，滿足學(xué)生自尊自信的心理需求，會(huì)有助于調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。促進(jìn)師生間、同學(xué)間的多方面信息交流，鼓勵(lì)學(xué)生用所學(xué)知識(shí)對(duì)所選語(yǔ)言材料內(nèi)容及身邊所發(fā)生的事情表明自己的看法，使他們?cè)谟懻撝邢嗷ゼ?lì)，彼此吸取對(duì)方之一長(zhǎng)補(bǔ)己之短，有效地鍛煉聽(tīng)說(shuō)能力。同時(shí)努力為學(xué)生創(chuàng)造良好的心理環(huán)境，減輕他們的心理負(fù)擔(dān)，培養(yǎng)增強(qiáng)學(xué)習(xí)的主動(dòng)性和獨(dú)立性。
任務(wù)型教學(xué)運(yùn)用直觀、情景和交際的手段教學(xué)。中學(xué)英語(yǔ)教學(xué)的主要任務(wù)是培養(yǎng)學(xué)生結(jié)合的聽(tīng)、說(shuō)、讀、寫的能力及綜合運(yùn)用語(yǔ)言的能力。聽(tīng)，要聽(tīng)得準(zhǔn)，并且要在一定的環(huán)境中聽(tīng)，教師要在學(xué)生面前繪出一幅圖畫，讓學(xué)生邊聽(tīng)邊理解;說(shuō)，要說(shuō)得準(zhǔn)，在特定的環(huán)境中情不自禁地說(shuō);讀，要讀得快且準(zhǔn)，讓學(xué)生在想象中讀;寫，要在真實(shí)的情景中寫。
任務(wù)型教學(xué)要組織好豐富多彩的課堂游戲。學(xué)生活潑好動(dòng)，想象力、模仿力都很強(qiáng)，但45分鐘的一節(jié)課，他們很難始終如一地集中精力聽(tīng)好課。為了活躍課堂氣氛，提高學(xué)生的注意力，提高教學(xué)效果，應(yīng)組織一些課堂游戲。所有的游戲操作都要求學(xué)生用英語(yǔ)來(lái)做，這樣輪流做了幾次游戲后，學(xué)生對(duì)本節(jié)課內(nèi)容就掌握得差不多了。整個(gè)過(guò)程學(xué)生都在愉快地接受一切。
英語(yǔ)每一課都有相應(yīng)的錄音磁帶，每一書教師都深充分利用錄音進(jìn)行教學(xué)，還要求同學(xué)們回家自己錄音，這樣既激發(fā)了學(xué)生的學(xué)習(xí)興趣，還培養(yǎng)和訓(xùn)練了的學(xué)生的聽(tīng)力。同時(shí)，進(jìn)一步鞏固了所學(xué)內(nèi)容。我還親手設(shè)計(jì)了每一課的投影片，每節(jié)課學(xué)生總能看到遍真的投影片，并配以逼真的動(dòng)作。設(shè)投影片最大的好處是畫面可以反復(fù)出現(xiàn)，突出了教學(xué)重點(diǎn)，提高了他們?cè)谡鎸?shí)情景中對(duì)話的交際能力。
學(xué)生的學(xué)習(xí)過(guò)程是一個(gè)由無(wú)到有，由少到多的知識(shí)積累過(guò)程，通過(guò)一段時(shí)間的學(xué)習(xí)，他們已經(jīng)掌握了某些情景中的某些會(huì)話。怎樣使這些知識(shí)真正地得到應(yīng)用呢?我采用的方法是利用各種場(chǎng)合開(kāi)展課文活動(dòng)，使學(xué)生有充分的發(fā)揮余地，在這些場(chǎng)合中，他們能很自覺(jué)地把學(xué)過(guò)的知識(shí)點(diǎn)串聯(lián)起來(lái)，把一個(gè)個(gè)不同的語(yǔ)境、不同的角色編成小品短劇，形象生動(dòng)地展現(xiàn)出來(lái)，他們的模仿表演能力遠(yuǎn)遠(yuǎn)超過(guò)了成人。學(xué)生在表演中使知識(shí)得到了鞏固，使學(xué)生在樂(lè)中學(xué)。
多年的教學(xué)實(shí)踐證明，在課堂中要保持學(xué)生良好的學(xué)習(xí)狀態(tài)，于是我充分利用學(xué)生的好勝心理，每節(jié)課充分展開(kāi)各種競(jìng)賽活動(dòng)，把每個(gè)學(xué)生編成不同的序號(hào)，對(duì)教學(xué)中的各種知識(shí)展開(kāi)比賽，并對(duì)勝者進(jìn)行獎(jiǎng)勵(lì)，這一舉措提高了課堂效率，讓學(xué)生深深體會(huì)到競(jìng)爭(zhēng)的樂(lè)趣，同時(shí)也在不知不覺(jué)中掌握了所有的知識(shí)。
走進(jìn)新課堂，教師不再是傳授知識(shí)的機(jī)器，學(xué)生也不再是為學(xué)知識(shí)而學(xué)習(xí)，而是在學(xué)習(xí)中體現(xiàn)著師生互動(dòng)、生生互動(dòng)，共同體會(huì)著智慧之美，科學(xué)之美，人道之美，感受人類心靈的博大與深邃，感受到人類所創(chuàng)造文化的燦爛與輝煌。
新課程標(biāo)準(zhǔn)的實(shí)施，給每一個(gè)教師提出了新的課題，就是如何有效地開(kāi)展英語(yǔ)創(chuàng)新教育，培養(yǎng)具有創(chuàng)新能力、高素質(zhì)的人才。因此，我們需要挑戰(zhàn)舊的教學(xué)方法，建立新的教學(xué)理念，努力為學(xué)生創(chuàng)設(shè)輕松、愉快的學(xué)習(xí)環(huán)境，在不同的學(xué)習(xí)階段，不斷誘發(fā)學(xué)生的好奇心，鼓勵(lì)學(xué)生大膽嘗試，通過(guò)自主學(xué)習(xí)實(shí)踐活動(dòng)，豐富學(xué)生的想象力。
八年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃 篇3
八年級(jí)上冊(cè)英語(yǔ)教學(xué)計(jì)劃
城關(guān)中學(xué)
任課老師：李美蘭
教學(xué)進(jìn)度 教學(xué)內(nèi)容 教學(xué)目標(biāo)
Unit 1 How often do you exercise? 1.能討論經(jīng)常發(fā)生的活動(dòng)。2.能使用頻率副詞（always,usually,sometimes,never）來(lái)討論日?；顒?dòng)的頻率3.能以How often提問(wèn)及回答
Unit 2 What’s the matter? 1.能用what’s the matter語(yǔ)句詢問(wèn)別人的健康狀況2.能描述自己的健康狀況以及飲食習(xí)慣
Unit 3 What are you doing for vacation? 1.學(xué)會(huì)用現(xiàn)在進(jìn)行時(shí)形式表示將來(lái)發(fā)生的動(dòng)作2.知道哪一些動(dòng)詞可以用這種形式
Unit 4 How do you get to school? 1.能運(yùn)用各種方式表示交通途徑。2.會(huì)用HOW..提問(wèn)以及回答。
Unit 5 Can you came to my party? 1.會(huì)使用can語(yǔ)句征詢意見(jiàn)2.可以了解西方國(guó)家的party以及它們的風(fēng)俗習(xí)慣。
Unit 6 I’m more outgoing than my sister? 1.能描述事務(wù)或時(shí)間的屬性以及人的性格特征。2.能學(xué)會(huì)運(yùn)用形容詞的比較等級(jí)。
Unit 7 How do you make a banana smoothie? 1.能描述動(dòng)作或事件發(fā)生的先后順序。2.能分辨并正確使用first、next、then、finally
Unit 8 How was your school trip? 1． 學(xué)會(huì)描述過(guò)去發(fā)生的事物、活動(dòng)以及自己的感受2． 復(fù)習(xí)動(dòng)詞過(guò)去式的規(guī)則和不規(guī)則變化3． 能用how was/were…句型詢問(wèn)事情的情況
Unit 9 When was he born? 1.能用英語(yǔ)說(shuō)出一年里的重要節(jié)日。2.能用英文說(shuō)出十二個(gè)月份與日期。3.能使用適當(dāng)?shù)臅r(shí)間介詞(in, on, at)。
Unit 10 I’m going to be a basketball 能學(xué)會(huì)用be going to 表示將來(lái)計(jì)劃的動(dòng)作或活動(dòng)。2.了解社會(huì)對(duì)各種職業(yè)的看法。3.用英語(yǔ)談?wù)撟约旱睦硐搿?/p>
教學(xué)要求 1.課前預(yù)習(xí)，找出問(wèn)題所在。2.課后復(fù)習(xí)，精熟所學(xué)內(nèi)容。3.制定作業(yè)務(wù)必確實(shí)如期完成。4.上課專心聽(tīng)講，樂(lè)于參與活動(dòng)。5.具有積極的學(xué)習(xí)態(tài)度。6.能認(rèn)識(shí)英語(yǔ)是生活的一部分，并能學(xué)以致用。
評(píng)測(cè)方式 1.聽(tīng)力測(cè)試
2.筆試3.口語(yǔ)練習(xí)
4.角色扮演
5.作業(yè)情況 6.學(xué)習(xí)態(tài)度
學(xué)生自我要求與家長(zhǎng)配合事宜 1.能認(rèn)識(shí)到英語(yǔ)在現(xiàn)今社會(huì)中已是不可或缺的必備能力之一，學(xué)生應(yīng)主動(dòng)提升自己的英語(yǔ)實(shí)力，家長(zhǎng)也請(qǐng)多給予督促和鼓勵(lì)。2.英語(yǔ)學(xué)習(xí)基礎(chǔ)尚弱者，應(yīng)確實(shí)做好課堂要求，并按部就班扎實(shí)學(xué)習(xí)。3.英語(yǔ)學(xué)習(xí)已有良好基礎(chǔ)者，除課內(nèi)所學(xué)，可以多增加進(jìn)修課外知識(shí)，如收聽(tīng)英語(yǔ)廣播、閱讀報(bào)紙與青少年小說(shuō)等，來(lái)充實(shí)自身英語(yǔ)能力。4.時(shí)時(shí)留意生活中接觸到的英語(yǔ)，隨時(shí)為自己的生活環(huán)境創(chuàng)造使用英語(yǔ)的機(jī)會(huì)。
指導(dǎo)思想：以九義教材及《新課程標(biāo)準(zhǔn)》為指導(dǎo)，培養(yǎng)學(xué)生聽(tīng)說(shuō)、讀寫能力，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，形成良好積極的學(xué)習(xí)習(xí)慣。
工作目標(biāo)：強(qiáng)化英語(yǔ)學(xué)科整體知識(shí)的綜合、運(yùn)用和應(yīng)試水平。提高學(xué)生在交際活動(dòng)中運(yùn)用語(yǔ)言的能力。
工作措施：1）充分運(yùn)用多媒體課件等充分展示數(shù)碼技術(shù)在英語(yǔ)教學(xué)中的作用，引導(dǎo)學(xué)生興趣。采取集體備課等形式，對(duì)新版教材認(rèn)真研究，讓學(xué)生充分思考、討論，注重能力的培養(yǎng)。
2）具體的英語(yǔ)教學(xué)中，為學(xué)生積極創(chuàng)設(shè)情景，盡量讓學(xué)生在較為逼真的情景中滲透文化，了解文化，設(shè)置任務(wù)，完成任務(wù)。
活動(dòng)安排： 每周集體備課，定時(shí)間，定地點(diǎn)，定內(nèi)容。共同討論探討教學(xué)方法和手段。更多范文，敬請(qǐng)登陸！
八年級(jí)上冊(cè)英語(yǔ)作文 篇4
Where did you go on vacation？
1.語(yǔ)言知識(shí)和能力目標(biāo): 1)能掌握以下單詞:anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型: ①—Where did you go on vacation?—I went to the mountains.②—Did you go with anyone?—Yes, I did./No, I didn’)能了解以下語(yǔ)法:—復(fù)合不定代詞someone, anyone, something, anything等 的用法。—yourself, myself等反身代詞的用法。
3)一般過(guò)去時(shí)態(tài)的特殊疑問(wèn)句,一般疑問(wèn)句及其肯定、否定回答。2.情感態(tài)度價(jià)值觀目標(biāo): 學(xué)會(huì)用一般過(guò)去時(shí)進(jìn)行信息交流,培養(yǎng)學(xué)生的環(huán)保意識(shí),熱愛(ài)大自然。2重點(diǎn)難點(diǎn) 1.教學(xué)重點(diǎn): 1)用所學(xué)的功能語(yǔ)言交流假期去了什么旅行。2)掌握本課時(shí)出現(xiàn)的新詞匯。2.教學(xué)難點(diǎn): 1)復(fù)合不定代詞someone, anyone, something, anything等 的用法。2)yourself, myself等反身代詞的用法。3教學(xué)過(guò)程
第一學(xué)時(shí)
.1教學(xué)活動(dòng)
活動(dòng)1【講授】Unit 1 Where did you go on vacation
Ⅰ.Warming-up and revision Ⅱ.Writing Work on 1a: to the six , expensive, exciting, cheap, terrible, boring the words and let Ss read after the on 1b: Ⅲ.Listening Work on 1c: : Now lets work on the recording for the Ss on 1d: ell Ss this time they have to write play the recording for the second time.Ⅳ.Pair work ell Ss to ask and answer about Lisa’s work in pairs and ask and answer about Lisa’s vacations.Ⅴ.Discuion ell Ss to work in the questions Ss some poible answers: discu the two Work on 2b: Work on 2c: Work on 2d: ell Ss they should read the conversation about Jane’s trip to Penang read the conversation about Jane’s trip to Penang
八年級(jí)英語(yǔ)上冊(cè)導(dǎo)學(xué)案 篇5
八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Unit 1 How often do you exercise ? Teaching goals: &phrases: how often , hardly , twice , once , difference , look after , although , to talk about how often do you do 一些表示頻率的副詞: always , usually , often , never , hardly ever , 句子結(jié)構(gòu): What do you usually do on weekends ? How often ··· ?及回答.Important and difficult points : What does she /he do on weekends ? She often goes to the often do you shop ? Once a week / Twice a week ···.Teaching aids : cards , pictures and a tape 1 Teaching procedures : Step 1 Leading-in :Talk about something the students did on
summer 2 Pre-task SB Page 1 , at the picture(學(xué)生識(shí)圖). each : What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer) the activities on the the answers on the their own Page 1 , on the conversation in the : What do you do on weedends ? I ···. :Divide the cla into groups of four or
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S1 to S2: S1:What do you do on weekends ?
s2:I ···.S1:What does she /he do on weekends ? S2:She /He ···. out their own 3 While-task SB Page 1 , at each picture in what the person does on the Ss sure what they will hear and these adverbs and the tape the letters on the Page 2 , 2a & the activities and the answers of “how often” firs.Practise 2a we should know the activities you 2b we should know the answers of how often he does the the tape for a first only the tape a second do the tape a third the the do the this part ,we should pay attention to how often引起的特殊疑問(wèn)句及回答.Step 4 Post-task SB Page 2 , on the the activities in the left in the : Make 2 Teaching procedures :
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step 1 Leading-in : T: What do you usually do on weekends ? S1: I usually play : How often do you play soccer ? S1: I play soccer twice a : How often does he play soccer ? The other Ss: He plays soccer twice a for three 2 Pre-task SB Page 2 ,Grammar the grammar say the questions and 3 While-task SB Page 3 , Part .Call attention to the sure the Ss understand the : What activity do ninety-five percent of Green High students do every day ? Ss neceary , give them the information in the green box with the article first by the it to the at the survey and fill in the blanks in the the activity the 4 Post-task SB Page 3,Part 4.: What can you do to improve your English ?( English books, practice reading and speaking)How often do you ··· ?
of more things you can do to improve your English and write them several Ss each : Who is the best English students in the cla
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Homework: Revise the new 3
Teaching procedures : Step 1 Leading in & free reading the article in Page the 2 Pre-task SB Page4 , 1a. out the five phrases. read after the sure the Ss understand what do they attention to the something about the the words with the the 3 While-task SB Page 4 , attention to the conversation in the box on the righ.Read it to the : “be good for” means :有益于…，對(duì)…有好處. a new the words in Activity 1a to make the students’ Page 4 ,2a&2b. : Now you will hear a reporter interview two people ,Katrina & the two names for the 2a ,we’ll know who is healthy , Bill or Katrina ? the questions in to the tape carefully “yes” , “no” or “I don’t know” in the we check the answers in 2a,we’ll read through the questions in attention to Katrina’s and Bill’s / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
the tape time ,if we have heard one questions and we have a sure Katrina’s and Bill’s the answers in 2b ,we can tell who is healthy Bill or Katrina ? Step 4 Post-task the Ss into groups of is interview,S2 is Katrina ,S3 is : How often do you exercise ? S2: I exercise every : ….With the help of 請(qǐng)同學(xué)們用2b里面的問(wèn)題調(diào)查你熟悉的兩位同學(xué)，寫出答案并做比較.Unit 2 What’s the matter ?
Teaching goals: 1.詞匯.讓學(xué)生熟記這些單詞，能夠很熟練地指出表示身體部位的某些單詞.2.能夠用所學(xué)的單詞談?wù)撋眢w并且能給出中肯的建議.3.通過(guò)聽(tīng)力練習(xí)，爭(zhēng)取能夠提高學(xué)生的聽(tīng)力能力.4.文化欣賞，中國(guó)文化.Important and difficult points: .2.How to talk about the health and give the 1 Teaching procedures: Step 1 Leading in :How many parts of the body can you name ? What’s this ?(head , mouth etc.)Today we’ll learn some parts of the is my ,I have a 2 Pre-task the new words by the Ss firs.Then check the Ss if they can read the new words by themselves there is a mistakes , reading the new them 6 a competition between boys and the words you remembered just now on the , this part by the Ss the correct letter after
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The name of each body part on the the a the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear ….Let’s see which student do it correctly and all the Ss do this have competitions between boys and boys and 5girls to the front to do what the instructor you are wrong ,please go back to your seats ,the last one who stands at the front is the 3 While-task SB Page 7, and check the Page 7, in pairs and act Page 8, 2a. out the eight items in this the item to the repea.There are different are talking about health problems they have and getting the problems with the the tape the 4 Post-task 同桌之間設(shè)計(jì)一個(gè)醫(yī)生與病人之間的對(duì)話.Step 5 Homework the name of your body par.Write conversations between the doctor and the 2 Teaching procedures : Step 1 Leading in playing the reading the 2 Pre-task SB Page 8, attention to the four of these pictures illustrates one of the the tape ,write the miing words on the blank the tape again and check the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
.Practice reading the dialogues in the turns having the problem and giving the reading the dialogue in 2c ,and make their onw out the 3 While-task SB Page 9, 3a. out the picture and ask Ss to describe it.(There is a boy sitting on a ’s teacher is talking to him)
attention to the dialogue and the blanks in the in the blanks in the over the reading the dialogue with a student, then work in 4 Post-task SB Page 9 , at the picture with : What’s the matter ?
B: I’m not feeling have a toothache /fever/sore throat /sore your own dialogues setting 3a as an out the some pairs to come to the front to act out their onw Page 9, Part 4. the instructions and demonstrate what a “mime” is. the dialogue by the a student to come to the front and mime an illne ,the other Ss gue what the illne one student to give several students an opportunity to come to the front and mime an 5 Homework you had some remember what the doctor the new 3
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Teaching procedures : Step 1 Leading in the game :One student mimes an illne , the other students gue the illne and give ’s the matter? Do you have a sore throat ? Step 2 Pre-task SB Page 10 , at the out the four new words and each word and ask Ss to repea.The first something about it using one of the four words and the words with the pictures by the the reading and make sure the Ss understand the meaning of the 3 While-task SB Page 10,1b. the four sentences ,Ss practice at the picture and match each picture with the Page 10 ,2a & ,make sure the Ss understand what they will read the four names and write the problems on the bland poible ,write what each person “should” and “shouldn’t” do for their the 4 Post-task SB Page 10, two students to read the conversation to the conversations with your out the conversations for the two dialogues in the exercise Page 11, 3a & the article and underline the things you should the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
.Let the Ss read the paragraph and fill in the the Page 11 ,Part the game Step 5 Selfcheck SB Page 12 ,Part in the blanks on their your own sentences with the Page 12,Part the sure Ss can understand 6 Homework the words in this uni.Do the exercises on Pages 6-8of the 3 What are you doing for vacation ? Teaching goals : & phrases: babysit ,get back , fishing , rent , think about , decide(on), tourist to talk about future 現(xiàn)在進(jìn)行時(shí)表示將來(lái)計(jì)劃或行動(dòng).4.特殊疑問(wèn)句（where , when , how long引導(dǎo)）Important and difficult points : Drills :What are you doing for vacation ? I’m watching are you going ? I’m going ….How long are you staying ? We’re staying for five aids : cards and a tape ,a large wall 1 Teaching procedures : Step 1 Leading in
up the wall : I’m staying home on Saturday(pointing to next Saturday).Ss
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: I’m staying home on : we’ll learn how to talk about future 2 Pre-task SB Page 13 , at the picture carefully and tell what you see in the the activities from the pictures in the box and add some 3 While-task the activities we write in 1a to make example :What are you doing for vacation ? I’m visiting my in 用第三人稱練習(xí)對(duì)話. .Divide the Ss into groups of four or Page 13, the Page 14 ,2a & ,read the names of the the recording and let Ss fill in the the 4 Post-task SB Page 14, the conversations and fill in the 5 Homework 1.如果沒(méi)填完上面的表格回去接著做完.2.記單詞.Period 2 Teaching procedures : Step 1 Leading in : Make conversations with the setences what are you doing for vacation ? When are you going ?Who are you going with? Step 2 Pre-task SB Page 14,Grammar / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
attention to the sentences them by the a student to say the question using the word he and then again using a boy’s in the same way with “she” and a girl’s 3 While-task SB Page 15, 3a. the conversation by the Ss and practice and fill in the the Page 15, at the conversation in the .Make conversations using the information in out your 4 Post-task Vacation your dream something on a piece of paper using what we the 5 Homework Write 2 conversations about 3b in the exercise you don’t finish your dream writing, do it at 3 Teaching procedures : Step 1 Leading in the homework :Ask one or two Ss to say something about their dream vacation.并給出全適的評(píng)價(jià).Step 2 Pre-task SB Page 16, each phrase and ask Ss to repea.Call attention to the something about the each phrase with a the 3 While task with your about what you would like
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To do on their Page 16 , 2a& the reporter’s questions the recording and check the 4 Post-task a new A is the B is He interview B. the conversation in 2c and with the help of the 5 Homework the new the conversations about your 4 Teaching procedures : Step 1 Leading in .2.Make an interview with a 2 Pre-task SB Page 17 ,Part : What are you doing this weekend ? each other ,write down their student to present his /her 3 While-task SB Page 17 , 3a. the article about Ben Lambert’s vacation plans by the out the new words. the article to the the new words. the listen and out the five numbered identify the the the tape Page 17, : This is an article about Julia’s vacation attention to the
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Blanks in the the paragraph to the cla ,saying blank each time when we come to a bland the paragraph and fill in the 4 Post-task SB Page 17 , : We read about Julia’s vacation and Ben’s you are a famous singer or football player ,What are your vacation plans ?Write about your vacation them help if they 5 Homework Complete the 4 How do you get to school? Teaching goals : & phrases: get to , how far , bicycle , subway , minute , mile , bus about how to get to places(談?wù)摮鲂蟹绞?take the bus /subway /train /taxi , ride a bike /引導(dǎo)的特殊疑問(wèn)句，表示乘坐何種交通工具的方式.how far ,how long 引導(dǎo)的特殊疑問(wèn)句.4.復(fù)習(xí)基數(shù)詞及時(shí)間的表示方法.5.了解中外文化的差異.Important and difficult points : /how far /how long 引導(dǎo)的特殊疑問(wèn)句.2.乘坐交通工具的表示方法. takes /will take/took sb some time to do aids: cards and a tape- 1 Teaching procedures : Step 1 Leading in and free : How do we get to school ? Some students walk ,some students take the bus ,some students ride a anyone take the subway ? No , we have no ,today we will learn Unit : get to Step 2 While-task SB Page19 ,1a& / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
down how you get to at the down how the students get to dialogues with the phrases.: Divide the students into groups of three or reading the dialogues. out their Page 19 , ing sure the Ss know what ot them an example orally if poible. the the tape and check the Page 20 , 2a& the the new word : the tape for the students to finish 2a& play again and check the 3 Post-task If there is time ,make 4 Homework 用對(duì)話的形式告訴老師你是怎么到達(dá)學(xué)校并需要多長(zhǎng)時(shí)間，then please tell me how you get to school and how long it 2 Teaching procedures : Step 1 Leading in .2.Check the over the dialogue in Page20 , 2 Pre-task SB Page 20 ,Grammar the grammar students to say the statements and the usage of “take” in “take the train” and “take sb some time to do sth”.Step 3 While-task SB Page 21, attention to the speech the questions. the paage by the the answers to the questions and write
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The answers on the the Page 21, Ss the example in the students read it to the : Make your own conversations using the information in the left some pairs to present the conversations to the cla Step 4 Post-task SB Page 21 ,Part .Divide the Ss into groups of each group ,one is A,who look at Page is B,who look at Page 85,the other is C,who look at Page in the group who fill in the blanks first 5 Homework Write two conversations in 3b in the exercise 3 Teaching procedures : Step 1 Leading in and free the over the paage in 3a Page 2 Pre-task SB Page 22 , the four new phrases and Ss repea.Match the words with the the 3 While-task SB Page 22,2a& the tape for the students to finish out the two sets of pictures with a blank line in front of the Page 22, about how Nina gets to 4 Post-task
sB Page 23, / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
the instructions to the cla and read through the statements abut the article. the article again by the if the statements are true or false in your exercise the activity individually and check the Page 23 , the article and fill in the the Part at the sure what the people in the picture the 5 Homework a newspaper over this 5 Can you come to my party ?
Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a , goals : : leon , hey , baseball game ,test , piano , guitar , aunt , concert , : Can you come to my party ?z Sure, I’d love ,I can’ have to ….3.能力目標(biāo):學(xué)會(huì)邀請(qǐng)別人以及回答的方式.4.情感目標(biāo):培養(yǎng)學(xué)生禮貌用語(yǔ)的習(xí)慣.Teaching procedures : Step 1 leading in
Play the song : Happy ,today it’s Meimei’s wants to invite you to her birthday you tell me what she should say ? Ask students to 2 Pre-task Page 25 ,1a , ,Can you come to my party ? Ask some students to the students who say I can’t go to say
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attention to the words in Activity ,look at the Ss to tell what they see in each the words with the picture and check the ,now listen to the the name of each person next to his or her the Ss to complete the activity the 3 While-task SB Page25 , to the example in the Ss to do a practice with some groups to :
One student invite some students to his/her other students Page 26, to the five ,listen to each conversation and then circle the word that makes the sentences the the Page 26 , attention to the five sentences in activity 2a ,ask a student to read these sentences to the cla saying the correct word “can” or “can’t”.Say ,now listen to the recording the number of the conversation(1 through 3)in front of the the down these the 4 Post-task SB Page 26 , attention to the points listed in activity students to make their own conversation like the students work ,move around the room and some students to present their 5 Homework
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Practice : Invite your friends to come to your down their 2 Teaching contents :Section A Grammar focus , 3a , 3b , eaching goals : : whom , start , join , practice , math test , mall , : Can you go to the mall this week ? Can she/he/they go to movies ? 3.能力目標(biāo):學(xué)會(huì)寫請(qǐng)貼，會(huì)制做日程表.4.情感目標(biāo):學(xué)會(huì)人際交往的基本常識(shí).Teaching procedures : Step 1 Leading in Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his 2 Pre-task SB Page 26 , Grammar the grammar Ss to say the questions and about the two ways people give reasons for saying no to an attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing.” Step 3 While-task SB Page 27 , attention to the questions about kind of invitation is it ? Call attention to the a pair of students to read it to the cla ,saying blank each time they come to a blank students to fill in the blanks according to the the Page 27 , two students to act the conversation you just attention to the blankplete this some pairs to present their conversations to the 4 Post-task
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sB Page 27 ,Part the instructions for this activity to the the dialogue with a out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page students to make the answer with the 5 Homework your own an 3 Teaching contents: Section A 1a,1b,1c,2a,2b, goals: :Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,: Can you play tennis with me ? What’s today ?
3.能力目標(biāo):能訓(xùn)練地用英語(yǔ)和別人進(jìn)行交際.Teaching aids : Step 1 Leading in Ask the student who is on duty to say something to the 2 Pre-task SB Page 28 ,1a , the days of the week in a large monthly out the days of the week at the top of the calendar and ask a student to read these words a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date
.Complete activity 1a ,check the students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their 3 While-task SB Page 28, attention to the example in the two students to read it to
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The Ss to work in :What do you want to do on Monday , Tuesday … ? Write down your some conversations with your some Ss to present their Page 28, 2a, to the to the Vince play tennis with Andy ?Circle “yes” or “no”.Play the what can Vince do attention to the list of five activities ,and the three
lettered out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer the the 4 Post-task SB Page 28, student find ,one student is Andy ,the other is the pairs to practice for a few minutes like the k some pairs to present their 4 Teaching contents :Section B 3a, 3b ,3c ,4, goals : : e-mail meage , invitation , science , match ,whole ,come over to ,till : Thank you for your ’m sorry I can’ have to ….3.能力目標(biāo):學(xué)會(huì)以“邀請(qǐng)”為主題的書面表達(dá)形式，弄懂E-mail 的寫作法.20 / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
4.情感目標(biāo):理解“義務(wù)”涵義.
Teaching aids : tape , tape-recorder , procedures: Step 1 Leading in Show an article to the ,this is a e-mail attention to the the article 2 Pre-task SB Page 29 , ,there is another e-mail a student to read it to the attention to the blank ,Now read it complete Sonia’s the 3 While-task SB Page 29 , out the e-mail a student to read it ,Fill in the blanks in the e-mail meage ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their some Ss to present the answers to the Page 29 , ,now write your own e-mail meage to a why you can’t visit next week , give some reasons you Ss work ,move around the room monitoring their some Ss to read their meage to the 4 Post-task SB Page 29 ,Part the instruplete the calendar on Page ,now go around the Ss if they can come to your party at the time you are 5 Exercise
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selfcheck Then ask some students to present their the 6 I’m more outgoing than my 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b , goals : : outgoing , more , than , calm , wild , athletic , twin ,tall , short , : He has shorter hair than Tom smarter than Tim ? 3.能力目標(biāo):能對(duì)人物的外表進(jìn)行描繪，個(gè)性進(jìn)行比較.Teaching procedures: Step 1 Leading in
Ask a student to introduce herself/ 2 Pre-task SB Page 31 , some pictures to ,They are Ss to tell what they Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so ask Ss to repeat these sentences :Yao Ming is taller than 3 While-task SB Page 31 , 1c , attention to the out the sample conversation in activity ,Now work with a your own conversation about the several pairs to say one or more of their listen to the Ss to number the the Page 32 , out the two columns and read the headings :-er ,-ier and point out the words in the ,now listen and write the –er and –ier words in the first column and the words that use more in the second / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Play the recording and check the Page 32 , out the picture and the two boxes with the headings Tina is and Tara ,listen to the word in the words are from the list in activity the recording and check the 4 Post-task SB Page 32 , out the chart in activity 2c and on Page , Make your own conversations according to the pairs to continue on their the 5 Homework How are you and your sister /brother different ?Write 2 Teaching contents: Grammar focus , 3a , 3b ,eaching procedures: Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to 2 Pre-task Grammar the grammar Ss to read the sentences to the attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add – the phrases “more athletic than”.Say,when you complete things using words with three or more syllables ,you use the word : happy , outgoing , short , thin , 3 While-task SB Page 33 , attention to the a student to read it to the , now read the article ,then answer the if the statements are true ,or false ,or “don’t know” if you don’t know the the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
sB Page 33 , ,tell your partner about things that are the same and different between you and a member of your family or a can make a conversation like the k two Ss to read the sample conversation in the Ss work and ask some pairs to say their 4 Post-task Read the instruction to the pairs of Ss how many same and different examples they in pairs and ask some pairs to read their 5 Homework Write down the same and different between you and a 3 Teaching contents : Section B 1a , 1b , 2a , 2b , procedures : Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , each description to the cla and ask the Ss to kind of things are important in a the things below 1-6(1 is most important)Ask different Ss to copy the six phrases on the read the phrases 3 While-task SB Page 34 , , Now make your own statements about friends using the phrases in activity some Ss to tell the cla what they look for in a say ,who is your best friend ?
sB Page 34 , the recording and check the Page 34 , the recording and check the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
step 4 Post-task SB Page 34 , , Now work with your a conversation using information in the several pairs to say their conversations to the 5 Homework 連詞成句: om , Sam , intellectual , more , than , sister , as … , sports , at , good, is ,Liu , same , as , the , friend , my , , laugh , a , me , good , I , think , , are , both , 4 Teaching procedures : Step 1 Leading in 2 Pre-task SB Page 35 , the instruction to the Ss to look at the chart on Page a student to read the example to the ,now write your own students who finish first to write sentences on the some Ss to read the sentences ,each student read one sentence one by 3 While-task SB Page 35 , the out the sample , Now read the the words and sentences in your own to the ,Now read the article all the words that describe what people are the Page 35 , Ss to choose a friend to write Ss to try to tell the ,Now finish the activity on your / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Ask some Ss to read their sentences to the 4 Post-task SB Page 35 ,Part the names of two outgoing students on the ,Who do think should get the job , A or B ? Ask Ss to work in some pairs who they thought should get the job and 5 Exercise Ss to work on their the 7 How do you make a banana smoothie ?
Period 1 Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , goal : :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon.: How do you make a banana smoothie ? How many bananas do we need ? How much cinnamon do we need ? 3.能力目標(biāo):學(xué)會(huì)使用how many 和how much 分別對(duì)可數(shù)名詞和不可數(shù)名詞的量提問(wèn).4.情感目標(biāo):培養(yǎng)學(xué)生熱愛(ài)勞動(dòng)的習(xí)慣.Teaching aids : tape , tape-recorder , procedures: Step 1 Leading in 2 Pre-task
sB Page 41 , at the can you see ? Point out the blank likes in the Ss to write the names of the the correct Ss to fill in the blanks on their the Page 41, / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Point out the actions in the picture and the list of actions in activity the recording and check the 3 While-task SB Page 41 , out the instructions in activity Ss to talk with a Page 42 , out the two columns in the chart and read the , Maria and Katie are talking about making fruit do they need ?Write the names of the the recording and check the Page 42 , ,Now listen time listen to the amout of each ingredient the girls talk the name of each ingredient next to the correct a student to read the amounts in the first the the 4 Post-task SB Page 42 , the instruction for the to the sample two students to read the questions and answers to the Ss work in some pairs to present their 5 Homework Make a banana smoothie or fruit salad with your 2 Teaching procedures : Step 1 Leading in two students to present their conversation about how to make a banana smoothie or fruit 2 Pre-task Grammar the grammar Ss to say the questions and the words countable and uncountable on the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Ask one or two students to explain what these words mean Call attention to the , there are imperative some students to say sentences like 3 While-task SB Page 43 , out the picture and ask Ss what the boy and girl are to the four words at the beginning of the sk Ss to number the words to show the the Ss to complete the Ss to read the conversation with their Page 43 , out the Ss to tell what is happening in each the words :popcorn , popcorn popper ,salt , a student to read the directions in the Ss to work with partner ,then ask one or two students to tell the cla how to make 4 Post-task SB Page 43 , Part Ss to work in teams of the Ss to work in ask some pairs to present their questions and answers to the rest of the 5 Homework Write your own recipe about a 3 Teaching contents :Section B 1a , 1b , 2a , 2b , procedures : Step 1 Leading in Review how to make fruit Ss to 2 Pre-task Say ,Let’s make a Ss that what ingredients they two students to say and write the ingredients on the ask ,How do you make your favorite sandwich ? Ask one student to , let’s make it / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
step 3 While-task SB Page 44 , 1a , to the sandwich ingredients in the each word and ask Ss to repeat the instructions and point to the lines where Ss write the things they like in a , Now ask and
Out the conversation in the Ss to work with a Ss work ,move around the room some pairs to say their conversations to the Page 44 , the instructions to the to the foods in activity the tape the first only the tape circle the words in activity the Page 44 , carefully and write the ingredients on the correct lines in the the 4 Post-task SB Page 44 , work in several pairs to act 5 Homework Make a 4 Teaching contents :Section B 3a,3b ,3c , 4 , procedures : Step 1 Leading in Ask some students to show the sandwiches they 2 Pre-task SB Page 45 , the instructions to the a student to read the recipe to the to the words vegetables ,meat and others in the to the example ,Now read the recipe and write the ingredients under the correct words in the the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
step 3 While-task SB Page 45 , the instructions to the the recipe to the “blank” each time when coming to a blank ,Now write a word in each the Page 45 , the instructions to the ask students to write their students work ,move around the room offering aistance as students to read their recipes to a some students to read their recipes to the 4 Post-task students to finish the some students to present their answers to the the 5 Homework SB Page 45 , Part students to work with a your partner how to make a sandwich with the ingredients in your 8 How was your school trip ? Teaching goals : & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end the past tense to talk about 掌握由there be 結(jié)構(gòu)和行為動(dòng)詞構(gòu)成的一般過(guò)去時(shí).4.掌握規(guī)則和不規(guī)則動(dòng)詞的過(guò)去時(shí).Important and difficult points : How to use the past tense form of the past aids : card , picture and a tape 1 Teaching procedures : Step 1 Leading in Greeting : talk about something the Ss did last / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
step 2 Pre-task SB Page 47 , 1a , : What did you do on your last school trip ?Look at the :What did Tina … do ?
Pairwork : Did Tina buy a souvenir ? No , ….Step 3 While-task SB Page 47 , and check the Page 48 , 2a , the recording and correct the 4 Post-task SB Page 48 , : Make several students to present their 5 Conclusion Grammar the grammar say the questions and 2
Teaching procedures : Step 1 Leading in
Greeting : talk about what last day off was it a good day off or a terrible day off ? Step 2 Pre-task SB Page 50 , 1a , at the something about the out the five read after sure Ss understand what they should them from attention to the conversation in the box on the : make the students’ 3 While-task SB Page 50 , 2a , , Now you will hear a conversation about what Tina and Tony did on their last day out the sample answer in / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
listen carefully in the the sentences in attention to who said these the tape the Page 49 , one student to read the read and work : correct the statements to the after Ss to read 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ? Step 5 Homework Make up a 3 Teaching procedures: Step 1 Leading in Free the 2 Pre-task SB Page 51, Part ,Here are some photos of your last did you do ? Ask and answer with your like this : Did … ? What … ? Were there … ?
where … ? How was … ? 3 While-task SB Page51 , the letter about the things Nick did by the new the listen and to the number out the sample check the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Play the tape Page 51 , , Imagine you are Tony and you’ll give Nick a out the the letter to the ing blank each time when come to a blank the letter and fill in the one student to present the 4 Post-task SB Page 51, :We read about the things Tony and Nick did you do on your last day ’s write a letter about them help if they 5 Homework Complete the 9 When was he born ? Teaching goals: to use “be born” to ask sb sth
2.掌握一般過(guò)去時(shí)態(tài)的以how long , when , where 等疑問(wèn)詞開(kāi)頭的特殊疑問(wèn)句.3.能用有關(guān)的形容詞來(lái)描述人，并能用一般過(guò)去時(shí)來(lái)談?wù)撌熘摹⒕磁宓娜宋?Period 1 Teaching procedures : Step 1 Leading in
Ss when they were born and which sports stars they 2 Pre-task SB Page53,1a & Ss to make a list of international sports stars they some sports stars photos to Ss Ask :T: Who’s that ? S: That’s ….T:When was he born ? S: She was born in ….Pairwork :make 3 While-task SB Page 53 , at the the names and the sure what Ss should plete the the Page 53 , 2a & out the columns and read the headings to the meaning of the words at the top of each column if
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,this time fill in the information under How the recording,Ss complete activity the 4 Post-task Point to the chart in activity out the fill-in lines in the conversation in activity Ss how to do the sk Ss to work in make their own the 5 Homework Collect the information about sports make 2 Teaching contents: Grammar focus , Section A 3a, 3b , 4a , procedures : Step 1 Leading in Revise the past 2 Pre-task SBPage54, to say the questions and the questions the Ss might 3 While-task SB Pag3 55 , Ss to point to the names in the chart below the the name to the the word the cla into two groups—A and them continue filling in their own charts , on their Page 55 , Ss have finished reading and filling their answers , ask Ss to work in the chart on the the Ss who finish first to write the answers in the the 4 Post-task SB Page 55 , this sample question on the ask two Ss to ask and answer these Ss to talk to several other around the room checking their Page 55 , Ss to tell the cla what they learned about a other Ss to ask questions if they don’t understand something another student each student to read at least one statement from his
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5 Homework(改錯(cuò)) went to the claroom , but no one were summer I go to and Lily didn’t late for school last your friend bought a new watch yesterday ?
Period 3 Teaching contents : Section B 1a , 1b ,2a , 2b , procedures : Step 1 Revision Check the 2 Pre-task SB Page 56 , on the Bb the eight words at the top of the a student to the names of the people in the Ss to write one or two words from the list under each person’s Page 56 , several Ss to read the cla the words they wrote under each , Now work with a your own statements about the people in the pictures ,using the words you wrote in your Ss to tell the cla what they said about some of the 3 While-task SB Page 56, the instructions and point out the words in the list in activity the listen and circle the words they hear Check the Page 56 , out the eight two Ss to read the recording and have Ss write down the the 4 Post-task SB Page 56 , two Ss to read the sample Ss work with a and answer questions using the sentences in activity / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Ask several pairs to say a conversation to the 5 Homework Remember the words learned in this 4 Teaching contents: Section B 3a ,3b ,3c ,4 , procedures : Step 1 Leading in Ask some Ss some questions :When were you born ? When did you get to school yesterday ? 2 Pre-task SB Page 57, Ss to read the phrases in the hen have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t Ss to read to the cla any words or phrases they them on the other Ss to explain what they Ss to read the article again and fill in the information in the the 3 While-task SB Page 57 , Ss to use these sentences to start their Ss to use the article about Midori as an Page 57 , the instructions and ask Ss who they write Ss to work on their they finish,ask the Ss to read the article to a partner and to talk about the person in the 4 Post-task SB Page 57 , Part Ss to work in groups of out the sample three Ss to read it to the ask Ss to work with their 5 Homework Get Ss to finish the selfcheck on their 10 I’m going to be a basketball contents: Section A 1a ,1b ,1c ,2a , 2b , / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Teaching goals: :programmer ,engineer ,pilot ,profeional : I am going to do 能力目標(biāo):掌握一般將來(lái)時(shí)的用法.Important and difficult points : be going to 的用法.Teaching procedures : Step 1 Leading in 復(fù)習(xí)一般現(xiàn)在時(shí)表示計(jì)劃、打算做某事的用法.Step 2 Pre –task SB Page 59 , each of the words to the the new words Have Ss complete activity the Page 59 , the listen and write down the the 3 While-task SB Page 59, pairs ,Ss look at the jobs in activity
1a and have conversations about these Page 60 , to the Ss to say what they the listen and write down the the Page 60 , a student to read the sample question and sample answer to the the Ss to write their answers in the the 4 Post-task SB Page 60 , two Ss to read the sample conversation to the to the questions and answers in activity Ss to make conversation about Cheng several pairs to say their conversations to the 5 Homework Preview the grammar 2 Teaching contents : Grammar focus,Section B 3a,3b,eaching goals: :sound like , fashion show , part-time , save , at the same
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Time , hold , rich ,能力目標(biāo): 談?wù)撐磥?lái)自己與他人的理想職業(yè)及原因.Teaching procedures : Step 1 Leading in Have Ss make sentences with “be going to”.Step 2 Pre-task SB Page 61, attention to the the paragraph to the read the instructions to the them know what to Ss to finish the activity on their the 3 While-task SB Page 61 , to the , Answer these the truth about your do you plan to do ?
As Ss write ,move around the room offering help if needed Point out the sample two Ss to read it to the work in some pairs to say their conversations to the 4 Post-task SB Page 61 ,Part the year 2008 on the the cla why that is an important date for Beijing and China.(China is hosting the Olympic Games in 2008)Divide the cla into small them to talk about what they are going to do for the Olympics and make a 5 Homework Write the sentences in Part 4 on the exercise 3 Teaching contents :Section B 1a , 1b , 2a , 2b , goals: :resolution , instrument , 能力目標(biāo):談?wù)摓閷?shí)現(xiàn)理想所做出的的打算和安排.Teaching procedures : Step 1 Leading in Ask some Ss to say the statement on their exercise 2 Pre-task
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sB Page 62, to the resolutions and ask different Ss to explain in their own words what each one out the box next to each picture and ask some Ss to read the Ss to match the phrases and pictures on their Page 62, two Ss to read the sample conversation to the ask Ss to find partners to have a several pairs to say their conversations to the 3 While-task
sB Page 62, the instructions and point out the phrases in the list in activity the listen and circle the phrases on the list in activity 1a they the Page 62 , the Ss to write their answers on the blank lines after each person’s three Ss to write one answer each on the the 4 Post-task SB Page 62, two Ss to read the sample ask Ss to work with a 5 Homework Have Ss write their resolutions on the exercise 4 Teaching contents: Section B 3a,3b,3c,4 , goals: : reader , keep , fit , keep fit , 能力目標(biāo):學(xué)習(xí)制定未來(lái)一段時(shí)間的計(jì)劃.Teaching procedures : Step 1 Leading in Check 2 Pre-task SB Page 63 , attention to the magazine a student to read / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Ask Ss to make a list of the New Year’s resolutions in this the 3 While-task SB Page 63, 3 Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s
resolution ask some other Ss to tell how each person was going to make his or her resolution to the magazine article in activity Ss to write an article like this 4 Post-task SB Page 63 , some Ss to tell the cla about their New Year’s ask Ss to write about their resolutions on their Page 63 , Part Ss into small groups to do the sk some groups to write their plans on the 5 Selfcheck Ask Ss to finish the selfcheck on their 6 Homework Write the article in activity 3c on the exercise 11 Could you please clean your room ?
Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , goals : : trash , chore , do chores , dish , sweep , fold , hate , meeting. : Could you please + do sth ? Could you + do sth ? 3.能力目標(biāo):學(xué)習(xí)有禮貌地提出請(qǐng)求.Important and difficult points :請(qǐng)求允許做某事.Teaching procedures : Step 1 Leading in 2 Pre-task
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Teach the new 3 While-task SB Page65,1a & to the items and ask someone to read the each one to the the
recording and let Ss fill in the the Page 65 , out the sample conversation in activity two Ss to read it to the Ss work in 4 Post-task SB Page 66 , 2a & point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no”.Correct the with activity 2b in the same 5 Pairwork SB Page 66 , work in pairs , then ask some pairs to act out their 6 Homework In pairs make a conversation using “Could you please …? Could you … ?”.Period 2 Teaching contents:Section A Grammar focus,3a ,3b,eaching goals : :work on , laundry , do the laundry , and use : I like doing sth because ….I don’t doing sth because ….3.情感態(tài)度目標(biāo):教育學(xué)生在人際交往中要有禮貌.Teaching procedures : Step 1 Leading in Revise the pattern : Could you please … ? Could you … ? Step 2 Pre-task SB Page 66 , Grmmar Ss to say the questions and :the questions use the word could and the answers use the words can and can’ 3 While-task SB Page 67 , the conversation to cla with a blank
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every time you come to a Ss to fill in each blank with the work make or the Page 67 , two Ss to read the sample ,Now write a list of chores you have to do ,you can use the list of chores in a student to say the name of a ask another student to say I like or I don’t ask a third student to give a 4 Post-task SB Page 67 , Part groups of five , give each group a set of blank Ss in each group to write one core onto a turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a 5 Homework Make some sentences with “I like doing sth because ….” or “I don’t like doing sth because ….”
Period 3 Teaching contents :Section B 1a ,1b,2a,2b, goals : : snack ,borrow ,invite ,disagree ,teenager 2.能力目標(biāo):熟悉并能靈活運(yùn)用Could you(please)… ? Teaching procedures : Step 1 Leading in Ask some Ss with questions :Could you please … ? Could you … ? Step 2 Pre-task SB Page 68 , , Look at the items on the list ,ask Ss to complete the writing on their the 3 While-task SB Page 68, the instructions and point out the sample Ss to work with a partner and make their own conversations about the items in activity several pairs to say one or more of their conversations
To the Page 68, 2a & the instructions and have Ss know what to the recording and ask Ss to write their answer on their / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Ask two Ss to write their answers on the the 4 Post-task SB Page 68, out the sample conversation and ask two Ss to read it to the point to the phrases in the Ss to ask and answer with a several pairs to say their questions and answers to the any incorrect questions or 5 Homework 英漢互譯: 1.洗餐具 2.處理瑣事，干家務(wù)3.購(gòu)物 ake out the trash the bed your clothes
Period 4 Teaching contents:Section B 3a, 3b , 3c, 4 , goals : :take care of ,feed ,mine ,weren’t=were not 2.能力目標(biāo):學(xué)習(xí)寫留言條以請(qǐng)求他幫助.Important and difficult points : 留言條的書寫.Teaching procedures : Step 1 Leading in Ask Ss to translate some Chinese 2 Pre-task SB Page 69 , the instructions and have Ss know what to Ss to read the letter on their own and complete the two Ss to write their answers on the the 3 While-task SB Page 69 , a student to read the beginning of the e-mail Ss finish the them they can look at the Chart in activity 2b for some Ss to read their meage to the Page 69 , Ss to finish the e-mail meage on their own and call some Ss to read their meages to the / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
step 4 Post-task SB Page 69 , Part out the sample conversation and read the instructions to have Ss know what to Ss into groups of three and ask them to make several groups to say their conversations to the 5 Homework Finish the 12 What’s the best radio station ?
Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , goals : : comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio 能力目標(biāo):掌握一些形容詞的比較級(jí)和最高級(jí).Difficult points : 特殊形容詞的比較級(jí)和最高級(jí).Teaching procedures : Step 1 Leading in
revise the comparative forms and superlative forms of some 2 Pre-task SB Page 71 , Ss to explain what the word or phrases means in their own ask Ss to decide which of the things are important or unimportan 3 While-task SB Page 71 , some Ss to read the sentences,then
Play the the Page 71, Ss to make a list of real movie theaters they pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie 4 Post-task SB Page 72, 2a & some Ss to read the phrases and the recording ,Ss listen and write down their the 5 Role play SB Page 72 , Ss work in the progre and offering help as / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Ask some pairs to say their conversations to the 6 Homework Preview the grammar 2 Teaching contents :Grammar focus, Section A 3a,3b,eaching goals : :teen ,bargain , delight , by 能力目標(biāo):學(xué)習(xí)進(jìn)行簡(jiǎn)單的比較并表達(dá)自己的好惡.Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of 2 Pre-task SB Page 72, Grammar a student to read the sentences to the ,these sentences show different grammar the two grammar questions the Ss might 3 While-task SB page 73 , to the Ss what they will write in the Ss to read the article on their Ss to read the article again and complete the chart on their the Page 73, out the sample conversation and ask two Ss to read it to the Ss to say the names of stores in your town and write the names on the 4 Post-task SB Page 73, Part the cla for the names of three places to have lunch near the school and write them on the the cla into small them to choose three restaurants and fill in the 5 Homework 寫出下列單詞的比較級(jí)和最高級(jí)：happy , late , good , bad , beautiful , heavy , big , wet , small , / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Period 3 Teaching contents :Section B 1a , 1b, 2a , 2b , goals : vocabulary: positive , negative , dull , performer Teaching procedures : Step 1 Leading in Check the 2 Pre-task SB Page 74, to the sample answer in the chart and ask a student to read the pair of words to the Ss to complete activity 1a on their the Page 74 , that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with work in pairs to talk about the people they several Ss to say their sentences to the 3 While-task SB Page 74 , Ss what a “talent show” is and ask Ss to tell what people do at talent to the five different Ss to say what the people are doing in each the listen and write the correct the Page 74 , the recording and ask Ss to write what different people say about the the 4 Post-task SB Page 74 , two Ss to read the sample conversation to the Ss work in 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , goals : : province , still , enough , distance , farthest 2.能力目標(biāo):學(xué)習(xí)進(jìn)行簡(jiǎn)單的調(diào)查.Teaching procedures : Step 1 Leading in 2 Pre-task SB Page 75, the instructions and point out the words in the out the sample answer for number Ss to write one work from the box on each blank the Page 75 , ,Now write an article about the other people in activity about Vera , Dennis ,and the math teachers ,you can use information in the chart to help Ss to complete the article on their some Ss to read what they wrote to the 3 While-task SB Page 75, Ss to say the names of famous performers they might write Ss to write their article on their some Ss to read their articles to the 4 Post-task SB Page 75 , Part out the chart where the Ss can write the two Ss to read the sample conversation to the Ss to interview three several Ss to read the information from one column to the 5 Homework Review the grammar focus on Page / 48 八年級(jí)英語(yǔ)上冊(cè)教案設(shè)計(jì)全英語(yǔ)版
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八年級(jí)上冊(cè)英語(yǔ)教學(xué)計(jì)劃熱門 篇6
一、指導(dǎo)思想
以“英語(yǔ)課程標(biāo)準(zhǔn)”為宗旨，適應(yīng)新課程改革的需要，面向全體學(xué)生，提高學(xué)生的人文素養(yǎng)，增強(qiáng)實(shí)踐能力和創(chuàng)新精神。正確把握英語(yǔ)學(xué)科特點(diǎn)，積極倡導(dǎo)合作探究的學(xué)習(xí)方式。培養(yǎng)學(xué)生積極地情感態(tài)度和正確的人生價(jià)值觀，提高學(xué)生綜合素質(zhì)為學(xué)生全面發(fā)展和終身發(fā)展奠定基礎(chǔ)。
二、全期教學(xué)總目標(biāo)
學(xué)生應(yīng)有較明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和積極主動(dòng)的學(xué)習(xí)態(tài)度。能聽(tīng)懂教師對(duì)有關(guān)熟悉話題的陳述并能參與討論。能讀供七至八年級(jí)學(xué)生閱讀的簡(jiǎn)單讀物和報(bào)紙雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)用適當(dāng)?shù)拈喿x策略。能與他人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能在學(xué)習(xí)中互相幫助，克服困難。能合理計(jì)劃和安排學(xué)習(xí)任務(wù)，積極探索適合自己的學(xué)習(xí)方法。在學(xué)習(xí)和日常交際中能注意到中外文化的差異。
三、學(xué)情簡(jiǎn)要分析
我班有 人，通過(guò)初一一年英語(yǔ)學(xué)習(xí)，大多數(shù)學(xué)生已能聽(tīng)懂有關(guān)熟悉話題的語(yǔ)段和簡(jiǎn)短的故事。能與教師或同學(xué)就熟悉的話題交換信息。能讀懂短篇故事，能寫便條和簡(jiǎn)單的書信。但由于各種因素的影響，學(xué)生發(fā)展參差不齊。有少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)很吃力而，有的因此擾亂課堂次序，這給教學(xué)帶來(lái)不少困難。
四、教學(xué)要求
1、課前預(yù)習(xí)，找出問(wèn)題所在。
2. 課后復(fù)習(xí)，精熟所學(xué)內(nèi)容。
3. 制定作業(yè)務(wù)必確實(shí)如期完成。
4. 上課專心聽(tīng)講，樂(lè)于參與活動(dòng)。
5. 具有積極的學(xué)習(xí)態(tài)度。
6. 能認(rèn)識(shí)英語(yǔ)是生活的一部分，并能學(xué)以致用。
五、學(xué)生自我要求與家長(zhǎng)配合事宜
1、能認(rèn)識(shí)到英語(yǔ)在現(xiàn)今社會(huì)中已是不可或缺的必備能力之一，學(xué)生應(yīng)主動(dòng)提升自己的英語(yǔ)實(shí)力，家長(zhǎng)也請(qǐng)多給予督促和鼓勵(lì)。
2. 英語(yǔ)學(xué)習(xí)基礎(chǔ)尚弱者，應(yīng)確實(shí)做好課堂要求，并按部就班扎實(shí)學(xué)習(xí)。
3. 英語(yǔ)學(xué)習(xí)已有良好基礎(chǔ)者，除課內(nèi)所學(xué)，可以多增加進(jìn)修課外知識(shí)，如收聽(tīng)英語(yǔ)廣播、閱讀報(bào)紙與青少年小說(shuō)等，來(lái)充實(shí)自身英語(yǔ)能力。
4. 時(shí)時(shí)留意生活中接觸到的英語(yǔ)，隨時(shí)為自己的生活環(huán)境創(chuàng)造使用英語(yǔ)的機(jī)會(huì)。
六、教學(xué)措施
1.認(rèn)真專研教材和課標(biāo)，精心備課，認(rèn)真上好每一堂課。確定每堂課的基礎(chǔ)內(nèi)容，預(yù)備內(nèi)容和拓展內(nèi)容，滿足不同層次學(xué)生的不同需求。
2.充分利用現(xiàn)有的現(xiàn)代化教學(xué)設(shè)備，加強(qiáng)直觀教學(xué)，提高課堂效率。
3.多與學(xué)生溝通，了解學(xué)生學(xué)習(xí)狀況和需求，及時(shí)改進(jìn)教學(xué)中存在的問(wèn)題和不足。
4.積極開(kāi)展豐富多彩的英語(yǔ)活動(dòng)，提高學(xué)生興趣。如英語(yǔ)演講比賽、單詞聽(tīng)寫比賽、朗讀比賽、英語(yǔ)手抄報(bào)比賽、學(xué)唱英文歌曲，課前五分鐘活動(dòng)等。
5.注重個(gè)別輔導(dǎo)，在面向全體學(xué)生的基礎(chǔ)上，培優(yōu)補(bǔ)差。
6.不斷學(xué)習(xí)，加強(qiáng)自身素質(zhì)和業(yè)務(wù)能力的提高。
八年級(jí)英語(yǔ)上冊(cè)教學(xué)計(jì)劃 篇7
新學(xué)期如何加強(qiáng)課堂教學(xué)，高效地完成本學(xué)科教學(xué)目標(biāo)，是我們不斷追求，不斷探索的最終目的。同時(shí)，我們要通過(guò)傳授英語(yǔ)知識(shí)，訓(xùn)練英語(yǔ)的聽(tīng)說(shuō)能力，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和初步能力，最終使學(xué)生從“學(xué)英語(yǔ)”，到“用英語(yǔ)”。 為了進(jìn)一步搞好初一英語(yǔ)教學(xué)教研工作，適應(yīng)新的教學(xué)要求，培養(yǎng)全年級(jí)學(xué)生的學(xué)習(xí)熱情，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)，達(dá)到統(tǒng)一教學(xué)內(nèi)容、統(tǒng)一教學(xué)要求、統(tǒng)一教學(xué)進(jìn)度、統(tǒng)一對(duì)學(xué)生的學(xué)習(xí)情況進(jìn)行檢下：測(cè)、統(tǒng)一作業(yè)及學(xué)校對(duì)備課組工作的各項(xiàng)要求，本學(xué)期我們初二英語(yǔ)組的工作安排如下：
一、指導(dǎo)思想
在本學(xué)期的英語(yǔ)教學(xué)中，堅(jiān)持以下理念的應(yīng)用：第一要面向全體學(xué)生，關(guān)注每個(gè)學(xué)生的情感，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，幫助他們建立學(xué)習(xí)的成就感和自信心,培養(yǎng)創(chuàng)新精神;第二目標(biāo)設(shè)計(jì)要以學(xué)生技能，語(yǔ)言知識(shí)，情感態(tài)度，學(xué)習(xí)策略和文化意識(shí)的發(fā)展為基礎(chǔ);突出學(xué)生主體，尊重個(gè)體差異;第三要注重過(guò)程評(píng)價(jià)，促進(jìn)學(xué)生發(fā)展，建立能激勵(lì)學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力發(fā)展的評(píng)價(jià)體系?？傊?，讓學(xué)生在使用英語(yǔ)中學(xué)習(xí)英語(yǔ)，讓學(xué)生成為Good user而不僅僅Learner。讓他們?cè)谑褂煤蛯W(xué)習(xí)英語(yǔ)的過(guò)程中，體味到輕松和成功的快樂(lè)。
二、工作思路:
本學(xué)期，本備課組將針對(duì)初二年級(jí)教材特點(diǎn)，以課程標(biāo)準(zhǔn)為杠桿，以如何調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性，提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣為指導(dǎo)思想，采取有效的教學(xué)手段和方法，在不增加學(xué)生的學(xué)習(xí)負(fù)擔(dān)下，做到師生互動(dòng)，學(xué)生主動(dòng)的共同發(fā)展課堂，全面提高學(xué)生的聽(tīng)、說(shuō)、讀、寫能力，提高課堂教學(xué)效率和學(xué)生的學(xué)習(xí)效率。
三、工作目標(biāo)：
總目標(biāo)： 縮短差距 整體推進(jìn)
具體目標(biāo)：
積極全面開(kāi)展教學(xué)、教育和科研工作，通過(guò)整個(gè)備課組的努力，力爭(zhēng)英語(yǔ)成績(jī)?cè)谌ツ甑乃缴嫌幸欢ǔ潭鹊奶岣?。認(rèn)真高效備課，狠抓課堂教學(xué)，向45分鐘要質(zhì)量;縮小班與班的差距，將平行班各班級(jí)分差控制在5分以內(nèi)，實(shí)驗(yàn)班各班級(jí)均分繼續(xù)保持在3分以內(nèi);在初二階段的日常教學(xué)中注重基礎(chǔ)知識(shí)訓(xùn)練，強(qiáng)化聽(tīng)說(shuō)練習(xí)，將優(yōu)秀率提升;積極輔導(dǎo)學(xué)生參加競(jìng)賽，爭(zhēng)取取得優(yōu)秀的成績(jī)。
四、學(xué)期工作重點(diǎn)
1. 繼續(xù)培養(yǎng)良好的學(xué)習(xí)習(xí)慣，在學(xué)生學(xué)習(xí)的過(guò)程中，既要抓布置，更要抓檢查，對(duì)于一些不良的習(xí)慣要早發(fā)現(xiàn)，早處理，不讓其發(fā)展。學(xué)習(xí)上抓中間，促兩頭，防止后進(jìn)生隊(duì)伍的擴(kuò)大。
2.繼續(xù)堅(jiān)持集體備課，發(fā)揮集體智慧，認(rèn)真鉆研教材，改進(jìn)教法，提高課堂效率。 我們備課組教師將珍惜每周備課時(shí)間，共同研究教法，經(jīng)常性進(jìn)行組內(nèi)互聽(tīng)互評(píng)，不斷提升自身業(yè)務(wù)水平。針對(duì)教材的特點(diǎn)，備課組全體成員要做到精心備課，吃透教材，根據(jù)每個(gè)單元各自特征和學(xué)生的實(shí)際能力，制定出不同教學(xué)設(shè)計(jì)方案，以此促進(jìn)學(xué)生的積極性。在平時(shí)的常規(guī)課堂教學(xué)時(shí)，力求教學(xué)明確目標(biāo)，突出重點(diǎn)，抓住關(guān)鍵點(diǎn)和難點(diǎn)，充分調(diào)動(dòng)學(xué)生的積極性，發(fā)揮學(xué)習(xí)主動(dòng)性。
3. 注意傳授知識(shí)與及時(shí)評(píng)價(jià)相結(jié)合，強(qiáng)化反饋，強(qiáng)化落實(shí)。
在課堂上力求把每節(jié)課的每個(gè)知識(shí)點(diǎn)，如語(yǔ)音、詞匯、語(yǔ)法講清楚、講透徹。針對(duì)有的知識(shí)點(diǎn)在課堂上講練多次，但學(xué)生仍未掌握的知識(shí)，要及時(shí)把知識(shí)傳授和評(píng)價(jià)結(jié)合起來(lái)并對(duì)部分學(xué)困生進(jìn)行個(gè)別輔導(dǎo)，對(duì)知識(shí)點(diǎn)及時(shí)講評(píng)。
4.通過(guò)英語(yǔ)競(jìng)賽活動(dòng)來(lái)提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣和積極性，為初三的學(xué)習(xí)做好鋪墊。
5. 針對(duì)學(xué)生英語(yǔ)學(xué)習(xí)“兩極分化”現(xiàn)象，我們將采取如下措施：
1) 結(jié)合各班實(shí)際，仔細(xì)研究教材，制定切實(shí)可行的教學(xué)方法。?
特別注意面向全體，隨時(shí)調(diào)整教學(xué)進(jìn)度、深度，提出的問(wèn)題要注意深淺結(jié)合、因人而異，増強(qiáng)學(xué)生學(xué)習(xí)英語(yǔ)的信心，順利完成教學(xué)計(jì)劃， 對(duì)待每一位學(xué)生都滿腔熱情、一視同仁，為每位學(xué)生的成長(zhǎng)負(fù)責(zé)。
2)對(duì)學(xué)習(xí)困難生要加倍關(guān)心、特殊愛(ài)護(hù)，耐心輔導(dǎo)差生，耐心解答他們學(xué)習(xí)疑難問(wèn)題，使之掌握有效的學(xué)習(xí)策略。讓每位學(xué)生真正感到教師是他們的知音，產(chǎn)生親近感，有利于師生間的情感交流、教學(xué)和諧。
五、創(chuàng)造課程特色
1)層次性
我們最終的教學(xué)目標(biāo)是通過(guò)三年的英語(yǔ)綜合能力的培養(yǎng)，學(xué)生的英語(yǔ)綜合素質(zhì)能達(dá)到較好的水平。但是在教學(xué)初階段，還是要立足基礎(chǔ)知識(shí)，一定要把學(xué)生的基礎(chǔ)打好，隨著學(xué)生基礎(chǔ)知識(shí)的增加，逐層加深難度，逐步把學(xué)生引入更高層次的內(nèi)容。
2)合作性
小組合作學(xué)習(xí)易于相互傳遞和接受信息，易于相互激勵(lì)參與意識(shí)，發(fā)揮各自特長(zhǎng)，學(xué)生之間能更好的取長(zhǎng)補(bǔ)短，達(dá)到小組資源共享以及知識(shí)和能力的相互促進(jìn)。
3)實(shí)踐性
結(jié)合學(xué)生的年齡特點(diǎn)和生活實(shí)際，創(chuàng)設(shè)豐富的交際活動(dòng)情景，增強(qiáng)語(yǔ)言實(shí)踐的真實(shí)感，鼓勵(lì)學(xué)生積極主動(dòng)地參與語(yǔ)言實(shí)踐活動(dòng)和創(chuàng)造性使用語(yǔ)言的嘗試，使學(xué)生獲得不同的實(shí)踐體驗(yàn)，提高綜合運(yùn)用英語(yǔ)的能力。我們的課程除牛津教材以外還會(huì)選用的大量閱讀、聽(tīng)力材料，內(nèi)容涉及各個(gè)領(lǐng)域，有日常生活、名人介紹、異域風(fēng)情、文化藝術(shù)、科學(xué)探索等等。在學(xué)習(xí)了這些知識(shí)之后通過(guò)開(kāi)展大量的學(xué)生自主參與的活動(dòng)，使學(xué)生充分了解中西方文化差異，感受多元文化的精彩。
4)探究性
新課改要求培養(yǎng)學(xué)生自主探索并解決問(wèn)題的能力，即“探究學(xué)習(xí)”。在教學(xué)中要善于挖掘教材中蘊(yùn)含的創(chuàng)造性因素，通過(guò)設(shè)疑、創(chuàng)設(shè)情境，讓學(xué)生積極運(yùn)用所學(xué)的知識(shí)主動(dòng)探索求異，大膽進(jìn)行發(fā)散性創(chuàng)造。
八年級(jí)英語(yǔ)上冊(cè)檢測(cè)卷 篇8
本學(xué)期的英語(yǔ)教學(xué)主要以圍繞培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力的同時(shí)，更加重視培養(yǎng)學(xué)生的語(yǔ)言學(xué)習(xí)策略和技能，這些策略和技能是幫助學(xué)生進(jìn)一步學(xué)好英語(yǔ)的基礎(chǔ)，讓學(xué)生掌握了一定語(yǔ)言運(yùn)用技巧后，能夠?qū)W會(huì)用英語(yǔ)表達(dá)思想、與人交流。
本學(xué)期教材設(shè)計(jì)具有交際意義的任務(wù)和活動(dòng)，目的是讓學(xué)生在課堂上“活起來(lái)，“動(dòng)”起來(lái)，希望學(xué)生充分參與，能夠與老師合作。
教材分析：
本套教材根據(jù)學(xué)生心理特點(diǎn)、認(rèn)知水平和興趣愛(ài)好來(lái)編寫。
1、教材不僅幫助學(xué)生學(xué)習(xí)英語(yǔ)語(yǔ)言知識(shí)，更重要的是幫助學(xué)生發(fā)展語(yǔ)言運(yùn)用能力，讓學(xué)生學(xué)會(huì)用英語(yǔ)表達(dá)思想、學(xué)會(huì)交流。
2、教材充分考慮學(xué)生的生活實(shí)際和學(xué)習(xí)需要，教材的內(nèi)容和活動(dòng)都與學(xué)生的生活和興趣緊密相連，目的是讓學(xué)生在英語(yǔ)學(xué)習(xí)中不感到枯燥乏味，而是有話可說(shuō)、有話想說(shuō)、有活能說(shuō)。
3、教材進(jìn)一步豐富了文化教學(xué)的內(nèi)容，包括民族文化。英語(yǔ)國(guó)家的文化和非英國(guó)國(guó)家的文化。通過(guò)文化內(nèi)容的學(xué)習(xí)，使學(xué)生視野更開(kāi)闊，思想更豐富，思維更活躍，交流更得體。
學(xué)情分析：
八年級(jí)學(xué)生，總體基礎(chǔ)明顯參差不齊，有幾個(gè)學(xué)生根本沒(méi)有學(xué)習(xí)目標(biāo)，一兩個(gè)完全放棄學(xué)習(xí)，紀(jì)律不夠好，這成了班級(jí)英語(yǔ)成績(jī)的總體提高的攔路虎。另外，學(xué)生在情感態(tài)度、學(xué)習(xí)策略等方面還存在諸多需要進(jìn)一步解決的問(wèn)題。例如：很多學(xué)生不明確英語(yǔ)學(xué)習(xí)的目的;有些學(xué)生在學(xué)習(xí)中缺乏小組合作意識(shí);大多數(shù)同學(xué)沒(méi)有養(yǎng)成良好的學(xué)習(xí)習(xí)慣，不能做好課前預(yù)習(xí)課后復(fù)習(xí)，學(xué)習(xí)沒(méi)有計(jì)劃性和策略性;不善于發(fā)現(xiàn)和總結(jié)語(yǔ)言規(guī)律。
教學(xué)重難點(diǎn)：
重點(diǎn)：繼承學(xué)習(xí)詞匯和習(xí)慣用語(yǔ)，語(yǔ)法知識(shí)點(diǎn)：頻率副詞、詢問(wèn)情況、方式狀語(yǔ)、提出邀請(qǐng)、形容詞比較級(jí)、最高級(jí)等。重難點(diǎn)：
1、狀語(yǔ)從句和形容詞。
2、Wh-引導(dǎo)的特殊疑問(wèn)句，表示頻率的副詞，情態(tài)動(dòng)詞should/shouldnt的用法，When引導(dǎo)的狀語(yǔ)從句，被動(dòng)語(yǔ)態(tài)。
教學(xué)措施：
1、認(rèn)真鉆研教材，提高自己駕馭教材的能力。
2、準(zhǔn)確引導(dǎo)優(yōu)秀生，抓好中等生，輔導(dǎo)好學(xué)困生。
3、作業(yè)批改到位，發(fā)現(xiàn)問(wèn)題及時(shí)反饋或單獨(dú)輔導(dǎo)。
4、認(rèn)真?zhèn)湔n，認(rèn)真上課，盡量提高課堂的效率。
5、要求學(xué)生背誦并默寫部分對(duì)話，培養(yǎng)語(yǔ)感。
6、認(rèn)真貫徹晨讀制度：規(guī)定晨讀內(nèi)容，加強(qiáng)監(jiān)督，保證晨讀效果。
一、本學(xué)期教學(xué)目標(biāo)
1、教學(xué)中主張以課程改革為契機(jī)，以新課程標(biāo)準(zhǔn)為導(dǎo)向，認(rèn)真轉(zhuǎn)變教學(xué)理念，倡導(dǎo)活動(dòng)教學(xué)模式。要面向全體學(xué)生，關(guān)注每個(gè)學(xué)生的情感，激發(fā)他們學(xué)習(xí)英語(yǔ)的愛(ài)好，幫助他們建立學(xué)習(xí)的成就感和自信心培養(yǎng)創(chuàng)新精神。
2、適應(yīng)新的教學(xué)評(píng)價(jià)機(jī)制。英語(yǔ)教學(xué)評(píng)價(jià)的主要目的是激勵(lì)學(xué)生的學(xué)習(xí)興趣和積極性評(píng)價(jià)形式以形成性評(píng)價(jià)為主，以學(xué)生平時(shí)參與各種教學(xué)活動(dòng)的表現(xiàn)和合作能力為主要依據(jù)。
3、善于進(jìn)行教學(xué)反思。緊緊圍繞課程實(shí)施中的問(wèn)題而展開(kāi)深入了解并及時(shí)解決教學(xué)中的困難和問(wèn)題從而提高教學(xué)質(zhì)量。精心設(shè)計(jì)每一堂課，向課堂45分鐘要質(zhì)量，努力提高課堂教學(xué)效率。
二、學(xué)生情況分析
這學(xué)期，本人擔(dān)任八年級(jí)一班、八年級(jí)五班英語(yǔ)教學(xué)工作。八年級(jí)一班現(xiàn)有人數(shù)66人，在上學(xué)期的期末統(tǒng)考中，有十七人幾個(gè)，排名為全縣第十五名。八年級(jí)五班有學(xué)生45人，上學(xué)期的全市統(tǒng)考中，及格率為百分之百，優(yōu)秀率為百分之八十，排名全縣第二。一班的學(xué)生基礎(chǔ)很差，學(xué)習(xí)興趣也不是很高，本學(xué)期要充分調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性，夯實(shí)基礎(chǔ)。五班有9名學(xué)生沒(méi)有上80分，況且有各別學(xué)生英語(yǔ)成績(jī)下降，不盡如人意，學(xué)習(xí)不主動(dòng)，本學(xué)期要進(jìn)步一嚴(yán)格要求學(xué)生，督促學(xué)生認(rèn)真完成作業(yè)，改進(jìn)教學(xué)方法，讓更多的學(xué)生喜歡學(xué)習(xí)英語(yǔ)。
三、教材分析
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四、教學(xué)要求
1、課前預(yù)習(xí)，找出問(wèn)題所在。
2、課后復(fù)習(xí)，精熟所學(xué)內(nèi)容。
3、制定作業(yè)務(wù)必確實(shí)如期完成。
4、上課專心聽(tīng)講，樂(lè)于參與活動(dòng)。
5、具有積極的學(xué)習(xí)態(tài)度。
6、能認(rèn)識(shí)英語(yǔ)是生活的一部分，并能學(xué)以致用。
學(xué)生應(yīng)有較明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和積極主動(dòng)的學(xué)習(xí)態(tài)度。能聽(tīng)懂教師對(duì)有關(guān)熟悉話題的陳述并能參與討論。能讀供七至八年級(jí)學(xué)生閱讀的簡(jiǎn)單讀物和報(bào)紙雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)用適當(dāng)?shù)拈喿x策略。能與他人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能在學(xué)習(xí)中互相幫助，克服困難。能合理計(jì)劃和安排學(xué)習(xí)任務(wù)，積極探索適合自己的學(xué)習(xí)方法。在學(xué)習(xí)和日常交際中能注意到中外文化的差異。
從教學(xué)的知識(shí)和能力方面來(lái)說(shuō)學(xué)生應(yīng)有較明確的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和積極主動(dòng)的學(xué)習(xí)態(tài)度。能聽(tīng)懂教師對(duì)有關(guān)認(rèn)識(shí)話題的陳述并能參與討論。能讀供七至八年級(jí)學(xué)生閱讀的簡(jiǎn)樸讀物和報(bào)紙雜志，克服生詞障礙，理解大意。能根據(jù)閱讀目的運(yùn)用適當(dāng)?shù)拈喿x策略。能與他人合作，解決問(wèn)題并報(bào)告結(jié)果，共同完成學(xué)習(xí)任務(wù)。能在學(xué)習(xí)中互相幫助，克服困難。能合理計(jì)劃和安排學(xué)習(xí)任務(wù)，積極探索適合自己的學(xué)習(xí)方法。在學(xué)習(xí)和日常交際中能留意到中外文化的差異。
五、工作措施
1）多聽(tīng)課，多向有經(jīng)驗(yàn)的老師學(xué)習(xí)。
2）認(rèn)真鉆研教材，提高自己駕馭教材的能力。
3）準(zhǔn)確引導(dǎo)尖子生，抓好中等生，輔導(dǎo)好學(xué)困生。
4）作業(yè)做到全批全改，發(fā)現(xiàn)問(wèn)題及時(shí)反饋或單獨(dú)輔導(dǎo)。
5）認(rèn)真?zhèn)湔n，認(rèn)真上課，盡量提高四十五分鐘的效率。
6）實(shí)施"嘗試教學(xué)法"的教學(xué)方法，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。
7）加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，為他們終身學(xué)習(xí)奠定基礎(chǔ)。
8）要充分利用現(xiàn)代教育技術(shù)，利用計(jì)算機(jī)和多媒體教學(xué)軟件，探索新的教學(xué)模式，開(kāi)發(fā)英語(yǔ)教學(xué)資源，拓寬學(xué)生學(xué)習(xí)渠道，改進(jìn)學(xué)生學(xué)習(xí)方式，提高教學(xué)效果。
9）充分運(yùn)用多媒體課件等充分展示在英語(yǔ)教學(xué)中的作用，引導(dǎo)學(xué)生興趣。采取集體備課等形式，對(duì)新版教材認(rèn)真研究，讓學(xué)生充分思考、討論，注重能力的培養(yǎng)。
10）具體的英語(yǔ)教學(xué)中，為學(xué)生積極創(chuàng)設(shè)情景，盡量讓學(xué)生在較為逼真的情景中滲透文化，了解文化，設(shè)置任務(wù)，完成任務(wù)。活動(dòng)安排：每周集體備課，定時(shí)間，定地點(diǎn)，定內(nèi)容。共同討論探討教學(xué)方法和手段。
六、課程安排及教學(xué)進(jìn)度（略）。
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