仁爱英语初中八年级上册的教案例文.docx

仁爱英语初中八年级上册的教案仁爱英语初中八年级上册的教案1 The main activities are 1a and 2. 本课重点活动是1a和2。 .Teaching aims and demands 教学目标 1. Learn some new words and phrases: almost, against, term, cheer, cheer on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2. Learn some useful sentences: (1)I saw you play basketball almost every day during the summer holidays. (2)Would you like to come and cheer us on? 3. Learn the future tense with be going to: (1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club? 4. Talk about preferences: Which sport do you prefer, cycling or rowing? I prefer rowing. 5. Talk about sports and games. . Teaching aids 教具 图片/海报/教学挂图/录音机/小黑板 . Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟) 复习学过的运动项目名称，引诞生词。 1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。) T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays? Ss: (板书并要求学生驾驭。) term T: We all know doing sports is good for our health. Now lets review some sports and learn some new ones. (展示学生在打篮球的图片。) T: Look at the picture. Do you know what they are doing? S1, please. S1: They are playing basketball. T: Do you like playing basketball? S1: Yes, I do. / No, I dont. T: How many players are there in the basketball team? (板书并要求学生驾驭。) team S1: There are five players. (展示学生在打排球的图片。) T: What are they doing? S2, do you know? S2: They are playing volleyball. (老师帮助该生回答。) (板书并要求学生驾驭。) volleyball (用同样的方式引诞生词cycle, row, skate, tennis, table tennis, ski。) (板书，并让学生跟读，要求学生理解cycle, ski;驾驭row, skate, tennis, table tennis。) cycle, row, skate, tennis, table tennis, ski 2. (用黑板上有关运动的生词操练，导出prefer的用法。) T: Which sport do you like better, cycling or rowing? S3: Rowing. T: Good! The phrase “like better” means “prefer”. (板书并要求学生理解。) prefer T: S4, which sport do you prefer, basketball or soccer? S4: I prefer basketball. Step 2 Presentation 其次步 呈现(时间:10分钟) 通过师生对话，呈现1a中部分生词及功能句，并使学生初步驾驭be going to句型。 1. (利用plan to do sth.，导入“be going to+do”结构。) T: Im very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please. S¬1: Yes, I do. T: So you plan to play volleyball tomorrow afternoon, right? S1: Yes. T: OK. When we plan to do something, we can say we are going to do something. (板书，学习新语法。) be going to do sth. T: When I tell you my plan, you retell it with be going to. OK, boys and girls? Ss: OK. T: I plan to go out for dinner tonight. S2, please. S2: You are going to go out for dinner tonight. T: I plan to climb mountains tomorrow. S3, please. S3: You are going to climb mountains tomorrow. T: Good! When we express something that is going to happen or we plan to do something, we can use be going to. 2. (老师让几个学生说说明天户外活动的准备，并引出be going to结构的一般疑问句式，过渡到1a。) T: OK, S4, please tell me what you plan to do tomorrow afternoon. S4: Im going to swim with my brother tomorrow afternoon. T: Are you going to swim? S4: Yes, I am. (板书，学习新句型。) Are you going to swim? Yes, I am. (老师视学生驾驭的状况来确定是否要进行更多的操练。) 3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer on。) T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on? Ss:Yes, wed love to./Id love to. (板书，让学生猜词义，并要求驾驭。) against, cheer, cheer . on (出示教学挂图，让学生看图片揣测对话内容，导入1a。) T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions. (出示小黑板。) (1) Which class is Michaels class going to play against? (2) Is Kangkang going to cheer them on? (听后核对答案。) 4. (学生朗读1a，画出疑难点和关键词，然后老师说明疑难点。) (出示小黑板，领读关键词;说明并要求学生驾驭almost和win。) basketballsawplayalmostevery dayagainstSundaygametermcome cheer onId love tohopewin Step 3 Consolidation 第三步 巩固(时间:10分钟) 创设情景，编对话，在真实的语境中培育学生口头沟通实力。 1. (依据小黑板上的关键词，分角色表演对话。) T: OK. Now you can use the key words above to act out the dialog in roles. 2. (老师引导学生，通过探讨新学期的安排来操练be going to+do句型。) (老师先做示范，然后让学生两人一组练习。) T: S1, what are you going to do this term? S1: Im going to learn English better. T: What about you, S2? S2: Im going to study math hard. T: Oh, its a good plan. S3, do you know what your partner is going to do? S3: Yes. He is going to learn rowing. T: Discuss with your partner what you are going to do this term. 3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。) T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard. (板书) be going to, play, Im afraid, homework, summer, play against, I hope (学生两人一组编对话，老师进行激励启发，必要时应赐予帮助。) Example: S4: Hi, S5. S5: Hi, S4. I am going to play Are you going to play with us? S4: Im afraid I cant. I have to do my homework first. By the way, I saw you play almost every day during the summer holidays. S5: Yes. You know I am going to play in the game against Class 2 this Saturday. Would you like to come and cheer us on? S4: Of course. Id love to. And I hope you will win. (让几组学生到教室前面表演类似的对话，评出表演组及演员等。) (老师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们娴熟驾驭其用法，并自然过渡到2。) Step 4 Practice 第四步 练习(时间:10分钟) 完成2和3，培育学生听说实力，并通过大量操练，使他们娴熟运用含有be going to的一般疑问句及驾驭prefer的用法。 1. (通过看图片，练习be going to的用法，导入2。) T: Look at the pictures, what are they going to do? Ss: (Picture 1) They are going to go skating. (Picture 2) They are going to go skiing. T: Which sport do you prefer, or ? S1: I prefer T: What about you, S2? S2: I prefer T: S3, do you often go swimming? S3: Yes, very often. T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?” (板书，并领读，要求学生驾驭quite, bit和quite a lot/a bit。) quite, bit very often = quite a lot/a bit I go swimming very often.= I go swimming much. T: S4, do you go rowing much? S4: Yes, quite a lot/a bit. T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯) S6: No, seldom.(否) T: Oh, you dont like sports. It isnt good. I think you should join a sports club, and maybe you will like sports there. (板书，教学生词，并要求学生驾驭。) join, club T: Discuss with your partner which sports club you would like to join. S7: I am going to join the school rowing club. S8: (学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。) 2. (让学生听3录音，并完成3。) T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3. (再放录音3，核对答案。) 3. (做一个运用“be going to+do”句型的嬉戏。) (选择若干学生上台，做关于运动的动作，该动作要能使同学们明白并胜利猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证明自己的揣测是否正确。) T: Please do an action about your favorite sport. (S10表演一个动作。) S9: Are you going to play basketball? S10: No, Im not. S9: Are you going to play volleyball? S10: Yes, I am. (让学生尽量多表演动作。) Step 5 Project 第五步 综合探究活动(时间:8分钟) 通过作报告和写句子，培育学生综合运用本课所学语法及重要句型的实力。 1. (小组活动，在小组中做采访并向全班同学作报告。) T: Work in groups. Ask your partner the following questions, then give a report to your classmates. (1)Which sport do you prefer, or ? (2)Do you much? (3)Are you going to next week? 2. Homework: 用be going to造五个句子，要求用不同的人称、句式。 板书设计： Are you going to play basketball? 仁爱英语初中八年级上册的教案2 一、教学目标： 1. 语言学问目标： 1) 复习所学的重难点句型及句式结构。 2)总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。 3)练习运用所学的句型及句式结构。 2. 情感看法价值观目标： 学会用一般过去时进行信息沟通，培育学生的环保意识，酷爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言沟通假期去了什么旅行。 2) 复习运用本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等 的用法。 2) 阅读填空实力的提高。 三、教学过程 . warming- up and revision 1. free talk: ask ss the questions: where did you go on vacation? ss try to answer the questions. 2. review the usage of “复合不定代词” . grammar focus. 1. 学生阅读grammar focus中的句子，然后做填空练习。 1. 你去了什么地方去度假? _ _ you go on _? 2. 我去了纽约市。 i _ _ new york city. 3. 你和什么人别一起去的吗? _ _ go out with _? 4. 不，没有别人在这儿。每个人都在度假。 no. _ _ was here. _ was on _. (其余试题见课件部分) 3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 . try to find 一、复合不定代词总结： 1. some, any, no, every与-one, -thing可以组成八个不定代词，他们分别是： someone, _ _ _ _ _ _。 2. 带some的复合不定代词常用于确定句中;带 any的复合不定代词常用于否定句或一般疑问句中。例如： 我想吃点东西。 id like _ to eat. 今日有人给我打电话吗? did _ call me today? 3. 当形容词修饰不定代词时，应放在其后面。例如：这本书里有什么新东西吗? is there _ _ in this book? 今日没有什么特殊的事。 theres _ _ today. 4. 由some, any, no, every构成的复合不定代词作主语时，都作单数看待，其谓语动词用单数第三人称形式。例如： something is wrong with my watch. well, everyone wants to win. nobody knows what the future will be like. there is something for everyone at greenwood park. 5. 除no one以外，其他复合不定代词都写成一个词。 二、学生们读上面的探究试题，并合作探究完成。 三、看大屏幕，校对答案。 . practice work on 3a: 1. let ss look at the conversation in 3a. first let one student read the words in the box. 2. tell ss to read the conversation and fill in the blanks. 3. 方法指导： 首先，应通读对话，驾驭短文大意;其次，回顾一下刚才学习的有关复合不定代词的用法。 然后，细致阅读每个句子，依据空格前后的词语进行推敲。比如，第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读实力、分析实力及综合运用实力。 最终，老师与同学们一起校对答案，并对学生们有疑问的地方进行说明。 explanation : 反身代词 work on 3b: 1. tell ss to fill in the blanks in the e-mail message with the words in the box. 2. 方法指导： 首先，应通读全文，驾驭短文大意;其次，回顾一下刚才学习的有关复合不定代词的用法。 然后，细致阅读每个句子，依据空格前后的词语进行推敲。比如，第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读实力、分析实力及综合运用实力。 最终，老师与同学们一起校对答案，并对学生们有疑问的地方进行说明。 . group work 1. work on 3c: ask your group questions about their vacation. then tell the class your results. 2. fill in the blanks according to the answers. 3. try to make a report in each group. then let one student read the report to the class. (最终，可以经学生们评议来推举最有实力的小组) . exercises 1. if time is enough, do some more exercises on big screen. 用恰当的不定代词填空。 _ found mr. lis keys and gave them back to him yesterday. 2. did you see _ in the big box? no, i didnt. theres _ in it. _ helped the little boy. he did it himself. 4. my watch doesnt work. _ is wrong with it. 5. hello, _! hello, mr. smith! 6. hows it going, jack? great! _ is going well. 7. did you go to the beach with _? yes. i went there with my cousin. homework 1. 背诵grammar focus 部分。 2. 复习复合不定代词及反身代词的用法。 板书设计 section a 2 grammar focus-3c anyone, someone, everyone, something, anything, nothing did you go out with anyone? no. no one was here. everyone was on vacation. did you buy anything special? yes, i bought something for my father. no, i bought nothing. how was the food? everything tastes good. 仁爱英语初中八年级上册的教案3 The main activities are 1a and 2a. 本课重点活动是1a和2a。 . Teaching aims and demands 教学目标 1. Learn some new words and phrases: dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single 2. Go on learning the future tense with be going to: What are you going to be when you grow up? Im going to be a dancer. 3. Talk about the favorite sports and players: (1)Whats your favorite sport, Maria? Basketball, of course. (2)Whos your favorite player? LeBron James. / I like Yao Ming best. . Teaching aids 教具 图片/小黑板/录音机 . Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:8分钟) 通过谈论宠爱的运动项目及新学期的安排，导入新课。 1. (学生在小组内进行链式对话，探讨他们所宠爱的运动项目，留意运用prefer。) T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing? S1: I prefer rowing. S2, which sport do you prefer, cycling or skating? S2: I prefer What about you, S3? S3: I prefer S4, which sport do you prefer, volleyball or soccer? S4: I prefer 2. (老师询问学生新学期安排，复习“be going to+do”。) T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do? S5: Im going to join an English club. S6: Im going to learn to play basketball. I want to be a good player. S7: 3. (老师通过展示图片导入本课新单词。) T: Look at the girl in the picture. What is she doing now?(老师指着图片问。) S8: She is sleeping. T: Youre right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up. (板书，让学生猜词义，并要求驾驭。) dream, job, future, in the future, grow, grow up T: We know her dream job is to be a teacher in the future. What about you? S9: My dream job is to be a teacher in the future. S10: My dream job is to be a basketball player in the future. (老师通过询问学生长大后的职业引出一般将来时的特别疑问句。) T: S11, are you going to be a dancer when you grow up?(老师出示舞蹈演员的图片，帮助学生理解。) S11: No, Im not. T: What are you going to be when you grow up? S11: Im going to be a teacher. (板书，教学生词和新句型。要求学生理解dancer;驾驭新句型。) danc