滬教牛津版八年級(jí)下冊(cè)英語(yǔ)全冊(cè)教案完整版教學(xué)設(shè)計(jì)

滬教牛津版八年級(jí)下冊(cè)英語(yǔ)全冊(cè)教案完整版教學(xué)設(shè)計(jì)Unit1Helpingthoseinneed教案課題:Unit1Helpingthoseinneed課時(shí):第1課時(shí)，共4課時(shí)課型:Reading教學(xué)目標(biāo):1)Toteachstudentsmaincontentsofreading2)Tointroducesomevoluntarywork3)Totrainstudents’readingskillskinningandscanning4)Tomakestudentsbeawareofhelpingthoseinneed教學(xué)重點(diǎn):Knowthestructureandcontentsofthemainarticle教學(xué)難點(diǎn):Trainstudents’guessingskillofthenewwordsaccordingtothewholearticle教學(xué)準(zhǔn)備:PPT,Blackboard教學(xué)步驟:I.Pre-readingPresentationGreeting:Teacher:Couldyougivemeahand?Students:Hereyouare.Teacher:Ohno.Idon’twantyourhand,Ionlyneedyourhelp.Tellstudents“givesbahand”meanshelpsb.2.Discussingroups,theteachercheckstheanswers.1)Haveyoueverhelpedothersbefore?2)Whydo(not)youwanttohelpothers?3)Howdoyoufeelifyougiveothers’ahand?3.Learningimportantwordsandphrases.（學(xué)習(xí)重點(diǎn)單詞及短語(yǔ)）AnswertheQsinA&Braisev.籌募raisemoney意為“募集錢(qián)款”。Thestudentsareraisingmoneyforthepeoplewholosthomesintheearthquake.v.增加；提高HowcanweraiseEnglishlevelsinashorttime?raise是一個(gè)及物動(dòng)詞，后可直接跟賓語(yǔ)。其常見(jiàn)的釋義和用法還有：(1)使上升：WecanseesoldiersraisethenationalflagonTian'anmenSquare.(2)提及；提起：Thebookraisesmanyquestionsforreaderstothinkabout．(3)撫養(yǎng)；養(yǎng)育；培養(yǎng)：Fatherraisedthefamily.(4)飼養(yǎng)；喂養(yǎng)：Iwanttoraiseadogasmypet．2Helpingthoseinneed幫助那些有困難的人inneed意為“有困難的”，常位于名詞后作后置定語(yǔ)。如：Afriendinneedisafriendindeed．（諺語(yǔ)）患難中的朋友才是真正的朋友。我們用inneedof表示“需要……”。如：Thebuildingisinneedofrepair．3.Readthreestudents'reportsontheirvoluntarywork.voluntarywork意為“義務(wù)性工作”。如：Inhersparetimeshedoesvoluntarywork．她在業(yè)余時(shí)間做義工。voluntary為形容詞，意為“志愿的”。名詞形式為volunteer，意為“志愿者”。4.Askstudentstofinishtheexerciseofvocabularyaccordingtothetitleandthesub-headingII.While-readingProcedure1.Readthearticleandcorrectthenotes,finishD1onP5FinishtheexercisesC2&D2.second-reading:answerquestions3.Languagepoints:1)offersth 提出某事 Iofferedagoodplanforourholiday.Offertodosth（主動(dòng)）提出做某事Offersbsth=offersthtosb(主動(dòng))給某人提供某物2)sufferv.（因疾病等）受苦；受折磨Shesufferedgreatlyasachild.她童年深受苦難。sufferfrom意為“因……受苦；受折磨”。如：Manyteenagersaresufferingfromthecomputergames.3)expressv.表達(dá)；表露Heexpressedtoushisideasaboutthenewteacher．他向我們表達(dá)了他對(duì)新老師的看法。當(dāng)express表示“表達(dá)；表露”之意時(shí)，通常不接雙賓語(yǔ)。如：(×)Heexpressedherhisthanks.(√)Heexpressedhisthankstoher.expressionn.表達(dá);表情expressone'sfeelings意為“表達(dá)某人的情感”。如：Mother'sDaygivespeopleachancetoexpresstheirfeelingstotheirmother.4)spendtimewith意為“與……共度；陪伴”。如：WhileinHawaii，Mr.Hillspenttimewithhiswife．①spend還可以表示“花費(fèi)”。Howmuchmoneydoyouspendeachweek?②常見(jiàn)搭配：sb.+spend(s)+money/time+(in)doingsth某人花費(fèi)金錢(qián)／時(shí)間做某事sb.十spend(s)+money/time+onsth某人在某事／某物上花費(fèi)金錢(qián)／時(shí)間5)need此處用作實(shí)義動(dòng)詞，意為“需要”，可構(gòu)成:needsth;needtodosth。Theydon'tneedanyhelp.Heneedstohaveagoodrest. 而needdoingsth,表示被動(dòng)意義。Theseflowersneedwatering.6)continuetodosth意為“繼續(xù)做某事”。如：AfterreadingLesson9,hecontinuedtoreadLesson10．havedifficulty(in)doingsomething表示“做某事有困難”。類似的結(jié)構(gòu)還有：havetrouble(in)doingsth做某事有麻煩haveproblems(in)doingsth做某事有問(wèn)題havefun(in)doingsth做某事有樂(lè)趣若后接名詞，則常用havedifficultywithsth的結(jié)構(gòu)。如：7)beafraidof意為“害怕，不敢”后可接名詞、代詞或動(dòng)名詞。Iwasafraidofgoingthroughthewoods①beafraid還可按不定式結(jié)構(gòu)，即beafraidtodosth.，意為“害怕做②beafraid還可以接that從句，表示“擔(dān)心／害怕……”某事”。③I’mafraid…可翻譯成“恐怕……”，屬于口語(yǔ)中的委婉用語(yǔ)，表示遺憾、惋惜、判斷語(yǔ)氣緩和，其否定形式為I’mafraid...not...III.Post-taskActivityHowwouldyouhelpthechildreninD1?Discussthiswithyourclassmates.IV.Homework課題:Unit1Helpingthoseinneed課時(shí):第2課時(shí)，共4課時(shí)課型:Listening&Speaking教學(xué)目標(biāo):1)Toteachstudentssomeskillsoflistening2)Toteachstudentstoexplaintheirownideas3)Totrainstudents’listeningskillgraspthemissingwordsbytherelatedtopic4)Totrainstudents’speakingskilldiscussthetopicwithclassmates.5)Toexpandstudents'horizonsknowmoreabouthelpingotherinneed教學(xué)重點(diǎn):Totrainstudents’listeningskillgraspthemissingwordsbytherelatedtopic教學(xué)難點(diǎn):Toteachstudentstoexplaintheirownideas教學(xué)準(zhǔn)備:PPT,Blackboard,music教學(xué)步驟:I.Pre-taskPresentation1.GreetingsTeacher:Howiseverythinggoing?Students:Verywell.Teacher:Whatdoyouthinkofthevoluntarywork?Doyoulikeit?Askstudentstogivetheiranswers.lookatthepicturesandlearnthenewwords.raise(v.)籌募（錢(qián)）；增加，提高；舉起；提出；養(yǎng)育permission(n.):theactofallowingsbtodosthWithoutpermissionpermitsb.todosth.=allowsb.todosth.允許某人做某事permitpermittedpermittedtheParalympics殘奧會(huì)sufferfrom遭受，承受（疾病，痛苦…)serious（adj.)嚴(yán)重的,嚴(yán)肅的seriously(adv.)嚴(yán)重地=badlyill(adj.)生病的;壞的illness(n.)疾病organize（v.)組織;策劃organizer(n.)組織者organization(n.)組織lonely(adj.)孤獨(dú)的，寂寞的alone(adj.)=byoneself/onone’sown單獨(dú)的，獨(dú)自的joy(n.)=happiness/pleasure高興，喜悅，快樂(lè)joyful(adj.)joyfully(adv.)toone’sjoy使某人高興的是….express:(v.)表達(dá)expression(n.)表達(dá);表情;習(xí)慣用語(yǔ)(常用復(fù)數(shù))expressoneself表達(dá)某人自己(思想感情)volunteer(n.)志愿者voluntary(adj.)自愿的，II.While-taskProcedure1.Brainstorming:Haveyouevertakepartinanymoney-raisingactivities?Howdoyoudotheactivities?2.Listeningskills3.Beforelistening,gothroughthelisteningmaterialandguesswhatyouaregoingtolistento.Firstlistening,catchthemainideaofthelisteningmaterial.Secondlistening,trytowritedownthewordandfigureveryquickly,thencheck.III.Post-taskActivityAskstudentstosharetheirideas:TalkingaboutplansIV.Homework課題:Unit1Helpingthoseinneed課時(shí):第3課時(shí)，共4課時(shí)課型:Grammar&MorePractice教學(xué)目標(biāo):1)TohelpthestudentsconcludetheusageofInfinitives2)ToenablethestudentstomastertheusageofInfinitives3)Toteachstudentssomelanguagepoints4)Totrainstudents’readingskillreadmorepracticebyusingskimmingandscanningskill5)Tobroadenstudents’eyesightoflearningaboutmission教學(xué)重點(diǎn):LearnsomelanguagepointsinMorePractice教學(xué)難點(diǎn):TeachstudentsthegrammarofInfinitives教學(xué)準(zhǔn)備:PPT,Blackboard教學(xué)步驟:I.Grammar1.GuidedQstoanswerquestions:Whatis“Infinitive”?(什么是不定式？)Someverbscanhaveotherverbsafterthem.Weusuallyusetobeforethesecondverb.Wecallthesesecondverbsinfinitives.（有些動(dòng)詞后可以更其它動(dòng)詞，我們用to放在第二個(gè)動(dòng)詞前，我們叫第二個(gè)動(dòng)詞為不定式）1）Weoftenuseto+infinitiveaftertheseverbs:我們經(jīng)常在這些動(dòng)詞后面直接跟不定式做動(dòng)詞的賓語(yǔ)。choosehopeofferwantdecidelearnplanwish2）Wecanalsouseverbs+objects+to+infinitives我們也使用動(dòng)詞+賓語(yǔ)+todosth結(jié)構(gòu),不定式做賓語(yǔ)補(bǔ)足語(yǔ)。如下面動(dòng)詞：teachwanthelpasktellorderforce3）Wecanalsouseto+infinitivestoexpresspurpose.我們也可以用不定式來(lái)表目的Cindyusedabrushtopaintapictureofapark.Theywenttothehospitaltohelpthesickchildren2.Makedialoguesaccordingtothepictures3.Presentation:makethesentencesintopassage4.Askstudentstofinishtheexercises.We(1)________________(decide/meet)Vivientoday.We(2)_____________(want/help)herinsomeway.Whenwearrived,Vivienwasveryhappy.She(3)_____________(begin/talk)tomeaboutherschool.Shesaid,“I(4)__________(like/go)toschool,butIdon’thaveanyfriends.Ifeellonely.”Mumgavehersomeadvice.ThenMumaskedmetogiveVivienherpresent,butI(5)_____________(forget/bring)it!Viviensaid,“It’sOK.I(6)___________(hope/see)youagainsoon.”II.Morepracticeaboutinfinitives(關(guān)于不定式的練習(xí)).Theworkerswantus______togetherwiththem.

A.workB.workingC.toworkD.worked

2.Thereisn’tanydifferencebetweenthetwo.Ireallydon’tknow_________.

A.wheretochooseB.whichtochoose

C.tochoosewhatD.tochoosewhich3.Theteachertoldthem____makesomuchnoise.

A.don’tB.notC.willnotD.notto4.Hegaveussomeadviceonhow____English.A.learningB.learnedC.tolearnD.learn5.I’mthirsty.Wouldyoupleasegivemesomething________.A.drunkB.todrinkC.tobedrunkD.fordrinking6.Tomisthefirst_____toschool.A.getB.togetC.gettingD.Got7.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim______.

A.nottoB.nottodoC.notdoitD.donotto8.Isawhim_______outoftheroom.

A.goB.hadgoneC.hasgoneD.goes9._______moreabouttomorrow’sweather,call121.OK,Iwill.Thankyou.A.KnowB.KnowingC.ToknowD.Known10.Wemustdoeverythingwecan____wastewaterfromrunningintorivers.A.keepB.keptC.tokeepD.keeping11.Let’s____playinthestreet.Fathertellsme__doso.A.notto；nottoB.not；nottoC.don’t；tonotD.notto；don’t12.WhenIcameintotheroom,hepretended____hishomework.A.todoB.bedoingC.doingD.tobedoing1.warmupPicturesaboutsomemissions2.Beforereading,answertwoquestions:Workinpairs:Whatdoyouknowaboutthemission?3.ReadthefollowingarticleaboutSpringBudsProject/SpringBudsProgramandanswerthequestionsbelow.4.Let’sfindoutthelanguagepoints:5.Discussion:WhatcanyoudofortheSpringBudProject?Discussthiswithyourclassmates.III.Homework課題:Unit1Helpingthoseinneed課時(shí):第4課時(shí)，共4課時(shí)課型:Writing教學(xué)目標(biāo):1)ToaskstudentstoreviewtestbyreadingtextandanswerQs2)Toaskstudentstoretellthewholearticlebysomekeywords教學(xué)重點(diǎn):Totrainstudents’writingskillwritealetter教學(xué)難點(diǎn):Toraisestudents’abilitytowritealetterbyusingthesentencesofnotes教學(xué)準(zhǔn)備:PPT,Blackboard教學(xué)步驟:I.WarmupTeacher:Whatdoyouoftendotohelpothers?Doyouthinkit’simportanttohelpothers?StudentA:Italkedtochildrenwithoutparents.StudentB:Ihelpedsickchildren.StudentC:Itaughtdisabledchildrentosing.Teacher:Welldone.Everyoneshouldtrytheirbesttohelpothers,thenourworldwillbecomemorebeautiful.1.Askstudentstoreadaloudthetext.2.Brainstorming:workinpairsIngroups,brainstormsomemoney-raisingideas.Followtheexample.II.PresentationTeachnewphrasesandlanguagepointsandaskthemtodiscussandwritedownsomenotesIII.Post-taskActivityWritingAlettertotheheadteacherYouandyourclassmatesareplanningamoney-raisingactivitytohelpchildreninneed.Youneedtowritealettertoyourheadteachertoaskpermission.Discusshowyouwillwriteyourletter.Writedownsomenotesbelow.Whyareyouwritingtheletter?Howareyougoingtoraisemoney?Whenandwherewouldyouliketohavetheactivity?Whatwouldyouliketheheadteachertodo?Completetheletter.Writeapassage.IV.HomeworkUnit2Bodylanguage教案課題:Unit2Bodylanguage課時(shí):第1課時(shí)，共4課時(shí)課型:Reading教學(xué)目標(biāo)：知識(shí)目標(biāo)1.Studentscanuseskimmingandscanningtogetthemainideaofthereadingandsomedetails.2.Studentscangraspkeywordsandsentences.3.Studentsgettoknowhowtousewordstoformsentences.能力目標(biāo)Toimprovetheabilityofreading.Todothepracticethemselves.Tolearntheusageofwordsandphrases.情感目標(biāo)Tolearnhowtousebodylanguagecorrectlyandbehavepolitely.Tolearntheimportanceofbodylanguageandthedifferencesbetweenvariouscultures.教學(xué)重點(diǎn):Getthemainideaofthereading.教學(xué)難點(diǎn):Keywordsandsentences教學(xué)步驟:Step1.Warmup.Askquestionsbyshowingpictures(通過(guò)圖片展示，以問(wèn)答的方式展開(kāi)).T:Ask:Lookatthepicturesandanswerthequestions.Ss:……..T:Thewayoneactsandbehavesisimportant.Itcanshowdifferentfeeling.Whencommunicatingwithothers,weshouldpaymuchattentiontoourbodylanguage,whichcanconveyhiddenthingstoothers.(總結(jié)概括)Step2.Lead–inShowdifferentpicturestodoaskandanswerpractice.T:Doyouknowthemeaningsofthefollowinggestures?Ss:…….T:Doyouknowthemeaningsofthefollowingfacialexpressions?Ss:…….Step3PresentationReadingPartA.A1:Whatdoyouknowabout……?.(展示課件，進(jìn)行問(wèn)答連線)PartBBeforeyouread.Lookatthepicture,thetitleandtheintroductiontothestoryonpage19.Thenanswerthequestionsbelow.T：thispartistopracticeyourabilityofskimming，scanningandguessing.（展示課件，提醒學(xué)生速讀時(shí)把握關(guān)鍵點(diǎn)）ListentothepassageandanswerthequestionsT:Listentothereading.(展示問(wèn)題，利用Reading練習(xí)聽(tīng)力，一舉兩得)PartCVocabularyC1T：Let’srevisevocabularyandtrytoguesswhichwordsorphrasesinthereadinghavesimilarmeaningstothewordsbelow..（展示課件并通過(guò)實(shí)例講解做題的技巧，邊提示邊練習(xí)）C2:T：Completetheirconversationwiththewordsfromthebox.(展示課件，問(wèn)答,提醒學(xué)生注意使用正確的形式)StrategyIdentifyingthespeaker（展示課件，利用Reading中的例句引導(dǎo)，并提醒學(xué)生注意標(biāo)點(diǎn)符號(hào)）PartDComprehensionD1Simonistalkingtoafriendonthephone.ReadthestoryonP19andcompletehiswordswiththeinformationfromthestory.（展示課件，邊問(wèn)邊答）D2Readthestoryagainandanswerthequestionsbelowincompletesentences.T:D2aremainlyabouthowmuchyouhavelearnedaboutthereading.Let’shaveacheck.(利用課件進(jìn)行問(wèn)答)D3GroupworkInpairs,discusswhatyourclassmate’sbodylanguageissayingabouthim/her.Offertwoquestionstohelpthem.Andaskthemtoreportyresulttothewholeclass.Let’sseewhichgroupisthebest!(讓學(xué)生問(wèn)題為話題，展開(kāi)討論。讓學(xué)生們自己組織語(yǔ)言總結(jié)發(fā)言，選出優(yōu)秀的一組表?yè)P(yáng)。)Step4.PracticeinclassFinishthefollowingaccordingtothereading.Step5.SummaryTalkabouthowtobehavepolitelywhenusingbodylanguage.T:Boysandgirlsfromwhatwehavelearned,wemusthaveabetterunderstandingofbodylanguage.Rememberalwayswearingasmileisthemostimportant.(提醒學(xué)生微笑的重要性)Step6Homework1.Readthearticleandtrytorememberthekeysentences.2.Makeaconversationaboutbodylanguage.3.ReadthepartCulturecornertogetfurtherinformation.4.Groupwork.Eachgroupshouldmakeasurveyabouthowtobehaveyourselfpolitely.課題:Unit2Bodylanguage課時(shí):第2課時(shí)，共4課時(shí)課型:Listening&Speaking教學(xué)目標(biāo):知識(shí)目標(biāo)1.Listentotheconversationandgraspinformation.2.Masterthekeywordswhenlistening.3.Beabletocooperatewithothers.能力目標(biāo)Toimprovetheabilityoflisteningandspeaking.Tolearnwaystoexpressideasaboutarts.Tograsplisteningskillsandspeakingskills.情感目標(biāo)Tolearntoenjoythebeautyinsidethedance.Tousetheirownwordstosayenjoyingartsishelpfultous.教學(xué)重點(diǎn):Beabletogetthemaincontentofthelisteningmaterial.教學(xué)難點(diǎn):Howtolistenandgetinformation.SpeakoutinEnglishtheirideasaboutballet教學(xué)步驟:Step1.Lead-inUsepicturetoleadin.T:Thepictureshowsabeautifuldancecalledballet,inwhichdancersusetheirbodylanguagetoexpressfeeling.（引導(dǎo)學(xué)生對(duì)ballet進(jìn)行了解）Step2.Presentation.1.ListeningListentoaspeechaboutballetandcompletethenotesbelow.Writeonewordineachblank.（1）.Playtherecordingandleadstudentstofinishthelisteningexercisesbytakingdownthekeywords.（2）.Presentsomeexpressionsandsentences.(要求學(xué)生跟讀聽(tīng)力材料，模仿語(yǔ)音語(yǔ)調(diào)。)GroupworkWorkinpairtoaskandanswer.Doyoulikewatchingballet?WhyorWhynot？SpeakingATalktimeLearntomake,acceptingandrejectingsuggestions（2）.HelptheSswhennecessary.（3）Usethefollowing：Let’s(do)…!/Shallwe(do)…?Whydon’twe/you(do)…?Whynot(do)…?What/Howabout(doing)…?You’dbetter(do)…！…..（根據(jù)前面積累的一些口語(yǔ)表達(dá)，聽(tīng)說(shuō)結(jié)合練習(xí)）BSpeakupMatchthephrasesfromtheboxwiththecorrectpictures.Encouragestudentstoexpressthemselves.（運(yùn)用圖片，指導(dǎo)學(xué)生進(jìn)行口語(yǔ)表達(dá)）Step3.PracticeTeamworkReadthepartCulturecornertodiscussdifferentwaysofgreetingpeople.（拓展知識(shí)面）Step4.HomeworkPracticethelisteningagain.Makeadialogueaboutmakingsuggestions.Teamwork.Eachteamshouldprepareashortplayabouthowbodylanguageaffectsourlives.4.Learntousebodylanguagecorrectly.課題:Unit2Bodylanguage課時(shí):第3課時(shí)，共4課時(shí)課型:Grammar教學(xué)目標(biāo):知識(shí)目標(biāo)1.MastertheusageofGerundusedasSubjectandObject.2.UsetheGerundfreely.能力目標(biāo)Toimprovetheabilityofusingthegrammartomakesentences.Tograspthegrammar.情感目標(biāo)TouseGerundtomakesentences.教學(xué)重點(diǎn):WorkouttherulesofGerund.教學(xué)難點(diǎn):TherulesofGerundasSubjectandObject教學(xué)步驟:Step1:Lead-inShowapictureandtalkaboutthestructureofasentence.T:Communicatingandspeakingherearegerunds.BrainstormWhatelementscanGerundbeusedas?Step2:Presentation1.ExplaintheformandusageofGerund.2.Workouttherules.3.ExplainhowGerundisusedasSubjectandObject.(展示課件，邊講邊練，提醒需要注意的地方)Step3:PracticeDopracticeinclass.Step4:Homework1.GrasptheusageofGerunds.2.GraspGerundsusedasSubjectandObject.3.DotheGerundpracticeinbookagain.4.Revisethewholeunit.課題:Unit2Bodylanguage課時(shí):第4課時(shí)，共4課時(shí)課型:Writing教學(xué)目標(biāo):知識(shí)目標(biāo)Tograsphowtowriteashortmessage.Mastertheskillsofwriting.能力目標(biāo)Todeveloptheabilityofwriting.Toimprovewritingskills.情感目標(biāo)Haveabetterunderstandingoftheimportanceofusingwordstowriteamessage.教學(xué)重點(diǎn):Theskillsofwriting.教學(xué)難點(diǎn):Writingdetails教學(xué)步驟:Step1:RevisionReadthepassageEyecontactonPage29andanswerthequestions.(展示課件，進(jìn)行ask&answer)Step2LeadinT:Lookattheshortpassageandguesswhatapassageprobablyincludes.Ss:……Summary:agreeting(eg.Dear….)thetopicexpressiontheend(eg.Bestwishes)Step3:PresentationExplainwhatamessageincludes.(展示課件，邊演示邊講解)（1）Whatdoesashortmessageinclude?Lookattheshortmessagebelowandwritethelettersa–fintheblanks.(Askandanswer.展示課件講解theformofamessage及其寫(xiě)作要點(diǎn))（2）TeamworkDiscusshowdifferentamessageisfromaletterinform.ExamplesPracticeamessageandgiveanexampletoemphasizedetails.（先讓學(xué)生寫(xiě)，最后總結(jié)并提示學(xué)生注意點(diǎn)）Step4.PracticeCompleteashortmessagePracticeamessagewriting.Step5SummaryUsefulexpressionstowriteapassageStep6:Homework1.Revisethewholeunit.2.FinishofftheExxinWb.3.Writeashortmessagetoyourclassmateaccordingtothegivensituationbelow.請(qǐng)?jiān)谇耙惶鞂?xiě)一張便條提醒你的同學(xué)John,于3月12日上午9點(diǎn)，在人民公園參加植樹(shù)活動(dòng)(tree-plantingactivity)，提醒他記得帶好鏟(shovel)和水桶(bucket)Unit3Traditionalskills教案課題 Unit3Traditionalskills 課型 Reading 課時(shí)第1課時(shí)，共4課時(shí)教學(xué)目標(biāo)1.Studentscanmasterhowtopronouncethenewwordsandmasterthemeaningsofthewords.2.Letstudentsknowmoreaboutthetraditionalskills.3.Tomastersomeusagesofsomeusefulexpressionsanddevelopanabilityofhowtogetafurtherunderstandingofthetext.4.Developthereadingabilityandspeakingskills教學(xué)重點(diǎn)knowsomethingaboutthetraditionalskillwhichusethecormorantstocatchfish.教學(xué)難點(diǎn)toimaginehowtousecormorantstocatchfish.FindoutmoretraditionalskillsinChina.教學(xué)準(zhǔn)備PPT,Blackboard教學(xué)環(huán)節(jié) StepI:Pre-readingLookatthecartoonandanswersomequestions.Toarousetheinterestandleadthemtogetintothetopicofthisunit.2.TalkaboutsometraditionskillsinChina.FinishApart.StepII:While-readingProcedure1.Readthetextquicklyandletthestudentsgetthegeneralideaofthetext.2.Scanthefirstparagraphandcompletethetable.3.Readthesecondparagraphandfillintheblanks.4.Readthethirdparagraphandfillintheblanks.5.Readthefourthparagraphandanswerthequestions.StepIII:after-readingReadthepassageagain,payattentiontonewwordsandphrasesinthispassage.Explainsomelanguagepoints.Dosomeexercises.StepIV:Readingcomprehension.Readthetextindetailsandfinishtheblankfillingexerciseinasheet,thenchecktheanswers.StepV:DiscussionStudentsworkingroupsanddiscussthefollowingquestions.a.Iscormorantfishingagoodwaytocatchfish?Why?b.Iscormorantfishingeasytolearn?Why?c.Whatjobsdomostyoungpeoplechoosetodotoday?d.Whatdoyouthinkofthefutureofcormorantfishing?2.showsomemoretraditionalskillwhichmaydisappearinthefuture.Workingroupsanddiscussthequestions.StepVI:SumupSumup:Howtokeepatraditionalskills? ShowaPPTtosumupthewaystokeepatraditionalskills Prepareforthewriting StepVII:Homework 1.Readthetextfluently2writeapassagetointroduceatraditionalskillStepVIII.Theblackboarddesign課題 Unit3Traditionalskills 課型 ListeningandSpeaking課時(shí)第2課時(shí)，共4課時(shí)教學(xué)目標(biāo) 1.listentothematerialandtrytocatchtheinformationaboutwhattime,where,what,who,howmuchquestions.2.Leantodescribeaperson3.improvetheirlisteningandspeakingskills教學(xué)難點(diǎn) Tocatchthemissingwordswhenlistening教學(xué)關(guān)鍵 Learntotakenotequicklywhenlistening教學(xué)準(zhǔn)備PPT,Blackboard教學(xué)步驟StepI:revisionReviewsomewordsandphrases.Discussion:Howcanweprotectcormorantfishingandothertraditionalskills?StepII:PrepareforthelisteningandspeakingLookatthepicturesandfindoutthemistakesinitbeforelistening.Showthemistakeswhichstudentsfindout.StepIII:Dothelistening1.DothelisteningandfinishAandBonPage38.2.Playthelisteningmaterials,stopwhennecessaryandthenchecktheanswersStepIV:Makenotesaboutthelistening.1Writedownthekeywordsyougetinthelisteningpart.2.Tellthemtofindthekeywords.3.Tohelpthestudentsdevelopsomewaysoflistening. StepV.SpeakingShowsomepicturesofpapercutting,discussthefollowingquestions.a.Doyouknowanythingaboutpapercutting?b.Howmuchdoyouknowaboutthistraditionalskill?2.Ingroups,talkaboutpapercutting,usethequestionsandexpressionsonppttohelpyou.3.DiscussionStepVI.Talking1.Talkabouthowtodescribeapersonbytellinghisorherage,build,height,hairorothers.Thenworkinpairstodescribethepersonofthepictures.2.Givesomesentenceslike:Heisveryyoungandquitetall.Heisamiddle-agedman.3.Workinpairs.S1shouldreadthedescriptions.S2shouldlookatthepicturesandsaywhoS1istalkingabout.StepVII.SumupKnowhowtodescribeapersonUseppttohelpthemsumup .Helpthemtocultivatetheabilityofsummarizing.StepVIII.Homework:MakeadialogueinwrittenwaytotalkabouthowacathelppeopleStepVIIII.Theblackboarddesign課題 Unit3Traditionalskills課型 Grammar 課時(shí):第3課時(shí)，共4課時(shí)教學(xué)目標(biāo)Masterthepassivevoiceinthesimplepresenttenseandinthesimplepasttensetense.教學(xué)重點(diǎn) beseen,bemade,betaken,bechecked,becontrolled,bebroughtup教學(xué)難點(diǎn) bechosen,beinterview,beused教學(xué)準(zhǔn)備 PPT,Blackboard教學(xué)步驟StepⅠ:Freetalk1.Introduceatraditionalskillorcraftthatyouknowabout.2.Showmoresentenceswiththepassivevoiceinthesimplepresenttense,comparethesentenceslike:Daminusescormorantstocatchfish.CormorantsareusedtocatchfishbyDamin.Nonetsarerequiredforthistypeoffishing. StepⅡ:learnaboutthepassivevoiceinthesimplepresenttense1.Findouttherulesofthepassivevoiceofthesimplepresenttense.Thenusethecorrectformsofthewordsandphrases.2.ShowmorepastparticipleformsoftheverbsStepⅢ:morepracticeCompletethesentencesaccordingtothepicturesandthensumuptherulesaboutthepassivevoiceinthesimplepresenttense.StepIV:PartB1.Learnthepassivevoiceinthesimplepasttense,sumuptherules2.Showmoresentencesofthepassivevoiceofthesimplepasttense3.Mastertheusageofthepassivevoiceinthesimplepasttense 4.Showtheverbsinthefuturepassiveform.StepV:morepractice1.Finishtheexercisegivenbyteacherandpracticetheusageofthepassivevoice 2.handoutthesheetsandletstudentsfinishtheexerciseinit3.ToconsolidatewhattheyhavelearnedinthisclassStepVI：Sumup 1.Goovertherulesofthepassivevoice 2.Showappttoguidethestudentstogivesumupoftheclass 3.makestudentshaveagoodhabitoftakingnotesandhaveageneralunderstandingofthisclassStepVII :Homework用被動(dòng)語(yǔ)態(tài)描述主閱讀篇章第三段鸕鶿捕魚(yú)的過(guò)程。完成《英語(yǔ)（八年級(jí)下冊(cè)）B》第35至37頁(yè)Grammar的練習(xí)。StepVIII.Theblackboarddesign課題 Unit3Traditionalskills 課型 Writing 課時(shí)第4課時(shí)，共4課時(shí)教學(xué)目標(biāo) Toknowhowtowriteapassagetodescribeapersonandintroduceatraditionalskills教學(xué)重點(diǎn) Shouldcontaintheperson’sage,build,height,hisorherspecialability教學(xué)難點(diǎn) Todescribeaperson’sspecialskills教學(xué)準(zhǔn)備 PPT,Blackboard教學(xué)步驟StepⅠ:Freetalkandpreparationforwriting 1.Talkwithyourclassmatesaboutthepersonyouwanttodescribe2.ShowsomeusefulwordsandphrasesonthePPTtohelpthemcommunicatewiththeirpartner.StepⅡ:Readthepassage1.Readthepassageandfindoutsomeusefulsentencesandphraseswhichcanhelpyouinyourwriting.Thenanswerthequestions.2.HelpstudentstomarkdowntheimportantpointsabouttheMrChen.3.Totraintheirabilitytoexpressaswellasimprovetheirspeakingabilityandtogetreadyforthewritingandtraintheirabilitytocooperate.4.Readthearticleagainandmatcheachparagraphwithitsgeneralidea.StepIII:WritingMakeanoutlineforthearticleyouwillwrite.Writeashortarticleaboutapersonwithatraditionalskill.UsetheexampleinAandtheoutlinebelowtohelpyou.3.Trytousethepassivevoiceinyourpassage..4.Remindstudentstopayattentiontotheirhandwritingandcheckthemistakesstudentsmake.StepIV.Culturecorner1.Showapictureanddiscussthesequestionsingroups.a.DoyouhaveaChineseknotathome?b.Whatdoesitmean?2.Readthepassageonpage48andanswerthequestions.StepVI:SumupHowtoorganizethewriting. 1.sumupwhatyouneedtocontaininyourpassagewhenwritingananimalyoulove 2.Listthebeautifulsentencestheywriteinthepassages 3.Letthemgetfamiliarwiththewriting. StepVII:Homework1.Recitethepassagewhichgivenasasample. 2.用被動(dòng)語(yǔ)態(tài)描述主閱讀篇章第三段鸕鶿捕魚(yú)的過(guò)程。3.以“Apersonwithatraditionalskill”為題，根據(jù)范文和寫(xiě)作提綱，完成作文。Unit4Cartoonsandcomicstrips教案課題 Unit4Cartoonsandcomicstrips 課型 Reading 課時(shí)第1課時(shí)，共4課時(shí)教學(xué)目標(biāo) 1.Studentscanmasterthenewwords2.studentscanhaveamainideaabouthowtomakeacartoon.3.Developthereadingabilityandskills4.Trainthestudentsabilityofcooperation教學(xué)重點(diǎn) letstudentsknowhowtomakeacartoonbythemselvesonthecomputers.教學(xué)難點(diǎn) learntodrawaroughsketchofthecartoon教學(xué)準(zhǔn)備PPT,Blackboard，教學(xué)環(huán)節(jié)Stepone:Warm-upShowthecartoononpage49,getthestudentsaskandansweraboutLo.Talkaboutthecartoonstudentslike.Using“What’syourfavouritecartooncharacter?”and“Doyouknowhowtomakeacartoon?”andleadthemtogetintothenewwords.2.Steptwo:Pre-reading1.ShowthePPTofthemeaningofthekeywordsandletSsrepeat.2.HavetheSsmakesurethemeaningsofsymbols.Checktheanswers.3.FinishBonPage50.4.Readtheintroductiononpage51andanswerthequestions.Stepthree:while-reading.Listenandanswerthequestionsabout“Whatarebasicideas?”

2.ReadLines9-13anddrawapictureofeachcharacter,thenchecktheanswers.3.HavethestudentsgetfamiliarwiththedetailsofthetextstudentsreadLines14-20anddoTrue(T)orFalse(F).4.Studentslistentothetape,andtellthedifferencesbetweenthevoicesandsoundeffects.Checktheanswers.Stepfour:After-reading1.Playthetextagain,Studentslistenandrepeat.Payattentiontothenew