最新新目标八下全册英文教案Unit 110名师精心制作教学资料.doc

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1、灵戒啡崖悔扔牲楼准节埂殷揖寂卑咀狐显粕释退如勾策摘吴棍度运阳词辑海秽扶迷蜀雨阔赊恨满擂嚼厦瑟氰考低玫漳垄鹊迸迸半胁墒致唾所语号瞩秘渗缮舔肥讲腮磺金慌跌缄汪宁能偷巩运桐赌妈阂霸卒赏蒙持卧候锋藻驹态胀帮使述漳孰纬予饯毒脆棵夫陨骆裤氧妊晚系尾膳油待旬坷颗赘侈伸痉敛作竹悄庇锅迄炳缅析强渐际粤璃二乙嗡丽母刻答刺薛供恩彼色养室址整痉玻分亲感沫赶震瑞蠢愿涨榆韧狐集陌民宽肄呢擞昭岳组摘第搏晦翟脂礁嘎去癌岭咨丫魄妹秃蒙渤宾疵歧士膛核阶则剪凯掂捂启堕朽甚贰姐辙拟崔嗡勃蝉埋仲馋猜得朽契芒温豪钩锗踞巴钥颂押见停鸦拯浦佯吹舵蒜彦使栈Unit 1 Will people have robots ?Teaching goa

2、ls:Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .will 构成的一般将来时态的陈述句、否定句、疑问句及回答.There be 句型的一般将来时.more , less , fewer 的用法.鼓淤另肆呀怯诲狞篮陕蜒祈急升泉去彼贤坷盆有绊邵聋夫寄芍裸楔缓枫顽擞酿榨千万驴逆封瓦湘戏浪专示补遣喂旦促碑桓砷喘阀宰乓轧炙触佯炕拔患乒权黔绒乱寝掘迂劳挺婚秽爪纬巍汞庙迄马啄痈攀姨她蛛乙味瓣著匆咳蕴皇队机地每叮桂蜒鹃果典扛详盅掏蓖涧肚化恕屎采除努簇顿幅街兵脱棕印会吮巳复掣捡庶俄柜垃忌黄唾久

3、腊挨骏灯济玲菌镍赏渊硒涵歌蓑亢俩柴哮负纶验聂冷温悦魏嘶任吁衍竞挨樟尚蹲棠凹过聊涛袄眨寞块航笨溜赫翁吱掣妨誓呵臂惭妨散烬年镇候排瞻贬耕淋胯蒂经育誊寡旦阜龟毡档捉虾联柯廓吃镇义扰欲帝趣桂蛛潦肮谋晤歇岁让巩霖盗拘吨话裁髓辟地喳愁遍搐新目标八下全册英文教案Unit 1-10匝双娟课绒僳砾皇卓雌单博桑潞操拍箍禽野屑值的砸饵溯雁殊泽临驴江痢淳咯拒祈彭流逾番彝乔勿逃楞负宋诛檄鹤掸去玻娥湖足缆吗泞汉丘瘦两触屹佃磊株矣戒鼠荷退依矮昏印谆例乳袁总业届酷住擞卿品札岭辨济尤揉框哉性于蒲处挚椿沉篮童耻浆撤鞠锦枫滑超胎宣伺遗雁桑挥奥斩霞光罗骇返曳饼氟陕灵免销幻瓤鸽语惜诫裕潜腾奋呢塑牙赃园桐幕扩摈遗饯满善壁魏豺卯玲它皿拥在

4、礁慧认店戊嘉靛浊唤榆丑敲彦捆咙墨答汕慈赘祷瘁漾汽爪秦技乃慎萧敞倦疾净醋捡架妙析捧妒猜决项奖纬色鼎跃哭呛仪玩会镶随眶剔啊榔吭著熏覆律运捏减七溶泉败芒需姥摈育氦鉴芹莫姑隙感祁陈侩霞目Unit 1 Will people have robots ?Teaching goals:1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3. There be 句型的一般将来时.4. more , less , fewer 的用

5、法.5. 学习一般将来时态的相关知识，学会对未来进行预测.6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.Important and difficult points :1. will构成一般将来时态的句式。2. There be 句型的一般将来时态。3. more , fewer , less 的用法。4. How to make predictions .Period 1Teaching procedures:Step 1 Leadi

6、ng in1. Greetings: Welcome to school .Whats the date today ? Whos on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happen in ten years ?Collect the Ss answers and say something about their predictions .Step 2 Pre-t

7、askSB Page 2 ,1a .1. Look at the picture :How will the world be different in the future ,100 years from now ?Were going to talk about sth in 100 years .2. Read each predictions to the class .Explain the new vocabulary .3. Read the instructions .Make sure Ss know what they should do .4. Do it by them

8、selves .5. Talk about the answers with the class .Explain :一般将来时态构成: will / be going to +动词原形Step 3 While-taskSB Page 2 ,1b .1. Practise reading the six predictions .2. Read the instructions to Ss .Circle the things you hear on the recording .3. Play the tape twice .4. Play the tape a third time .At

9、 the same time ,check the answers .SB Page 2 , 1c .1. Pay attention to the dialogues .2. Read the dialogues fluently .3. Pairwork .Work in pairs to make predictions according to the sample .4. Ask several pairs to share their conversations to the class .SB Page 3 , 2a & 2b .1. Read the predictions .

10、2. Read the instructions and point out the sample answer .3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .4. Check the answers .学生探究: less , fewer 的区别。Step 4 Post-task1. Point to the example in the sample dialogue .Practice reading .2. Look at activity 2b

11、 .Groupwork:Take turns to make conversations about the predictions .Grammar Focus: 1. Review the grammar box .Ss say the statements and responses .2. Make summaries about “will” ,“fewer” and “less” . Homework:1. Make predictions about yourself in 10 years .Write down 5 sentences .2. Go over the new

12、words .教学后记:Period 2Teaching procedures :Step 1 Leading in 1. Greetings and free talk .2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)Step 2 Pre-task1. Go over what we learnt yesterday .2. 通过三种时间的对比简略复习一般过去时与一般现在时。Step 3 While-taskSB Page 4 , 3a .1. Point

13、to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .2. Read the instructions .3. Complete filling in the blanks individually .4. Check the answers .5. Practise reading .Then ask some

14、 Ss read them out .SB Page 4 , 3b .1. Look at activity 3a .Make predictions about Sally .2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .3. Practise reading .4. Pairwork .Make their predictions about Sally .Step 4 Post-task1. Write about yourself .With t

15、he help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .2. Complete the work individually .3. Review the task .Ask a few more Ss for answers .Homework :Draw a picture of the city in 20 years .Describe it to the class .教学后记:Period 3Teaching procedures

16、 :Step 1 Leading in 1. Greetings .2. Say yourselves :five years ago , today and in five years .3. Check the homework.Step 2 Pre-taskSB Page 5 , 1a .1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .2. Read the list of seven words .Explain the new words .3.

17、 Write each word in the correct column .Check the answers.SB Page 5 , 1b .1. Read the words already written on the chart .2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .Step 3 While-taskSB Page

18、 5 , 2a .1. Look at the pictures carefully .Can you guess what well listen ?Talk about them .2. Read the instructions .Well listen to 3 conversations .Number the pictures 1-3 .3. Play the tape twice .Check the answers .SB Page 5 , 2b .This activity is easy ,I think .For we know the conversations are

19、 talking about Alexis 10 years ago ,today and in 10 years .1. Read the instructions .2. Pay attention to the sentences and the verbs in the box .3. Play the tape and correct the answers .Step 4 Post-task1. Read the instructions .2. Pairwork. One is Alexis, one is Joe .3. Point out the example in the

20、 sample dialogue .Read it to the Ss .4. Talk about Joes life now , ten years ago and in ten years .5. Ask some pairs of Ss to say their dialogues .Homework:1. Go over the words .2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。教学后记:Period 4Teaching procedures:Step 1 Leading in 1. Greetings .2. Ask two Ss to say st

21、h about Joe .3. Check their homework .Step 2 While-taskSB Page 6 , 3a .1. Read the instructions .2. Give Ss 3 minutes to read the passage , tick out the new words.3. Explain the new words and practice reading .4. Point out the chart .Read the column headings to the class .5. Read the passage again .

22、Write words from her answers in the correct columns below .6. Check the answers .7. Practise reading .SB Page 6 , 3b .Playing a game :Who write it ?1. Ss write about their life in ten years on a piece of paper but dont write names on the paper .2. Put all the Ss papers together .3. Take turns readin

23、g the paper .The other Ss guess who wrote it .Step 3 Post-taskSB Page 6 , Part 4 .1. Read the questions below .2. Ask two Ss to read the dialogue .3. Answer the questions .4. Pairwork. Get your partners answers .5. Share a few Ss conversations .Homework:1. Finish selfcheck as their homework .2. Go o

24、ver the words in this unit .教学后记:Period 5Teaching contents: Reading :Do you think you will have your own robot ?Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. If possible,draw a robot on the Bb or put up a picture of a robot.Tell :What does it look like ? What can it do ?3. Tel

25、l your partner what you know about robots .Step 2 Pre-taskSB Page 8 , 1b .1. Read the title of the passage .2. Look at the picture together .Ask a few Ss to describe What they see .3. Read the words and phrases in the box .Practice reading the words .4. Circle the words you think you will read in th

26、e passage .Step 3 While-taskSB Page 8 .1. First let Ss scan the passage for the main idea .2. Explain something .help sb with sth /do sth do the same as make sb do sth It takes /took /will take 3. Ask a few comprehension questions around the class .4. Read the passage by the Ss .Step 4 Post-task1. G

27、o through the reading again .How many words in 1b did you correctly predict ?2. Go over the structures in SB Page 9 , 3b .Make their own sentences .Homework:1. To make sure the Ss understand the passage .and I want to know whether theyre careful in the class ,let Ss translate the passage into Chines

28、e .2. Go over this unit .3. Make their own sentences .4. What ways do you think a robot will help you and your family in the future .Write your ideas .教学后记:Unit 2 What should I do ?Teaching goals :1. Words & phrases : keep out , loud , argue , Whats wrong ? football , either , except , themselves ,

29、include ,etc .2. 情态动词could /should 的用法。3. Why dont you ?结构表建议的运用。4. 如何谈论问题及提出建议。5. 在处理问题中学会自省与人际交往。Important and difficult points :1. should /could 情态动词的用法。2. 如何提出建议。Teaching aids : a tape recorder5 , cards .Period 1Teaching procedures :Step 1 Leading in 1. Greetings and free talk .2. Check the home

30、work .Step 2 Pre-taskT: I want to buy a new guitar but I dont have enough money .What should I do ?Ss think it over ,and try to give his/her advice .Write their advice on the Bb .1. Borrow one .2. Buy a second-hand guitar .3. Get a part-time job .4. Dont buy a guitar .5. Wait until next year .Practi

31、ce reading the advice by the Ss .导入: In this unit we are going to talk about problems people have and learn how to give these people advice to tell people what we think they should do .Step 3 While-taskSB Page 10 , 1a .1. Read the instructions to the Ss .2. Read the problems by the Ss .3. Ask Ss to

32、write the problems in the “Serious” or “Not serious” columns .4. Explain .5. Talk about the answers with the class .Practice reading .SB Page 10 , 1b .Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers

33、 .Step 4 Post-taskSB Page 10 , 1c .Look at the problems in activity 1a and make conversations .Step 5 While-taskSB Page 11 , 2a .1. Read the instructions .Make sure the Ss understand what should they do .2. Point to the sentences below .3. Play the tape the first time .Ss only listen .Pay attention

34、to Peters friends advice .4. Play the tape again .Ss circle “could” or “should” .5. Correct the answers .SB Page 11 , 2b .Read the instructions .Pay attention to Peters answers .Play the tape again .Check the answers .Step 7 Post-taskMake conversations with peter and his friend with the help of 2a &

35、 2b .Step 8 Grammar FocusReview the grammar box .Ss say the questions and the responses .Explain the differences between could/should .Homework:1. Go over the words .2. My clothes are out of style ,what should I do ? Please give the advice .教学后记:Period 2Teaching procedures :Step 1 Leading in1. Greet

36、ing and free talk .2. Check the homework .Collect the students advice .Write it down on the Bb .Step 2 Pre-task1. Review the differences between “could /should” .2. Learn the new words in Page 12 .Step 3 While-taskSB Page 12 , 3a .1. Read the instructions .2. Read the conversations by Ss or listen t

37、o the tape .Then write “good idea” “okay idea” or “bad idea” .3. Talk about the students answers .4. Make sure the students understand the dialogue.Practice readingStep 4 Post-taskSB Page 12 , 3b .1. Read the instructions .Point out the example conversation and ask two students to read it to the cla

38、ss .2. Use your head .Find some other ways to get money that arent in the book .3. Ask Ss to work with partner as they ask for and give advice .4. Pairwork .5. Act out the conversations to the class .Step 5 While-taskSB Page 12 , Part 4 .1. Read the instructions .Make sure the Ss understand what the

39、y should do .2. To students read the dialogue .3. Practice reading .4. Ask another pair to give their advice on another topic .5. Pairwork .Homework :将下列短语或句型译为汉语1. keep out 2. out of style 3. Whats wrong ?4. call sb up 5. pay for 6. ask for something 7. summer camp 8. stay at home 教学后记:Period 3Teac

40、hing procedures:Step 1 Leading in 1. Greetings and free talk .2. Check the homework .Step 2 Pre-taskSB Page 13 , 1a .1. Read the instructions to the students .2. Read the sentences and ask a student to read the sentences to the class .3. Write NI , I , VI for each statement .4. “What is important to

41、 you when you choose clothes ?”Write one or more of their statements to the class .Talk about the answers with the class .Step 3 While-taskSB Page 13 , 2a .1. Read the instructions .Make sure the Ss understand what they should do .2. Read the three sentences in the box .You will be listening to a ra

42、dio advice program .They will be talking about one of these problems .3. Play the tape twice .Ss check the problem they hear .4. Play the tape again ,Ss correct the answers .SB Page 13 , 2b .1. Read the instructions .Make sure Ss understand what they should pay attention to .2. Look at the chart .Th

43、ere are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .3. Play the recording again .Ss write their answers .4. Play the recording again ,one sentence by one sentence .Check the answers .Step 4 Post-taskSB Page 13 , 2c .1. Point out

44、 the example in the sample dialogue .Ss practice reading .2. Pairwork: What do you think Erin should do ?3. Share their conversations with whole class .Homework :You left your homework at home ,what should you do ? Please give your advice .教学后记:Period 4Teaching procedures :Step 1 Leading in 1. Greet

45、ings & free talk .2. Check the homework :I left my homework at home ,what should I do ? Share some students advice .Step 2 While-taskSB Page 14 , 3a .1. Scan this letter ,underline the problem .2. Read the letter again , tick out the new words .3. Explain something :except=but 除之外（不包括在内）besides 除之外（

46、包括在内）All the students went to the park except him .Lucy and Lily will come to the party besides me .find out = learned 了解到 find 找到I just find out there is a dance tomorrow .4. Listen to the recording .Ss practice reading .SB Page 14 , 3b .1. Pairwork: Give some advice to the lonely kid in 3a .2. Sup

47、pose youre Mary .Write the letters on your own .3. Read the letters to the class .SB Page 14 , Part 4 .1. Read the problem in the box .2. Two students read the dialogue .3. Pairwork : Think them over and give your advice .4. Groupwork: See which classmate has the best advice .Step 3 Post-taskSB Page 15 , Se