要想取得好的学习成绩，必须要有良好的学习习惯。习惯是经过重复练习而巩固下来的稳重持久的条件反射和自然需要。建立良好的学习习惯，就会使自己学习感到有序而轻松。本页是细致的小编有缘人帮家人们收集的15篇仁爱版八年级上英语的教学设计，欢迎阅读，希望能够帮助到大家。
仁爱版英语八年级上册知识点 篇一
The school sports meet is coming.
【重点短语】
1. join the English club 加入英语俱乐部
2. host the Olympics 举办奥运会
3. fill out 填出/填好
4. go on 发生，进行
5. all the interesting places 所有有趣的地方
6. quite a lot 相当多
7. make friends with… 与……交朋友
8. be afraid of 恐怕
9. be free 有空
10. see you then 再见
11. win the first gold medal 赢得第一枚金牌
12. get 28 gold medals 获得28枚金牌
13. the winner of the first gold medal 第一枚金牌的获胜者
14. every four years 每四年，每隔三年
15. the mascot for the Beijing Olympics 北京奥运会的吉祥物
16. behave well 举止得体
17. improve the environment 改善环境
18. plant trees and grass 种植花草树木
19. a symbol of… 一种……的象征
20. stand for 代表
21. the five parts of the world 世界的五大部分
22. do morning exercises 做早操
23. be fond of (doing) sth. 喜欢(做)某事
【重点句型】
1. Could you tell me your name? 你能告诉我你的名字吗？
= What’s your name?
2. What do you do? = What’s your job? = What are you? 你是干什么的？
3. Beijing will host the 2008 Olympics. 北京将主办20奥运会。
4. More and more foreign friends ride in my taxi (= take my taxi) now. 现在越来越多的外国朋友搭我的出租车。
5. Speaking English will help me a lot. 说英语将对我有很大帮助。
6. Please fill it out. 请把它填好。
7. What will the weather be like this weekend? = How will the weather be this weekend? 本周末的天气怎样？
8. There will be more roads in Beijing. 在北京将会有更多的马路。
9. When shall we meet? 我们什么时候见面？
10. Let’s make it half past six. 咱们把时间定在六点半吧。
【考点详解】
1. fill out + 名词 “填好……”
fill + 名词/代词+out
如：Please fill out this form. = Please fill this form out. 请填好这张表格。
Please fill it/them out. (当宾语是代词时， 只能放中间) 请把它(们)填好。
2. be afraid…“恐怕” 指有礼貌地、委婉地拒绝别人。
be afraid of…“害怕(做)……”
如：I’m afraid I won’t be free. 我恐怕没有空。
He is afraid of dogs. 他害怕狗。
They are afraid of losing the game. 他们害怕输了比赛。
3. may be“可能是……” may是情态动词
maybe“或许； 可能” maybe是副词
如：He may be a teacher. = Maybe he is a teacher. 他可能是一名老师。
He may know her name. = Maybe he knows her name. 他可能知道她的名字。
4. between 在两者之间
among 在三者或三者以上当中
如：The answer is between A and B. 答案在A和B 之间。
The winner is among of us. 获胜者在我们当中。
5. There be 句型的一般将来时
正：There will be a sports meeting in our school this weekend.
= There is going to be a sports meeting in our school this weekend.
误：There will have a sports meeting in our school this weekend.
= There is going to have a sports meeting in our school this weekend.
【交际用语】
提建议的句型：
Would you like to go hiking with us? 你想和我们一起去远足吗？
What/How about going hiking with us? 和我们一起去远足怎么样？
Why don’t you go hiking with us? 你为什么不和我们一起去远足呢？
Why not go hiking with us? 为什么不和我们一起去远足呢？
Let’s go hiking. 让我们一起去远足吧！
Would you mind going hiking with us? 你介意和我们一起去远足吗？
Would you please go hiking with us? 和我们一起去远足好吗？
仁爱版英语八年级上册教案 篇二
一、知识与技能
1. 掌握重点句型：How was your vacation?Where did you go? Did you go out with anyone?
2. 理解并掌握几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。
3. 熟练运用句型：Did you …?
二、过程与方法
学生通过上一节课的学习，对where引导的过去时态的特殊疑问句已经掌握，能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观
教育学生渗透合作精神和社会公德意识。
教学重点
掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?
教学难点
能用句型Did you …?提出尽可能多的有关过去假期的问题。
教法导航
创设情境，让学生自己总结规律，思考，讨论，最后得出结论。创设英语语言氛围，使学生能较快地融入到英语语言学习的情景中来。
学法导航
自主学习，独立思考，小组讨论，同桌合作，完成学习任务。
教学准备
视频，图片，多媒体。
教学过程
Step 1 Greetings
Greet the class as usual.
Step 2 Revision
Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.
Step 3 Role play
The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.
Step 4 Grammar Focus
Review the grammar box. Ask students to say the questions and answers.
Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.
Step 5 Game
Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.
Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.
Step 6 Practice
3a Fill in the blanks with the words in the box and practice the conversation.
3b Fill in the blanks in the e-mail mestudentsage with the words in the box.
After checking the answers, get the students to read them aloud.
Step 7 Group work
Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results.
Step 8 Homework
Ask your classmates as many questions about their last vacation as possible.
课堂作业
Fill in the blanks.
1. Where ___ you ___ (go) on vacation?
2. I ___ (go) to New York City.
3. —___ you ___ (go) out with ______? —No. No one was here. Everyone was on vacation.
4. —Did you buy _______ special? —Yes, I _______ (buy) something for my father.
5. —___ was the food? –Everything tasted really good!
参考答案：1. did, go 2. went 3. Did, go, anyone 4. anything, bought 5. How
仁爱版英语八年级上册教案 篇三
Unit 1 Where did you go on vacation?
教材解读
本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?”“Did you go to the beach? Yes，I did / No，I didn’t.”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
单元目标
一、知识与技能
1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.
2. 句型： Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she , she didn’t.
3. 语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。
4. 能力目标：能用一般过去时熟练谈论假期发生的事。
二、过程与方法
灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。
三、情感、态度与价值观
1.通过描述假期发生的事，增进同学间的了解，增进感情。
2.通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。
3.了解自己的能力，培养情操
4.培养学生们对英语的兴趣。
教法导航
1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。
2. 在教学中创设切实可行的任务型教学活动、突出交际性。
3. 教师为主导、学生为主体、任务为基础，注重实用性。
4. 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。
学法导航
多读善思，小组合作、探究、学习、交流。
课时支配
第1课时：Section A 1a-2c
第2课时：Section A 2d-3c
第3课时：Section B 1a-2c
第4课时：Section B 2d-Self Check
八年级上册英语的教学计划仁爱版 篇四
设计：谭莉 审核： 审批：
学习目标：1.复习打电话用语。
2.学习过去进行时。
3.学习从日常生活中体会生活的多姿多彩。
学习重点：目标2
学习疑点：目标2
学习方法：自主学习，合作探究。
课前准备
一． 翻译。
1.等一会，稍等______________ 2.在昨天的这时__________________
3.洗澡_______________ 4.打扫卫生_____________________
5.听收音机______________ 6.玩电脑游戏___________________
7.植树________________ 8.最有趣的早晨__________________
9.练习作某事______________ 10.接电话_______________________
二．句型。
1. She was giving us a lesson this time yesterday.
变否定句：__________________________________
变一般疑问句：_______________________________
作肯、否定回答：_________________________________
对划线部分提问：____________________________________
知识点链接
1. While 意思为“当。的时候”，引导时间状语从句，从句要用延续性动词。
Somebody broke in while I went out.(×)
Somebody broke in while I was out.(√)
我出门不在时，有人破门而入。
注意：when 和while 意思相近，都可以引导时间状语从句。When当。时，可以表示瞬间、时间点，主从句所陈述动作、主从句可以同时发生，也可以有先有后。
e.g. It was snowing when we got there.我们到达那里时正在下雪。（同时）
He went home when he finished his work.他做完工作就回家了。（表示动作先后）
While 用于两个延续性动作同时发生。
e.g. Mother was cooking while father was watching TV.
爸爸在看电视的时候妈妈正在做饭。
2. hold the line 相当于hold on, wait a moment, just a moment, 打电话用语，意思为“等一会，稍等。”
3. Take a shower 洗澡，同义词组have a shower, take a bath, have a bath.
e.g. I was taking a shower when the bell rang.
当门铃响时，我正在洗澡。
教学步骤
Step1复习现在进行时和一般过去时。
Step2 展示学习目标。
Step3听1a录音，回答下列问题。
a. What is Jane doing now?
_____________________________________
b. What was Jane doing at this time yesterday?
_______________________________________
Step4 合作学习1a,并掌握重点词组。Hold the line, answer the telephone, take a shower.
Step5 再听1a录音，让学生模仿语音语调并跟读。
Step6操练1a.
Step7根据1b图片及例子，操练1b。
Step8合作学习2a,操练过去进行时。
巩固提高
一． 完成课本2b.
二．选择。
1.---____you doing your homework at 9 last night?
---Yes, I ____.
A. Are, am B. Were, am C. Are, was D. Were, was
2. My mother doesn’t like playing ___guitar, he’s fond of playing ___basketball.
A., B., the C. the, D. the, the
3. The story is very ____. We are all ___in it.
A.interesting, interesting B.interested, interesting
C.interesting, interested D.interested, interested
4.---Do you often do some____at home?
---Yes, I often help my mother.
A.shopping B.read C.washing D.shop
5.---What ____you ___this time yesterday?
---I was reading a story book.
A. Were, doing B.was, doing
C.is, doing D.did, do
三．用所给动词的正确形式填空。
1.I usually __________(get) up at 6, but yesterday I _________(get) up at 7.
2.---Where was your mother this time yesterday?
---She ____________(cook) supper in the kitchen.
3.---________you ____________(skate) when I called you the day before yesterday?
---No, I____________(play) at home.
4.---What ______your parents_________(do) at 9 last night?
---They ______________(enjoy) the concert.
5.---How _____Tom usually_____(go) to school?
---By bus.
四．用所给的时间状语改写句子。
1.I’m doing my homework now.(this time yesterday)
______________________________________________
2.Jim takes a bath every day.(at that time)
_______________________________________________
3. We watch TV every evening.(at nine last night)
_____________________________________________________________
4. Are you sleeping now?(when I called you)
__________________________________________________________
5. What do you often do in the evening?(when I knocked at the door)
________________________________________________________________
课后反思：
Unit 3 Topic3 SectionB(1a-1c)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习表达同意与不同意的功能用语。
学习重点：目标1.2
学习疑点：由think引导的宾语从句变否定句的用法。
学习方法：自主学习，合作探究。
课前准备
一． 翻译。
1.看电影_______________ 2.同意某人(的看法)__________________
3.我认为如此___________________ 4我 /我不同意你的看法。)
7.---___________you a student?(难道你不是一个学生吗？)
---___________,I am.(不，我是。)
知识点链接
1. 否定疑问句，表示肯定意义，特别应注意其回答方式。
e.g.---Isn’t it beautiful?
---Yes, it is.不，它漂亮。
---No, it isn’t.是的，它不漂亮。
2. pleasant 形容词，意思为“令人愉快的”，其名词形式是pleasure意为“愉快”，动词please意为“使。快乐”
e.g. It’s a pleasant trip.这是一次愉快的旅行。
She takes pleasure from reading.她从读书中获取乐趣。
He did it to please his parents.他这么做是为了取悦他的父母。
3. watch a movie=see a film 其相关的固定短语还有go to the cinema/ go to the movie theater 去电影院，watch TV,看电视，watch a ball game看球赛。
4. agree 是不及物动词，意思为“同意，答应”。但是如果它后面接不同的介词，表达的意思就会不大相同。
a.Agree with 用来表示“同意某人的观点，看法等”。With后面常跟人或人称代词，还可以接what引导的从句。
e.g. Do you agree with me?你同意我的意见吗？I agree with what you said.我同意你所说的。
b.Agree on=agree about 表示“在某件事上取得一致，同意某事”
e.g.We agreed on the plan.我们一致同意这个计划。
c.agree to do sth同意做某事。Agree 之后可以接动词不定式，但不可以接动名词。
e.g. He agreed to buy the book for me. 他答应给我买这本书。
d.agree+that从句，表示承认某事。
e.g. They agreed that I should buy this book.他们承认我买这本书。
教学步骤
Step1目标揭示，学法指导。
Step2 展示课前准备。
Step3 听1a录音，回答下列问题。
a. What was Maria doing at this time last night?
_______________________________________
b. Does Maria think the scenery was beautiful?
_______________________________________
Step4 合作学习1a,并掌握重点词组。
Step5 教师点拨重点词组。
Step6 在听1a录音，跟读，操练。
Step7 根据1a，操练1c.并掌握 agree with sb, I think so , I don’t think so 等的用法。
巩固提高
一、 选择。
1. Li lei doesn’t like English. He doesn’t like math____.
A. too B. either C. also D. neither
2.Well done! We’re all ___with your answer.
A. pleasant B. pleasure C. pleased D. unpleasant
3.I ___Jack ___playing in the garden. He ___teaching himself at that time.
A. think, wasn’t, was B. don’t think, wasn’t , was
C. don’t think ,was ,was D. think, was, was
4.One morning while she ____in the forest, she found two birds in the grass.
A. was walking B. walked C. is walking D. walks
5.---What did you do last night?
---I___TV with my friends.
A. watches B. watch C. am watching D. watched
二、句型转换
1.Jack was sleeping when the telephone rang.(变否定句)
Jack _________ __________when the telephone rang.
2.I was listening to violin music when my mother came home.(变成一般疑问句)
__________ _________ __________to violin music when your mother came home?
3.They were playing on the computer at 6pm the day before yesterday.(对划线部分提问)
________ __________they __________at 6pm the day before yesterday?
三、从方框中选择适当的句子补全对话，其中两项是多余的。
A:Hi,Kate! Did you go to the concert last night?
B:Yes. 1___________
A: 2.
B:Wonderful. Many famous singers sang at the concert. 3
A: What does it mean?
B: 4 .You know many children in the world don’t have enough food.
A: 5
B: I think people all over the world should help them.
A. That’s true.
B. How do you like it?
C. The concert ended at 10:00pm.
D. I went there with my parents.
E. How did you go there?
F. It was called “Saving the Children”
G. The concert was held for collecting money for poor children.
1._______ 2._______ 3.________ 4.________ 5._________
课后反思：
Unit 3 Topic3 SectionB(2a-2b)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习日常生活中与他人交换信息并陈述自己的意见。
学习重点：目标1.
学习疑点：目标2
学习方法：自主学习，合作探究。
课前准备
一． 翻译。
1. 没有什么严重的____________________
2. 生某人的气_____________ 3.做鬼脸____________
4.使某人做某事________________________
5.给某人上课________________
6.向某人说对不起______________________________
知识点链接
1. sad,悲伤的，反义词为happy;副词为sadly悲伤地，不幸地；名词为sadness.
e.g. He still felt sad about his sister’s death.
对于他姐姐的去世，他仍然感到很伤心。
He is crying sadly.他哭得很伤心。
In people’s lives, they have happiness and sadness.
在人们的生活中，既有快乐也有痛苦。
2. nothing, anything, something, everything 是不定代词，修饰不定代词的形容词应在不定代词的后面，如果既有形容词，又有不定式，不定式应放在形容词的后面。
e.g. something beautiful 一些漂亮的东西
something delicious to eat 一些好吃的东西。
3. make faces/ make a face 做鬼脸，make 的用法还有make sb do sth 让某人做某事。
e.g.The boss makes us work the hours every day.
老板让我们每天工作10小时。
Make+形容词 使某人。
e.g. make me strong 使我强壮。
4.give sb lessons 给某人上课，还有教训某人的意思。
教学步骤
Step1目标揭示，学法指导。
Step2展示课前准备。
Step3听2a录音，回答下列问题。
a. Why does Bill look so sad?
_________________________________________
b. Why was Miss Wang angry?
_______________________________________
Step4 合作学习2a.
Step5 教师点拨重点词组，句型。
Step6 听2a,并跟读。
Step7操练表演2a
Step8听2b,完成2b,强调过去进行时。
巩固提高
一、 用所给词的正确形式填空。
1.---What _________you _________(do) now?
---I_________(read) a letter.
---Who_____________(write) it?
---Jim__________.
2.---What __________you ___________(do) at 8 o’clock last Sunday morning?
---I ____________(take) a shower.
3.---___________you__________(go) to school yesterday?
---No, I________. Yesterday was Sunday.
---What_________you ________(do)then?
---I ______________(sleep) all day.
4.---You ____________(look) tired today.
---Yes. I____________(not sleep) well last night.
5.---__________you ___________(go) to the concert tomorrow?
---No, I’m not. I__________(go) to the museum instead.
6.I__________(not read) novels when my mother _________(knock) at the door.
二、完形填空。
Henry is very fat. He wants ___1___ , so he eats very ____2___ . he eats little _____3___ because it will ____4____ him fat. He does ____5____ very morning. He ____6___ and runs much. Now he is thinner than before.
Henry’s cousin, Susan is healthier ____7___ Henry.
She takes care of _____8____ . She ____9____ a lot of sports every week, and keeps ___10___ .
1.( )A.thin B.to thin C.to get thin D.to get fat
2.( )A.many B.much C.few D.little
3.( )A.wateer B.fruit C.sugar D.vegetable
4.( )A.be B.make C.give D.bring
5.( )A.an exercise B.exercises
C.some exercise D.some exercises
6.( )A.swims B.play C.swimming D.to play
7.( )A.as B.of C.to D.than
8.( )A.himself B. herself C.yourself D.myself
9.( )A.do B.play C.have D.does
10.( )A.healthier B.health C.fit D.healthy
课后反思：
Unit 3 Topic3 SectionC
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.了解周末的由来。
学习重点：目标1.
学习疑点：目标1.
学习方法：自主学习，合作探究。
课前准备
1.19世纪早期_____________ 2.神圣的日子________________
3.玩得高兴______________ 4.忧郁星期一________________
5.停止做某事____________ 6.太。而不能。____________
7.过一个双休日周末_______________ 8.洗衣服_______________
9.在。的开始_____________________
知识点链接
1. in the 1800s 在19世纪
e.g. in the 1960s 在20世纪60年代 in the early1700s在18世纪早期 before 1800 在18以前
2.blue Mondays 忧郁星期一 blue 除了有“蓝色”外，还有“沮丧”的意思。
3.stop doing sth 表示停止正在做的事情。Stop to do sth表示停下正在做的事情而去做别的事情。
e.g. He stopped smoking .他停止吸烟。
He stopped to smoke.他停下手中的事情来吸烟。
4. too.....to......“太。而不能。”。当too前面用否定 词如never时表肯定。
e.g.He is too tired to walk on.他太累了不能继续走了。
It’s never too late to learn.活到老，学到老。
教学步骤
Step1 目标揭示，学法指导。
Step2 展示课前准备。
Step3 将重点短语勾画到书上。
Step4看1a, 完成1b.
Step5 合作学习1a.
Step6 教师点拨1a.
Step7 根据重点词组，逐段复述1a.
Step8 合作学习2a,2b，注意过去进行时。
巩固提高
一． 选择。
1. It’s too hard____ it by myself without your help.
A.not to do B.to do C.that I do D.doing
2.---Why didn’t you come to his birthday party yesterday?
---I ____a wonderful football match.
A. watch B.was watching C.am watching D.am going to watch
3.How are you going to spend the ____weekend?
A.two days B.two-day’s C.two-day D.two day’s
4.I felt tired, so I stopped ____.
A. work B.to work C.working D.to working
5.In China few people spend a day ____church during the Christmas.
A.of B.on C.at D.off
6.From four p.m. to six p.m. yesterday, I ___basketball with my classmates.
A. played B.was played C.was playing D.playing
二．句型转换。
1.Michael was making model planes this time yesterday.(对划线部分提问)
__________ _________Michael ________this time yesterday?
2. Students go to school for five days a week.(同义句)
Students go to school _______Monday ______ Friday.
3.I was watering the flowers when the phone rang .（改为一般疑问句，并作否定回答）
_______you _______the flowers when the phone rang?
_______, __________ _________.
4.Jim takes a bath every day.(用at that time 改写过去进行时)
Jim ________ __________ _____ ___________at that time.
三．阅读理解。
Tom was eight years old. He was a good boy. But he could not get up early. He slept until nine or ten o’clock in the morning. He was often late for school.
Tom’s mother didn’t want him to be late for school. So she bought him an alarm clock. She said to Tom, “You must get up at seven when you hear the clock ring.”
“Yes, mum,” said Tom. After that Tom got up at seven thirty when he heard the clock ring.
One day, his mother forgot to make the clock get ready to ring. And the next morning Tom didn’t get up at seven thirty. It was time for breakfast. Mother went to see him . Tom was in bed and his eyes were open.
“Why didn’t you get up?” Mother was angry.
“You told me to get up when I heared the clock ring. So I am waiting for the bell.”
1. Tom was a _______.
A.teather B.student C.worker D.driver
2.Tom’s mother bought him a clock because______.
A.he couldn’t get up on time B.it was very beautiful
C.it was Tom’s birthday D.he liked it very much
3.The clock rang at______.
A.6:30 B.7:00 C.7:30 D.8:00
4.What happened that day?
A.The clock was broken B.The clock didn’t ring
C.Tom was ill D.His father took the clock
5.Tom didn’t get up on time that day because he ______.
A.was waiting for the bell in bed B.didn’t want to go to school
C.didn’t want to have breakfast D.was ill
课后反思：
Unit 3 Topic3 SectionD
设计：谭莉 审核： 审批：
学习目标：1.听力训练。
2.复习过去进行时。
学习重点：目标2.
学习疑点：目标1.
学习方法：自主学习，合作探究。
课前准备
翻译。
1.洗碗____________ 2.看报纸_________________
3.上周星期天上午九点时你正在做什么？我正在洗澡。
___________________________________________________
4.上周星期天我去了公园。
_____________________________________________________
5. 你那时正在玩电脑吗？是的，我是。
_______________________________________________________
6. 请别挂断。____________________________
7. 我觉得他它一般般。_________________________________
8. 停止做某事___________ 9.多精彩的一天啊！____________
10.回家_______________
教学步骤
Step1目标揭示，学法指导。
Step2 听1，独立完成1.
Step3 合作完成2.
Step4 合作完成3，注意过去时和过去进行时的区别。
Step5 合作学习4a,4b.
巩固提高
一． 选择。
1.---May I speak to Jane? This is Maria.
---_____.She is in her bedroom.
A.Hold the line,please B.I am Jane C.Yes, I am. D.Speaking
2.---What ____you ____at this time yesterday?
---I was watching TV with my family.
A.are,doing B.were, doing C.do, do D.did, do
3.---Yao Ming is a great basketball player.
---____.Many people like him very much.
A.I agree with you B.I don’t agree
C.I don’t think so D.That’s OK
4.Don’t be angry ____me. I ‘ll study hard.
A.in B.on C.of D.with
5.Jim ___in class. So his teacher was very angry.
A.listened to teacher B.make faces
C.answered questions D.helped others
6.Don’t make him _____like that.
A.to walk B.walking C.walk D.walks
7.They came here in ____.
A.1980’s B.the 1980s’ C.the 1980s D.1980s
8.It’s time for class.The students stopped _____.
A.talking B.to talk C.talk D.talked
9.His sister is ____young ____carry the box.
A.much,to B.so, that C.too, to D.very ,to
10.---Don’t be late for class next time.
---Sorry,_____.
A.I won’t B.I will C.I do D.I am
二．完形填空。
Mr. Brown and his wife had a small bar near a railway station. The bar didn’t close 1 midnight because people came to drink while they were 2 for trains. So the business was good
At three o’clock one morning , a man was 3 sitting at the table in the bar. He was 4 . Mr. Brown’s young wife wanted to go to 5 . She looked 6 the man several times, but the man kept sleeping. Then at last she went to her 7 and said to him, “You have tried to wake that man several times, and he isn’t drinking 8 . Why haven’t you sent him away? It’s too 9 .”
“Oh, no, I don’t want to send him away,” he answered 10 a smile . “You know, each time I woke him up, he gave me five pounds. Then he went to sleep again”
1. ( ) A.when B.until C.as D.while
2. ( ) A.looking B.asking C.waiting D.getting
3. ( ) A.only B.also C.still D.just
4. ( )A.sleeping B.drinking C.talking D.thinking
5. ( ) A.home B.bed C.school D.work
6. ( ) A.for B.in C.around D.at
7. ( ) A.room B.either C.husband D.bed
8. ( ) A.too B.either C.anything D.everything
9. ( ) A.dark B.early C.cold D.late
10. ( ) A.in B.by C.for D.with
课后反思：
仁爱版英语八年级上册教案 篇五
教学目标
一、知识与技能
1. 掌握句型：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.
2. 熟练掌握本课短语：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle.
二、过程与方法
通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
教学重点
掌握句型：—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp. —Did you go with anyone? —Yes，I did. / No, I didn’t.
教学难点
掌握用过去时谈论假期的活动。
教法导航
通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。
学法导航
通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the class.
Step 2 Lead in
Ask questions about what students did last Saturday.
(1)Who went to the movies last Saturday? Point to one student who raises his or her hand. Sara went to the movies last Saturday. Repeat.Write this sentence on the board.
Underline the word went.
(2)Ask：Who visited a friend last Saturday?Point to one student who raises his or her hand.Carlos visited a friend last Write this sentence on the board. Underline the word “visited”。
Point to the words went and visited in the sentences on the board.Say：We use these words to talk about things that happened in the past. Write these pairs of words on the board：go–went, visit –visited. Ask: Can you point out the words that talk about the past?
This activity introduces the key vocabulary.
Step 3 Practice
1. Focus attention on the picture.Ask: What can you see?Say: Each picture shows something a person did in the past.Name each activity and ask students to repeat: went to the mountains, went to New York City, went to summer camp, visited my uncle，stayed at home, went to the beach, visited museums.
2.Point to the numbered list of activities.Say each one again and ask the students to repeat.
3.Now, please match each phrase with one of the pictures.Say：Write the letter of each picture next to the name of the activity.Point to the sample answer.
4.Check the answers.
Step 4 Listening
1.Point to the picture on the screen. Say: look at Picture A，Where did Tina go on vacation? Yes，she went to the mountains.
Ask:What did the person do in each scene? Say: There are three conversations. Play the recording the first time.
2. The people talk about what they did on vacation.Listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. Play the recording a second time.
3.Correct the answers.
Step 5 Pair work
Point out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student，Do a second example to the class. Then say：Now work with a partner, make conversations about the people in the pictures.As they talk，move around the classroom monitoring their work. Offer language or pronunciation support as needed.
Step 6 Listening
1.2a. Ask: Where did the people go on vacation? And then ask the students to listen carefully and fill in the chart. Play the recording twice and then check the answers.
2. Look at the form carefully, ask: Did the people do the following things? Then ask the
students to listen carefully and check the anwers. Play twice and ask the students to check the answers in pairs and then check the answers together.
Step 7 Role play
Look at the form again carefully and make role-play conversations among Grace, Kevin and Julie. Ask one or two groups to show the conversation first and then get the students to practice in groups.
初二年级上册英语教案仁爱版 篇六
第1课时 Section A 1a-2c
教学目标
一、知识与技能
1. 掌握句型：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.
2. 熟练掌握本课短语：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle.
二、过程与方法
通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
教学重点
掌握句型：—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp. —Did you go with anyone? —Yes，I did. / No, I didn’t.
教学难点
掌握用过去时谈论假期的活动。
教法导航
通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。
学法导航
通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the class.
Step 2 Lead in
Ask questions about what students did last Saturday.
（1）Who went to the movies last Saturday? Point to one student who raises his or her hand. Sara went to the movies last Saturday. Repeat．Write this sentence on the board.
Underline the word went．
（2）Ask：Who visited a friend last Saturday？Point to one student who raises his or her hand．Carlos visited a friend last Write this sentence on the board. Underline the word “visited”．
Point to the words went and visited in the sentences on the board．Say：We use these words to talk about things that happened in the past. Write these pairs of words on the board：go–went, visit –visited. Ask: Can you point out the words that talk about the past?
This activity introduces the key vocabulary．
Step 3 Practice
1. Focus attention on the picture．Ask: What can you see？Say: Each picture shows something a person did in the past．Name each activity and ask students to repeat: went to the mountains, went to New York City, went to summer camp, visited my uncle，stayed at home, went to the beach, visited museums.
2．Point to the numbered list of activities．Say each one again and ask the students to repeat．
3．Now, please match each phrase with one of the pictures．Say：Write the letter of each picture next to the name of the activity．Point to the sample answer.
4．Check the answers.
Step 4 Listening
1．Point to the picture on the screen. Say: look at Picture A，Where did Tina go on vacation? Yes，she went to the mountains．
Ask:What did the person do in each scene? Say: There are three conversations. Play the recording the first time.
2. The people talk about what they did on vacation．Listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. Play the recording a second time.
3．Correct the answers．
Step 5 Pair work
Point out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student，Do a second example to the class. Then say：Now work with a partner, make conversations about the people in the pictures．As they talk，move around the classroom monitoring their work. Offer language or pronunciation support as needed．
Step 6 Listening
1.2a. Ask: Where did the people go on vacation? And then ask the students to listen carefully and fill in the chart. Play the recording twice and then check the answers.
2. Look at the form carefully, ask: Did the people do the following things? Then ask the
students to listen carefully and check the anwers. Play twice and ask the students to check the answers in pairs and then check the answers together.
Step 7 Role play
Look at the form again carefully and make role-play conversations among Grace, Kevin and Julie. Ask one or two groups to show the conversation first and then get the students to practice in groups.
仁爱版八年级英语上册教学设计 篇七
Unit 1 Playing Sports
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.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.
Ⅱ. Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ. 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，引出生词。
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: …
(板书并要求学生掌握。)
term
T: We all know doing sports is good for our health. Now let’s 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 don’t.
T: How many players are there in the basketball team?
(板书并要求学生掌握。)
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. (教师帮助该生回答。)
(板书并要求学生掌握。)
volleyball
(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)
(板书，并让学生跟读，要求学生理解cycle, ski;掌握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 第二步 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，并使学生初步掌握be going to句型。
1. (利用plan to do sth.，导入“be going to+do”结构。)
T: I’m 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. (教师让几个学生说说明天户外活动的打算，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: I’m 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.
(教师视学生掌握的情况来决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, we’d love to./I’d love to.
(板书，让学生猜词义，并要求掌握。)
against, cheer, cheer ... on
(出示教学挂图，让学生看图片猜测对话内容，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 Michael’s 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，然后教师解释疑难点。)
(出示小黑板，领读关键词；解释并要求学生掌握almost和win。)
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win
Step 3 Consolidation 第三步 巩固(时间：10分钟)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1. (根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. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)
(教师先做示范，然后让学生两人一组练习。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: What about you, S2?
S2: I’m going to study math hard.
T: Oh, it’s 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, I’m afraid, homework, summer, play against, I hope
(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)
Example:
S4: Hi, S5.
S5: Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. 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. I’d 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。)
(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，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，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握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，要求学生掌握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 don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
(板书，教学生词，并要求学生掌握。)
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”句型的游戏。)
(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)
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, I’m 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，培养学生综合运用本课所学语法及重要句型的能力。
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?
Section A
prefer be going to + do sth.
cheer … on We are going to have a basketball game against Class Three on Sunday.
quite a bit / a lot Which sport do you prefer, cycling or rowing?
I prefer rowing.
Are you going to join the school rowing club?
Yes, I am./No, I’m not. I’m going to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. 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?
—I’m going to be a dancer.
3. Talk about the favorite sports and players:
(1)—What’s your favorite sport, Maria?
—Basketball, of course.
(2)—Who’s your favorite player?
—LeBron James. / I like Yao Ming best.
Ⅱ. Teaching aids 教具
图片/小黑板/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间：8分钟)
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用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. (教师询问学生新学期计划，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: I’m going to join an English club.
S6: I’m going to learn to play basketball. I want to be a good player.
S7: …
3. (教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?(教师指着图片问。)
S8: She is sleeping.
T: You’re 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，并要求掌握。)
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.
(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)
T: S11, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片，帮助学生理解。)
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
(板书，教学生词和新句型。要求学生理解dancer;掌握新句型。)
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
(让学生两人一组做类似操练。)
Step 2 Presentation 第二步 呈现(时间：10分钟)
呈现1a，继续学习be going to的特殊疑问句式。
1. (教师展示一些运动员的图片，如刘翔、姚明、迈克尔？菲尔普斯等，导入1a对话。)
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
(出示小黑板上的问题，听1a录音。)
(1)Who’s Michael’s favorite player?
(2)What is Michael going to be when he grows up?
(3)What’s Maria’s dream job?
(核对答案。)
2. (出示小黑板，依据1a完成表格。)
T: Read 1a and complete the information about Yao Ming in the table.
Player Yao Ming
Height
Play for
T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.
(板书并要求学生理解player, Houston Rockets;了解NBA。)
player
Houston Rockets
NBA
3. (再放1a录音，让学生跟读，并注意语音语调。)
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 巩固(时间：10分钟)
分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)
T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.
Example:
T: S1, are you ready? Please report.
S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.
Step 4 Practice 第四步 练习(时间：12分钟)
完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。
1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)
T: I have some photos of famous sports stars, who are they? Can you say something about them?
S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.
(板书并要求学生理解Olympic。)
Olympic
S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)
T: Do you know an active runner named Liu Xiang?
S3: Yes.
(板书，教学生词，并要求学生掌握single和active;理解runner和athlete。)
athlete, single, active, runner
T: Do you like him?
S3: Of course, I do.
T: OK. Do you know anything about him?
S3: …
(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)
T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the Athens Olympics and won a gold medal. But in the Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.
(板书，教学生词，并要求学生掌握break(broke), record, gold, give up;理解medal。)
break(broke), record, gold, give up, medal
(让学生回答问题，核对答案。)
2. (播放2a录音，让学生跟读，完成2b，并核对答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)
T: Please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame;
Phelps — eight — in swimming — first athlete — single;
Zhang Yining — table tennis players — twice
4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)
T: Please retell the passage according to the key words.
5. (播放3录音，完成短文。)
T: Now listen to the tape of 3. Complete the passage by yourselves.
(播放录音，核对答案。)
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 Project 第五步 综合探究活动(时间：5分钟)
通过制作自己喜欢的运动员的名片，学会描述一些运动员。
1. (小组讨论并制作自己喜欢的运动员的名片。)
T: Please make a card about your favorite sports player.
(教师出示小黑板上的表格。)
Name Card
Name
Gender
Age
Birthday
Country
Job
2. Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
Are you going to play basketball?
Section B
grow up What are you going to be when you grow up?
in the future I’m going to be a dancer.
play for What a shame!
give up
八年级英语上册Unit3 Topic2SectionA教案 (仁爱版英语八年级 篇八
教学内容：
仁爱版英语八年级上册Unit 3 Out Hobbies Topic 2 What sweet music ! Section A 63至64页。本课承接topic1爱好表达的基础上学习关于音乐的知识，该课主要学习感叹句的句型和部分与音乐相关的词汇，培养学生对音乐的喜爱，同时以
此为载体通过听说活动提高学生关于音乐相关话题的交际能力，并通过音乐欣赏等培养学生的音乐爱好及各项综合技能。
二、教学目标：
1. 知识目标：
（1） 能够听懂及正确朗读新单词和短语：concert, singer, instrument, violin, drum, hip hop ,lend sth to s b , borrow sth from sb ,What a pity !
（2） 能根据图、文等了解部分乐器。
（3） 能够朗读对话并了解文章大意 。
（4） 能够理解感叹句的句型，领会说话者对事物的情感态度，
2. 能力目标：
（1） 能根据关键词等进行听前及读前预测，提高听的能力。
（2） 通过听说活动提高学生关于音乐相关话题的交际能力。
3．情感目标
（1） 通过小组间良性竞争与合作，兵教兵的形式，培养友好互助的精神。
（2） 采用音乐视频，小对话，小表演，小竞赛等多种授课方式，激发学生主动学习英语的积极性。
三、教学重难点：
1. 学会听说读1a 。
2. 能够理解感叹句的句型并能简单的运用该句型。
2. 模仿1a, 于实际生活中表达参加音乐会的意图。
四、学情分析：
本课是关于了解部分乐器及谈论音乐会的内容，学生平时接触不多，且学生英语语言知识不够丰富，他们不完全能用英语表达，所以需要老师的指引。另外自己所授的班级学生、老师彼此都陌生，需要老师多营造氛围，多鼓励学生。
五、教学策略：
本节课采取直观教学法，听说法，启发教学法和任务型教学法等。
课前需要准备：PPT课件，课前导学预习练习。
六、教学过程；
[ 教学流程图 ]
[ 具体教学过程 ]
教学环节 教师活动 学生活动 活动目的
Step1．
Warm-up and lead in
Step2．
Presentation
Step3
Consolidation
Step4
Summary
Step5
Homework 1.老师播放一段音乐视频
2.出示课题及教学目标。
3..检查学生课前预习情况，进而教授新单词及短语。
1. Look at the picture ask and answer，and then finish p64. 2
2.Listen to the radio, and number the pictures
3. listen to the short conversations and choose the right answers
4.Listen to 1a twice and fill in the blanks
5. Read 1a together and act it out .
6.key point: find out exclamations and lead the students find out the structures .
1.Show some pictures to practice the exclamations
2.Show a poster of Jay Zhou, discuss in group and then make up a conversation similar to 1a and act it out.
3. Choose your lucky number to do some exercises .
1.Have learn some new
words： concert , lend , singer, violin , drum , instrument , hip hop . concert, singer, instrument, violin, drum, hip hop ,lend sth to s b , borrow sth from sb ,What a pity !
2. Exclamation(感叹句) ：用what 和 how 引导的感叹句。
3. Talk about the concert with classmates
1. Read 1a aloud.
2. Make a poster of concert with your classmates .
1.师生互相打招呼并问答。
2.组长及个别学生汇报完成情况。
3.学生学习新单词
1.学生看图片，完成2的填单词
2.听录音给图片标序号。
2.听录音，完成听填信息
3. 汇报答案。
4.学生听录音跟读1a.。
5. 学生齐读课文
6. 小组分角色朗读课文。
7.小组分角色朗读检测。
8.找出文中的四个感叹句，师生问答及小组讨论总结感叹句的结构。
1.根据图片提示信息，用how或者 what 操练感叹句。
2. 通过游戏挑战做题，增加课堂乐趣
3.选幸运数字抢答题
学生回顾知识点 1.教师让学生感受音乐，引出课题及让学生明确学习目标。
2.通过前置学习情况检测，明确学生存在问题。
1.了解乐器，为下文做准备。
2.新单词学以致用。
3.设置短文小对话，考验学生听力捕捉关键信息的能力。
4.设置听填信息表格，提高学生听与写的能力。
5.跟读录音，让学生注意语音，语调，语速
6小组自读与分角色朗读，让学生学会合作与互助交流。
7.让学生善于总结规律，更好的把握知识重难点。
1.对课文进一步的巩固加深解决重难点。检测学生语言的输出情况。
2.利用抢答加分，提高学习乐趣。让学生体验成功的快乐。
让学生梳理与回顾本节课的学习目标及重难点。
七、板书设计：
Unit 3 Topic 2 What sweet music !
Section A
感叹句结构
How + 形容词 !
What + a + 形容词 + 可数名词单数 !
What + 形容词 + 可数名词复数 !
八年级上册英语的教学计划仁爱版 篇九
一、指导思想
虽然大部分学生在小学已经接触到了英语，但是因为小学不太重视英语，尤其是农村小学，所以造成了孩子们两极分化，学习积极性低。到了初中之后，我们最紧要的任务就是激发孩子们学习英语的兴趣，帮助他们找回自信心，克服困难。所以除了在思想上引导之外，还要在教学上有针对性、有目的、有计划的上好课，那么制定科学合理的教学计划是非常必要的。
二、教材分析
今年的初一英语教材使用的依然是人教版的“Goforit”，但是比以往的教材有了很大的改变，比如以前“Goforit”教材有一个比较明显的编排特点，那就是每单元由SectionA，SectionB和SelfCheck三大版快组成，同时每个版快又由a，b，c三小部分构成，每一部分除了有听力训练，还有pairwork，SectionB中的3a，3b主要是培养学生的读写能力；八年级下才开始增加学生的阅读，在这之前教材中一直都没有对学生的阅读体现要求。改版之后的“Goforit”，主要变化有
1、七年级就开始有了少量的简单的阅读，使得阅读循序渐进。
2、教材中各个单元的前后顺序做了更加合理的调整包括本册书中不同单元的前后调整或者上下册中不同单元的顺序的调整等，如原来是Isthisyourpencil?这一单元在前，而Thisismysister。这一单元在后，让学生在没有学习thisis这样的句型的肯定结构时就先见到了它的疑问结构。
3、内容适当删减，如七年级上原来是Stater三个单元，正式单元又有12个单元，共15个单元。但是在改版之后，正式单元只有九个了，其它三个单元都挪到了下册书中。单词量也比改版前少了一些。
4、每单元的内容也有所改变。如原来每个单元分为SectionA、SectionB和Selfcheck三个部分，现在只分为SectionA和SectionB两部分，Selfcheck并入到SectionB中。并且每个部分除了a、b、c三个部分之外，又根据需要在不同的地方增加了d、e和f部分。
三、学生基本情况分析
虽然大部分学生在小学已经接触到了英语，但是因为小学不太重视英语，尤其是农村小学，所以造成了孩子们两极分化，学习积极性低。到了初中之后，大多数同学基于零基础的状态，听、说、读、写的能力都很差，有的同学甚至连简单的课堂用语也听不懂，更不用说用英语表达了。这就需要老师在教学过程中因材施教、循循善诱。教师不仅要帮助孩子从零基础起步，而且还要想办法激发孩子们学习英语的兴趣，帮助他们找回自信心。
四、教学措施
1、认真备课、上课，增强课堂教学的趣味性，如我采用让学生小组合作对话、表演、歌曲、顺口溜等方法，让学生重新对英语感兴趣，尽量减少小学英语学习对中学英语学习的影响。
2、批改和辅导。尽量面批面改，教会学生怎样做初中的英语作业，怎样改正自己做错的作业，并根据学生作业的反馈情况进行不同程度的辅导和加强，帮助学生养成认真做作业的好习惯。
3、测试。测试是考察学生对所学知识掌握的情况，单词是每天都听写当天或者是前一天所学单词，多则两页，少则一页。教师亲自批改，要求每个同学都必须过关。没学完一单元内容，都会进行相应的一整个单元的单词听写、句子听写、语篇背诵和单元综合测试。并且把考核的结果以优秀成绩获得小红星的方式展示在墙上的英语比拼栏中。不同层次的学生标准可不完全相同，为的就是让每位同学都有机会获得小红星。学期末会把考核结果统计，对优秀获得者给予一定的物质奖励。用这种方式不仅达到了考核学生学习的情况，还能激发学生学习兴趣。
初二年级上册英语教案仁爱版 篇十
一、知识与技能
1. 掌握重点句型：How was your vacation？Where did you go? Did you go out with anyone？
2. 理解并掌握几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。
3. 熟练运用句型：Did you …?
二、过程与方法
学生通过上一节课的学习，对where引导的过去时态的特殊疑问句已经掌握，能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观
教育学生渗透合作精神和社会公德意识。
教学重点
掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?
教学难点
能用句型Did you …?提出尽可能多的有关过去假期的问题。
教法导航
创设情境，让学生自己总结规律，思考，讨论，最后得出结论。创设英语语言氛围，使学生能较快地融入到英语语言学习的情景中来。
学法导航
自主学习，独立思考，小组讨论，同桌合作，完成学习任务。
教学准备
视频，图片，多媒体。
教学过程
Step 1 Greetings
Greet the class as usual.
Step 2 Revision
Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.
Step 3 Role play
The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.
Step 4 Grammar Focus
Review the grammar box. Ask students to say the questions and answers.
Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.
Step 5 Game
Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.
Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.
Step 6 Practice
3a Fill in the blanks with the words in the box and practice the conversation.
3b Fill in the blanks in the e-mail mestudentsage with the words in the box.
After checking the answers, get the students to read them aloud.
Step 7 Group work
Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results.
Step 8 Homework
Ask your classmates as many questions about their last vacation as possible.
课堂作业
Fill in the blanks.
1. Where ___ you ___ (go) on vacation?
2. I ___ (go) to New York City.
3. —___ you ___ (go) out with ______? —No. No one was here. Everyone was on vacation.
4. —Did you buy _______ special? —Yes, I _______ (buy) something for my father.
5. —___ was the food? –Everything tasted really good!
参考答案：1. did, go 2. went 3. Did, go, anyone 4. anything, bought 5. How
教学反思
为了避免语法学习的枯燥，本课设计了几个小组活动和小游戏，让学生在不知不觉中就掌握了知识，学习效果较好。
仁爱英语八年级学案(仁爱版八年级英语上册学案设计 篇十一
仁爱版八年级英语上册教学工作计划
一、教材概况及新课标分析
我校使用的八年级下册英语教材，是北京仁爱教育研究所编著的《Project English》共计四个单元，十二个话题，具体内容是：
UNIT 5 Feeling Happy
Topic 1 Why all the smiling faces?
Topic 2 I feel better now.
Topic 3 Many things can affect our feelings
UNIT 6 Enjoy cycling
Topic 1 We are going on a spring field trip.
Topic 2 How about exploring the Ming Tombs?
Topic 3 Bicycles are popular.
UNIT 7 Food Festival
Topic 1 We are preparing for a food festival.
Topic 2 Cooking is fun
Topic 3 Welcome to our food festival!
UNIT 8 Our clothes
Topic 1 What a nice coat!
Topic 2 Different jobs require different uniforms
Topic 3 Letldquo;so that ldquo;预习----展示----反馈”的三环节制定课时计划，课时计划采用集体备课的方案，设计体现实用性、开放性，充分了解学生学习情况，把握教材重难点，始终体现学生的探究、合作，发挥学生的主体地位
具体步骤如下：
第一步，主备人根据备课计划提前备好课，一式四份，并在每周五下午之前分发到八年级英语教师手中。
第二步，八年级英语学科组定于每周五下午进行对主备人提供的教学计划集体讨论，有学科组长主持，先由主备人介绍备课思路，教学设计的意图，重难点如何突破，其他成员补充，每位成员讨论时可以结合自己对教材的。理解和本班学生的实际发表观点和意见。
第三步，根据周五的集体研讨，每位成员根据主备人提供的课时计划进行修改，删减或增添部分教学环节，形成自己最终的教学计划，在本人上课时，个人还可以根据出现的新情况对教案适当调整，教案使用后自己保存，并按时装订成册，上缴档案室。
主备人在设计教学计划时，应注重以下几点。
第一、体现分层设计方案，以小组为单位，合理分组，设置不同的教学任务和目标，不但让基础好的学生有发挥的余地，培养他们的实践能力、创造能力，而且让基础差的学生获取语言知识，获得学习兴趣，逐步帮助他们树立自信心。
第二，教学计划要具有开放性，以学生为中心设计教学方案，遵循让学生在活动中学习，在质疑中探索、创新极大限度的发挥学生的主动性，合理及时利用教师的点拨和启发。
第三，教学的设计体现任务，在教师引导下，通过各种形式来完成任务，在做中学，注重学生活动的过程，学习的过程，设计一定要有利于促进学生的综合运用语言的能力，在听说读写各方面都能得到发展。
仁爱版七年级英语上册教案 篇十二
Section A (1a—2c)
【学习目标】：1、熟练掌握本课6个单词。
2、学会询问他人姓名及介绍他人姓名。
3、能听懂有关谈论他人姓名的对话并进行自由交际。
【学习重点】： 询问他人姓名及介绍他人姓名的句型。
一、自主学习(教师寄语：Knowledge is power.)
学习任务一： 熟练读 写本课6个单词。
1.个人自渎，记忆本课单词。
2.小组互相检查单词读写情况。
3.根据汉语写出下列英语单词并展示。
学习任务二： 运用句型：What's his / her name?
His / Her name is .... 进行自由交际。
1.小组合作，理解并熟读下列短语，并写出汉语意思。
my nane ( ) your name ( )
his name ( ) her name ( )
2.个人理解下列对话，并且两人合作练习。
A：Hello! What's your name?
B：My name is Gina.
A：Nice to meet you.
B：Nice to meet you,too.
A：What's her name?
B：Her name is Jenny.
3.小组合作，练习自己的对话。
4. 对抗组开展竞赛，展示自己的对话。
学习任务三： 听听力完成2a,2b.
1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方。
2.听听力，给四幅图画编号。
3. 小组为单位，熟读2b中的名字。
4.听听力，完成2b.
二、合作共建(教师寄语：Many hands make light work. )
讨论下面两句话如何用英语表达。
1.他叫Bob.
2.她叫Jenny.
三、系统总结(教师寄语：No man can do two things at once.)
根据提示，完成下列问答。
_______ _______
What's _______ name? _______ is ....
_______ ________
四、诊断评价
1、 写出下列短语。
(1)我的时钟 (2)你的问题
(3)他的名字 (4)她的回答
2、 根据句意及首字母补全单词。
(1)_________ is your name ?
(2)Nice to m________you.
(3)His a _________is good.
(4)L______! His clock is beautiful(漂亮的) .
三、选择
1. _______, What's his name? His name is John Green.
A. Hi B. Oh C. Sorry D. OK
2. She is a girl(女孩).What's ______ name?
A. her B. she C. she's D.his
五、【课后反思】(教师寄语：Never do things by halves)
第3课时 Unit 1 My name 's Gina (总第3课时)
Section A 3a —4
【学习目标】：1、熟悉掌握本节课的六个词汇。
2、正确辨别英文名字的姓和名，以及和中文名字的差异。
3、 学会询问他人名和姓的句型。
【学习重点】：掌握询问他人名和姓的句型。
【学习过程】：
一、自主学习(教师寄语：Knowledge is power.)
学习任务一： 熟悉掌握词汇。
1、 个人自读，记忆本课单词。
2、小组相互检查 单词读和写的情况。
3,、据汉语写出单词，小组竞赛并展示。
学习任务二： 能运用句型：What's your first name ?
My first name is....
What's your last name?
My last name is...进行交际。
1、试读下列姓名，尝试总结归纳。
Gina Miller
First name :________ Last name: ________
完成 3a .(让对抗号在黑板上展示)
2、理解下列对话，两人合作练习。
A: Hello! What's your name?
B: My name is Jack Smith.
A: What's your first name ?
B: My first name is....
A: What's your last name?
B: My last name is...
3、小组合作，练习自己的对话。
4、 对抗小组开展竞赛，展示自己的对话。(完成3b)
二、合作共建(教师寄语：Many hands make light work. )
学会了询问他人的名和姓的句型后，能否用his/her做替换练习。
三、系统总结(教师寄语：No man can do two things at once.)
1、 总结你所知道的名和姓。
2、自己编写一个询问他人姓和名的小对话。
四、诊断评价 (一) 用所给词的适当形式填空。
1. Nice to meet ______(your).
2. _____(she) name is Helen Black.
3. His family name _____(be) Mr Green.
4. ______(be) you Mr Green.
5. Hi, I _____(be) Lily.
(二) 据汉语完成句子
1. Brown 是他的姓氏。 Brown is ______________name.
2. 她的名是什么？ ____________________name?
3. 你好，我是杰克。 Hi, ________Jack.
4. 我的钢笔是黑色的。 _____pen is ______.
5. 他的名字是吉姆。 _______________Jim.
(三)根据上下文完成对话。
A: Hello!
B: ________!
A: I'm Gina,________________?
B: My name is Linda Brown.
A: Is Linda your last name?
B: No.Linda is my __________. And Brown is ___________.
A: Nice to meet you.
B: ____________________.
五、【课后反思】(教师寄语：Never do things by halves)
仁爱英语八年级上教案范文 篇十三
Unit 1 Sports and Games
Topic 3 Which sport will you take part in?
Section A
重点活动是1a和2a。
教学目标：
1.谈论如何申请加入英语俱乐部和加入英语俱乐部的原因。
2.谈谈外国人在北京的感受。
3.练习一般将来时。
教学过程：
第一步：复习
1. 谈论自己所喜欢的体育运动和运动员。
My favorite sport is... My favorite sport player is ... He / She is from...
2.介绍自己每天以及每个星期的体育锻炼情况。
I get up at six o’clock in the morning. Then I run for about twenty minutes...
3.老师提问：
Why do we exercise? (我们为什么锻炼身体？) The students may answer:
We want to be strong/healthy/tall...
老师继续问同学：
Do you know why I exercise every day? Can you guess?
找几个同学猜测之后，老师手举2008年北京奥运会会标图片， 向同学们说：
Because Beijing will host the 2008 Olympics. We must exercise and learn English well. 引入第二步。
第二步： 呈现
1. 老师向同学展示图片：
使用图片教学生词host, Olympics。 领读： Beijing will host the 2008 Olympics.然后同学一条龙快速说出： Beijing will host the 2008 Olympics.
2. 老师向同学展示1b的卡片， 向大家介绍：
This is a form. Can you fill the form out?
同学之间进行简单的小对话，学习生词和短语 form, fill out。 如：
A: Can you fill the form out?
B: Yes, I can./No, I can’t.
3. 老师向同学展示课本2a上的人物图片，学习生词 foreign。老师问：
A: Are they Chinese?B: No, they aren’t.
老师向同学解释：They are foreign friends. Now they are in Beijing.
4. 老师问同学：
What languages do the foreign friends speak? 同学可能回答：
They speak Chinese. / They speak English.
老师紧接着问：
Why do you learn English? 同学可能回答：
Because I like English./ Because English is important./ Because Beijing will host the 2008 Olympics.
5. 听1a的录音，回答问题：
What does Fan Zhiwei do?
What does he want to do?
Why does he want to learn English?
读对话，完成1a。
6.根据1a学生双人活动，回答问题：
What’s his cellphone number?
What’s his e?mail address?
Why does he want to join the English club?
7.学习生词e?mail, address, reason。
8.独立活动， 填空完成1b,让学生汇报答案。
第三步：巩固
1. 放录音1a, 学生跟读，用铅笔标重读与语调。
2. 擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对。
3. 人机对话，即学生和录音机对话。
学生两人一组表演1a。
你们知道Alex,Mozum,Rui和Carol想做什么吗？
2. 四人小组活动， 分别扮演：Alex, Mozum, Rui和Carol。讲述自己来到北京，想要做的事，完成2a。
3. 每组同学派一名代表到前面介绍本组同学来到北京最想做的事情，完成2b并学习生词maybe。
Maybe Li Mei will go to the Roast Duck Shop. Because Beijing Duck is her favorite 18food.
Maybe Wang Jian will visit Beijing Hutongs. Because he is interested in old Beijing.
第五步：活动产品
写一个自己最想去的地方并说明原因。如：
I want to go to Beijing. Beijing is the capital city of China. There are many
interesting places and the people there are friendly. Beijing Duck is very delicious. The most important reason is that Beijing will host the 2008 Olympics.
仁爱版英语八年级下册教案 篇十四
一、教学目标
1. 教学目标
1) knowledge objects知识目标
in this unit, students learn to talk about personal traits and how to compare people. 学习谈论人的个性特征和如何比较人的个性特征。
learn the rules of changing adjectives into comparative degree. help to use comparative degree to compare two people. 学习把形容词变比较级的规则， 帮助他们用形容词的比较级比较两个人。
2) ability objects能力目标
to train the students ability of listening, speaking, reading and writing. to train the students ability of communicative competence. 培养学生听说读写和交际能力。
3) moral objects德育目标
to have students understand people have quite different traits, but they should overcome the bad habits and keep good healthy habits. to encourage students to be brave, honest, kind people. 让学生理解不同的人有不同的个性，他们要改变不良习惯，保有健康习惯。鼓励学生要勇敢，诚实，友善。
2. 学习完成任务所需要的语言：
1) 复习表示个性特征形容词：tall, thin, short, longhair, short hair, funny, serious, outgoing
2) 其他词汇：different, hair, heavy, heavier, quiet, quieter, same, serious, shorter, taller, thinner, twin, wild, wilder, calmer, smart, smarter, more than, more athletic , more popular, twin, both, be good at
3) 句子：学习用比较级比较人
tina is taller than tara.
pedro is funnier than paul.
tom is more athletic than sam.
we're both short.
is that sam?
no, that's tom.
he has shorter than tina.
is that tara?
no, it isn't. tara's shorter than tina.
3. 完成课本第31页1a, 1b, 1c, 2a, 2b, 2c和grammar focus的教学任务。
二、教学环节
1. lead in and revision
t: i'm very glad to see you again. do you remember what adjective words can describe people? 大家还记得我们以前学过的描述人的形容词吗？(出示幻灯片图片，让学生按座次依次说出描述人的形容词，所说单词顺序为：funny / humorous, easygoing / outgoing, serious, quiet, generous / mean, friendly / unfriendly, moody, smart, kind, shy, tall / short, thin / heavy, long hair /short hair)
(老师叫4-5个学生上台，描述学生的特征) t: what does tom look like?
s1: he is very fat.
t: what about sally?
s2: she is thin and has long hair.
t: would you say something about bill?
s3: i think he is funny.
t: make a simple drawing of a boy and a girl on the board. make the boy tall and make the girl a little taller than the boy. write the name judy under the girl and the name bobby under the boy. then compare judy and bobby and ask students to repeat the sentences: bobby is tall. judy is tall, too. judy is taller than bobby.
(拿两把尺子，比较长度) then bring out two rulers of different length. t: this is a ruler. it's bobby's. (longer) this is judy's ruler. (long) bobby's ruler is longer than judy's.
2. new words
(call two students who are good at basketball to stand up and ask the students) t: do you think they're good basketball players?
ss: yes, we do.
t: who are athletic?
ss: both.
t: who are more athletic?
ss: victor is.
(把“athletic”写在黑板上。write “athletic” on the bb. 引导学生将该词变比较级。) t: how to change it into comparative degree?
s1: more athletic.
t: see the picture on the screen. (athletic – more athletic 读该词和该比较级的读音。) ok. read after me. “athletic, more athletic”。
ss: athletic, more athletic.
(看屏幕，比较郑秀文和张柏芝的头发长度。) t: look at the two photos of the singers, say something about their hair.
s1: sammy has shorter hair than miss zhang.
s2: miss zhang has longer hair than sammy.
show some new words on the screen. and change them into comparative degrees.
more adv. (构成含有三个或三个以上音节的大多数形容词及副词的比较级)更；更多的，更大的
than adj. (后接表示比较级的第二部分)比
calm adj. (心情)镇静的；无忧虑的
wild adj. 卤莽的；轻率的
read the new words to students and ask them to repeat. t: more.
s1: more.
t: than.
s2: than.
t: calm.
s3: calm.
t: wild.
s4: wild.
3. 1a
t: now please open your books at page 31. first, look at the picture. how many people are there in the picture?
ss: nine.
t: please tell me their names?
s: yeah. pedro and paul, tom and sam, tara and tina.
t: very good! maybe they're having a concert. there are three teachers under the stage. do you see the twins?great! who is taller, pedro or paul? ask the students to repeat the following sentences:
tina is wilder than tara.
tara is calmer than tina.
sam is wilder than tom.
sam has longer hair than tom.
tom is calmer than sam.
tom has shorter hair than sam.
pedro is heavier than paul.
paul is thinner than sam.
tell students to draw lines between the words of the opposite meanings. for example, tall and short. ask students to do this activity individually. then check the answers. answers: tall-short , longhair - short hair, thin-heavy, calm – wild (this activity introduces the key vocabulary.)
仁爱版英语八年级下册教案
仁爱版英语八年级上册知识点 篇十五
Topic1 I’m going to play basketball.
【重点单词】
1. healthy(同义词)fit(名词)health
2. win(过去式)won(名词)winner
3. ski(现在分词)skiing
4. famous(比较级)more famous
5. arrive(同义词)reach
6. leave(过去式))left
7. popular(最高级)most popular
【重点短语】
1. during the summer holidays在暑假期间
2. between…and…在两者之间
3. cheer sb. on为某人加油
4. prefer doing sth.更喜欢做某事
5. quite a bit/a lot很多
6. plan to do sth.计划做某事
7. have a skating club举办滑雪俱乐部
8. go skating/skiing/bicycling/climbing/hiking去滑雪/滑冰/骑车/爬山/远足
9. arrive in/at到达
10. play against…与……对抗/较量
11. for long很久
12. leave for…动身去…
13. the day after tomorrow后天
14. China’s national team中国国家队
15. play baseball打棒球
16. at least至少
17. What a shame! 多羞愧！
18. be good at善于做某事
19. take part in参加
20. all over the world全世界
21. be good for对……有益
22. a good way一种好方法
23. keep fit/healthy保持健康
24. relax oneself放松某人自己
【重点句型】
1. What’s your favorite sport? = What sport do you like best? 你最喜爱的运动是什么？
2. Which sport do you prefer? = Which sport do you like better?你更喜欢什么运动？
I prefer skating. = I like skating better. 我更喜欢滑雪。
3. Do you skate much? = Do you often skate? 你常滑雪吗？
4. She spends at least half an hour in the gym every day. 每天她至少花半小时在体育馆。
5. She plays baseball pretty well and she is also good at jumping. 她棒球打得相当好而且擅长于跳。
6. What kind of sports do you like? = Which sport do you like? 你喜欢哪种运动？
7. Would you like to come and cheer us on? 你愿意来为我们加油吗？
8. What are you going to be when you grow up? 当你长大后做什么？
9. There is going to be a school sports meet next month.下月有一场运动会。
【考点详解】
1. see sb. do sth “看见某人做了某事” 强调动作的全过程；
see sb. doing sth. “看见某人正在做某事” 强调动作正在进行。
如：I saw her go across the street. 我看见她过了马路。
I saw her going across the street. 我看见她正在过马路。
2. join sb. 表示 “加入某人的行列”“和某人在一起”
join + 组织 表示 “加入某个组织”
take part in 表示 “参加某个活动”
如：Will you join us?
I will join the skiing club.
She is planning to take part in the high jump.
3. arrive in + 大地点
arrive at + 小地点
get to + 地点 = reach + 地点
如：My uncle arrived in Beijing yesterday.
I arrived at the Great Wall. = I got to the Great Wall. = I reached the Great Wall.
注意：reach here/there/home = get here/there/home = arrive here/there/home
4. leave… 离开……
leave for… 动身去…/离开到…
如：They are leaving Beijing tomorrow. 明天他们要离开北京。
They are leaving for Japan the day after tomorrow. 后天他们要前往日本。
5. a few“几个，一些” 修饰可数名词
a little“一点点” 修饰不数名词
如：There are a few eggs in the basket.
There is a little water in the bottle.
6. how long 表示“多久(时间)”; 提问时间段。
how often 表示 “多常； 多久一次”; 提问时间的频率。
如： They will stay in Beijing for a week. → How long will they stay in Beijing?
He plays basketball twice a week. → How often does he play basketball?
7. be good at (doing) sth. = do well in (doing) sth. 擅长于(做)某事 如：She is good at (playing) baseball. = She does well in (playing) baseball.
8. make sth/sb + adj. 使某物(某人)在某种状态
keep …sth/sb + adj. 保持某物(某人)在某种状态
如：Playing soccer can make your body strong.
Swimming can help to keep your heart and lungs healthy.
【重点语法】
一般将来时
1. be going to 结构
① 表示主语计划、打算做某事。这种打算常经过预先考虑并含有自己做好某些准备的意思，因此通常认为用be going to表达的行动很可能会见诸实践。
I’m going to play basketball with my classmates this Sunday.
我打算本周日和同学们一起打篮球。
She is going to buy a sweater for her mother.
她打算为她妈妈买一件毛衣。
②表预测，指根据迹象推测，而且马上或很快就要发生。
Look at those clouds. It’s going to rain.
瞧那些乌云！快要下雨了！
2. will + 动词原形
表示单纯的将来事实，常与表将来的时间状语如：tomorrow, soon, later, next time(week/month/year…)等连用。will not = won’t; 缩略形式为’ll.
① 表示作出立即的决定。这种意图并未经过事先的考虑或计划，是临时的一种决定。
---Please put your things away, Tom. 汤姆，把你的东西收拾好。
---I’m sorry. I’ll do it right away. 对不起。我马上就去做。
② 表示预测。指说话人对于将来的看法、假设和推测。
I’m sure our team will win next time. 我确信下次我们队会赢。
Maybe she will go to the gym. 也许她会去体育馆。
③ 表示许诺。
I’ll do better next time. 下次我会做得更好的。
I’ll visit you tomorrow. 明天我会去看你的。
句式：肯定句：I/She/He/They will go to play baseball soon.
否定句：I/She/He/They won’t go to play baseball soon.
一般疑问句：Will you/she/he/they go to play baseball soon?
回答：Yes, I/she/he/they will. No, I/she /he/they won’t.
3. 动词plan, come, go, leave等瞬时动词用现在进行时表示将要发生的事。
I’m coming. 我就来。
He is leaving for Shanghai. 他将到上海去。
We are going to Beijing. 我们将去北京。