最新[汇编]人教版新目标八年级下全册英语说课教案名师优秀教案.doc

汇编人教版新目标八年级下全册英语说课教案Unit 1 Will people have robots ?单元教学目标: 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 的用法. 5、学习一般将来时态的相关知识，学会对未来进行预测. 单元重难点: 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 . 第一课时 课前准备: 教师:录音机、所学物品的图片。 学生:英语点金教练、练习本及相关的学习用具 教学步骤: Step 1 Leading in(导入话题，激活背景知识)(导入话题，激活背景知识) 1.Greetings: Welcome to school . Whats the date today ? Whos on duty today ? Do you enjoy your winter holiday ?(你喜欢你的寒假吗,) Do you finish your Homework(家庭作业) ?(你完成你的假期作业了吗,) Do you want to live on the moon ?(你想去月球吗,) Can you guess what will happen in ten years ?(你能猜出十年后将会发生什么吗,) Collect the Ss answers and say something about their predictions . Step 2 Pre-task(任务前活动) SB 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 themselves . 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-task(任务中活动) SB 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 .(放录音，两次) 4.Play the tape a third time .At 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 . 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-task(任务后活动) 1、Point to the example in the sample dialogue .Practice reading . 2、Look at activity 2b .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(家庭作业)(家庭作业): 1、Make predictions about yourself in 10 years .Write down 5 sentences . 2、Go over the new words . 教学后记: 第二课时 课前准备: 教师:录音机，所学物品的图片。 学生:英语点金教练及相关的学习用具 Teaching procedures(教学步骤) : Step 1 Leading in(导入话题，激活背景知识) (导入) 1.Greetings and free talk . 2.Check their Homework(家庭作业) :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)Step 2 Pre-task(任务前活动) 1.Go over what we learnt yesterday .(复习昨天所学的知识) 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-task(任务中活动) SB Page 4 , 3a . 1.Point 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 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-task(任务后活动) 1. Write about yourself . With the 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(家庭作业) : Draw a picture of the city in 20 years .Describe it to the class . 教学后记: 第三课时 课前准备: 教师:录音机，所学物品的图片。 学生:英语点金教练及相关的学习用具 Teaching procedures(教学步骤) : Step 1 Leading in(导入话题，激活背景知识) 1. Greetings . 2. Say yourselves :five years ago , today and in five years . 3. Check the Homework(家庭作业). Step 2 Pre-task(任务前活动) SB 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. 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-task(任务中活动) SB Page 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 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-task(任务后活动) 1. Read the instructions . 2. Pairwork. One is Alexis, one is Joe . 3. Point out the example in the 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(家庭作业): 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: 第四课时 课前准备: 教师:录音机，所学物品的图片。 学生:英语点金教练及相关的学习用具 Teaching procedures(教学步骤): Step 1 Leading in(导入话题，激活背景知识) 1. Greetings . 2. Ask two Ss to say sth about Joe . 3. Check their Homework(家庭作业) . Step 2 While-task(任务中活动) SB 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 .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 reading the paper .The other Ss guess who wrote it . Step 3 Post-task(任务后活动) SB 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(家庭作业): 1. Finish selfcheck as their Homework 2. Go over the words in this unit . 教学后记: 第五课时 课前准备: 教师:录音机，所学物品的图片。 学生:英语点金教练及相关的学习用具 Teaching contents: Reading :Do you think you will have your own robot ? Teaching procedures(教学步骤) : Step 1 Leading in(导入话题，激活背景知识) 1. 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. Tell your partner what you know about robots . Step 2 Pre-task(任务前活动) SB 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 the passage . Step 3 While-task(任务中活动) SB Page 8 . 1. First let Ss scan the passage for the main idea . 2. Explain something . (1)help sb with sth /do sth (2)do the same as (3)make sb do sth (4)It takes /took /will take 3. Ask a few comprehension questions around the class . 4. Read the passage by the Ss . Step 4 Post-task(任务后活动) 1.Go 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(家庭作业): 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 Chinese . 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 1 Will people have robots? I. Analysis of the Teaching Material 1. Teaching Aims and Demands (1) Knowledge Objects: In this unit students learn to make predictions. (2)Ability Objects: To improve students ability of listening, speaking, reading and writing. (3)Moral Objects: The important thing in life is to have a great aim, and the determination to attain it. 2. Teaching Key Points: Introducing the key vocabulary and target language. 3. Teaching Difficulties: There will be fewer trees. There will be less pollution. robot, free time, more, less, fewer, building, pollution, ago, will, won't, high school, college, sports car, childII. Teaching Time: Six periods Section A Additional materials to bring to class map of the world Language goal On the board write a simple time line showing four dates: today's date, a date exactly one year from now, a date five years from now, and a date ten years from now. Point to the date one year from now and ask students, What will be different in your life one year from now? Ask some specific questions such as, Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Under that date, write some of the things that will be the same and different for students a year from now. For example, Carlos will have a dog. Kike will be in Ms Brown's class. Repeat the procedure with the dates five years and ten years in the future. Ask other questions to help students think ahead. For example, Will you live in this town five years from now? Will you be in college? Will you have a job five years from now? What job will you have ten years from now? Will you have children ten years from now? After you write the students' predictions, underline the word will in each one. 1 a This activity introduces the key vocabulary and the idea of making predictions. Point to the time line on the board and extend it out to 100 years in the future. Say, In this activity we're going to talk about more than five or ten years in the future. We're going to talk about 100 years in the future. Read each prediction to the class. Stop to introduce and explain new vocabulary items. For example, point to the picture of the robot in the book and ask students to repeat the word. Point out several countries on a map of the world and say, All these countries will be one country. Read the instructions. Point to the columns of As and Ds and say, A means agree, 0 means disagree. Check D if you think the sentence will not be true. Check A if you think the sentence will be true. As students work, move around the room answering any questions students may have. Talk about the answers with the class. All students will probably not have the same answers. Point out the example in the speech hubbies and ask two students to read it to the class. Help students make their own statements using language from the example. 1b This activity gives students practice in understanding the target language in spoken conversation. Read the six predictions to the class or have a student do it. Read the instructions to students. Say, As you listen, circle the things you hear on the recording. Play the recording the first time. Students only listen. Play the recording a second time. This time say, Now listen to the conversation again. The people are making predictions about the future. Circle the predictions they talk about on the recording. Correct the answers. 1 c This activity provides guided oral practice using the target language. Read the Instructions. Ask two students to read the example in the sample dialogue. Help other students make one or two other predictions using statements like those in the sample dialogue. Point to an item in activity la and read it to the class. For example, Books will only be on computers. Help the student form the question, Will there be books in 100 years? Then help another student give the answer. He or she can say either, Yes, there will or No, there won't. Books will only be on computers. Ask students to work in pairs. As they work, move around the room giving language support as needed. Ask several pairs to say their conversations to the class. Optional activity Ask students to predict what will happen at an upcoming school event such as a soccer game or a school party. They can make statements and agree or disagree with each other. For example. Our team will win the game. We'll get ten points. The other team won't score any points. Write some of the predictions on the board. 2a This activity provides guided listening practice using the target language. Point out the list of predictions and ask different students to read the predictions to the class. Read the instructions and point out the sample answer. Play the recording. Students circle the word they hear on the recording in each sentence: more, less or fewer Check the answers. 2b This activity provides guided listening practice using the target language. Point to the list of predictions and ask different students to read the predictions to the class. Read the instructions. Play the recording once. Students only listen. Play the recording again. Students check the predictions they hear. Check the answers. 2c This activity provide guided oral practice using the target language. Read the instructions. Point to the example in the sample dialogue. Ask two students to read the conversation to the class. Point out the sentences in activity 2b. Read the dialogue again and ask students to point to the sentences that the two persons are talking about. Then have students work in groups of four. They take turns making predictions about the future and agreeing or disagreeing with each other. As they ask and answer the questions, move around the room checking their work. Check the answers by calling on different groups to say a conversation to the class. Grammar focus Review the grammar box. Ask students to say the statements and responses. Review the concept of countable and uncountable nouns by writing the two words on the board and asking different students to come to the board and write example of each under the headings. Help the students think of new words for each column. For example, uncountable nouns include familiar foods such as water, milk, orange juice, meat, bread, and butter. Countable nouns include familiar food such as eggs, cookies, muffins, apples, and bananas. Grammar note It may he useful to contrast countable and uncountable nouns that describe the same thing. For example, you might put these pairs of sentences on the board, adding simple pictures to help explain the vocabulary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will