人教版新目標(biāo)八年級下全冊英語說課教案

1、人教版新目標(biāo)八年級下全冊英語說課教案Unit 1 Will people have robots ?單元教學(xué)目標(biāo)：1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2、will 構(gòu)成的一般將來時態(tài)的陳述句、否認(rèn)句、疑問句及答復(fù).3、There be 句型的一般將來時. 4、more , less , fewer 的用法.5、學(xué)習(xí)一般將來時態(tài)的相關(guān)知識，學(xué)會對未來進(jìn)行預(yù)測.單元重難點(diǎn)：1、will構(gòu)成一般將來時態(tài)的句式。 2、There be 句型的一般將來時態(tài)。3、more ,

2、 fewer , less 的用法。 4、How to make predictions .第一課時課前準(zhǔn)備：教師：錄音機(jī)、所學(xué)物品的圖片。學(xué)生：英語點(diǎn)金教練、練習(xí)本及相關(guān)的學(xué)習(xí)用具教學(xué)步驟：Step 1 Leading in導(dǎo)入話題，激活背景知識導(dǎo)入話題，激活背景知識1.Greetings: Welcome to school .Whats the date today ? Whos on duty today ?Do you enjoy your winter holiday ?你喜歡你的寒假嗎？Do you finish your Homework家庭作業(yè) ?你完成你的假期作業(yè)了嗎？Do

3、 you want to live on the moon ?你想去月球嗎？Can you guess what will happen in ten years ?你能猜出十年后將會發(fā)生什么嗎？Collect the Ss answers and say something about their predictions .Step 2 Pre-task任務(wù)前活動SB Page 2 ,1a .1.Look at the picture :How will the world be different in the future ,100 years from now ?Were going

4、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 :一般將來時態(tài)構(gòu)成: will / be going to +動詞原形=Step 3 While-task任務(wù)中活動SB Page

5、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 .放錄音，兩次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 .

6、13、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 sen

7、tences: more , less , fewer .4、Check the answers .學(xué)生探究: less , fewer 的區(qū)別。Step 4 Post-task任務(wù)后活動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

8、statements and responses .2、Make summaries about will ,fewer and less .Homework家庭作業(yè)家庭作業(yè)：1、Make predictions about yourself in 10 years .Write down 5 sentences .2、Go over the new words .教學(xué)后記:第二課時課前準(zhǔn)備：教師：錄音機(jī)，所學(xué)物品的圖片。學(xué)生：英語點(diǎn)金教練及相關(guān)的學(xué)習(xí)用具Teaching procedures教學(xué)步驟 :Step 1 Leading in導(dǎo)入話題，激活背景知識 導(dǎo)入1.Greetings an

9、d free talk .2.Check their Homework家庭作業(yè) :Ask two or three Ss to speak out what they wrote down .(教師作出適當(dāng)?shù)脑u價) Step 2 Pre-task任務(wù)前活動1.Go over what we learnt yesterday .復(fù)習(xí)昨天所學(xué)的知識2.通過三種時間的比照簡略復(fù)習(xí)一般過去時與一般現(xiàn)在時。Step 3 While-task任務(wù)中活動SB Page 4 , 3a .1.Point to the three picture and say :This is Sally .The first

10、 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 plete 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 .Ma

11、ke 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 .24. Pairwork .Make their predictions about Sally .Step 4 Post-task任務(wù)后活動1. Write about yourself .With the help of the sample of Sally .We can write sth about

12、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家庭作業(yè) :Draw a picture of the city in 20 years .Describe it to the class .教學(xué)后記:第三課時課前準(zhǔn)備：教師：錄音機(jī)，所學(xué)物品的圖片。學(xué)生：英語點(diǎn)金教練及相關(guān)的學(xué)習(xí)用具Teaching procedures教學(xué)步驟 :Step 1 Leadi

13、ng in導(dǎo)入話題，激活背景知識1. Greetings .2. Say yourselves :five years ago , today and in five years .3. Check the Homework家庭作業(yè).Step 2 Pre-task任務(wù)前活動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 word

14、s .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任務(wù)

15、中活動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 convers

16、ations 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任務(wù)后活動1. Read the instructions .2. Pairwork. One is Alexis, one is Joe .3. Point out the e

17、xample in the sample dialogue .Read it to the Ss .34. Talk about Joes life now , ten years ago and in ten years .5. Ask some pairs of Ss to say their dialogues .Homework家庭作業(yè):1. Go over the words .2. 寫一篇50個單詞左右的小短文，預(yù)測與展望未來我們的學(xué)習(xí)和生活。教學(xué)后記:第四課時課前準(zhǔn)備：教師：錄音機(jī)，所學(xué)物品的圖片。學(xué)生：英語點(diǎn)金教練及相關(guān)的學(xué)習(xí)用具Teaching procedures教學(xué)步驟:

18、Step 1 Leading in導(dǎo)入話題，激活背景知識1. Greetings .2. Ask two Ss to say sth about Joe .3. Check their Homework家庭作業(yè) .Step 2 While-task任務(wù)中活動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

19、 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 n

20、ames 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任務(wù)后活動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

21、a few Ss conversations .Homework家庭作業(yè):1. Finish selfcheck as their Homework2. Go over the words in this unit .教學(xué)后記:第五課時課前準(zhǔn)備：4教師：錄音機(jī)，所學(xué)物品的圖片。學(xué)生：英語點(diǎn)金教練及相關(guān)的學(xué)習(xí)用具Teaching contents:Reading :Do you think you will have your own robot ?Teaching procedures教學(xué)步驟 :Step 1 Leading in導(dǎo)入話題，激活背景知識1. Greetings and free

22、 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任務(wù)前活動SB Page 8 , 1b .1. Read the title of the passage .2. Look at the picture together .Ask a few Ss to describe

23、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任務(wù)中活動SB Page 8 .1. First let Ss scan the passage for the main idea .2. Explain something .1help sb with sth /do sth 2do the same as 3make

24、sb do sth 4It takes /took /will take 3. Ask a few comprehension questions around the class .4. Read the passage by the Ss .Step 4 Post-task任務(wù)后活動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 .Homew

25、ork家庭作業(yè):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

26、 .教學(xué)后記:Unit 1 Will people have robots?I. Analysis of the Teaching Material1. 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.5(3)Moral Objects: The important th

27、ing 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, wo

28、nt, high school, college, sports car, childII. Teaching Time: Six periodsSection AAdditional materials to bring to class map of the worldLanguage goal On the board write a simple time line showing four dates: todays date, a date exactly one year from now, a date five years from now, and a date ten y

29、ears 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

30、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 Browns 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 y

31、ou 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

32、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 were going to talk about more than five or ten years in the future. Were going to talk about 100 years in the future. Read each prediction to

33、 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 colu

34、mns 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 pr

35、obably 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. Re

36、ad 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 ag

37、ain. 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.6 Ask two students to read the example in the sample dialogue. Help o

38、ther 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

39、give the answer. He or she can say either, Yes, there will or No, there wont. 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 activityAsk students

40、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. Well get ten points. The other team wont score any points. Write some of the predictions on the bo

41、ard.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 r

42、ecording 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 o

43、nly 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

44、 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 an

45、swer 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 t

46、he 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

47、 nouns include familiar food such as eggs, cookies, muffins, apples, and bananas.Grammar noteIt 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 vocabul

48、ary: There will he fewer lakes. There will be less fresh water. There will be fewer trees. There will be less wood. Point out that you can count lakes and trees, but that you cant count water or wood. Water and wood are uncountable nouns.Optional activity7Play a game with countable and uncountable n

49、ouns. Divide the class into two teams. Make statements using the word more plus an countable noun or an uncountable noun. For example, You need more water or You need more eggs. First one team say the statement, then the other changes their statement into another statement that uses a specific quant

50、ity. For example, You need more salt might become You need a teaspoon of salt. You need more eggs might become You need three eggs. Each correct answer is worth one point.3a This activity provides reading and writing practice using the target language. Point to the three pictures and say, This is Sa

51、lty. This is Sally five years ago, this is Salty now, and this is Salty five years in the future. Read the instructions. Point out the sample answer and ask a student to read it to the class. Ask students to complete the work on their own. Check the answers.3b This activity provides guided oral prac

52、tice using the target language. Read the instructions. Point to the example in the sample dialogue. Ask two students to read the dialogue to the class. Point out the pictures in activity 3a. Read the dialogue again and ask students to point to the picture they are talking about. Then have students w

53、ork in pairs. As they make their predictions, move around the room checking their work. Check the answers by calling on different students to make predictions about Sally.3c This activity presents an opportunity for students to use the language of the unit to talk about themselves and their own inte

54、rests. Read the instructions. Give an example from your own experience. You ask a good student to do this instead if you would prefer. Ask a few students to give examples. Correct any grammatical errors to make sure the students are providing a good model for the rest of the class. Ask students to c

55、omplete the work on their own. Review the task. Ask a few more students for answers.4 This activity provides oral practice using the target language. Read the instructions. Say This activity has two parts-drawing a picture and talking about it. Ask students to draw pictures on their own. Move around

56、 the room helping students get ideas if they are having trouble- For example, you can say, How about some parks, lots of green parks? You could draw some bicycles, or special roads for bicycles. Ask students to show their pictures to other students and describe what they drew.Homework:1. Review Sect

57、ion A.2. Recite the words in this unit.3. Preview Section B.4. Finish Exx. Section A.Section BNew language rocket, astronaut, space station, computer programmer, crazy, live, moon, transportation, pet Additional materials to bring to class bilingual dictionaries8la This activity reviews earlier voca

58、bulary and introduces some new words. Point to the three columns and read the headings to the class. Ask students to say in their own words what each heading means. Read the list of seven words. Ask students to raise their hands if there is a word they dont understand. Write these words on the board

59、 and use a simple drawing or a brief explanation to describe each one. Read the instructions and say, Write these words in the correct column below. Check the answers.1 b This activity provides a review of previously-taught vocabulary. Ask a student to read the words already written on the chart. Sa

60、y, Mow add some words to each column. Think about the jobs we studied before. Write some of the jobs in the chart. Look back at the other units and see if you can find some types a/transportation and some places people live. Talk about the completed chart with the class. Put a blank chart on the boa