沪教牛津版八年级下册英语全册教案完整版教学设计

沪教牛津版八年级下册英语全册教案完整版教学设计Unit1Helpingthoseinneed教案课题:Unit1Helpingthoseinneed课时:第1课时，共4课时课型:Reading教学目标:1)Toteachstudentsmaincontentsofreading2)Tointroducesomevoluntarywork3)Totrainstudents’readingskillskinningandscanning4)Tomakestudentsbeawareofhelpingthoseinneed教学重点:Knowthestructureandcontentsofthemainarticle教学难点:Trainstudents’guessingskillofthenewwordsaccordingtothewholearticle教学准备:PPT,Blackboard教学步骤:I.Pre-readingPresentationGreeting:Teacher:Couldyougivemeahand?Students:Hereyouare.Teacher:Ohno.Idon’twantyourhand,Ionlyneedyourhelp.Tellstudents“givesbahand”meanshelpsb.2.Discussingroups,theteachercheckstheanswers.1)Haveyoueverhelpedothersbefore?2)Whydo(not)youwanttohelpothers?3)Howdoyoufeelifyougiveothers’ahand?3.Learningimportantwordsandphrases.（学习重点单词及短语）AnswertheQsinA&Braisev.筹募raisemoney意为“募集钱款”。Thestudentsareraisingmoneyforthepeoplewholosthomesintheearthquake.v.增加；提高HowcanweraiseEnglishlevelsinashorttime?raise是一个及物动词，后可直接跟宾语。其常见的释义和用法还有：(1)使上升：WecanseesoldiersraisethenationalflagonTian'anmenSquare.(2)提及；提起：Thebookraisesmanyquestionsforreaderstothinkabout．(3)抚养；养育；培养：Fatherraisedthefamily.(4)饲养；喂养：Iwanttoraiseadogasmypet．2Helpingthoseinneed帮助那些有困难的人inneed意为“有困难的”，常位于名词后作后置定语。如：Afriendinneedisafriendindeed．（谚语）患难中的朋友才是真正的朋友。我们用inneedof表示“需要……”。如：Thebuildingisinneedofrepair．3.Readthreestudents'reportsontheirvoluntarywork.voluntarywork意为“义务性工作”。如：Inhersparetimeshedoesvoluntarywork．她在业余时间做义工。voluntary为形容词，意为“志愿的”。名词形式为volunteer，意为“志愿者”。4.Askstudentstofinishtheexerciseofvocabularyaccordingtothetitleandthesub-headingII.While-readingProcedure1.Readthearticleandcorrectthenotes,finishD1onP5FinishtheexercisesC2&D2.second-reading:answerquestions3.Languagepoints:1)offersth 提出某事 Iofferedagoodplanforourholiday.Offertodosth（主动）提出做某事Offersbsth=offersthtosb(主动)给某人提供某物2)sufferv.（因疾病等）受苦；受折磨Shesufferedgreatlyasachild.她童年深受苦难。sufferfrom意为“因……受苦；受折磨”。如：Manyteenagersaresufferingfromthecomputergames.3)expressv.表达；表露Heexpressedtoushisideasaboutthenewteacher．他向我们表达了他对新老师的看法。当express表示“表达；表露”之意时，通常不接双宾语。如：(×)Heexpressedherhisthanks.(√)Heexpressedhisthankstoher.expressionn.表达;表情expressone'sfeelings意为“表达某人的情感”。如：Mother'sDaygivespeopleachancetoexpresstheirfeelingstotheirmother.4)spendtimewith意为“与……共度；陪伴”。如：WhileinHawaii，Mr.Hillspenttimewithhiswife．①spend还可以表示“花费”。Howmuchmoneydoyouspendeachweek?②常见搭配：sb.+spend(s)+money/time+(in)doingsth某人花费金钱／时间做某事sb.十spend(s)+money/time+onsth某人在某事／某物上花费金钱／时间5)need此处用作实义动词，意为“需要”，可构成:needsth;needtodosth。Theydon'tneedanyhelp.Heneedstohaveagoodrest. 而needdoingsth,表示被动意义。Theseflowersneedwatering.6)continuetodosth意为“继续做某事”。如：AfterreadingLesson9,hecontinuedtoreadLesson10．havedifficulty(in)doingsomething表示“做某事有困难”。类似的结构还有：havetrouble(in)doingsth做某事有麻烦haveproblems(in)doingsth做某事有问题havefun(in)doingsth做某事有乐趣若后接名词，则常用havedifficultywithsth的结构。如：7)beafraidof意为“害怕，不敢”后可接名词、代词或动名词。Iwasafraidofgoingthroughthewoods①beafraid还可按不定式结构，即beafraidtodosth.，意为“害怕做②beafraid还可以接that从句，表示“担心／害怕……”某事”。③I’mafraid…可翻译成“恐怕……”，属于口语中的委婉用语，表示遗憾、惋惜、判断语气缓和，其否定形式为I’mafraid...not...III.Post-taskActivityHowwouldyouhelpthechildreninD1?Discussthiswithyourclassmates.IV.Homework课题:Unit1Helpingthoseinneed课时:第2课时，共4课时课型:Listening&Speaking教学目标:1)Toteachstudentssomeskillsoflistening2)Toteachstudentstoexplaintheirownideas3)Totrainstudents’listeningskillgraspthemissingwordsbytherelatedtopic4)Totrainstudents’speakingskilldiscussthetopicwithclassmates.5)Toexpandstudents'horizonsknowmoreabouthelpingotherinneed教学重点:Totrainstudents’listeningskillgraspthemissingwordsbytherelatedtopic教学难点:Toteachstudentstoexplaintheirownideas教学准备:PPT,Blackboard,music教学步骤:I.Pre-taskPresentation1.GreetingsTeacher:Howiseverythinggoing?Students:Verywell.Teacher:Whatdoyouthinkofthevoluntarywork?Doyoulikeit?Askstudentstogivetheiranswers.lookatthepicturesandlearnthenewwords.raise(v.)筹募（钱）；增加，提高；举起；提出；养育permission(n.):theactofallowingsbtodosthWithoutpermissionpermitsb.todosth.=allowsb.todosth.允许某人做某事permitpermittedpermittedtheParalympics残奥会sufferfrom遭受，承受（疾病，痛苦…)serious（adj.)严重的,严肃的seriously(adv.)严重地=badlyill(adj.)生病的;坏的illness(n.)疾病organize（v.)组织;策划organizer(n.)组织者organization(n.)组织lonely(adj.)孤独的，寂寞的alone(adj.)=byoneself/onone’sown单独的，独自的joy(n.)=happiness/pleasure高兴，喜悦，快乐joyful(adj.)joyfully(adv.)toone’sjoy使某人高兴的是….express:(v.)表达expression(n.)表达;表情;习惯用语(常用复数)expressoneself表达某人自己(思想感情)volunteer(n.)志愿者voluntary(adj.)自愿的，II.While-taskProcedure1.Brainstorming:Haveyouevertakepartinanymoney-raisingactivities?Howdoyoudotheactivities?2.Listeningskills3.Beforelistening,gothroughthelisteningmaterialandguesswhatyouaregoingtolistento.Firstlistening,catchthemainideaofthelisteningmaterial.Secondlistening,trytowritedownthewordandfigureveryquickly,thencheck.III.Post-taskActivityAskstudentstosharetheirideas:TalkingaboutplansIV.Homework课题:Unit1Helpingthoseinneed课时:第3课时，共4课时课型:Grammar&MorePractice教学目标:1)TohelpthestudentsconcludetheusageofInfinitives2)ToenablethestudentstomastertheusageofInfinitives3)Toteachstudentssomelanguagepoints4)Totrainstudents’readingskillreadmorepracticebyusingskimmingandscanningskill5)Tobroadenstudents’eyesightoflearningaboutmission教学重点:LearnsomelanguagepointsinMorePractice教学难点:TeachstudentsthegrammarofInfinitives教学准备:PPT,Blackboard教学步骤:I.Grammar1.GuidedQstoanswerquestions:Whatis“Infinitive”?(什么是不定式？)Someverbscanhaveotherverbsafterthem.Weusuallyusetobeforethesecondverb.Wecallthesesecondverbsinfinitives.（有些动词后可以更其它动词，我们用to放在第二个动词前，我们叫第二个动词为不定式）1）Weoftenuseto+infinitiveaftertheseverbs:我们经常在这些动词后面直接跟不定式做动词的宾语。choosehopeofferwantdecidelearnplanwish2）Wecanalsouseverbs+objects+to+infinitives我们也使用动词+宾语+todosth结构,不定式做宾语补足语。如下面动词：teachwanthelpasktellorderforce3）Wecanalsouseto+infinitivestoexpresspurpose.我们也可以用不定式来表目的Cindyusedabrushtopaintapictureofapark.Theywenttothehospitaltohelpthesickchildren2.Makedialoguesaccordingtothepictures3.Presentation:makethesentencesintopassage4.Askstudentstofinishtheexercises.We(1)________________(decide/meet)Vivientoday.We(2)_____________(want/help)herinsomeway.Whenwearrived,Vivienwasveryhappy.She(3)_____________(begin/talk)tomeaboutherschool.Shesaid,“I(4)__________(like/go)toschool,butIdon’thaveanyfriends.Ifeellonely.”Mumgavehersomeadvice.ThenMumaskedmetogiveVivienherpresent,butI(5)_____________(forget/bring)it!Viviensaid,“It’sOK.I(6)___________(hope/see)youagainsoon.”II.Morepracticeaboutinfinitives(关于不定式的练习).Theworkerswantus______togetherwiththem.

A.workB.workingC.toworkD.worked

2.Thereisn’tanydifferencebetweenthetwo.Ireallydon’tknow_________.

A.wheretochooseB.whichtochoose

C.tochoosewhatD.tochoosewhich3.Theteachertoldthem____makesomuchnoise.

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

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

A.goB.hadgoneC.hasgoneD.goes9._______moreabouttomorrow’sweather,call121.OK,Iwill.Thankyou.A.KnowB.KnowingC.ToknowD.Known10.Wemustdoeverythingwecan____wastewaterfromrunningintorivers.A.keepB.keptC.tokeepD.keeping11.Let’s____playinthestreet.Fathertellsme__doso.A.notto；nottoB.not；nottoC.don’t；tonotD.notto；don’t12.WhenIcameintotheroom,hepretended____hishomework.A.todoB.bedoingC.doingD.tobedoing1.warmupPicturesaboutsomemissions2.Beforereading,answertwoquestions:Workinpairs:Whatdoyouknowaboutthemission?3.ReadthefollowingarticleaboutSpringBudsProject/SpringBudsProgramandanswerthequestionsbelow.4.Let’sfindoutthelanguagepoints:5.Discussion:WhatcanyoudofortheSpringBudProject?Discussthiswithyourclassmates.III.Homework课题:Unit1Helpingthoseinneed课时:第4课时，共4课时课型:Writing教学目标:1)ToaskstudentstoreviewtestbyreadingtextandanswerQs2)Toaskstudentstoretellthewholearticlebysomekeywords教学重点:Totrainstudents’writingskillwritealetter教学难点:Toraisestudents’abilitytowritealetterbyusingthesentencesofnotes教学准备:PPT,Blackboard教学步骤:I.WarmupTeacher:Whatdoyouoftendotohelpothers?Doyouthinkit’simportanttohelpothers?StudentA:Italkedtochildrenwithoutparents.StudentB:Ihelpedsickchildren.StudentC:Itaughtdisabledchildrentosing.Teacher:Welldone.Everyoneshouldtrytheirbesttohelpothers,thenourworldwillbecomemorebeautiful.1.Askstudentstoreadaloudthetext.2.Brainstorming:workinpairsIngroups,brainstormsomemoney-raisingideas.Followtheexample.II.PresentationTeachnewphrasesandlanguagepointsandaskthemtodiscussandwritedownsomenotesIII.Post-taskActivityWritingAlettertotheheadteacherYouandyourclassmatesareplanningamoney-raisingactivitytohelpchildreninneed.Youneedtowritealettertoyourheadteachertoaskpermission.Discusshowyouwillwriteyourletter.Writedownsomenotesbelow.Whyareyouwritingtheletter?Howareyougoingtoraisemoney?Whenandwherewouldyouliketohavetheactivity?Whatwouldyouliketheheadteachertodo?Completetheletter.Writeapassage.IV.HomeworkUnit2Bodylanguage教案课题:Unit2Bodylanguage课时:第1课时，共4课时课型:Reading教学目标：知识目标1.Studentscanuseskimmingandscanningtogetthemainideaofthereadingandsomedetails.2.Studentscangraspkeywordsandsentences.3.Studentsgettoknowhowtousewordstoformsentences.能力目标Toimprovetheabilityofreading.Todothepracticethemselves.Tolearntheusageofwordsandphrases.情感目标Tolearnhowtousebodylanguagecorrectlyandbehavepolitely.Tolearntheimportanceofbodylanguageandthedifferencesbetweenvariouscultures.教学重点:Getthemainideaofthereading.教学难点:Keywordsandsentences教学步骤:Step1.Warmup.Askquestionsbyshowingpictures(通过图片展示，以问答的方式展开).T:Ask:Lookatthepicturesandanswerthequestions.Ss:……..T:Thewayoneactsandbehavesisimportant.Itcanshowdifferentfeeling.Whencommunicatingwithothers,weshouldpaymuchattentiontoourbodylanguage,whichcanconveyhiddenthingstoothers.(总结概括)Step2.Lead–inShowdifferentpicturestodoaskandanswerpractice.T:Doyouknowthemeaningsofthefollowinggestures?Ss:…….T:Doyouknowthemeaningsofthefollowingfacialexpressions?Ss:…….Step3PresentationReadingPartA.A1:Whatdoyouknowabout……?.(展示课件，进行问答连线)PartBBeforeyouread.Lookatthepicture,thetitleandtheintroductiontothestoryonpage19.Thenanswerthequestionsbelow.T：thispartistopracticeyourabilityofskimming，scanningandguessing.（展示课件，提醒学生速读时把握关键点）ListentothepassageandanswerthequestionsT:Listentothereading.(展示问题，利用Reading练习听力，一举两得)PartCVocabularyC1T：Let’srevisevocabularyandtrytoguesswhichwordsorphrasesinthereadinghavesimilarmeaningstothewordsbelow..（展示课件并通过实例讲解做题的技巧，边提示边练习）C2:T：Completetheirconversationwiththewordsfromthebox.(展示课件，问答,提醒学生注意使用正确的形式)StrategyIdentifyingthespeaker（展示课件，利用Reading中的例句引导，并提醒学生注意标点符号）PartDComprehensionD1Simonistalkingtoafriendonthephone.ReadthestoryonP19andcompletehiswordswiththeinformationfromthestory.（展示课件，边问边答）D2Readthestoryagainandanswerthequestionsbelowincompletesentences.T:D2aremainlyabouthowmuchyouhavelearnedaboutthereading.Let’shaveacheck.(利用课件进行问答)D3GroupworkInpairs,discusswhatyourclassmate’sbodylanguageissayingabouthim/her.Offertwoquestionstohelpthem.Andaskthemtoreportyresulttothewholeclass.Let’sseewhichgroupisthebest!(让学生问题为话题，展开讨论。让学生们自己组织语言总结发言，选出优秀的一组表扬。)Step4.PracticeinclassFinishthefollowingaccordingtothereading.Step5.SummaryTalkabouthowtobehavepolitelywhenusingbodylanguage.T:Boysandgirlsfromwhatwehavelearned,wemusthaveabetterunderstandingofbodylanguage.Rememberalwayswearingasmileisthemostimportant.(提醒学生微笑的重要性)Step6Homework1.Readthearticleandtrytorememberthekeysentences.2.Makeaconversationaboutbodylanguage.3.ReadthepartCulturecornertogetfurtherinformation.4.Groupwork.Eachgroupshouldmakeasurveyabouthowtobehaveyourselfpolitely.课题:Unit2Bodylanguage课时:第2课时，共4课时课型:Listening&Speaking教学目标:知识目标1.Listentotheconversationandgraspinformation.2.Masterthekeywordswhenlistening.3.Beabletocooperatewithothers.能力目标Toimprovetheabilityoflisteningandspeaking.Tolearnwaystoexpressideasaboutarts.Tograsplisteningskillsandspeakingskills.情感目标Tolearntoenjoythebeautyinsidethedance.Tousetheirownwordstosayenjoyingartsishelpfultous.教学重点:Beabletogetthemaincontentofthelisteningmaterial.教学难点:Howtolistenandgetinformation.SpeakoutinEnglishtheirideasaboutballet教学步骤:Step1.Lead-inUsepicturetoleadin.T:Thepictureshowsabeautifuldancecalledballet,inwhichdancersusetheirbodylanguagetoexpressfeeling.（引导学生对ballet进行了解）Step2.Presentation.1.ListeningListentoaspeechaboutballetandcompletethenotesbelow.Writeonewordineachblank.（1）.Playtherecordingandleadstudentstofinishthelisteningexercisesbytakingdownthekeywords.（2）.Presentsomeexpressionsandsentences.(要求学生跟读听力材料，模仿语音语调。)GroupworkWorkinpairtoaskandanswer.Doyoulikewatchingballet?WhyorWhynot？SpeakingATalktimeLearntomake,acceptingandrejectingsuggestions（2）.HelptheSswhennecessary.（3）Usethefollowing：Let’s(do)…!/Shallwe(do)…?Whydon’twe/you(do)…?Whynot(do)…?What/Howabout(doing)…?You’dbetter(do)…！…..（根据前面积累的一些口语表达，听说结合练习）BSpeakupMatchthephrasesfromtheboxwiththecorrectpictures.Encouragestudentstoexpressthemselves.（运用图片，指导学生进行口语表达）Step3.PracticeTeamworkReadthepartCulturecornertodiscussdifferentwaysofgreetingpeople.（拓展知识面）Step4.HomeworkPracticethelisteningagain.Makeadialogueaboutmakingsuggestions.Teamwork.Eachteamshouldprepareashortplayabouthowbodylanguageaffectsourlives.4.Learntousebodylanguagecorrectly.课题:Unit2Bodylanguage课时:第3课时，共4课时课型:Grammar教学目标:知识目标1.MastertheusageofGerundusedasSubjectandObject.2.UsetheGerundfreely.能力目标Toimprovetheabilityofusingthegrammartomakesentences.Tograspthegrammar.情感目标TouseGerundtomakesentences.教学重点:WorkouttherulesofGerund.教学难点:TherulesofGerundasSubjectandObject教学步骤:Step1:Lead-inShowapictureandtalkaboutthestructureofasentence.T:Communicatingandspeakingherearegerunds.BrainstormWhatelementscanGerundbeusedas?Step2:Presentation1.ExplaintheformandusageofGerund.2.Workouttherules.3.ExplainhowGerundisusedasSubjectandObject.(展示课件，边讲边练，提醒需要注意的地方)Step3:PracticeDopracticeinclass.Step4:Homework1.GrasptheusageofGerunds.2.GraspGerundsusedasSubjectandObject.3.DotheGerundpracticeinbookagain.4.Revisethewholeunit.课题:Unit2Bodylanguage课时:第4课时，共4课时课型:Writing教学目标:知识目标Tograsphowtowriteashortmessage.Mastertheskillsofwriting.能力目标Todeveloptheabilityofwriting.Toimprovewritingskills.情感目标Haveabetterunderstandingoftheimportanceofusingwordstowriteamessage.教学重点:Theskillsofwriting.教学难点:Writingdetails教学步骤:Step1:RevisionReadthepassageEyecontactonPage29andanswerthequestions.(展示课件，进行ask&answer)Step2LeadinT:Lookattheshortpassageandguesswhatapassageprobablyincludes.Ss:……Summary:agreeting(eg.Dear….)thetopicexpressiontheend(eg.Bestwishes)Step3:PresentationExplainwhatamessageincludes.(展示课件，边演示边讲解)（1）Whatdoesashortmessageinclude?Lookattheshortmessagebelowandwritethelettersa–fintheblanks.(Askandanswer.展示课件讲解theformofamessage及其写作要点)（2）TeamworkDiscusshowdifferentamessageisfromaletterinform.ExamplesPracticeamessageandgiveanexampletoemphasizedetails.（先让学生写，最后总结并提示学生注意点）Step4.PracticeCompleteashortmessagePracticeamessagewriting.Step5SummaryUsefulexpressionstowriteapassageStep6:Homework1.Revisethewholeunit.2.FinishofftheExxinWb.3.Writeashortmessagetoyourclassmateaccordingtothegivensituationbelow.请在前一天写一张便条提醒你的同学John,于3月12日上午9点，在人民公园参加植树活动(tree-plantingactivity)，提醒他记得带好铲(shovel)和水桶(bucket)Unit3Traditionalskills教案课题 Unit3Traditionalskills 课型 Reading 课时第1课时，共4课时教学目标1.Studentscanmasterhowtopronouncethenewwordsandmasterthemeaningsofthewords.2.Letstudentsknowmoreaboutthetraditionalskills.3.Tomastersomeusagesofsomeusefulexpressionsanddevelopanabilityofhowtogetafurtherunderstandingofthetext.4.Developthereadingabilityandspeakingskills教学重点knowsomethingaboutthetraditionalskillwhichusethecormorantstocatchfish.教学难点toimaginehowtousecormorantstocatchfish.FindoutmoretraditionalskillsinChina.教学准备PPT,Blackboard教学环节 StepI:Pre-readingLookatthecartoonandanswersomequestions.Toarousetheinterestandleadthemtogetintothetopicofthisunit.2.TalkaboutsometraditionskillsinChina.FinishApart.StepII:While-readingProcedure1.Readthetextquicklyandletthestudentsgetthegeneralideaofthetext.2.Scanthefirstparagraphandcompletethetable.3.Readthesecondparagraphandfillintheblanks.4.Readthethirdparagraphandfillintheblanks.5.Readthefourthparagraphandanswerthequestions.StepIII:after-readingReadthepassageagain,payattentiontonewwordsandphrasesinthispassage.Explainsomelanguagepoints.Dosomeexercises.StepIV:Readingcomprehension.Readthetextindetailsandfinishtheblankfillingexerciseinasheet,thenchecktheanswers.StepV:DiscussionStudentsworkingroupsanddiscussthefollowingquestions.a.Iscormorantfishingagoodwaytocatchfish?Why?b.Iscormorantfishingeasytolearn?Why?c.Whatjobsdomostyoungpeoplechoosetodotoday?d.Whatdoyouthinkofthefutureofcormorantfishing?2.showsomemoretraditionalskillwhichmaydisappearinthefuture.Workingroupsanddiscussthequestions.StepVI:SumupSumup:Howtokeepatraditionalskills? ShowaPPTtosumupthewaystokeepatraditionalskills Prepareforthewriting StepVII:Homework 1.Readthetextfluently2writeapassagetointroduceatraditionalskillStepVIII.Theblackboarddesign课题 Unit3Traditionalskills 课型 ListeningandSpeaking课时第2课时，共4课时教学目标 1.listentothematerialandtrytocatchtheinformationaboutwhattime,where,what,who,howmuchquestions.2.Leantodescribeaperson3.improvetheirlisteningandspeakingskills教学难点 Tocatchthemissingwordswhenlistening教学关键 Learntotakenotequicklywhenlistening教学准备PPT,Blackboard教学步骤StepI:revisionReviewsomewordsandphrases.Discussion:Howcanweprotectcormorantfishingandothertraditionalskills?StepII:PrepareforthelisteningandspeakingLookatthepicturesandfindoutthemistakesinitbeforelistening.Showthemistakeswhichstudentsfindout.StepIII:Dothelistening1.DothelisteningandfinishAandBonPage38.2.Playthelisteningmaterials,stopwhennecessaryandthenchecktheanswersStepIV:Makenotesaboutthelistening.1Writedownthekeywordsyougetinthelisteningpart.2.Tellthemtofindthekeywords.3.Tohelpthestudentsdevelopsomewaysoflistening. StepV.SpeakingShowsomepicturesofpapercutting,discussthefollowingquestions.a.Doyouknowanythingaboutpapercutting?b.Howmuchdoyouknowaboutthistraditionalskill?2.Ingroups,talkaboutpapercutting,usethequestionsandexpressionsonppttohelpyou.3.DiscussionStepVI.Talking1.Talkabouthowtodescribeapersonbytellinghisorherage,build,height,hairorothers.Thenworkinpairstodescribethepersonofthepictures.2.Givesomesentenceslike:Heisveryyoungandquitetall.Heisamiddle-agedman.3.Workinpairs.S1shouldreadthedescriptions.S2shouldlookatthepicturesandsaywhoS1istalkingabout.StepVII.SumupKnowhowtodescribeapersonUseppttohelpthemsumup .Helpthemtocultivatetheabilityofsummarizing.StepVIII.Homework:MakeadialogueinwrittenwaytotalkabouthowacathelppeopleStepVIIII.Theblackboarddesign课题 Unit3Traditionalskills课型 Grammar 课时:第3课时，共4课时教学目标Masterthepassivevoiceinthesimplepresenttenseandinthesimplepasttensetense.教学重点 beseen,bemade,betaken,bechecked,becontrolled,bebroughtup教学难点 bechosen,beinterview,beused教学准备 PPT,Blackboard教学步骤StepⅠ:Freetalk1.Introduceatraditionalskillorcraftthatyouknowabout.2.Showmoresentenceswiththepassivevoiceinthesimplepresenttense,comparethesentenceslike:Daminusescormorantstocatchfish.CormorantsareusedtocatchfishbyDamin.Nonetsarerequiredforthistypeoffishing. StepⅡ:learnaboutthepassivevoiceinthesimplepresenttense1.Findouttherulesofthepassivevoiceofthesimplepresenttense.Thenusethecorrectformsofthewordsandphrases.2.ShowmorepastparticipleformsoftheverbsStepⅢ:morepracticeCompletethesentencesaccordingtothepicturesandthensumuptherulesaboutthepassivevoiceinthesimplepresenttense.StepIV:PartB1.Learnthepassivevoiceinthesimplepasttense,sumuptherules2.Showmoresentencesofthepassivevoiceofthesimplepasttense3.Mastertheusageofthepassivevoiceinthesimplepasttense 4.Showtheverbsinthefuturepassiveform.StepV:morepractice1.Finishtheexercisegivenbyteacherandpracticetheusageofthepassivevoice 2.handoutthesheetsandletstudentsfinishtheexerciseinit3.ToconsolidatewhattheyhavelearnedinthisclassStepVI：Sumup 1.Goovertherulesofthepassivevoice 2.Showappttoguidethestudentstogivesumupoftheclass 3.makestudentshaveagoodhabitoftakingnotesandhaveageneralunderstandingofthisclassStepVII :Homework用被动语态描述主阅读篇章第三段鸬鹚捕鱼的过程。完成《英语（八年级下册）B》第35至37页Grammar的练习。StepVIII.Theblackboarddesign课题 Unit3Traditionalskills 课型 Writing 课时第4课时，共4课时教学目标 Toknowhowtowriteapassagetodescribeapersonandintroduceatraditionalskills教学重点 Shouldcontaintheperson’sage,build,height,hisorherspecialability教学难点 Todescribeaperson’sspecialskills教学准备 PPT,Blackboard教学步骤StepⅠ:Freetalkandpreparationforwriting 1.Talkwithyourclassmatesaboutthepersonyouwanttodescribe2.ShowsomeusefulwordsandphrasesonthePPTtohelpthemcommunicatewiththeirpartner.StepⅡ:Readthepassage1.Readthepassageandfindoutsomeusefulsentencesandphraseswhichcanhelpyouinyourwriting.Thenanswerthequestions.2.HelpstudentstomarkdowntheimportantpointsabouttheMrChen.3.Totraintheirabilitytoexpressaswellasimprovetheirspeakingabilityandtogetreadyforthewritingandtraintheirabilitytocooperate.4.Readthearticleagainandmatcheachparagraphwithitsgeneralidea.StepIII:WritingMakeanoutlineforthearticleyouwillwrite.Writeashortarticleaboutapersonwithatraditionalskill.UsetheexampleinAandtheoutlinebelowtohelpyou.3.Trytousethepassivevoiceinyourpassage..4.Remindstudentstopayattentiontotheirhandwritingandcheckthemistakesstudentsmake.StepIV.Culturecorner1.Showapictureanddiscussthesequestionsingroups.a.DoyouhaveaChineseknotathome?b.Whatdoesitmean?2.Readthepassageonpage48andanswerthequestions.StepVI:SumupHowtoorganizethewriting. 1.sumupwhatyouneedtocontaininyourpassagewhenwritingananimalyoulove 2.Listthebeautifulsentencestheywriteinthepassages 3.Letthemgetfamiliarwiththewriting. StepVII:Homework1.Recitethepassagewhichgivenasasample. 2.用被动语态描述主阅读篇章第三段鸬鹚捕鱼的过程。3.以“Apersonwithatraditionalskill”为题，根据范文和写作提纲，完成作文。Unit4Cartoonsandcomicstrips教案课题 Unit4Cartoonsandcomicstrips 课型 Reading 课时第1课时，共4课时教学目标 1.Studentscanmasterthenewwords2.studentscanhaveamainideaabouthowtomakeacartoon.3.Developthereadingabilityandskills4.Trainthestudentsabilityofcooperation教学重点 letstudentsknowhowtomakeacartoonbythemselvesonthecomputers.教学难点 learntodrawaroughsketchofthecartoon教学准备PPT,Blackboard，教学环节Stepone:Warm-upShowthecartoononpage49,getthestudentsaskandansweraboutLo.Talkaboutthecartoonstudentslike.Using“What’syourfavouritecartooncharacter?”and“Doyouknowhowtomakeacartoon?”andleadthemtogetintothenewwords.2.Steptwo:Pre-reading1.ShowthePPTofthemeaningofthekeywordsandletSsrepeat.2.HavetheSsmakesurethemeaningsofsymbols.Checktheanswers.3.FinishBonPage50.4.Readtheintroductiononpage51andanswerthequestions.Stepthree:while-reading.Listenandanswerthequestionsabout“Whatarebasicideas?”

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