北师大版初中英语八年级下册全册教案.docx
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北师大版初中英语八年级下册全册教案
北师大版初中英语八年级下册全册教案
Unit1《ListeningOnlineLife》············································2
Unit1《ReadingSchoolsoftheFuture;Tomorrow'sJobs》··············9
Unit2Communication《ReadingAnimalTalk;TheTextingGeneration》·····························································14
Unit3FestivalsandHolidays《ListeningApicnic》······················19
Unit3FestivalsandHolidays《ReadingChineseNewYear;Thanksgiving》······················································24
Unit4DealingwithProblems《ListeningOnlineTime》·················28
Unit4DealingwithProblems《ReadingProblemsPage;GenerationGap》······································································35
Unit4DealingwithProblems《WritingALettertoJohnny》·············42
Unit5Memories《ReadingADaughter’sLetter;Lifeinthe1950s》····46
Unit6Detectives《ReadingADetectiveStory（I）;TheMysteryWriter》···································································51
Unit1《Listening:
OnlineLife》
1教学目标
1.学生能够通过听录音,记录并选出Dr.Zheng和MissNewman有关网络生活的看法和例证;能够写出表达个人想法的表达方式。
2.学生能够运用所学语言,就“未来人类能否利用网络做所有事”进行正反两方的辩论。
3.学生能够增强合理利用网络的意识。
2学情分析
本课的授课对象是XX班的学生。
在语言技能方面,学生能够听懂有关网络生活话题的对话;掌握了简单的记录信息策略。
在语言知识方面,学生在七年级学习过有关表达个人想法的句型,但适当使用实例来论证自己观点的意识需要在本节课有意培养。
另外,对于肯定或否定他人想法的表达方式从未有过接触。
最后,对于辩论,学生们从未有过相关的学习体验,是一种全新的活动形式。
3重点难点
教学重点:
学生能够通过听录音,记录并选出Dr.Zheng和MissNewman有关网络生活的看法和例证;能够写出表达个人想法的表达方式。
教学难点:
学生能够运用所学语言,就“未来人类能否利用网络做所有事”进行正反两方的辩论。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【活动】导入（1｀）
教师活动:
Play the video and introduce the talk show “Talking Points” to the stuudents.
学生活动:
Listen to the recording and choose the topic of the talk show.
设计意图:
根据图片和录音,导入话题。
活动2【活动】听前活动（3｀）
教师活动:
Interview students three questions and write down their ideas on the blackboard briefly.
1）What do you always do online?
2）What do you think of today’s online life?
3）Will people do everything online in the future?
学生活动:
Share their ideas about the three questions.
设计意图:
通过回答问题的形式,引领学生预热话题,为听力信息的获取做好铺垫。
同时引导学生激活已有词汇和背景知识。
活动3【活动】听中活动（20｀）
1. 铺垫听力
教师活动:
1. Play the recording and ask the question:
1）How many guests are there?
2）Who are they?
2.Tell students the guests are going to share their ideas from two aspects:
opinion andexamples.
学生活动:
1. Listen to the recording to get the information about Dr.Zheng and Miss Newman and answer the questions.
2. Listen to the teacher and make clear about the powerful way of giving one’s idea.
设计意图:
1. 将听力材料中嘉宾背景介绍部分独立截取播放,帮助学生降低难度,为听力活动扫清背景知识障碍。
2.帮助学生理清听力材料中人物表达想法的方式:
从观点到举例。
为听力活动进行铺垫。
2. First-listening:
教师活动:
1.Play the recording about Dr.Zheng.
2.To be a helper and check.
学生活动:
1. Listen to Dr.Zheng’s opinion and complete a table.
2. Check the answers.
3.Second-listening:
教师活动:
1.Play the recording about Dr.Zheng.
2.To be a helper and check.
3. Lead students to retell.
学生活动:
1.Listen to Dr.Zheng’s examples and tick them out.
2.Check the answers.
3.Retell Dr.Zheng’s opinion and examples together.
4.Third-listening:
教师活动:
1.Play the recording about Miss Newman.
2.To be a helper and check.
学生活动:
1. Listen to Miss Newman’s opinion and complete a table.
2. Check the answers.
5.Fourth-listening:
教师活动:
1.Play the recording about Miss Newman.
2. To be a helper and check.
学生活动:
1. Listen to Miss Newman’s examples and tick them out.
2. Check the answers.
6. Fifth-listening:
教师活动:
1.Play the recording about Miss Newman.
2.To be a helper and check.
3. Lead students to retell.
学生活动:
1. Listen to Miss Newman’s reasons and do the match.
2. Check the answers.
3. Retell Miss Newman’s opinion and examples together.
听中活动的设计意图:
1.将Dr.Zheng 和Miss Newman的言论分别截取,引导学生在听力过程中记录并
选出二人有关网络生活的想法和例证,降低学生获取信息的难度。
且从观点和
例证两方面分别引导学生进行信息记录,使学生对于如何更有力的表达个人观点树立明确意识。
2.引导学生写出表达个人想法以及同意或否定他人意见的句型。
3.引领学生进行及时复述,为学生的输出活动进行语言铺垫。
活动4【活动】听后活动（20｀）
1.1）读书
教师活动:
1.Lead students to read the conversation.
2. To be a helper.
学生活动:
Read the conversation.
设计意图:
引导学生进行课文朗读,同时帮助学生加深对听力材料的理解,进一步内化目
标语言。
2）复述
教师活动:
Interview some students.
学生活动:
1.Share opinions about “Whose idea do you agree and why?
”.
2.Try to retell the idea of Dr. Zheng’s or Miss Newman’s and try to add their own examples.
3. Present their pair work.
设计意图:
引导并帮助学生利用目标语言进行低层次的语言输出活动。
在过程中,要求学生遵循“观点——例证”的形式来使自己的观点更有力。
2. Task 1:
Pair work.
教师活动:
Lead students to share their ideas with their partner.
学生活动:
Share their own ideas about online life with their partners.
设计意图:
引导并帮助学生利用目标语言进行低层次的语言输出活动。
在过程中,要求学生遵循“观点——例证”的形式来使自己的观点更有力。
3. Task 2 Debate.
教师活动:
1. Divide students into two parts according to their ideas on “Will people do everything online in the future”.
2. To be a helper.
3. Listen and give comments.
4. Give comments and share the idea with students “Try to use the best part of the internet. Do not let it control your life.”
学生活动:
1. Raise hands if they think people will do everything online in the future.
2. Stand in the front in two groups and prepare the debate in few minutes.
3. Debate.
4. Listen to the teacher.
设计意图:
1. 利用目标语进行高层次的语言输出活动,并继续引导学生在说出自己的观点后,给出例证。
利用辩论形式吸引学生的兴趣,进一步内化目标语并训练学生的语言综合应用能力,展现自己的独到思维。
2. 引导学生合理利用网络。
活动5【活动】布置作业
Write down your ideas about online life.
Unit1《Reading:
SchoolsoftheFuture;Tomorrow'sJobs》
1教学目标
在本节课结束时,学生能够:
1.通过阅读,比较不同时期的人们的职业特点、总结出未来职业需要的技能以及应对方法。
2.结合本文所学内容,谈论自己未来向从事的职业、原因以及实现自己职业理想的方法并在课后写出一篇短文进行介绍。
3.进一步树立职业生涯规划意识并乐于为实现未来的职业理想努力。
2学情分析
1.自然情况:
授课对象是初二（X）班,共XX人,学生整体英语成绩好，大部分学生学习主动性强,思维活跃。
2.已知起点:
在话题方面,通过对家长工作方式的观察和了解以及我校对学生的职业生涯教育的开展,学生对人们过去和现在的工作方式和特点已经有了相当的了解。
通过初一的学习,学生已经掌握了一般将来的用法。
3.存在问题:
文章的从选择职业的机会、职业变化、工作地点的变更以及发展新技能的需求等四个方面对过去的职业、现在的职业和将来的职业进行了纵向比较的时候内部结构复杂,学生理解起来会有困难。
4.解决策略:
设计表格引导学生到从选择职业的机会、职业变化、工作地点的变更以及发展新技能的需求四个方面对不同时代的职业进行了纵向比较,并结合的表格进行操练,帮助学生进一步把握明晰职业的时代变迁的特点,掌握教学重点之一。
3重点难点
【教学重点】
通过阅读,比较不同时期的人们的职业特点、总结出未来职业需要的技能以及应对方法。
【教学难点】
通过阅读,比较不同时期的人们的职业特点。
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Step1：
Pre－reading
1）PlayashortvideoBeWhatYouWannabeandaskstudentstofindoutwhatkindofjobstheycanhearinthesong.
2）AskSstolookatthefollowingexpressionsand haveafreetalkaboutthecharacteristicofthefuturejobs.
Q1:
Whichdoyouthinkpeoplewilldomoreinthefuture
Q2:
Whichwillpeopledoless?
Workforonecompany/workformanydifferentcompany
Workinanoffice/workfromhome
Workformoney/workforfun
活动2【活动】step2：
While－reading
1.the 1st reading
Reading task 1 :
Ask SS to read the passage quickly and answer the following questions:
Q1:
How many parts are there in the passage?
Q2:
What are they ?
2.the 2nd reading:
1） Reading task 2 :
（1） Ask Ss to read the paragraphs on page10 and complete the table about how jobs change.
（2） Check the answer.
（3） Ask Ss to retell and sum up how jobs change according to the table they filled.
2） Reading task 3 :
Ask Ss to read the paragraphs on page10 and answer the following questions:
Q1:
What skills will be important for future jobs?
Why ?
Q2:
What other skills do you think is also important for future jobs?
Q3:
About the changes in future, are you excited or scared?
Q4:
How should we face the changes?
3. the 3rdreading
Ask the Ss to read the text again and choose the best answer about the audience and purpose of this passage.
Q1:
Who is the writer talking to in the text?
Q2:
What is the writing purpose of the text?
活动3【活动】step3：
Post－reading
1.Readthetextafterthetape.
2.AskSstoworkinpairstotalkaboutthefollowingquestions.
Q1:
Whatdoyouwanttodointhefuture?
Q2:
Whydoyouwanttodothatjob?
Q3:
Howcanyoumakeyourdreamcometrue?
3.Playashortvideoabouttheteacher’sdaughter’sideajobinthefutureanddemonstratehowtotalkaboutthefuturejobswiththefollowingbylisteningandPPT.
4.MakeaconclusionofthisclassandencourageSstowriteashortreportabouthisorherdreamjobsinthefuture.
5.GiveSstheirhomework.
Unit2Communication《Reading:
AnimalTalk;TheTextingGeneration》
1教学目标
表达人与人交流的主要方式;
2.通过第一个层次的阅读,了解文章结构并能获取文章的主旨大意及段落的主旨大意;通过第二个层次的阅读,让学生对文章跟细致的理解;通过第三个更深层次的阅读,引导学生关心、爱护动物,并做到更好的与动物相处及交流。
3.使用获取的信息,让学生对动物的交流有整体的感知和印象。
4.体会交流的重要性以及人类了解动物交流方式的必要性,尊重爱护动物;
2学情分析
本课是北师大版《初中英语》八年级下册教材第二单元,话题为“Communication”。
因而指导思想是:
让学生通过本课的学习首先了解文章的总分结构及文章大意;其次,学生通过看段落的首句话获取段落的“mainidea”;第三,学生通过本课的学习,能够了解很多动物有益于人类,由于它们的“SpecialFunction”;最后,让学生知道为什么人类对动物的交流感兴趣并积极研究动物的交流,从而使学生在学习文章的同时,逐渐提升爱护动物、保护动物的意识。
3重点难点
重点
1、能够读懂关于动物交流的短文。
通过阅读,了解动物间交流的不同方式及动物与人类的关系。
难点
1.概括所阅读的篇目及段落的大意。
2.学会用主题句法推知全文大意。
4教学过程
4.1第一学时
Step1 Getting Ready
Step2 Lead－in and Presentation
Step3 Pre－listening （Warm－up）
Step4 While－listening Step5 Post listening
Step 6 Practice and use
Step6 Homework
Show some pictures of food and drink and ask the students to name them.
Show the words and ask the students to put them into the right goups.
Ask the students to tell their partner the food and drink they like. Show some pictures about the words.
Teach the student how to read and correct their pronunciation. Ask the students：
How do you say the prices To fill in the blanks.
Ask the students to look at these pictures and answer：
1. What are the people doing
2. Where are they
1st listening
1. Ask the students to
listen and match.
2. Ask the students to
guess：
Where are they
2nd listening
Ask the students to complete the receipts ：
3rd listening
Ask the students to read
the dialogue after the
recording. Then read in pairs.
Help the students understand the main points：
how much, take, change Ask the students to summarize key expressions：
Shopping Ask the students to ma
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