初二英语unit8备课教案

初二英语unit8备课教案（通用5篇）

篇1：初二英语unit8备课教案

(1)掌握新单词：

subway heytrain (2)掌握以how引导的特殊疑问句的问答

How do you get to school ? How does he / she get to school?

2.能力目标

提高学生听，说，读，写，综合运用知识的能力。

3.德育目标

发挥学生的潜能，能谈论自己及周围人的上学，上班，回家，或旅游的交通方式，调动学生应用英语的积极性，学会关心别人。

确立教学目标的依据： 根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，也根据我国国情和外语教学大纲的要求，根据现阶段外语教学的素质教育的要求. (三)重点和难点：

根据本课的教学内容及在本单元中的地位，与学生的实际情况，制定以下的重点与难点

重点：以how引导的特殊疑问句; How do you get to school ? How does he/she get to school? I take the bus . He/She takes the train.

难点：多种搭乘交通工具的表达方式 (四)教学辅助工具：图表 ，多媒体。 二、学情分析

经过一年多的英语学习学生已具有一定的英语综合能力，也积累了一定的英语词汇量，如相关的交通工具名称。同时已熟悉了一般现在时第三人称单数动词的变化。本课学习不会很困难。

1、教学方法：

结合教材及学情，遵循教学原则和认知规律，采用情景教学法，听说法，导入话题，采用任务型教学途径，在活动中以循序渐进法来突破重点，让学生在用中学、学中用。

(1) 情景教学法：联系实际生活，创设情景，激活学生的想像力，激发学生使用英语进行交流的兴趣和欲望。

(2) 听说法：用师生，生生互动的方式，共同观察图片，激活学生的已有知识，使学生主动建构自己的语言知识，从而有效地习得语言。

(3) 任务型语言模式：根据学生实际，以学生为中心，合理组织教学，把各个教学目标融入到教学任务中，学生完成任务过程就是课堂教学的过程，即Learning by doing ,doing is learning.学生在教师指导下通过体验、实践、参与、探索和合作等方式，发现语言规律，逐步掌握语言知识和技能，学生的自信感逐步增强，从而体验到成功的喜悦。

2、学习策略：

以学生为中心，通过观察课件画面，进行两人一组的pairwork情景对话练习。还有四人一组的小组合作学习，让学生学会分工合作，在合作中，相互探讨、交流，从而获得知识，技能和情感体验。利用朗朗上口的chant,调动学生的学习积极性，同时培养语言的节奏感.

四.教学流程

Step 1. Greetings

Good morning ?

How are you?

How the weather today ?

意图：. 复习日常用语，准备进入新课。

Step2 Lead—in

Show a picture from the house to the school .Ask Ss ,How do get to school?

A student replies,Bike,say,oh,you ride your bike.Class repeat. I ride my bike .the class repeat.Say ,Today we’re taking about how you get to school.

意图：.通过创设语言场景，让学生清楚明确本节课要学什么。

Step3.words about transportation

Let the Ss look at the pictures on the screen and teach them words about transportation

bicycle/ bike subway train bus car taxi plane ship

Encourage the Ss to say more transportation ways

walk /on foot motorbike …

意图:为下一步的情景对话做好铺垫。

Step4 presentation

Show some pictures in ppt

How do you get to school ? take the train /car/plane

I walk to school. / I go to school on foot take subway /ship/bus

I take the bus. ride my bike/bicycle

How does he /she get to school? He /She takes the bus to school.

方法：师生问答、生生问答，两人一组对话

意图联系实际生活，创设情景，激活学生的想像力，激发学生使用英语进行交流的兴趣和欲望

学会掌握以how引导的特殊疑问句，以及多种交通方式的表达。掌握本课的重难点。

Step51a

Books open! Write down more ways to get to school. Check the answers and read gether.

意图：巩固搭乘交通工具的多种表达

Step61b(listening)

Let the Ss listen and write numbers

意图：训练学生的听力能力

Step7.pairwork

Look at the picture.make conversation

先让学生读出对话, 再学生两人一组做对话，谈论图中的人都是怎样上学的，最后， 让几组同学到班级前做对话。

意图：运书上的情景图再反复操练how引导的特殊疑问句，以及多种交通方式的表达。掌握本课的重难点

Step8.chant

Do you go to school by bus or by bike?

I go to school by bike or by bike. Do you go to Shanghai by plane or by bike? I go to Shanghai by plane or by plane. Do you go to Xi’an by train or by train? I go to Xi’an by train ,by train . 意图：让学生在轻松愉快中学习,迎合学生的年龄特点。

Step9.Survey (groupwork)

Work in group of four ,talk about how do you get to school?,and fill in the chart.

Name

Get to school

意图：通过小组活动，培养合作学习意识。活动中小组进行明确的分工，一名为记录员，一名为汇报员。最后统计出全班有多少人步行，有多少人骑自行车，坐公交去上学。

Step 10..Exercise

一. 用所给词的适当形式填空。 1.He often (ride ) to school,but sometimes he (walk) to school.

2.My mother always ( go ) to work by bus

3. Tom never ( take) the train to school .

4.Yesterday I ( walk) to school .

5.How ( do ) your sister get to school ?

二. 将下列句子改为同义句 1.I often go to school by bus . I often a bus school. 2.Jane rides to work on M ondays. Jane goes to work on Mondays .

Jane goes to work on Mondays.

3.He gets to school on foot every day. He to school every day . 意图：巩固本节课所学的内容，纠正学生容易出现的错误：一般现在时动词第三人称单数的变化，以及动词短语take the +交通工具 可以替换成介词by +交通工具，注意他们在句中的位置不同。同时为下节课扫除障碍。

Step10.Homework

1. Recite the new words 2. make conversations

Blackboard design

Unit4 How do you get to school?

A:How do you get to school? take the bus/train/subway/ship/

B:I ride my bike. ride a bike

A:How does he get to school? Walk/on foot

B:He walks to school.

板书设计 (根据本课的重难点)

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

希望各位专家领导对本堂说课提出宝贵意见,谢谢!

篇2：初二英语unit8备课教案

(一)、教材的地位和作用

本单元以How do you get to school?为中心话题，围绕交通方式而展开，主要运用How long/How far 询问“去某地的交通方式、时间、距离。”简单描述路线。这一话题贴近学生们的日常生活，它继第三单元谈论“假日计划”后安排这样一个话题，符合学生的认知结构和年龄特征，它将为后几个单元的学习打下坚定的语言基础。而SeetionA第一课时重点则采访同学们上学的交通方式，及花费的时间、距离等等。

(二)、教学目标(语言知识 能力目标 情感目标)

语言知识：

1、语言目标，掌握语汇subway 、train、 bus、 car、bus stop等。

语言功能：学会谈论并描述交通方式

语言结构：学习掌握How引导的特殊疑问句：

How do you get to school?

How long does he get to school?

How long does it take?要求学生掌握好助动语do在不同人称，特别是第三人称单数后的变化。

2、语言技能

1、能根据录音判断交通的方式，花费的时间及距离。

2、能询问他人到达某地的交通方式并转述。

能力目标：

1、培养学生听、说、读、写的能力。

2、训练学生小组合作的能力。

3、让学生通过有用的目标语言学会与他人交流的能力。

情感目标：

鼓励学生学会关心别人，帮助别人。

(三)、教学重点和难点

重点：帮助学生学会使用How do you get to school?

I take the train to school.

How does he get to school?

He takes the bus to school.进行交际

难点:区别take 的用法。

二、说教学方法

(一)、学情分析

1、初二学生经过小学和初中的学习，已经有了一定的英语基础知识和听说能力，正逐渐向读写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。在加上受新课程理念的熏陶及实践，能巩固所学知识，又能提高解决问题的能力以及综合运用语言的能力。

2、从年龄特征看，学生们也很在乎他人的评价。在学习过程中通过“兵教兵”小组训练，鼓励性评价等措施，提高学生综合语言技能。

(二)、学习策略

教学生要善于抓住英语交际的机会，主动参与学生活动，形成自主学习的能力。

(三)、教学手段

用幻灯片将本课所需要的录音、图片、文字、制成多媒体课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

(四)、教学原则：

1、任务型原则，在整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用

2、合作性原则，以学生为主体，师生合作，生生合作，体现教与学的互动交往。

3、情感性原则，激发学生学习英语的兴趣和始终保持良好的学习情绪。

(五)、学法指导

1、学习方法的指导，用生动的课件调动学生进行听、说、读、写、训练。

2、学习积极性的调动。

我在教学过程中创造一种开放的、和谐的积极互动的语言氛围，把课堂变为有声有色的舞台，让学生在乐中学。

3、学习能力的培养。

通过连贯的听、说、读、写，培养学生的交际能力，发挥他们的思维能力。

三、说教学过程

在整个教学活动中，我通过设计不同的四个任务，让学生在小组中交流、合作、竞争，每个任务都存在着一定的“信息差”，易于激发学生的表达欲望和急于知道最终结果的心情，在活动中他们一定会努力表现自己，做到。四个任务所侧重的训练学生的语言能力的要求也各有不同，他们分别侧重训练学生的听、说、读、写的能力。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组中有更多的时间来运用英语表达自己的思想。

(一)、在复习环节中，通过问学生 What are you doing this Sunday? What is he doing tomorrow? What are you doing for vocation?来了解学生对上一单元知识的掌握情况。

(二)、在导入新课中：先通过让同学们看图片，回答下面的问题，What is the boy doing?Does he often ride a bike to school? How do you get to school?引入目标语言，并帮助他们回答：I take the subway to school. I take the train to school等。

在列举许多交通方式后，让同学们完成 1a。然后检测学生们的答案。

(三)、在听力练习上。教学设计共插入了三个听力训练。

1、让学生结合图片，分辩交通工具。并与图中的人物结合起来。

2、能听辩数字。

3、通过让学生们听，然后说出五种交通工具并把这种交通工具和它花费的时间相匹配。

(四)、在小组练习中，我让学生四人一组进行这样对话练习

A：How do you get to school?

B: I take the subway to school.

C:: How does B get to school?

D: He takes the subway to school?

A: How long does it take?

B: It takes about 25 minutes

重点巩固第三人称单数这种情况。鼓励学生们用不同的词替换来反复操练这个句型.突破教学重点。

(五)、小结：最后总结take的用法，消化教学难点。

(六)、家庭作业：仿写四个句型，并使用不同的交通工具。

(七)、板书设计：

Unit 4 How do you get to school? forty

take the train How do you get to school fifty

take the subway I ride my bike. sixty

walk How does he get to school? seventy

ride the bike he walks to school eighty

Take the bas How long does it take? ninety

篇3：初二英语unit7备课教案

1、教材内容：

8B第六单元( A charity walk )中的Main task这一部分围绕着组织一次慈善竞走和制作网页介绍这次活动而展开话题进行教学活动的，它是这一单元的主要内容，主要包括读、写两个部分的训练。

2、教学目标：

(知识目标、能力目标、德育目标)

知识目标：了解组织慈善竞走活动的流程和活动目的。

能力目标：使学生了解并学会设计组织一次活动的流程，提高学生信息输出和写的能力。

情感目标：通过观看课件激发学生的学习兴趣，并且通过组织这次慈善活动，让学生体会出人应该相互帮助的道理。

3、教学重点与难点：

重点：A flow chart的设计及语言说明。

难点：信息获取及输出能力的培养。

二、教学方法及教学手段：

通过五步教学法，以任务为驱动，由浅入深，由易到难，，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动及学生的合作学习活动。

课堂上以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

三、教学过程及活动设计目的：

I Warming-up

(1) Greetings

(2) A Tongue Twister to start the lesson.

设计意图：让学生有一个轻松、活泼的氛围，拉近了教师与学生的距离,并为上新课做好准备。

II Revision

(1)在屏幕上显示慈善机构的图标，并询问学生这些机构是从事哪些慈善活动的。

Questions:

(a) Who does ORBIS help? ( Blind people)

(b) What does UNICEF do? ( To help the poor children)

(c) What does World Wide Fund for Nature do? ( To help and protect wide animals )

设计意图：整册书后三个单元都围绕着慈善活动展开话题的，学生复习这些慈善机构和其工作性质会让学生更能体会学习的意义，另外利用多媒体辅助教学，增加了直观性和趣味性，提高了教学效果，学生能积极参与，注意力能够集中。

(2)告之学生帮助他人是我国一贯的传统美德，哪些人最需要我们的帮助呢?我们能帮助什么呢?给出学生一些图片,并和他们共同谈论这些图片。

T: How can we help blind people?

Ss: We can help them cross the road.

T: What do you think of that deed?

Ss: It’ meaning.

T: Yes, it’s meaningful to help blind people cross the road.

设计意图：利用多媒体辅助教学，增加了教学的直观性和趣味性，学生能积极参与，注意力能够集中。在进行思想道德教育的同时，又让学生复习了本单元重要的语法项目：it作为形式主语，真正的主语动词不定式摆在句尾。

III Lead-in

告诉学生我们学校刚组织的一次慈善活动，通过问题的形式帮助他们回忆活动的内容，目的及进行方式。

Last week , we donated some money for a student in Class 7, Grade 8.

What’s the matter with him?

How did we collect the money?

How did we organize the activity?

设计意图：通过问答法，调动学生的积极性，学生的学习目的明确，并为文中慈善活动的引出作了良好的.铺垫。

IV Presentation

(1) Get the students to read the flow chart of a charity walk organized by the Class 1, Grade 8 students and ask them to get as much information as possible.

(2) Three or five minutes later, ask them to fill in the missing words on P106, and choose a student as winner who can write most of the missing words using the time. A certificate will be rewarded as a prize.

(3) Check the answers in class and read in pairs. ( If necessary , the teacher asks and the students answer questions based on the passage.)

(4) Show them the writing style in this part.

设计意图：让学生在合作、竞争的氛围中去习得语言会取得较为理想的效果。通过此部分的学习，学生对活动的流程，文章的写作格式会有比较清晰的了解。而且问题的设置让学生能够更好的理解文中的内容。

V. Groupwork

Divide the class into several groups, and then ask them to design a charity activity . ( the name , purpose , details , application , collection must be included ) The group whose design is better and more practical will be winner.

设计意图：让学生学以致用，在使用的过程更能深刻理解所学习的知识，而且让学生在内心深处能够感受到哪些是他们最需要帮助的人。

VI Homework

(1)Write the charity activity out what they have just designed.

(2)Revise what we learned.

(3)Preview Checkout on P107.3

设计意图：让学生将所学的知识进行文字输出，加强写的训练。及时巩固

篇4：初二英语unit8备课教案

高一英语Unit8Sports教案

TeachingPlanforUnit8:Sports

Goals:

.Talkaboutsports

4.UsetheFuturePassiveVoice

2.TalkabouttheolympicGames

5.Talkaboutwhatwillbedone

3.Talksaboutinterestsandhobbies

6.writeasportsstar’sprofile

Usefulexpressions:

.whichdoyoulike,…or…?

Ilikewatchingit.2.what’syourfavoritesport?

Shooting,Ithink.3.whichsportsdoyoulikebest?

Ilike…best.4,whichdoyouprefer,…or…?

Iprefer…to….5.whatabout….?

I’dratherwatchitthanplayit.6.Areyouinterestedin…?

yes,verymuch./No,notreally./Sure,Ilovesports

Importantsentences:

.EveryfouryearsathletesfromallovertheworldtakepartintheolympicGames.2.TheancientolympicGamesbeganaroundtheyear776BcinGreece.3.TheywereheldinGreecein----thecountryinwhichtheGameswereborn.4.Theolympicmottois“Faster,Higher,Stronger.”

5.Followingthehistory-makingsuccessintheXXSydneyolympicGames,chinawonanthergreatcompetitioninXX,whichwasnotforamedal.6.ItwasthecompetitionbetweencountiestoholdtheolympicGames.7.ThepeopleofBeijing

…willbepreparingtolighttheolympictorchtowelcomeathletesandsportsfansfromallovertheworld.TheFirstPeriod

warmingupandspeaking

Teachingaims:

.HelpthestudentsknowmoreaboutsportsandtheolympicGamesandeducatethemtolovesports.2.Improvethestudents’speakingability.Teachingimportantpointsanddifficultpoints:

howtoexpresstheirideasbyusingtheusefulexpressionsinthetext

Teachingaids:

acomputer,aprojectorandataperecorder

Teachingprocedures:

Step1.Revisionandlead-in

.Listentoanolympicsong:HandinHand

Question:Haveyouheardthissongbefore?

Todaywewilltalkaboutsportsandolympics.well,therewillbeacompetitionbetweenboysandgirls.Imean,nowyouareaskedtobedividedintotwogroups:aboygroupandagirlgroup.Thenpleasewritedownasmanywordsaboutsportsaspossible.Eachonecanwriteonlyonewordandyoucan’twritethesameword.Now,youhaveoneminutetoprepareandthenyouhavethreeminutestowriteyourwords.2.competition

Step2.warmingup

.Iknowmostofyou,maybeallofyoulikesports.Doyouagreewithme?Nowcanyoutellmewhatareyourfavoritesports?Imean,whatsportsdolikebest?

2.Lookatthepicturesonthescreen:whataretheydoing?

3.aquiz

Asweallknow,theolympicGamesarethebiggestsportsmeetingintheworld.Let

’shaveaquizandseehowmuchyouknowabouttheolympics.Pleaseopenyourbooksatpage50andlookatthepartwarmingup.Doitbyyourselvesandthengivemeyouranswers.Step3.Somethingmoreabouttheolympics

.theoldolympicGames)Aroundtheyear776Bc,theoldolympicGamesbeganinAthensofGreece

2)womenarenotallowedtotakepartinthegames

3)Someofthegameswererunning,jumpingandwrestling

4)Afterabouttheyear393AD,theolympicGamesstopped

5)Forcenturies,therewerenoolympicgames

2.Theolympicmotto:Faster,HigherandStronger.3.whatdoestheolympicflagmean?

5ringsjoinedtogetherasasignoffriendshipofthe5continents

4.ThemodernolympicGames:)In1989,thefirstmodernolympicGameswasheldinGreece.2)In1984,newchinatookpartintheolympicGames.3)InXX,inSydney;chinagot28goldmedals

4)InXX,Beijingwillholdthe29tholympicGames

5.InwhichyeardidchinagettherighttohosttheolmpicGames?

6.ThesloganfortheXXolympicGames:oneworld,onedream.7.AsetoffivedollmascotsfortheXXolympicGames:

theFish---blue—Europe

thePanda—black--Africa

theolympicFlames---red---America

theTibetanAntelope---yellow---Asia

theSwallow---green---oceania

Step4.Speakingandtallking)Letthestudentslookatthepicturesatpage52.canyounamethesports?

2)Lookattheusefulexpressions.Theyareaboutaskinginterestsandhobbiesandthepossibles.Pleasereadtheexpressionsaloud.3)Supposeyouareareporterandinterviewtwoofyourfriendsaboutthefavouritesports.Thenfillintheformwiththeiranswers.Name

whichsportsdoyoulikebest?

why?

4)talking

mostofyoulikesportsandplaycloseattentiontotheolympicGames.Imaginethatyouhavebeenaskedbytheolympiccommitteetodiscussthecauseandeffortsofsomeseriousproblems.Herearetheirquestioncards:

Someathletesusedrugstowin.whatdoyouthinkaboutit?

Someathletescaretoomuchaboutwinningandmoney.HowcanwestopitanddevelopthespiritoftheolympicGames?

Step5Homework

.Tellyourfriendswhat

’syourfavouritesportusingatleast5sentences.2.LearnthenewwordsbyheartTomorrowyouwillhaveandictationofthenewwordswe’velearnedtoday.TheSecondPeriod

Reading:TheolympicGames

Teachingaims:

.HelpthestudentstoknowsomethingaboutthehistorythedevelopmentoftheolympicGamesbasedonthetext.2.LetthestudentslearnhowtotalkabouttheolympicsGamesandhowtomakeabriefsummaryaboutthehistoryofthedevelopmentoftheolympicsusingtheinformationinthetext

Teachingimportantpointsanddifficultpoints:

LetthestudentslearnhowtotalkabouttheolympicsGamesandhowtomakeabriefsummaryaboutthehistoryofthedevelopmentoftheolympicsusingtheinformationinthetext

Teachingaids:

acomputer,aprojectorandataperecorder

Teachingprocedures:

Step1.Revision

.andictationofthenewwordslearnedyesterday.2.Questions:

HowoftenaretheolympicGamesheld?

whenandwheredidtheancientolympicGamesbegin?

whenandwheredidthefirstmodernolympicGameshappen?

Howmanygoldmedalsdidthechineseathletesgetinthe27tholympicGamesinSydney?

what’sthesloganfortheXXolympics?

DoyoknowthemascotsfortheXXolympicGames?

Step2.Pre-reading

Discusssomequestions:Isitimportanttowininasportsmatch?whyorwhynot?AretheolympicGamesimportanttooursociety?why?

Step3.while-reading

.Fastreading:Trueorfalsequestions

①IntheearlyolympicGames,onlymenwereallowedtocompeteandwatchthegames.②.ThemottooftheolympicGamesisFASTER,HIGHER,FURTHER.③.carlLewiswon3goldmedalsinthe1984olympicGames.④.The27tholympicGameswereheldinLosAngeles.⑤.The28th

olympicGameswillbeheldinBeijing.⑥.ThewinterolympicGamesareheldevery

years.2.careful-reading

choosethecorrectanswersaccordingtothetext

①whichofthefollowingisnotmentionedinthetext?

A.whentheoldolympicGamesstopped.BwhytheoldolympicGames

stopped.cwhetherwomenwereallowedtotakepartintheoldolympicGames.Dwherethe27tholympicGameswereheld.②whatdoes“anothergreatcompetition”refertointhelastparagraph?

ATheXXSummerolympicGames.BTheXXwinterolympicGamesinSaltLakecityintheUSA.cThecompetitionbetweencountries

tohosttheolympicGames.DTheFootballworldcupinSouthkorea.③whichcouldbeanothertitleforthetext?

ATheSummerolympicGames

BThewinterolympicGames

cTheworld’sGreatestSportsGames

DAGreatVictoryforchina

④whichofthefollowingcanbeinferredfromthepassage?

AThechineseteamwasthesecondstrongestinthe25thSummerolympics.BInBarcelonamenathletewonmorethan4goldmedalsforthechineseteam.cTheolympicGamesstoppedin193ADbecauseofcorruptionand

cheating.DNowmanycountriescompetetoholdtheolympicsbecausetheycanbenefitalot

fromthegames.⑤whydocountriescompetetohosttheolympicGames?

AHostingtheolympicGamesisconsideredtobeanhonourforacountry

BThehostcountrywillcertainlywinmoregoldmedals

cTheathletesofthehostcountrydonothavetotravelabroad

DHostingtheolympicGamesmakesacountryvery

rich

Sumupeveryparagraphinonesentence

Para1:Theolympicsareheldeveryfouryears

Para2:SomethingabouttheoldolympicGames

Para3:Somethingabouttheolympicsinmoderntimesandthe27tholympicGames.Para4Theolympicmottoandsomethingaboutthetrackstars:carlLewisandthechineseteaminSydneyolympics.Para5:Beijingwillhostandismakingpreparationforthe29th

olympicGames.Trytogettheinformationofthefollowingnumbers..4years

2.776Bc

3.393AD

4.1896

5.XX

6.XX

BoththeSummerandwinterolympicGamesareheldeveryfouryears.TheancientolympicGamesbeganaroundtheyear776BcinGreece.Afterabouttheyear393ADtheolympicGamesstopped.ThefirstmodernolympicGameshappenedin1896.InXX,the27tholympicGameswereheldinSydney.Thechineseteamgot28goldmedals.InXX,the29tholympicGameswillbeheldinBeijing.Step4:Post-reading

HostingtheolympicGamesisagreathonourandagreatresponsibility.BeingthehostoftheolympicGameswillhavegoodandbadeffectsonthehostcity.worktogetherandwritedownsomeoftheeffects..EveryfouryearsathletesfromallovertheworldtakepartintheolympicGames.InSydneythechineseteamgot28goldmedals,rankingthirdofallthecompetingcountries.Followingthehistory-makingsuccessintheXXSydneyolympicGames,chinawonanothergreatcompetitioninXXwhichwasnotforamedal.Teachingimportantpointsanddifficultpoints:

.someimportantwordsandphrases

2.someimportantsentences:

3.howtouseTheFuturePassiveVoice

Teachingaids:

acomputer,aprojectorandataperecorder

TeachingProcedures:

Step1Revision

Answerthequestionsaboutthetext

.HowhavetheolympicGameschangedsincetheoldolympicGameswereheldinancientGreece?

whatwillbedoneinpreparationfortheXXolympicGames?

BothmenandwomentakepartintheGames;TherearemoreandmoresportseventsintheGames.Newbuildingandsportsvenueswillbebuilt;Newlargeareasofgrasslandwillappear;manyroadwillbebuiltorrebuilt;moreandmorepeoplearelearningEnglish.ThecityofBeijingwilltakeonanewlookingXX.)

Step2Languagepoints

.Doyouknow

whattheonebigstarandfoursmallerstarsinchina’snationalflagstandfor?

2.It

’scoldoutside.Iwouldratherstayathomethangooutforawalk.3.prefertodosthratherthandosth

prefer…to….eg:Iprefertostayathomeratherthangooutforawalk.Ipreferstayingathometogoingoutforawalk

4.beworth+n./doing

Thebookisworthreading.5.EveryfouryearsathletesfromallovertheworldtakepartintheolympicGames.Hegoestoseehisgrandmaeverytwoweeks.Takethemedicineonceeveryfourhours.*everyfouryears=everyfourthyear

everytwoweeks=everysecondweek=everyotherweek

6.takepartin=joinin=competein…

eg:wealltakeanactive

partinallkindsofactivities.millionsofpeoplejoinedinthebattle.Someyoungmenwillcompeteinthegame.compare:joinsbinsth

join=becomeamemberof…

comeandjoinusinthegame./willyoujoinusinplayingfootball?

mybrotherjoinedthearmy/Partylastyear.7.manyofthesportswerethesame

astheyarenow.Eg:IhavegotthesamecarasIhadbefore.她的大衣的颜色和我的一样。Thecolourofhercoatisthesameasthatofmine

8.womenwerenotallowedtotakepartinthegames.allowsb.todo…;

allowdoing…

wedon’tallowsmokinginschoolsandhospitals.Smokingisnotallowedinschoolsandhospitals.wedon’tallowpeopletosmokeinschools

Peoplearenotallowedtosmokeinschools

9.moreandmore

eg:ourschoolisbecomingmoreandmorebeautiful.Iwishourcountrybecomesstrongerandstronger.=andranked

0.InSydneythechineseteamgot28goldmedals,rankingthirdofallthecompetingcountries.=allthecountriesthatcompeted

篇5：人教版九年级英语unit8教案

The 1st period

何梅林

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank

（2）Target Language

I’d like to work outside．

You could give out food at a food bank．

2． Ability Objects

（1）Train the students to express offering to help with the target language．

（2）Train the students’ listening skill．

3． Moral Object

Offer help to the others as much as possible．

Ⅱ． Teaching Key Points

1． Key Vocabulary

clean up, hunger, homeless, cheer up, give up

2． Target Language

How to express offering to help with target language．

Ⅲ． Teaching Difficult Points

1． Teach the students how to use the new phrasal verbs．

2． Teach the students to express offering help with target language． Ⅳ． Teaching Methods

1． Teaching by giving sample sentences and making up sentences．

2． Teaching by showing pictures．

Ⅴ． Teaching Aids

1． A tape recorder

2． Some pictures on volunteer’s offering help

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Revise the language points in Unit 7．

Ask some questions like this: Where would you like to go on vacation? Why?（Because…）

2． Revise the contents in Unit 7．

3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．

4． Dictate ten words in Unit 7．

Step Ⅱ la

In this unit we learn to offer to help．We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out． Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．

Ask the students to read the title twice．Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’s see another example, We should always clean up after a picnic．Who can explain this sentence in your own, words?Ask one student to explain the sentence．

He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class． Who can make more sentences

with clean up?Ask several students to share their sentences to the class．Do the same with the other phrasal verbs．

Read the instructions to the students．

Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about? Help students to answer: Volunteer Today!Then continue saying, “Who can tell me the meaning of volunteer?”

Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．

Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．

Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．For example, for the first poster, a pair might say:

It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．

After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．

At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary． Step Ⅲ 1b

Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．

Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．

Say, we will hear four conversations．

Your task is to match the items in the two lists． We can see the blanks in fro

nt of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places． Point out the sample answer to the class．

Play the recording the first time． Tell the students to only listen． Then play the recording a second time．

Tell them to write a letter in front of each numbered sentence this time．Check the answers．

Step Ⅳ 1c

Read the instructions with the class．Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．

Note their pronunciation of “like to” in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words “like to” as if they were spelled like-tuh．

Play the I’d like to statements on the recording to demonstrate this

pronunciation．After they’ve finished practicing the sample conversation, ask them

to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．

Then let the whole class practice in pairs．After that, play the recording of activity 1b and let the children read after it twice．Then ask them to practice similar conversations using the information in Activity 1b．

Step Ⅴ Summary

Step Ⅵ Homework

1． Make up one sentence with each of the following phrasal verbs:

clean up, cheer up, give out

2． Write out three conversations of activity 1c．