八年级英语下册教案（共6篇）
篇1：八年级英语下册教案
篇一：人教版初二英语(下)全册教案 unit15 what do people eat? teaching aims and demands 本单元的中心话题是饮食文化与家庭生活。围绕这一中心项目，让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。其中五种基本句型是本单元的语言训练重点和难点。lesson 57 teaching aims and demands: 1． kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter so do we./oh, we don’t./ would you like to have dinner with me tonight? could you pass me the cheese, please? 2.通过情景中的操练培养直觉思维能力，提高思维的敏捷性；通过brainstorming 提高学生质疑能力和多方面、多角度考虑问题的发散思维能力。
3.通过初步学习了解不同国家的饮食文化差异，引导学生热爱生活，增强世界意识。teaching procedures step1 warming-up step2 presentation bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc.to class.students are interested in tasting these objects.(learning the new words by watching, tasting)show a photo of a kitchen.there is a nice cupboard in it.it’s closed.ask what’s in the cupboard? then open the cupboard and show the students the things in it.then ask what’s in your cupboard at home? show a pair of chopsticks and ask are americans good at using chopsticks at table? what do they use at table? learn the new words fork, spoon.then ask do you usually help to set the table at home? what is on your table at home during dinner? step3 look, learn and answer in pairs, get the students to look at the colour picture on page i.have them ask and answer questions as in the model.step4 presentation present this dialogue:(1)teacher: i eat a lot of fruit and vegetables for supper.a boy: oh, i don’t.i eat a lot of fish.teacher: so do i.explain that i eat a lot of fruit and vegetables means i often eat fruit and vegetables.so do i means i eat a lot of fish, too.practise the following dialogues with students.(2)teacher: does your mother cook meals for your family every day? student a: yes, she does.she cooks nice food for me and dad.teacher: so does my mum.(3)teacher: i always read english for about half an hour before i go to bed.student b: oh, i don’t.i always read english before i have breakfast.teacher: so does my younger sister.step6 puzzle dialogues sb page1, part3.pairwork first.then check the answers as a class.in pairs, have the students role-play as if they are at a dinner.one of them is a host/hostess, the other is a guest.walk around and give help where needed.encourage them to speak freely and use more expressions they like.step7 homework collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them.often talk about the pictures during break.lesson58 important points １． 认知目标：通过学习本课，学生应理解并学会正确运用以下单词和句型：italy, india, italian, indian, moscow, even, taste, enjoy, pizza, /it seems that„./ do you think„? yes, i think so./no, i don’t think so.yes, i agree./no, i don’t really agree.i really don’t agree.２．
３． 能力目标：通过阅读课教学，培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。情感目标：进一步学习了解不同国家的饮食文化差异，给学生灌输“吃出健康”的饮食理念；了解list.中国饮食在世界上的影响培养学生的爱国情操。teaching procedures step1.warming-up(a guessing-game)get the students to talk about their favourite food in pairs.step3.pre-read then teacher asks ―how do you like „?are they chinese food? are they the most popular food in china? what do you think is the most popular food in china? what about in the world? what do you usually have for meals?(it seems that you like„(a kind of food)best!it seems that „ is/are your favorite food.)do you like fast food? why or why not? get the students to discuss these questions in groups of four, then have one to show their ideas.step4 reading show the title ‖favourite food ― to the class and ask them to predict what the passage is about.fast-reading:1)what’s the most popular food in the world? the students scan the passage for the answer.careful-reading: 1)what kind of food do indians like? 2)do we chinese people eat fish in the same way as japanese? 3)do english people usually eat fish and chips just at home? where else? what does ―on the road ― mean in this passage?(try to explain it in english)4)how do we know that american fast food is the most popular in the world? 5)what’s chinese food like? why is chinese food popular in the world? the students read the passage slowly and carefullly for information.encourage the student to guess the new words ―even‖ and ―taste‖ in the context.read with the tape.help students with their intonation and pronunciation.retell this passage.step 5 presentation “do you know chinese people like to eat a lot of food at supper? i really don’t agree with this kind of behavior.what about you?”
help students understand the difference between‖ i don’t really agree ― and ― i really don’t agree.‖(― i don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion;however,‖ i really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.)step6 ask and answer can you find any food from other countries in china/in wenzhou? are they famous? do you like them? why &why not? why is fast food so popular in the world? in america? in china? is it good for health? what food do you think is good for health? what do you think of the food you usually eat? is it healthy or unhealthy?(discuss in groups and then make a list of healthy and unhealthy food.)step 7 homework(choose one of the followings)lesson59 teaching aims and demands １．
２． 认知目标：通过学习本课，学生应理解并学会正确运用以下句型：either„or„/neither„nor„/make 能力目标：通过warming-up阶段question bombardment培养学生在无法预先准备的真实情况下sb.do sth./ five kinds of simple sentences 运用英语快速反应的能力;通过学习五种基本句型，提高学生运用所学语言进行创造性描写的能力；通过阅读与讨论，引导学生联系实际，发散思维，提高语言综合能力；组织学生进行辩论，培养思维的流畅性、变通性和独特性。
３． 情感目标：培养学生学习与协作的能力，引导学生观察生活，热爱劳动，关注家庭，体恤父母。teaching procedures step1 warming-up step3 presentation either„or„/ neither„nor„.step4 read and discuss ask who does the housework in han mei’s family? get them to quickly skan the first passage for the answer.discuss the three questions on page3 in pairs.show the picture of the indian girl’s family and let the students predict her family life.then ask them to read the second passage carefully and find the right idea.play the tape and have the students repeat.step5 hold a debate topic a: men should do part of the housework.topic b: men don’t need to do housework.step6 homework(choose one of the following two)(1)lesson 60 teaching aims and demands 1.认知目标: 学习something english, take a seat, be famous for , i’m happy you like it.would you like anything else? may i take your order now?等短语句型，并巩固本单元的词汇、句型。2.能力目标: 培养学生在语境中得体运用所学语言进行表演的能力；提高学生的书面表达能力。
3.情感目标: 加深学生对中外饮食文化差异的理解和感受。teaching procedures step1 warming-up ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life(the homework the day before).step2 presentation show a picture(half-covered).ask where are the two ladies having dinner? how are they? what’s on the table? then show the whole picture and check the answers.(revise the food items in this unit)step3 presentation(1)ann is inviting a chinese girl chen to dinner.suppose you’re ann, your partner is chen.make up a short dialogue and act.(2)now chen arrives, ann is serving her.predict what they will say to each other when they meet.predict what chen will say when she sees ann’s mother and what they will say to each other during dinner.step3 read and act(1)ask what are they having for dinner? how is the food? books closed.listen to the tape and find out the answers.(2)have the students listen and repeat.step4 presentation show a menu with something english/american/italian/japanese/french on it.ask where do we usually have these kinds of food?(at a restaurant)who will show you a menu when you go into a restaurant?(a waiter and a waitress)what will a waiter/waitress do after that? step5 read and act ask what will linda and paul have for dinner? listen and find out the answer.listen to the tape and repeat.tell the students some differences between an american restaurant and an english one.then ask them to say something about table manners.step6 listening sb page4, part2.step7 homework design an english newspaper in four.the topic will be either food & health or family life.you can show your own opinions or find out some information about that from internet, magazines, tv etc.unit 16 what a good, kind girl!about the teaching material the topic of unit 16 is ―asking and showing the way‖, and the functional item is asking permission and talking about possibility with modal verbs ―can‖ and ―may‖.cognizance: 1.the ss can use the following words: kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key 2.the ss can use the following expressions: turn left /right at the„crossing.go on until you reach„.you can’t miss it.on one’s way to, first of all , be /get lost, wait for abilities and skills: 1.the ss can give instructions to some places in the street or according to a map.2.the ss can use different expressions to ask the way.3.the ss can ask permission and talk about possibility with ―can‖ and ―may‖ feeling and attitudes: 1.the ss can realize that they learn english for their real life, not only for the english class and exams.2.give the ss the feeling that they are the centre in english learning activities so that they will try to be active and creative in class.篇二：2014年(春)人教版新目标英语八年级下册教案
新目标英语八年级下册授课人： unit 1 what’s the matter? teaching goals: 1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词.2.能够用所学的单词谈论身体并且能给出中肯的建议.3.通过听力练习，争取能够提高学生的听力能力.important points: 1.words.2.sentences: i have a headache.you should go to bed.he has a stomachache.he shouldn’t go to bed.she has a toothache.she should see a dentist.difficulty points: how to talk about the health and give the advice.period 1 teaching procedures: step 1 leading in 1.sing a song and do some actions 2.play a game and revise some words we have learned.3.(today we’ll learn some parts of the body.)look at the picture and teach new words.step 2 pre-task 1.read the new words by the ss first.2.then check the ss if they can read the new words by themselves correctly.if there is a mistakes ,correct.3.practice reading the new words.give them 6 minutes.page7, 1a.do this part by the ss first.write the correct letter after the name of each body part on the list 1.look at the picture and learn the main sentences.a: what’s the matter with you ? b: i have a cold.2.sb page 7,1c look at the pictures , work in pairs and act out.3.sb page 7, 1b.(1)listen and check the answers.(2)listen and fill in the blanks.step 4 post-task 同桌之间设计一个医生与病人之间的对话.step 5.exercises in class period 2 teaching procedures : step 1 leading in 1.revise : ask several pairs of students to the front of the classroom to act out the dialogue: what’s the matter with you ? i have a sore throat.then ask others : what’s the matter with him/her ? help ss answer : he has a sore throat.he should drink lots of water.2.look at pictures and practise the dialogue.step 2 while-task sb page 8, 2a 1.point out the eight items in this activity.read the item to the class.ss repeat.2.there are different conversations.listen carefully.people are talking about health problems they have and getting advice.3.match the problems with the advice.4.check the answers.sb page 8, 2b.pay attention to the four pictures.1.each of these pictures illustrates one of the conversations.2.play the tape ,write the missing words on the blank lines.3.play the tape again and check the answers.4.pairwork.practice reading the dialogues in the pictures.take turns having the problem and giving the advice.5.practice reading the dialogue in 2c ,and make their onw conversations.6.act out the dialogue.sb page 9, 3a.1.point out the picture and ask ss to describe it.(there is a boy sitting on a bench.he’s sick.a teacher is talking to him)2.pay attention to the dialogue and the blanks in the dialogue.3.fill in the blanks in the conversation.4.go over the answers.5.practice reading the dialogue with a student, then work in pairs.step 3 post-task sb page 9 , 3b.1.look at the picture and make your own dialogues setting 3a as an example.sb page 9, part 4.1.read the instructions and demonstrate what a “mime” is.2.read the dialogue by the ss.4.ask one student to give advice.step 4 exercises in class homework 1.when you had some problems.please remember what the doctor said.remember the new words.period 3 teaching procedures : step 1 leading 1.play the game :one student mimes an illness , the other students guess the illness and give advice.what’s the matter? do you have a sore throat ? 2.revise how to talk about health and give advice.step 2 pre-task sb page 10 ,1a.1.look at the picture.point out the four new words andexpressions.say each word and ask ss to repeat.2.the first picture.explain something about it using one of the four words and expressions.3.match the words with the pictures by the ss.4.check the answers.5.practice reading and make sure the ss understand the meaning of the words.sb page 10 ,1b 1.read the four sentences ,ss practice reading.2.look at the picture and match each picture with advice.3.check the answer step 3 while-task sb page 10 ,2a & 2b.1.first ,make sure the ss understand what they will hear.2.then read the four names 3.listen and write the problems on the bland lines.if possible ,write what each person “should” and “shouldn’t” do for their problem.4.check the answers.step 4 post-task sb page 10,2c.1.ask two students to read the conversation to the class.2.pairwork.make conversations with your partner.3.act out the conversations for the class.4.write two dialogues in the exercise book.5.exercises in class period 4 teaching procedures : step 1 leading discussion: how to keep healthy.step 2 while task sb page 11, 3a 1.read the article and fill in the form.2.check the answers.3.explanation 4.exercises step 3 post task sb page 11, 3b let the ss read the paragraph and fill in the blanks.篇三：2015人教版八年级英语下册教学案全集
unit 1 what’s the matter? section a 1a-2c 第1课时 【学习目标】
1． 能听说读写重点单词和词组：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, x-ray, toothache, take one’s temperature，see a dentist 2．句型：学会用what’s the matter? i have a cold.i have a stomachache.i have a sore back.i have a sore throat.谈论身体情况。3.学习用should 给出建议 【重点】【难点】
能询问并表述身体的种种不适以及对他人身体的种种不适给予适当的建议。【自学指导】
1、自己认读1a单词，与画面中字母匹配，并在自己的身体上指认人体部位。
2、对照单词表翻译1a画面上的句子，并读熟。5min（5分钟）【自学检测】
1、把你所知道的身体部位的单词写下来，并写出其相应的中文意思。__eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
2、have a cold的意思是“感冒，着凉”为固定词组，have 表示生?病，解释下列词组的意思。have a sore throat _________ have a sore neck ___________ have a fever____________ have a headache ____________ have a stomachache ________ have a toothache __________ 【合作探究】
1、what’s the matter?怎么了，其后常与介词with 连用。类似的问句还有：_________________________ _________________________ what’s the matter with ben?（改为同义句）what’s _______ with jim?
2、情态动词should的用法
1)should 常用来表示劝告、建议、认为某人应该做某事。
2)should 本身不能单独作谓语，必须和动词原形连用。should 没有人称和数的变化，其否定形式为shouldn’t.如：we__________ study hard.我们应该努力学习。he ________ lie down and rest.他应该躺下来休息。
【达标检测】
一、翻译以下短语：
1、感冒 ______________________
2、背疼 _________________________
3、发烧 ______________________
4、量体温 ________________________
5、腹痛 ______________________
6、嗓子疼 ________________________
7、牙疼 ______________________
8、上点药 ________________________
9、去看医生 ______________________ ___________________________
10、躺下来休息______________________
11、头疼 _____________________
12、看牙医 _____________________
13、照x光片____________________
14、喝些加蜂蜜的热茶 ________________________
二、完成句子：
1、你怎么了？ what’s the matter _____ you?
2、他怎么了？ what’s the matter _____ _____?
3、她昨天感冒了。she _____ a cold yesterday.4、mary咳嗽。mary ______.5、我觉得头很热。my head ______ very _____.6、你应该回家休息。__________________________________.7、她不应该说太多话。________________________________.8、你弟弟应该早点睡觉。__________________________________.9、--他应该量体温吗？_________________________________?--是的。_____,____________.10、你看起来不太好。_____________________.三、单项选择。
()①what’s ____ with you? a.trouble b.the matterc.the wrongd.matter()② — ______? — nothing serious, but a bit tired.—better have a rest now, dear.a.is that allb.is there anything else c.what’s this d.what’s the matter with you()③【2013湖北孝感】—_________? — i have a headache and i don’t feel like eating anything.a.how are youb.what can i do for you c.what’s the matter with you d.how do you like it()④【2011．云南昆明】27.—what’s the matter with tina? —_______________.a.she is away.b.she is cool.c.she has a sore throat.d.she should take some medicine 【总结反思】
_________________________________________________________ _________________________________________________________ 【课后作业】
1、熟练说出本课重点短语和重点句型，并一次。
2、根据2a、2b 编5组对话，并和同桌练熟。
（教师复备栏及学生笔记）unit 1 what’s the matter? section a 2d—3c 第2课时 【学习目标】
1、重点单词： headache, break, hurt, herself，2、短语：have a fever,take breaks/take a break in the same waygo to a doctor.3、句型：are you ok? do you have a fever? yes, i do./no, i don’t.what should she do? she should take her temperature.should i put some medicine on it? yes, you should./no, you shouldn’t.【重点】使用should, shouldn’t 给出合理的建议。【难点】根据不同的病症给出多个合理建议。【自学指导一】
自读对话2d两次，把握大意，划出不懂之处并自己查字典解决。4分钟。【自学检测一】完成下列句子。
1、你还好吗？ are you _____?
2、我该怎么办？ _____ should i _____?
3、我应该量体温吗？ should i _____ ____ ________________?
4、我头疼。i have ___ ________________.5、你周末做什么了? what_____ you_____ on the _________?
7、我认为你应该躺下来休息。i think you should ______ ______ and rest.【合作探究一】
1、小组成员轮流读对话并翻译，划出疑难准备提问。
2、共同划出你们认为重要的短语、句子，写在小黑板上。【达标检测】
一、短语翻译：
1、休息 ____________ __________
2、没有移动 _______________
3、以相同的方式 _________________
4、听起来像_____________
5、割伤自己 ____________________
6、让自己受伤____________________
7、在伤口上敷点药________________________
8、跌倒__________________
二、单项选择。
1、()【2012曲靖中考】i didn’t sleep well last night, because i _____ a toothache.a.was b.wentc.had d.took
2、()【2013山东莱芜】—tony, what’s ___ matter with you? — i have _____ toothache.a.a;theb.the;ac./;the d.the;/
3、()mr.smith eats ______ food, so he’s _____ fat.a.much too;too much b.too many;much too c.too much;too much d.too much;much too
4、()【2013孝感】—why are you so tired these days? —well, i have ________ homework to do.a.too much b.too many c.much too d.many too
5、()you ____ be quiet when you are in the reading room.a.should b.shouldn’tc.cand.can’t
6、()【2013安徽】you _____ drive your car so fast.it’s very dangerous.a.wouldn’t b.shouldn’t c.couldn’t d.mightn’t
7、()david needs ______ a good rest.a.hasb.to have c.have
8、()【2013连云港】30.— id like a cup of black coffee.what about you, maggie?________ sugar.a.than b.for c.withd.to
9、()the boy isn’t ___ to dress himself.a.old enoughb.enough old c.old
10、()— i’m sorry to break your pen.—_______ a.that’s rightb.it doesn’t matter c.thank you — i prefer coffee
篇2：八年级英语下册教案
1. 语言知识目标：
1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化不规则变化。
2. 情感态度价值观目标：
1) 学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区的孩子们需要我们去帮助他们。
2)通过谈论假期旅行的经历，明白在旅行时应注意保护环境。
二、教学重难点
1. 教学重点：
1) 能综合运用所的重难点词汇来完成相关任务。
2)能运用英语根据相关提示来记自己某次旅行的经历。
2. 教学难点：
能运用英语根据相关提示来记自己某次旅行的经历。
三、教学过程
ⅰ. warming- up and revision
1. let ss read the passage about jane’s vacation to malaysia. then fill in the blanks.
2. check the answers.
ⅱ. discussion
1. show some pictures of the some places of interest. tell ss the name of them.
e.g. the great wall, summer palace, tian’anmen square, a beijing hutong…
2. let ss discuss what they can do, eat, buy… in those places.
ⅲ. writing
1. tell ss they went to one of these places of interest last summer vacation. with the help of the words in the box, try to fill in the blanks of the diary.
2. let some ss read the words in the box.
3. ss read the diary and try to fill in the blanks with the words in the box.
2. 阅读指导:
首先，应阅读日记一遍，了解日记的大意。然后，细读每一句，根据上下文文意来确定每个空格处应填的词汇。比如：读第一行可知此处是填空记日记时的时间，空格后面有日期，因此空格处应填月份august。读第二句话，可知空格处应填写天气的词汇，故应选hot and sunny。其他类似。
3. ss read the passage then fill in the blanks with the words in the box.
4. check the answers.
ⅳ. practice
work on 3b:
1. let some ss read the questions aloud to the ss. make sure they know the meaning of the questions.
2. let ss work in pairs to ask and answer the questions. write their answers on a piece of paper.
3. get some pairs read out their answers.
4. check the verbs forms.
work on 3c:
1. tell ss to write a travel diary like jane’s on page 5. use your notes in 3b.
2. 写作指导：
本文为写日记， 因此应用一般过去时态。应注意动词的过去式形式。
回顾一下在3b中所回答的问题的情况，然后将这些句子按恰当的逻辑顺序排列在一起，形成条理清晰的一段文字。
可以根据旅行的经历再添加一些恰当的想象的句子。
再次，阅读一遍短文，看有没有错误的句子。
3. ss write their diary by themselves. give any help they need.
4. let some ss read their diary to the class.
ⅴ. self check 1
1. 让学生们看自己的笔记，复习相关复合不定代词的用法。
2. let ss read the small conversation and choose the correct words in the box to fill in the blanks.
3. check the answers with the ss.
4. explain any problem that ss can’t understand.
ⅵ. self check 2
1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。
2. ss read the passage and fill in the blanks.
3. let some ss write their answers on the blackboard.
4. check answers with the ss.
5. explain any problem that ss can’t understand.
ⅶ. group work
1. tell ss what they should in this activity. imagine you are all foreigners on vacation in china. you meet each other at the airport on your way home. talk about what you did on your vacation.
2. ss work in groups of four and ask and answer about their vacations in china.
3. let some pairs act out their conversations in front of the class.
homework
1. review section b.
2. 阅读self check 2 的短文，并强化记忆所列举动词的一般过去式形式。
3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。
板书设计：
section b 2 3a-self check
3a: august, hot and sunny, a beijing hutong, beautiful, bought something special, it was interesting, beijing duck, delicious, tired
3b: where did you go? what food did you eat?
did you go with anyone? what did you like best?
how was the weather? did you dislike anything?
篇3：八年级英语下册教案
教材用词应力求准确无误, 这样才能为学生提供规范准确的学习资源。《英语 (新目标) 》八年级下册有几处用词瑕疵:
P41 Write the names your hear in the conversations next to each picture.
P74 Have you ever tried Chinese food outside of China?
P76 Listen and number the pictures above in the order you hear them.
P80 Match each note with the correct situation.
P41中的“your hear”应改作“you hear”才符合英语语法规则;P74里的“outside of”仅在美国英语中使用, 一方面不够典型, 另一方面“outside”与“of”连用, 学生易误认为是名词, 而作名词时的意思是“the outer side or surface;the outer parts (……的外围, 外表面) ”, 去掉“of”就无此歧义了。P80中的“number”应改为“check”更合适, 因为学生听到的只是四幅图片中的三幅;P80“situation”应改成“subject”, 因为短信前提供的不是使用短信的“情境”, 而是短信的“主题”。
2. 所选句式的典型性。
《英语课程标准 (实验稿) 》强调, 教材的编写应该保证重要语言现象有足够的再现率, 教材应尽可能选择真实、地道和典型的语言素材, 其目的是让学生学习标准、地道的英语, 尽可能减少已有的母语认知结构的负迁移作用。笔者认为, 教材在追求“真实、地道”的同时, 也应充分考虑所选素材的典型性。
P70 It is just so much fun in Disneyland!
P3 People will use the subways less.
P80 Sometimes it isn’t easy being the new kid at school.
P70中“fun”的词性和用法令人费解, 凭初中生的认知能力和英语水平根本无法理解。七年级上册中“fun”作形容词, 用在口语中作定语, 可例句中的“fun”又作名词, 学生被弄得一头雾水。P3里的画线部分仅在美国英语里使用, 且“the”可以省略, 在学生的原有认知结构中, 复数名词表示“一类”时是不用冠词的。P80改为“Sometimes it isn’t easy to be a new kid at school”更符合英语的表达习惯。
3. 逻辑思维的缜密性。
文字是语言的符号, 人们把思维活动用符号记录下来就是书面表达, 直接说出则叫口头表达。语言能显示出人们思维活动的先后顺序, 即所谓的逻辑关系。如果逻辑出现错误, 那么语言就会出现前言不搭后语或自相矛盾的情况。
P97“注:非延续性动词在否定结构中可用现在完成时。例如:I haven’t bought anything for two months.”
教材P96却是:“某些动词的现在完成时可表示过去某一时间开始并一直持续到现在 (包括‘现在’在内) 的动作或状态, 可以和表示延续的时间状语连用。表示持续动作或状态的动词多是延续性动词”, 这显然是说:“非延续性动词不可以和表示延续的时间状语连用”, 而例句中却变成“非延续性动词在否定结构中可用现在完成时”, 这分明是逻辑上的混乱, 应改为“非延续性动词在否定结构中可以和表示延续的时间状语连用”, 以保持逻辑上的连贯性。
P93 Conversation 2
Boy 1:You’re new here, aren’t you?
Boy2:Yes, Iam.Myname’s Bill.You’re Tony, aren’t you?
Boy 1:That’sright.Whatdo you think of school?
Boy 2:It’s great.Have you always gone to this school?
Boy 1:No, I haven’t.I started here last year.
根据第一句话可以看出此对话发生在学校, 而下面用的“have gone to”表示的是“已经去某地了”, 既然都“在学校”, 为何又说“去某地”了?前后自相矛盾。笔者认为改作“--How long have you been studying at this school?--Oh, not too long.I started here last year.”更符合逻辑。
4. 教材编写的科学性。
《英语课程标准 (实验稿) 》要求, 英语教材的编写要依据语言学习的客观规律, 充分体现不同年龄段和不同语言水平学生的学习特点和学习需要, 教学内容和教学要求要符合学生的心理特点和认知水平。
P50 I’ve been teaching in China for two yrars.…I’m certain I will be here for the Olympic Games in 2008.
笔者在教学时告诉学生这是作者过去写的文章, 学生却根据第一句判断出作者是2008年开始在中国教书, 那时奥运会已经结束 (八年级新学期九月份开始) , 由此判断画线部分确实应用一般过去时。
P74...you won’t have any problem finding rice...
篇4：人教版《新目标》英语八年级下册
本单元谈论的话题是“Fun places”,其功能项目是“Talk about past experiences”，通过对比、使用现在完成时态、一般过去时态谈论过去曾经去过的地方. Section A的内容是在复习巩固一般过去时用法的基础上学习使用Have you ever been to…这个句式表述过去曾经去过的地方。
学情分析：
八年级学生已经具备了一定的语言知识，能够就简单的话题进行小组讨论，并且已经接触了多种时态，学习使用现在完成时态表达过去曾经去过的地方，难度不是很大。根据教学对象的特点，合理运用多媒体辅助教学，通过师生间的闲聊、动画片欣赏、创设情境等方式，优化课堂教学结构，培养学生综合语言运用能力，提高课堂教学效率。
设计思路
通过情境导入提出Have you ever been to…? 的问题，引导学生积极参与课堂口语交际，学习使用新的词汇和短语，来训练和强化现在完成时态句型Have you ever been to …?的答语形式，,最终达到使用该句型描述过去的某个经历。
教学目标
1、知识目标
掌握现在完成时态句型Have you ever been to ……?及答语形式Yes,… have/ No, … haven’t；通过情景设置、两人一组对话练习、小组合作等方式学会谈论过去曾经到过的地方。
2、能力目标
通过情境导入来引导学生谈论过去发生的事，提出Have you ever……?的问题，继而引出一些新的词汇和句型，然后通过精讲多练的课堂教学来达到本节课的教学目标。
3、情感目标
以学生的某种经历为依托，培养学生热爱家长、热爱生活、热爱大自然的美好情怀。
教学重难点
1. 掌握重点句型Have you ever been to an amusement park? Yes, I have. /No, I have never been to an amusement park.學会使用该句型与其他人谈论过去曾经去过的地方，并能对该地的风景、娱乐等方面进行简单的描述。
2. 熟练运用现在完成时态句型Have you ever been to…?描述过去曾经去过的地方，并能就这个话题进行讨论。
教学设备
多媒体教学课件
教学方法
分层教学法、任务型教学法
教学流程
Step 1 Warming-up
1. Make conversations with some students to talk about past events.
T: Tom, what did you do yesterday?
S1:I played basketball.
T:(writing the words on the board) Tom played basketball yesterday. (to another student) Mary, What did you do last Sunday?
S2:I went to the zoo.
T:(writing on the board) Mary went the zoo last Sunday.
2. Make a short conversations in pairs. (两人一组进行以上的对话练习)
( 设计意图：用闲聊的方式带领学生走进课堂，给学生创造轻松愉快的学习氛围，学生容易接受。 同时以简单的对话方式复习前面所学的内容，过渡自然。小组对话练习不但可以提高学生对过去发生事情的表述能力，还可以提高他们的听说能力，达到较好的复习效果，为新课的学习做好铺垫)
Step 2 Leading in
1. Learn the new sentence “ Have you ever been to …?” with some pictures. ( 长城、北京、红峪上庄) T: I went to the Great Wall last week.
I have ever been to the Great Wall. Have you ever been to the Great Wall?
Yes, I have. / No, I haven’t.
2. Practice in pairs by using some pictures.
提示句型：
A: Have you ever been to …?
B: Yes, I have. (No, I haven’t) Have you ever been to…?
A: Yes, I have./ No, I haven’t.
(设计意图：用学生熟悉的图片引出本节课的重点句型，学生用已学过的单词操练新句型，降低学生的学习难度,小组对话练习提高学生的小组合作能力，重点句型提示能帮助不同知识层面的学生完成教师布置的任务。)
Step3 Learning new words
1.Watch a short play （Disney 动画片）
2. Learn the new words by some pictures. Using some Disney Character to talk about the amusement park.
3. Practice in pairs (Ask some students to practice in pairs)
4. Talk about 1a
（设计意图：使用Disney动画片《猫和老鼠》引出“游乐园”这一话题，通过视听感官激发学生的学习积极性，提高学生们参与口语活动的热情，简单的两人一组的对话降低了口语练习的难度，使不同英语基础的学生都能具有成就感）
Step 4 Listening
1. 1b Listen. Have these students ever been to these places?
2. Read the listening materials loudly.
3. Talk about the places that Claudia and Sarah have ever been to.
(设计意图：谈论听力材料中的人物曾经的经历又将听力内容进一步升华，增加了一定的难度，学生不但要听懂听力材料，而且还要能用自己的话进行表述，在此项活动中，学生的听力、口语、语言表达能力都能得到不同程度的提高)
Step 5 Groupwork
Talk about your unforgettable place that you have ever been in groups.
(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)
(设计意图：谈论自己曾经到过的难忘的地方，对于部分学生来将有一定的难度，以小组活动的方式来完成，做到人人参与，共同进步)
Step 6 Homework
1. Make a survey (小组合作，共同完成)
《家乡知多少》，谈谈对自己家乡的认识，比如：曾经到过哪些旅游景点，什么时间、怎么去的那里？你对家乡旅游景点的看法？都做了什么？等等）
Where have you ever been?
When did you go there ?
How did you go there ?
What did you do there ?
How do you like it ?
做完调查之后，让学生来做汇报。
（提示句型：Report : ***has ever been to … .
He / She went there ***.
He /She went there by ***.
He /She ***. He /She thinks it’s ***.）
2. Write your unforgettable place that you have ever been .
(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)
篇5：英语八年级下册教案1-5
学习目标：
1、理解记忆新词汇、短语、句型。
2、复习、巩固所学词汇和语法。学习过程：
一、阅读对话、短文和书后听力材料，在文中找出下列单词和短语，并默写、朗读记忆
1、全世界__________
2、say 的过去_________
3、在太空________
4、talking 的同义词______
5、no 的反义词__________
6、计算机程序设计师___________
7、必须学习数学__________
8、小心_________
9、调低音乐______
10、一种幸运色________
11、不是停止的时间______
12、从前____
13、十年前_______
14、流行宠物_______
15、骑自行车______
16、听音乐_____
17、带着他的球_________
18、在电话上_______
19、在餐厅______20、在图书馆_________
21、在体育馆________
22、做所有的工作__________
23、得到一份兼职工作______________
24、去买东西________
25、交新朋友_________
26、来到你家_______
27、在月球上度假_____
28、很多事情______
29、参加俱乐部或者体育队______30、其他的什么______
31、变胖___
32、你的预测______
33、从现在起________
34、三个外星人________
35、走出UFO_________
36、窗外______
37、踢足球_____
38、走进______
39、降落在我们学校_____40、做预测____
41、谈论问题_________
42、给建议_________
43、过去的事_________
44、讲故事__________
45、谈论结果_______
46、解释_____
47、下面的_______
48、闻到烟味_____
49、报火警______
二、阅读对话、短文和书后听力材料，在文中找出下列句子，抄写，翻译并朗读:
1、篮球在全世界受欢迎。_______________________________________________________
2、我想当一名受欢迎的电影明星。_______________________________________________
3、计算机程序设计师必须把数学学得相当好。______________________________________
4、小心！可能危险。________________________________________________
5、调低音乐，声音太大了。_____________________________________________________ 6.不是停止的时间。____________________________________________________
7、怎么了？_______________________________________________________
8、关于篮球赛Harry 说了什么？___________________________________________
9、他说篮球赛在周六举行。______________________________________________
10、着火的时候，你在干什么？__________________________________________________
11、我在图书馆学习。_______________________________________________________
12、你闻到烟味了吗？___________________________________________________
13、我报了火警。______________________________________________________
14、也许你该干一份兼职工作___________________________________________
15、你能在周末工作。___________________________________________________________
16、和朋友一起出去是有趣的。___________________________________________
17、谁将干工作？______________________________________________________________
18、难道他们不在地球上度假吗？_______________________________________________
三、语法复习：
1、宾语从句：构成：主语+谓语V.+连接词 that;if/whether（是否）;特殊疑问词+从句 如： He said that the game was on Saturday.2、状语从句：由when;before;after;if（如果）；as soon as;until 等引导。如： What are you doing when the fire started?
3、情态动词：can;could;may;might;should;have /has to +V.(原型)如： Maybe you should get a part-time job.4、一般将来时：will + V.(原型)如：
Who will do the work.?
They will take long vocation.Review of units 1-5
学习过程：
一、课前检查：默写单词短语。
二、自主学习：
1.Do 1a.Let 2 or 3 students do on the blackboard.Check in class.2.Do 1b.You can discuss in pairs.3.Do 2a.Listen and write the names.Check 1or 2 students.4.Do 2b.Listen twice or 3 times.5.Repeat 2a, 2b aloud.6.Read 2a, 2b aloud and fill in the blanks.A: What did Harry say ________ the basketball ________? B: He said that the game _______ on Saturday.A: Did he say it _____ at the school?
B: No, he ______ it was at the park.A: Did he say I _______ bring my ball?
B: No, he said he ________ a ball.A:______ ________ did he say? B: He said there _______ a party ________.He said it _______ at your house.II A: Alice, what ______ you doing ______ the fire __________? B:I _______ ________ in the library.A:________ you smell _________?
B: No, but Meimei ___________.A:__________ was she?
B: She _______ playing in the gym.A: What was John ________? B: He was eating lunch in the ____________ _________.Where ______ you? A: When the fire ________, I was talking ______ the phone.I ________ the fire department.B:__________ for you.III A: Peter, I don’t have ______ money.B: Maybe you _______ get a part-time job.You ______ work on weekends.A: No, I _________ do that.I like to _________ __________ on weekends.B: You _______ go shopping.You _______ have money.A: But it’s _________ _______ _______ _______ with friends.IV A: What are your ________ about the future? B: I guess we ________ work any more.A: No work? _______ ________ do the work? B: Robots will do _______ ______ _________.A: How about teachers?__________ there _______ any teachers? B: No, we’ll ________ at the computers.A: _________ _________ will people do? B: They will _____ long vocations on the moon.There will _____ too many people on the earth.7.Do 2c,3,4,5.pairwork:
篇6：八年级英语下册6-10单元教案
人教版八年级英语下册6-10单元教案
Unit 6 How long have you been collecting shell ? Teaching goals: 1. Words and expressions in this unit . 2. 现在完成进行时的用法。 3. Patterns: How long have you been doing sth ? I have been doing sth since … . I have been doing sth for … (period of time) . 4. 谈论人们做某事持续多长时间。 5. 谈论人们的业余爱好。 Important and difficult points: 1. Words and expression in this unit . 2. 现在完成进行时的用法以及与现在进行时和过去进行时的`区别。 Teaching aids: teaching cards , pictures , a tape recorder . Period 1 Teaching procedures : Step 1 Leading in Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in .Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat . Repeat the activity with other students . Step 2 Pre-task SB Page 44 , 1a . 1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago . 2. Have Ss work in groups of four . 3. Ask the class each question and call on several different students to answer . Step 3 While-task SB Page 44 , 1b . 1. Play the recording and get Ss to fill in the chart . 2. Correct the answers . SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class. SB Page 45 , 2a & 2b . 1. Read the instructions and have Ss know what to do . 2. Play the recording .Ss write down their answers . 3. Correct the answers . Step 4 Post-task SB Page 45 , 2c . 1. Read the example in sample dialogue in activity 2c . 2. In pairs,role play the interview between Alison and the reporter . 3. Ask two pairs to say their conversations to the class . Step 5 Grammar Focus SB Page 45 , grammar focus . 1. Review the grammar box . 2. Explain that in these sentences “since” comes before a date and “for” before a period of time . 3. Ask What is the difference between “How long did you skate ?”and “How long have you been skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment . Step 6 Homework Review the present perfect progressive . 教学后记: Period 2 Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c. Teaching procedures: Step 1 Leading in Ask some students the questions: How long did you skate ?How long have you been studying English ? Step 2 Pre-task SB Page 46 , 3a . 1. Ask Ss to read the passage and fill in the table . 2. Check the answers . SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers . Step 3 While-task SB Page 47 , 1a & 1b . 1. Ask different students to say the items they see in the picture . 2. Ask students to write the names of things they collect and things they would like to correct in the chart . 3. Ask some students to read their lists to the class . 4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why . 5. Ask several pairs to say their conversations to the class . SB Page 47 , 2a & 2b . 1. Read the instructions and let the students know what to do . 2. Play the recording and get students to fill in the chart . 3. Correct the answers . Step 4 Post-task SB Page 47 , 2c . 1. Ask two students to read the example in the sample dialogue . 2. Have students practice conversations in pairs . 3. Ask two pairs to say their conversations to the class . Step 5 Homework SB Page 46 , Part 4 . 1. Read the instructions and ask two students to read the dialogue . 2. Make sure students understand what they need to do . 3. Have students complete the work in groups of four after class . 教学后记: Period 3 Teaching contents: Section A 3a,3b,4a,4b,selfcheck. Teaching procedures: Step 1 Leading in Check the homework .Ask on group of students to share their conversations with the class . Step 2 Pre-task SB Page 48 , 3a . 1. Ask some different students to tell what they see in the picture . 2. Read the instructions and make sure students know what to do . 3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description. 4. Correct the answers . Step 3 While-task SB Page 48 , 3b . 1. Read the instruction to make sure students know what to do . 2. Ask students to complete the message ,writing about Bob ,Marcia or Liam in activity 2a . 3. Ask some students to read their messages to the class . SB Page 48 , 4a . 1. Ask two students to read the dialogue. 2. Ask a student the same questions but let him answer with his own hobbies . 3. In groups of four ,have students complete the work . 4. Ask two groups of students to share their conversations . SB Page 48 , 4b . 1. Point to the questions and ask a student to read them to the class . 2. In groups of four ,get students discuss each question . 3. Read the four questions one by one and ask each group to say their answers to the class . Step 4 Post-task SB Page 49 , Selfcheck , Part 1. 1. Ask students to fill in the blanks on their own . 2. Ask one student to write the answers on the Bb . 3. Correct the answers . 4. Ask some different students to make sentences with the words given . SB Page 49 , Selfcheck , Part 2 . Ask students to complete the letter on their own .Then ask on student to read his letter to the class . Step 5 Homework Have students write their letters on their exercise books . 教学后记: Period 4 Teaching contents: Reading:I’ve been studying history in China . Teaching procedures : Step 1 Before reading SB Page 50 , Section 1 . 1. In groups of four ,get students to discuss the three questions . 2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know . Step 2 While reading SB Page 50 , Section 2 . 1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand . 2. Let students read the passage again for detail . Step 3 After reading SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences . SB Page 51 , Section 3 , 3b & 3c . 1. In groups of three ,let students practice the sample conversations first ,then make their own conversations . 2. Ask two groups of students to present their own conversations in front of the class . Step 4 Go for it 1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas . 3. In the same way ,do with the right part of the chart . Step 5 Homework 1. Remember the words and expressions in this unit . 2. Review the present perfect progressive . 教学后记: Unit 7 Would you mind turning down the music ? Analysis of Unit 7 Teaching goals: 1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。 2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。 Important points : A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to