八年级Unit8教案

八年级Unit8教案（精选6篇）

篇1：八年级Unit8教案

新目标八年级英语下Unit8教案

新目标八年级英语下Unit8教案   Unit 8 Why don’t you get her a scarf ? Analysis of Unit 8 Teaching goals : 1. 掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。 2. 通过学习如何赠送礼物，对比中西方文化的不同。 Important points : 1. What should I get sb ? 2. Why don’t you get/buy sb sth ? 3. What about /How about sth ? 4. It’s/They are too + adj . 5. Present perfect tense . Difficult points : 1. too + adj : 太… 2. adj + enough :足够 Sructures: 1. What should I get my sister ? 2. Why don’t you get a camera ? hat’s too expensive . 3. How about some tennis balls ? hey are too cheap . 4. What about a watch ? That’s too personal . 5. What’s the best present you have ever received ? A bike . Period 1 Teaching of new lesson Step 1 Assign the task In this unit students learn to compare qualities . SB Page 60 , 1a . 1. Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning . 2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart . 3. Discuss the answers . SB Page 60 , 1b . 1. Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift . 2. Then ask a pair of students to read the conversation . 3. Play the recording the first time .Ss only listen . 4. Then play the recording a second time .Number the sentences from 1 to 4 . 5. Check the answers . SB Page 60 , 1c . 1. Read the instructions and then have Ss work in pairs . 2. Check the answers by calling on several different pair of students to say their conversations to the class . Step 2 Warm up SB Page 61 , 2a . 1. Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift . 2. Play the recording and ask Ss to make checkmarks in the chart . 3. Check the answer . SB Page 61 , 2b . 1. Point out the suggestions and Comments .Review the meaning of any terms students are not sure of . 2. Point out the sample answers . 3. Play the recording several times .Fill in the suggestions and comments on this chart . 4. Correct the answers . SB Page 61 , 2c . 1. Ask two students to read the example in the sample dialogue in activity 2c .Say , Please work with your partner . 2. Ask one or tow pairs of students to say their answers to the class . Step 3 Grammar Focus Review the grammar box .Ask students to say the statements and responses . Exercise Cdesigning for Period 1: 汉译英 1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！ 2. 为什么你不给妈妈买一条围巾呢？那不够有趣。 教学后记   Period 2 Teaching of new lesson Step 1 Pre-task SB Page 62 , 3a . 1. Point out the chart in activity 3a .Review the meaning of any words Ss don’t understand . 2. Ask Ss to work in pairs . 3. Point out the example in the sample dialogue .Then complete the first question and answer exchange with a student . 4. Ask the pairs to continue on their own .Move around the room checking the progress of the pairs . 5. Correct the answers . SB Page 62 , 3b . 1. Read the instruction .Say ,This activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received . 2. Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this . 3. Then ask Ss to work in pairs .As they talk , move around the room checking progress and offering language support as needed . Step 2 While-task SB Page 62 , Part 2 . 1. Read the instructions .Ss can practice several times . 2. Ask two students to read the dialogue . 3. Ask Ss to complete the work in pairs . 4. Ask a few students to share the sample conversation . Exercise designing for Period 2: 完成对话 A: What’s the best  Vera has ever  ? B: A bracelet . A: When  Vera  it ? B:  his tenth birthday . A: Who  it to him ? B: His grandma . A:  a lucky guy ! 教学后记:   Period 3 Teaching of new lesson Step 1 Assign task SB Page 63 , 1a . 1. This activity reviews earlier vocabulary and introduces some new words . 2. Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there . 3. Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram . 4. Discuss the answers . SB Page 63 , 1b . 1. Ask a student to read the example in the sample dialogue . 2. Ask Ss to do the activity in small groups . 3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet . SB Page 63 , 2a & 2b . 1. Point out the write-on lines on front of each pet .Say , You will listen to the recording and write your answers on these lines . 2. Read the instructions and answer any questions students may have. 3. Play te recording . 4. Correct the answers . SB Page 63 , 2c . 1. Read the instructions for the activity 2. Point to the example .Ask two students to read the questions and answers to the class . 3. Then have Ss work in pairs . 4. Check the answers by calling on different pairs to do one question and answer each . Step 2 While-task SB Page 64 , 3a . 1. Read the story to the class .After you finish ,ask if Ss have any questions about the words or phrases on the article . 2. Say ,Now read the story again .Write the answers to the two questions . 3. Check the answers . SB Page 64 , 3b . 1. Point to the picture and read the instructions . 2. Point out the list of good and bad things about hamster . 3. Ask Ss to finish the writing on their own .Ask Ss work , move around the classroom checking the work . 4. Ask a student to read his or her completed article to the class . SB Page 64 , 3c . 1. Read the instructions . 2. Remind Ss not to say the name of the animal they are writing about on their articles . 3. Ask Ss to write their articles on their own . SB Page 64 , Part 4 . 1. Read the instructions .Ask if any students have pets .If so ,ask about the advantages and disadvantages of such pets . 2. Ask a few groups to share their lists . 教学后记:   Period 4 Teaching of new lesson Step 1 Self Check SB Page 65 , Part 1 . 1. Ask Ss to fill in the blanks on their own . 2. Check the answers . 3. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 65 , Part 2 . 1. Read the instructions . 2. Ask Ss to read the passage on their own . 3. Ask Ss to work on their own . 4. Ask a few groups to share their lists . Step 2 While-reading 1. Ask Ss what English songs they like best .Then look at the picture .Ask Ss to describe what is happening in the picture . 2. Read the reading strategy with the students. Encourage Ss to use it to read the story . 3. Ask Ss to read the article once .Ask Ss to raise their hands and say which words and sentences they don’t understand . 4. Ask Ss to read the article again for comprehension . SB Page 67 , 3a . 1. Ss complete the task .Remind them to look at the story again for extra help . 2. Check the answers . SB Page 67 , 3b & 3c . 1. Read the instructions with the students . 2. Ss complete the task . 3. Check the answers . Exercise designing for Period 4 : 按要求写出下列单词 1. cheap(反义词)  2. interesting(反义词) 3. person(形容词) 4. lucky(名词)  5. friend(形容词)  6. agree(反义词) 7. good(最高级) 8. usual(反义词) 9. care(副词)  10. spend(过去式)  教学后记:

篇2：八年级Unit8教案

新目标八年级英语下Unit8教案

新目标八年级英语下Unit8教案   Unit 8 Why don’t you get her a scarf ? Analysis of Unit 8 Teaching goals : 1. 掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。 2. 通过学习如何赠送礼物，对比中西方文化的不同。 Important points : 1. What should I get sb ? 2. Why don’t you get/buy sb sth ? 3. What about /How about sth ? 4. It’s/They are too + adj . 5. Present perfect tense . Difficult points : 1. too + adj : 太… 2. adj + enough :足够 Sructures: 1. What should I get my sister ? 2. Why don’t you get a camera ? hat’s too expensive . 3. How about some tennis balls ? hey are too cheap . 4. What about a watch ? That’s too personal . 5. What’s the best present you have ever received ? A bike . Period 1 Teaching of new lesson Step 1 Assign the task In this unit students learn to compare qualities . SB Page 60 , 1a . 1. Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning . 2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart . 3. Discuss the answers . SB Page 60 , 1b . 1. Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift . 2. Then ask a pair of students to read the conversation . 3. Play the recording the first time .Ss only listen . 4. Then play the recording a second time .Number the sentences from 1 to 4 . 5. Check the answers . SB Page 60 , 1c . 1. Read the instructions and then have Ss work in pairs . 2. Check the answers by calling on several different pair of students to say their conversations to the class . Step 2 Warm up SB Page 61 , 2a . 1. Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift . 2. Play the recording and ask Ss to make checkmarks in the chart . 3. Check the answer . SB Page 61 , 2b . 1. Point out the suggestions and Comments .Review the meaning of any terms students are not sure of . 2. Point out the sample answers . 3. Play the recording several times .Fill in the suggestions and comments on this chart . 4. Correct the answers . SB Page 61 , 2c . 1. Ask two students to read the example in the sample dialogue in activity 2c .Say , Please work with your partner . 2. Ask one or tow pairs of students to say their answers to the class . Step 3 Grammar Focus Review the grammar box .Ask students to say the statements and responses . Exercise Cdesigning for Period 1: 汉译英 1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！ 2. 为什么你不给妈妈买一条围巾呢？那不够有趣。 教学后记   Period 2 Teaching of new lesson Step 1 Pre-task SB Page 62 , 3a . 1. Point out the chart in activity 3a .Review the meaning of any words Ss don’t understand . 2. Ask Ss to work in pairs . 3. Point out the example in the sample dialogue .Then complete the first question and answer exchange with a student . 4. Ask the pairs to continue on their own .Move around the room checking the progress of the pairs . 5. Correct the answers . SB Page 62 , 3b . 1. Read the instruction .Say ,This activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received . 2. Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this . 3. Then ask Ss to work in pairs .As they talk , move around the room checking progress and offering language support as needed . Step 2 While-task SB Page 62 , Part 2 . 1. Read the instructions .Ss can practice several times . 2. Ask two students to read the dialogue . 3. Ask Ss to complete the work in pairs . 4. Ask a few students to share the sample conversation . Exercise designing for Period 2: 完成对话 A: What’s the best  Vera has ever  ? B: A bracelet . A: When  Vera  it ? B:  his tenth birthday . A: Who  it to him ? B: His grandma . A:  a lucky guy ! 教学后记:   Period 3 Teaching of new lesson Step 1 Assign task SB Page 63 , 1a . 1. This activity reviews earlier vocabulary and introduces some new words . 2. Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there . 3. Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram . 4. Discuss the answers . SB Page 63 , 1b . 1. Ask a student to read the example in the sample dialogue . 2. Ask Ss to do the activity in small groups . 3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet . SB Page 63 , 2a & 2b . 1. Point out the write-on lines on front of each pet .Say , You will listen to the recording and write your answers on these lines . 2. Read the instructions and answer any questions students may have. 3. Play te recording . 4. Correct the answers . SB Page 63 , 2c . 1. Read the instructions for the activity 2. Point to the example .Ask two students to read the questions and answers to the class . 3. Then have Ss work in pairs . 4. Check the answers by calling on different pairs to do one question and answer each . Step 2 While-task SB Page 64 , 3a . 1. Read the story to the class .After you finish ,ask if Ss have any questions about the words or phrases on the article . 2. Say ,Now read the story again .Write the answers to the two questions . 3. Check the answers . SB Page 64 , 3b . 1. Point to the picture and read the instructions . 2. Point out the list of good and bad things about hamster . 3. Ask Ss to finish the writing on their own .Ask Ss work , move around the classroom checking the work . 4. Ask a student to read his or her completed article to the class . SB Page 64 , 3c . 1. Read the instructions . 2. Remind Ss not to say the name of the animal they are writing about on their articles . 3. Ask Ss to write their articles on their own . SB Page 64 , Part 4 . 1. Read the instructions .Ask if any students have pets .If so ,ask about the advantages and disadvantages of such pets . 2. Ask a few groups to share their lists . 教学后记:   Period 4 Teaching of new lesson Step 1 Self Check SB Page 65 , Part 1 . 1. Ask Ss to fill in the blanks on their own . 2. Check the answers . 3. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 65 , Part 2 . 1. Read the instructions . 2. Ask Ss to read the passage on their own . 3. Ask Ss to work on their own . 4. Ask a few groups to share their lists . Step 2 While-reading 1. Ask Ss what English songs they like best .Then look at the picture .Ask Ss to describe what is happening in the picture . 2. Read the reading strategy with the students. Encourage Ss to use it to read the story . 3. Ask Ss to read the article once .Ask Ss to raise their hands and say which words and sentences they don’t understand . 4. Ask Ss to read the article again for comprehension . SB Page 67 , 3a . 1. Ss complete the task .Remind them to look at the story again for extra help . 2. Check the answers . SB Page 67 , 3b & 3c . 1. Read the instructions with the students . 2. Ss complete the task . 3. Check the answers . Exercise designing for Period 4 : 按要求写出下列单词 1. cheap(反义词)  2. interesting(反义词) 3. person(形容词) 4. lucky(名词)  5. friend(形容词)  6. agree(反义词) 7. good(最高级) 8. usual(反义词) 9. care(副词)  10. spend(过去式)  教学后记:

 

篇3：八年级Unit8教案

单元:Unit 8 Have you read Treasure Island yet?

Ⅰ.Teaching Objectives

After this lesson, students will be able to

1.Understand the origin of country music and the culture associated with country music.

2.Introduce country music by relating their own life stories, explaining basic information of the music type and as well as introducing the famous musicians.

3.Develop their speaking skills by making an interview.

Ⅱ.Teaching Important and Difficult Points

This lesson focuses on guiding students to learn to introduce a music type by relating their own life stories.Sentences like“It made sb.think about...”“She came to realize...”“It brings us back to...”“It reminds us that...”Through these, students develop their speaking fluency and accuracy.

Students may find it difficult to introduce a type of music by introducing the basic information of a certain music type within limited time especially when internet access is impossible.The teacher will provide relevant information and encourage group discussion to lower the difficulty.

Ⅲ.Teaching Procedure

Step 1:Leading in (3 minutes)

1.Have Ss read the title and tell them they are going to learn a kind of music and someone’s life which has been changed by this kind of music.

2.Have Ss listen to a piece of music, then have them talk about their feelings.

Sentence pattern:The music sounds... (warm/elaxing/...)

3.Listen again and have them guess the instrument that the singer played.

4.Ask Ss to listen again and chant, then tell what they think of the lyrics.

5.Guide Ss to the feature of country music.

(Simple lyrics and very often guitars are played in the music.)

【设计意图】本环节虽然是导入环节, 但作用不仅仅是导入, 一是学生从标题里明白了本课的主要内容;二是自然输入乡村音乐的三要素。学生一边聆听歌曲, 一边品味歌曲的乐器使用和歌词含义, 然后表达歌曲给自己带来的感受。通过对一首歌的处理, 让学生明白了乡村音乐的三要素:歌曲听上去清新, 令人放松;大多数使用吉他、小提琴或班卓伴奏;歌词简朴, 贴近生活。

Step 2:While reading (12 minutes)

1.Read for understanding

Have Ss read and match the main idea for each paragraph.

2.Read details—country music

(1) Have Ss read Paragraph 2 and fill in the chart in the Ss’handouts.

(2) Culture note

Country music Hall of Fame Museum:The Country Music Hall of Fame and Museum identifies and preserves the evolving history and traditions of country music and educates its audiences.It was built in 1961 and located at 222 Fifth Avenue South in?Nashville, Tennessee.

Nashville, Tennessee:Guide Ss to know the location of Nashville, Tennessee.

Garth Brooks:He has been the most influential country music singer in the 1990s.The number of records he sold is just second to Beatles.

3.Read for details—Music brings change

Have Ss read Para.1 and find out Sarah’s change.

Sentence drill:Have Ss listen to 2 pieces of music then have them tell the feelings the music brings to them.Use the following sentence pattens.

The music makes me think of...

I came to realize that...

4.Read for details—The value of country music

(1) Have Ss read Para.2 again to find the value of country music.

(2) Have Ss read these two sentences and then try to memorize them.

(3) Memory game:The group that best memorize the two sentences would be the winner.

【设计意图】以语言习得为导向的教学, 要求教师在教学中尽可能多地为学生提供语言输入的机会, 把交际作为课堂教学的中心环节, 使课堂教学以意义为中心, 而不是以语言形式为中心, 这样的教学才能为学生提供理想的语言输入 (蒋祖康1999) 。

以上三个详读环节紧紧围绕乡村音乐这一主题, 分别突破了三个要点:一是乡村音乐的基本常识;二是乡村音乐给主人公Sarah带来的改变;三是乡村音乐的价值观。在阅读完课文后, 学生先了解了乡村音乐的基本信息, 其中穿插了3个文化常识, 即Country Music Hall of Fame Museum, Garth Brooks和Nashville, 使学生对这些文化名词有了一个更深刻的认识, 进而更了解乡村音乐。教师设计的句型操练是让学生先听音乐, 然后用句型说出音乐给他们带来的感受, 这一环节使得学生能够更深刻地感受音乐的力量。感受过后, 教师与学生一起探讨乡村音乐的价值观, 在这个环节里, 既帮助学生理解了故事, 了解了乡村音乐的涵义, 同时又通过操练句型和快速记忆, 突破了本课的4个重点句型, 即It made sb think about...;She came to realize...;It brings us back to...;It reminds us that...这都为之后的综合活动提供了语言支持。

Step 3:After reading (10 minutes)

1.Role play—Country music and me

Scene:Sarah and two other country music lovers are being interviewed by the school TV station.They do this so that more students will know and get to like country music.

2.Task division

A—TV host

B—Sarah

C/D—fans of country music

3.Have Ss vote for the best interview.

4.A quote about music

Share a quote with Ss. (Nothing is worth living for without music—Nietzsche〈尼采〉) .

Encourage them to enjoy music and enjoy life.

【设计意图】交际离不开语境, 口语教学也应该在真实的语境下进行。在课堂的最后, 学生通过role play的形式推广乡村音乐, 在采访中学生运用了本课的重点句型来表达观点、互相交流, 达到了丰富和内化知识的目的。

Ⅳ.HOMEWORK

1.Write about one type of music you like or sports or arts that can change people’s mind.

The following parts should be included.

(1) the change that the music brings to you;

(2) the facts of the music;

(3) one famous singer of this type of music.

2.Optional:Listen to the songs of Garth Brooks and try to learn one.

【设计意图】本课以乡村音乐作为主线贯穿始终, 主要包括音乐带来的改变, 乡村音乐基本常识以及乡村音乐的代表人物, 课后作业希望学生写作时能自然模仿这个框架, 介绍自己喜欢的一种音乐类型或体育或其他艺术形式。

教学反思

笔者主要从以下三个方面对本节课进行了反思:

第一, 深度解读文本, 挖掘文化内涵。本课话题是乡村音乐, 是一种具有美国民族特色的流行音乐。中国学生对这种音乐相对陌生, 为了让学生通过本课的学习能真正了解乡村音乐文化, 而不仅仅是停留在语言知识与语言技能层面, 笔者在详读的三个环节中重点突破了乡村音乐的基本常识和价值观, 在讲解过程中对文化名词The Country Music Hall of Fame Museum, Garth Brooks, Nashville, Tennessee等进行了链接介绍, 抓住了培养学生对未知知识产生兴趣的最佳教学时机。

第二, 教学活动设计指向性明确, 为教学目标的达成服务。本节课中每一个活动的设计都在确保其为教学目标的达成服务的前提下, 兼顾活动的多样性、知识性、趣味性和文化性。例如, 为了让学生在最后的采访活动中流利运用重点句型“It madesb.think about...”“She came to realize...”“It brings us back to..”“It reminds usthat...”来介绍乡村音乐和Sarah的音乐经历。从最后活动的效果来看, 上台的三个小组都能很好地使用目标语言介绍乡村音乐, 表现十分精彩。

第三, 充分体现学生的主体性。首先, 授课教师在展示课前一天与学生交流后, 重新确定了教学目标和教学重难点, 修改了活动形式, 在教学设计中体现学生的主体性。其次, 从时间上来看, 五分之二的时间分配给学生阅读和思考, 体现了学生的主体性。再次, 从课堂话语方面看, 学生的个人表达和小组交流占整节课话语的三分之二, 体现了学生的主体性。

本节课也存在些许不足:本单元的语法是完成时, 文章中出现了许多have done的结构, 比如:Sarah has read a lot about Nashville, has done some research on....笔者没有详细处理, 有待于再完善。

专家点评

篇4：八年级Unit8教案

A)根据英语解释及首字母提示，完成下列单词拼写。（5分）

1. e____(other things)

2. g____(very big)

3. o____(in the open air)

4. s____(a large dangerous fish with very sharp teeth)

5. g____(a present given by others)

B) 根据句意，用括号内所给词的适当形式填空。（5分）

6. On my way home I met a famous ____(act) yesterday.

7. I must ____(winner) a prize this term.

8. ____(unfortunate) I don’t have enough money to travel abroad.

9. I know many ____(visit) come to China every year.

10. They always have fun ____(talk) to each other.

Ⅱ.单项选择（每小题1分，共15分）

1. ——How was your school trip?

——We ____ a fun camp.

A. hadB. haveC. having

2. Tina and I ____ to the zoo and ____ four pandas there.

A. go, sawB. went, sawC. went, see

3. ——What can I do for you, sir?

——I ____ the VCD player here yesterday, but it doesn’t work.

A. buyingB. buyC. bought

4. I didn’t have anything interesting ____ my day off.

A. onB. atC. for

5. ——What did you do yesterday evening?

——I ____ TV with my family.

A. watchB. am watchingC. watched

6. There is a big aquarium ____ the beach.

A. by the end ofB. in the end ofC. at the end of

7. ——Who swept the floor yesterday afternoon?

——Laura ____.

A. cleanedB. didC. does

8. You’ve missed the train. It ____ 20 minutes ago.

A. leftB. has leftC. had left

9. ——____ your brother ____ up late this morning?

——No, he didn’t.

A. Did, getB. Does, getC. Did, got

10. She told me that ____.

A. was Joe freeB. Joe is freeC. Joe was free

11. He has ____ to tell us.

A. something elseB. anything else

C. else something

12. Jack likes Chinese, ____ he doesn’t like maths.

A. butB. orC. so

13. Would you please ____ this box to the next room?

A. takeB. bringC. put

14. ——Let’s play computer games.

——____.

A. It doesn’t matterB. No, I don’t

C. That sounds really boringD. It’s nothing

15.The manager gave the staff (职员) a day ____.

A. awayB. offC. far

Ⅲ.完形填空（每小题1分，共10分）

Some years ago, a group of students had a __1__ to the countryside. When they __2__ to the fields at the foot of a hill, they were excited. They said the peach trees were too short. Miss Zhang who came from a village __3__ at them sadly. She told her students the plants __4__ in the fields were cotton. Some girls said the flowers were very beautiful and wanted __5__ some home. Miss Zhang told them that kind of plants were sesames. Its oil was called “Xiangyou”.

The hill was not high and steep. When they came down from the hill, __6__ students were hurt hands with branches and feet with stones. All the students __7__ themselves and wanted to have another school trip.

The next week some parents went to school and asked Miss Zhang to __8__ the kids’ medicine. And someone wanted to go to law against her.

篇5：八年级Unit8教案

Ⅰ.Material analysis

本节课建议教师用1课时上完。主要活动为Section C 的1a和3。

本课1a呈现的话题是谈论各种体形的人的着装艺术。继续学习运用so… that…，such… that…和so that…结构，复习了提出建议的功能用语。要求学生掌握黑体词own, succeed, customer, simple和business的用法，理解白体词congratulation, style, contrast, fancy design, broad, waist, cold-colored和slim的含义。通过本课学习，让学生了解着装的艺术，树立正确的审美观和价值观。

Ⅱ.Teaching aims Knowledge aims：

1.谈论各种体形的人的着装艺术。

2.继续学习运用so… that…, such… that…和so that…结构 Skill aims：

1.能针对所听语段的内容，识别语段的主题，获取主要信息。2.能引出服装的话题并进行简单的交谈。3.能从简单的文章中找出有关信息，理解大意。

4.能在老师的帮助下或以小组讨论的方式起草和修改作文。Emotional aims：

了解着装的艺术，树立正确的审美观和价值观。Ⅲ.The key points and difficult points Key points：

1.谈论各种体形的人的着装艺术。

2.继续学习运用so… that…，such… that…和so that…结构。Difficult points：

能在老师的帮助下或以小组讨论的方式起草和修改作文。Ⅳ.Learning strategies 修改作文要有明确的目的，可从表意是否明确、拼写有无错误和标点的运用三个方面进行检查和修改。Ⅴ.Teaching aids

Computer multimedia projector;some pictures of the actors, singers or sports stars.1 / 5

Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher asks students to report their homework.Let students give their suggestions for dressing to one of his or her friends, using so… that…，such… that… and so that….Let students grasp the usages of the structures.3.The teacher lets students work in groups.Let them look at the pictures of 1a and discuss if their clothes are suitable.4.The teacher asks students from different groups to report their result of discussing.Encourage them to speak out their own opinions and reasons.Allow them to express in Chinese if necessary.5.The teacher sums up the reports and gives his or her suggestions.Then show some pictures of the actors, singers or sports stars who the students like very much.(Teacher should choose the stars who dress the suitable clothes.)Let students discuss their clothes.6.The teacher asks the students to design the clothes for the people who appear in the picture of 1a to make them look good as stars.Presentation(10 minutes)

1.The teacher lets students read the letter from the beginning to They should not wear bright or light colors and answer the question: Why should fat customers wear dark color clothes and simple styles? 2.Teacher asks two students to tell their answers.Then let them guess the meanings of the new words congratulation, own, succeed, customers, simple and styles.Then the teacher teaches the new words.3.The teacher lets students go on reading the letter they will appear strong and full.and answer the question: What style of clothes should short people wear? Which kind of people should wear warm color?

4.The teacher asks two students to tell their answers.Let them know about the meanings of the new words contrast, fancy and design.5.The teacher lets students read the rest part of the letter and answer the question: what

/ 5

kind of clothes will make customers with broad waists look slimmer?

6.The teacher asks two students to tell their answers.Teach the new words broad, waist, cold-colored, slim and business.Consolidation(10 minutes)

1.The teacher plays the recording for the students.Let them listen to the passage and read after it.2.The teacher lets the students read the passage again and then asks them to complete the table of 1b.3.The teacher lets two students write down the answers on the blackboard.4.The teacher lets students discuss in groups to understand the passage.Let them collect the sentences they can’t understand within their own groups and show them to the whole class.The students from other groups may give them a hand if they can.5.The teacher makes a summary to explain the key points and difficult points to the students:(1)succeed v.success n.→ successful adj.→successfully adv.(2)It’s + adj.(+ for sb.)+ to do sth.(3)look good on sb.look good in +颜色（+衣服）

6.The teacher asks students to work in groups of six.Let them prepare to retell the passage based on the table of 1b, using the structure It’s + adj.(+ for sb.)+ to do sth.and adverbial clauses of condition.Practice(10 minutes)

1.The teacher asks students to read the words and sentences of 2 first.And then let them work in groups and talk about what Li Ming’s family should wear to the party, using the advice in 1a.The teacher encourages them to add more their own advice.2.The teacher asks students from different groups to report their suggestions.Teacher evaluates and sums up their reports.3.The teacher asks the students to look at the pictures of 3 and read the adjectives in the box.Let them make sentences to describe Kangkang, Michael, Maria and Jane’s

/ 5

clothes to have oral drills.4.The teacher lets them make conversations in pairs to talk about Kangkang, Michael, Maria and Jane’s clothes, using the structure so… that… and such...that… Ask two students to write down the brief conversations on the blackboard.5.The teacher lets the students check the brief conversations written on the blackboard, grasping the usage of so… that… and such...that….6.The teacher asks the students to act out the brief conversations made by themselves.7.The teacher evaluates and sums up their work.Production(7 minutes)

1.The teacher asks the students to survey their group members about what they like to wear and give them some suggestions on dressing.Offer the similar table as Part 4.The teacher may add some items if necessary.2.The teacher asks students to write a short passage about the information.Let one students write down his or her passage on the blackboard.3.The teacher guides students to revise the passage.Tell them that they should express their ideas clearly, spell rightly and use the punctuation correctly.Then teacher asks students to revise the passage written on the blackboard.4.The teacher asks students to revise their work within their groups.5.The teacher lets the representatives of each group report their result of revising.The teacher evaluates their work.6.The teacher shows the summary of this section to the students.7.The teacher assigns homework:(1)Review the summary after class.(2)Survey one of your friends about dressing.Finish the report.(3)Prepare some pictures about different dressing.Teaching Reflection The students like to help others to design clothes very much, so they do quite well in the activities in this section.Teacher may let them hold a simple fashion show in the class if possible.They will have a deep understanding about the contents of this topic.4 / 5

Ⅶ.Blackboard design Unit 8 Our Clothes

篇6：八年级Unit8教案

Ⅰ.Material analysis

本节课建议用1课时上完。主要活动为Section A 的1a和3。

本话题由班级要举行时装秀的活动来引入，通过四位主人公为时装秀积极购买漂亮和帅气的服饰展开，向广大师生呈现了多姿多彩的服饰文化。本课在1a的对话中首先以谈论服装的材质及相约去购买参加时装秀的服装为切入点，通过1c 的练习让学生掌握并运用so… that…结构；又通过2的学习活动复习了学过的服装的名称，引导学生学会对同一类别的单词进行集中的学习和记忆，并呈现了三个有关服装名称的新词：tie, scarf 和 jeans；在第三部分的活动中向学生介绍了服装商场里每层楼所售服装的名称，让学生学习有关请求帮助的用语。通过本课学习，要培养学生们对服装文化的兴趣，并引导他们积极参与班级和学校的活动，建立集体荣誉感。Ⅱ.Teaching aims Knowledge aims： 1.学习有关服装的词汇。2.学习so… that…结构的用法。3.学习有关约会和请求帮助的功能用语。Skill aims：

1.能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。2.能引出服装的话题并进行简单的交谈。

3.能从简单的涉及服装的文章中找出有关信息，理解大意。4.能写出简单的关于请求帮助的对话。Emotional aims： 1.有助人为乐的意识。

2.引导他们积极参与班级和学校的活动。3.建立集体荣誉感。4.热爱服装文化。

Ⅲ.The key points and difficult points Key points：

/ 6

1.学习有关服装的词汇。2.学习so… that…结构的用法。3.学习有关约会和请求帮助的用语。Difficult points：

尝试用英语写出简单的关于请求帮助的对话。Ⅳ.Learning strategies 1.集中记忆同类别的词汇。2.积极参与课内外英语学习活动。Ⅴ.Teaching aids Computer multimedia projector;the videos of a fashion show.Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher asks students to report their homework.Let students report the email which they wrote to Rose to tell her something about eating habits and how to eat healthily in China.3.The teacher lets students from different groups speak out the words about clothes they have learned.The group which speaks the most in the certain time can get four points.4.The teacher shows different kinds of beautiful clothes one by one on the screen.Let students speak out the names of them quickly.The group which speaks out the most names of clothes correctly can get four points.5.The teacher teaches the new words jeans by pointing at the jeans himself or herself.Teach handbag, tie, sweater, scarf, jeans, blouse and sock by showing the pictures of them on the screen.6.The teacher lets students look at the pictures of 2 and fill in the boxes with the words given.7.The teacher asks students to tell the answers together and then read the words aloud.Let them grasp the words about clothes.Presentation(10 minutes)

/ 6

1.The teacher plays a video about a fashion show.Let students know about the meaning of fashion.Then lead to 1a: What do you think of the fashion show? Oh, yes, I agree with you.It’s wonderful!It’s said that there will be a fashion show in Kangkang’s class.Let’s come to the

conversation of 1a to get some information about the fashion show.2.The teacher lets students look at the pictures of 1a and guess: What are Jane and Maria talking about? 3.The teacher asks students to watch the flash of 1a and check the guess.4.The teacher plays the recording for the students and asks students to answer the questions:(1)Is Maria’s Chinese Tang Costume a cotton one or a silk one?(2)Why does Jane want to buy some new clothes?(3)When will they have the class fashion show? 5.The teacher asks two students to tell their answers.6.The teacher plays the recording again.Let students listen to the conversation and circle True or False.7.The teacher asks two students to tell their answers.Consolidation(10 minutes)

1.The teacher plays the recording sentence by sentence.2.The teacher plays the recording without stopping.3.The teacher lets students read the conversation by themselves and underline the new words.4.The teacher teaches the new words.Teach the words costume, cotton and silk by showing the proper pictures on the screen.Teach smooth by comparing two pictures: a street and a mountain road.5.The teacher lets the students read 1a and then asks them to learn in groups to find out the difficult points.At last let them sum up main points of the conversation.6.The teacher makes a summary to explain key points and difficult points to the students:(1)a Chinese Tang Costume

/ 6

(2)so… that … so that…

(3)have/ hold a class fashion show(4)Shall we meet at the school gate at 8:00 a.m.? 7.The teacher asks students to find out the key words and act out the conversation based on them in pairs.Practice(10 minutes)1.The teacher asks students to fill in the blanks according to the pictures of 1c with so… that… Let two students write down the answers on the blackboard.2.The teacher asks another two students to check the answers on the blackboard.Teach the new word afford by saying “The coat is very expensive.I have no enough money.I can’t afford it.”

3.The teacher plays the recording of 2.Let students listen and check the words.4.The teacher plays the recording again.Let students number the pictures.Finish 2.5.The teacher lets two students tell the answers.6.The teacher asks the students to look at the pictures of 3.Let the students find out what clothes there are on each floor in groups.Group 1 reads out the names of clothes on the first floor…

7.The teacher asks students to read the example aloud, and then underline the sentences expressing asking for help.(Could you tell me where to buy a scarf?)8.The teacher asks the students to circle the names of sections.(Shoes and Hats Section, Sports Wear Section, Women’s Wear Section and Men’s Wear Section)

9.The teacher lets students make similar conversations.Walk around to help them if necessary.10.The teacher lets students act out the conversations.Production(7 minutes)

1.The teacher asks the students to have a word competition.Let them play the game What’s missing? to consolidate all the words they learned about the clothes.2.The teacher asks students to make a survey about the clothes their group mates are wearing.Let them complete the table below.(Teacher may offer more words to help

/ 6

them finish the survey like leather and woolen.)Name Clothes Color Material

3.The teacher asks the representative from each group to report the result of the survey.4.The teacher evaluates the reports.Advise them to choose the suitable and proper clothes at their age.5.The teacher shows the summary of this section to the students.6.The teacher assigns homework:(1)Review the summary after class.(2)Finish the written work.(3)Bring a photo of your family here to introduce their clothes.Teaching Reflection The topic of clothes is close to the students’ life.Teacher should use more resources around us and on the Internet to teach the words and talk about the topics of this unit.The teacher should also let the students have the right attitude about dressing.Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 1 We will have a class fashion show.Section A 1.a Chinese Tang Costume 2.so… that … so that…

3.have/ hold a class fashion show 4.Shall we meet at the school gate at 8:00 a.m.? 5.Could you tell me where to buy a scarf?

/ 6

6.Shoes and Hats Section Sports Wear Section Women’s Wear Section Men’s Wear Section

Name Clothes Color Material

G1

G2 3 1 2