八年级英语下册unit2单元教案---副本

三阁司中学八年级英语导学案主备：黄子恺参备人：孙海燕阳尧峰审查：Unit 5 Period Five(Self Check)学习目标：1.掌握下列生词和短语：New word: mobileKey phrases: laugh at sb, too much, let sb do sth2.巩固复习本单元所学内容。

Step 1: 预习反馈：嘲笑某人________ 太多____________移动电话_______ let sb do sth_________花费时间或金钱做某事_____________ 和某人一起度过时光__________________做完某事___________ 午饭吃得太多________________得到足够的锻炼_______________ 一个好厨师____________帮住别人_____________ 返回家_______________Step 2:自主学习，合作探究1.I can finish the task:我能够用所给单词的正确形式填空，完成Part1。

2．I can write: 我能完成句子。

1.If I get up late tomorrow ,________________________________________(我将会上学迟到。

)2.If I don’t finish my homework ,_________________________________(我妈将会不高兴。

) 3．If I eat too mch food ,_______________________________________________(我将会更胖。

)4．If I don’t get enough exercise,______________________________(这将会对我身体有害。

) 5．If I watch too much TV,______________________________________(这将会对我眼睛有害。

新目标英语八年级下Unit 2 What should I do? 单元总结课的教案资料（一）本单元语言目标：1. 谈论在学校和家庭中遇到的种种麻烦和问题。

2. 为他人找到合理的解决办法，提出相应的建议。

3. 为自己的问题找到解决办法。

（二）重点单词：1. play v. 播放2. loud adj. 高声的；大声的3. argue v. 争论，争吵4. wrong adj. 错误的；有毛病的；不适合的5. could v. can的过去式6. ticket n. 票，入场券7. surprise v. 使惊奇；使意外8. other adj. 任一的；（两方中的）每一方的9. except prep. 除；把......除外10. fail v. 失败11. football n. 足球12. until prep. 到......为止13. fit v. 适合，适应14. include v. 包括；包含15. send v. 发送，寄16. themselves pron. 他们自己（反身代词）（三）重点词组：1. keep out不让......进入2. out of style不时髦的；过时的3. call sb. up打电话给......4. pay for付款5. ask for要求6. the same as与......同样的7. in style时髦的；流行的8. get on相处；进展9. as much as possible尽可能多10. all kinds of各种；许多11. on the one hand, ......（在）一方面，......12. on the other hand, ......另一方面，......（四）重点句型：1. What should I do?我应该怎么做？2. You could write him a letter.你可以写信给他。

8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is sch ool like? Be like watching TV, fewer advertisements, autumn—fall, American football—football, football—soccer, film—movie, secondary school—high school, etc.Homework1 Learn the language points by heart.2 一课三练P.133 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank. Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练P.14-153 Preview the V ocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask studentsto read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练P.13 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and complete ‘work out the rule!’4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage ofwords depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use t he topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter. Presentation （Integrated skills B）1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s helike? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2 一课三练P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the pag e. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs. Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students t o look at Daniel’s notes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas andsentences together and avoid repetition of names.9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练P.21-223 Preview Unit 3。

Unit 2 What should I do? Section B 第一课时 一.学习目标： 1.new words: original, comfortable, the same as, style, inexpensive, colorful, nicer, wear, haircut, different 2.Target language: 1）.They’re original. 2）.They’re comfortable. 3）.They’re the same as my friends’ clothes. 4).They’re in style. 5).They’re inexpensive. 3. Structures: modals could, should; why don’t you…? 二．自主预习 根据句意或首字母填空，完成句子。 1．What’s w with you? 2．Mary didn’t do her homework, （也）. 3．I’m sorry you f the exam again. 4．No one knows the news e Tom. 5．Don’t leave the classroom u Mr. Hu comes back.。 三．合作解疑 单项选择 ( )1. Katrina works in the TV station. She is a _______. A. teacher B. interviewer C. farmer D. businesswoman ( )2.I have many important things to do. I _____ a little late. A.maybe B. perhaps C. may be D. may ( )3.Tony studies very _________.He often does his homework until 10:30p.m.,but his brother Tom_______ does homework. A. hardly ;hardly B. hard;hardly C. hardly;hard D. hard;hard ( )4.______students do homework every day._____all the students watch TV every day.

Unit 2 TravellingWelcome to the unitTeaching aims:1. To know foreign city famous tourist resort and popular attraction2. Be familiar with the scenic spot and the countryTeaching procedures:Step 1 Lead-inDo you like travelling?Do you know any famous tourist attractions in our country?Step 2 Listen and answer1. Is Eddie happy in the first picture? Why?2. Where is Eddie going?3. Does Eddie want to go too?4. What does Hobo want to bring?5. Does Eddie feel happy at last? Why?Step 3 Let students practice in pairs then act the dialogue out.Step 4 ExplanationI don’t think it’ll be a holiday for me.这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。

当主句含有I think, I believe等词语时，通常否定前移。

Step 5 PresentationShow some pictures about some places of interest in China. Say sth.freely about them.Step 6 Welcome the unitIf you have a chance (机会) to travel abroad , where will you go?show some pictures about some popular attraction in foreign countries:the Leaning Tower of Pisa /the Statue of Liberty/Mount Fujithe Little Mermaid/the Tower BridgeStep 7 Read and guess1. It is the longest wall in the world.2. It is a present from French people. It stands for Liberty.3. It sounds like pizza. It is leaning. It may fall down some day.4. The girl has a fish’s tail instead of legs.5. It is the busiest performing arts centre in the world.6. It is a large bridge over the River Thames in London. It has twin towers. Step 8 Work in pairsStep 9 ExercisesStep 10 Homework1.Prepare a fact file and write about one of your holidays.2. Preview the new words in Reading.Reading ITeaching aims:Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.Let students talk about tourist in vocabulary.Teaching stepsStep 1 ReviewStep 2 Free talk1. If you have enough money and time, where do you want to go? Why?2. Have you ever been to Hong Kong?Step 3 Watch a video about Hong Kong Disneyland.Step 4 Ask students to read together.Step 5 Present some pictures about Hong Kong Disneyland.Step 6 Let students read the letter and answer the questions.Who visited Disneyland?How long did they stay in Disneyland?Step 7 Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions. (B1)Step 8 After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below. (B2)Step 9 Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23. (B3) Step 10 Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.We’re having a fantastic time here.First, we had fun on Space Mountain – an indoor roller coaster in the dark.It moved at high speed and was really exciting!We were screaming and laughing through the ride.It was the best part of the day.I ran after them and couldn’t stop taking photos.Step 11 HomeworkAsk students read the article after class.Reading IITeaching aims:1. To know and master some useful words/sentences/phrases.2. To know the meaning of passage.3. To learn more about the world and protect the environment.Step 1 ReviewRead fast and tell T or F to the following sentences.Read the letter carefully and answer the following questionsStep 2 Language points1. I miss you so much! miss vt. 想念，思念miss作动词时还可意为“错过；没做到”，其后用动词-ing形式。