八级英语下学期Unit教案优选

八年级下册英语第八单元教案3篇八年级下册英语第八单元教案篇1教学目标一、知识与技能1. 复习、巩固表示委婉请求和应答的句型。

2. 培养阅读理解能力。

3. 完成相关练习。

二、过程与方法将抽象知识具体化，帮助学生总结规律，系统地学习语法。

调动学生的积极性，引导他们积极参与课堂。

三、情感态度与价值观认识到做家务的意义和重要性，养成常做家务的好习惯。

教学重点复习、巩固表示委婉请求和应答的句型。

教学难点培养阅读理解能力。

教法导航通过大量练习让学生主动掌握语法知识。

学法导航练习、讨论、主动探求规律。

教学准备多媒体。

教学过程Step 1 GreetingsGreet the students as usual.Step 2 A GameShow a list of chores on the blackboard：do the dishes clean your roomtake out the trash sweep the floorfold your clothes make your bedGive them a set of blank cards.T：Let’s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card，and asks the student next to him/her to do this chore. That student says “no” and gives a reason. Each student should give a reason that has not been given before. The one who can’t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner.Step 3 Role playAsk some pairs to role play the dialogue in 2d.Step 4 PresentationSay：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother What we can do to help her Ask some students to report their answers.Step 5 ReadingSay：Now let’s read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancy’s mom angry with her 2. Did they solve the problem HowThen ask some students to report their answers.Now let’s read the sentences in 3b，try to understand andtranslate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.Step 6 Language points1. You watch TV all the time and ...all the time(在该段时间内)一直;向来，一向;时时刻刻;每时每刻e.g. I do this all the time. 我一直是这么做的。

人教版八年级下册英语第八单元教案人教版八年级下册英语第八单元教案一、教学内容本节课主要介绍了美食文化。

包括课文学习、语法规则、词汇学习、听力强化和口语训练。

学生需要了解不同文化背景下的食品特点，认识并掌握日常交际中需要用到的相关词汇和语法，提高听说能力。

二、教学目标1. 通过课文学习和角色扮演，帮助学生了解不同文化背景下的食品特点，激发学生对不同国家及其文化的兴趣。

2. 通过本单元的语法规则学习，让学生掌握并且能够应用到实际生活中，提高学生语言表达的规范性和准确性。

3. 通过词汇学习和听力强化，让学生对日常交际中需要用到的相关词汇熟练掌握，并通过听力训练提高学生的听力能力。

4. 通过口语训练，让学生正确运用所学语言知识，提高口语表达能力，增强与他人交流的能力。

三、教学重点1. 帮助学生了解不同文化背景下的食品特点，增进其对不同国家和文化的兴趣。

2. 通过语法规则学习，让学生能够运用不定代词和定语从句进行语言表达。

3. 通过词汇学习和听力强化，让学生对日常交际中的相关词汇熟练掌握。

4. 通过口语训练，让学生正确应用所学语言知识，提高口语表达能力。

四、教学方法1. 教师讲解、学生听写。

2. 小组讨论、互动交流。

3. 角色扮演、小组竞赛。

4. 听力训练、口语练习。

五、教学过程1. 师生互动（10分钟）教师向学生介绍本节课的教学内容及教学目标，并与学生进行互动交流，鼓励学生提问，激发学生探究的兴趣。

2. 课文学习（30分钟）（1）教师进行课文导读，让学生在了解文章大意的同时，重点关注文章的语言表达和句式结构。

（2）利用PPT进行语法规则的讲解，让学生理解不定代词和定语从句的作用和运用方法。

（3）阅读课文，进行概括、理解和归纳。

3. 词汇学习及口语训练（50分钟）（1）教师通过PPT展示生词，并引导学生理解其含义和用法。

（2）通过小组竞赛的形式，让学生运用所学词汇进行口语表达。

（3）针对常见口语问题，进行相应的口语训练。

Unit 8 Why don’t you get her a scarf(Section A)Teaching goals:nguage goals:(1)Learn to compare qualities.(2)Master the target language.a. The new words of Section A.b. How to give suggestions and comments.how about…what about…why not…why don’t you…That’s a good idea.That’s boring/personal/creative.That sounds good.c. Present perfect tense.2. Ability goals:Train students’abilities of listening to special information.3. Moral goals:(1) Let students’know the habits of giving gifts on special days in foreigncountries.(2) Train students’feelings of loving their parents and friends.Teaching important and difficult points.1. The target language in Section A .2. How to give suggestions and comments.Teaching methods:Task-based teaching and learning method; cooperation.Teaching aids:A tape recorder and some gifts given by friends.The first period(1a-1c)Teaching procedures:in (Talking about the teacher’s best gift )1. The teacher show some gifts to some students such as a scarf, a ringand so on .T: What’s thisSS: It’s a ring.T: The ring is the most important gift for me. Do you know why2. Make the students guess.SS: Because it is expensive/interesting…T: No, because it is the first gift from my husband. It cost only ￥100, but it’s my best gift .I love it because I love my husband. I got it tenyears ago.(Talking about the gifts the students have)T: What gifts do you haveSS: Talk about the gifts they have.T: Do you like them WhyHelp students to answer with cheap, expensive, boring, interesting.T: What do you get on your friend’s birthdayT: Show the target words.It’s cheap/expensive/boring/interesting.—taskTask1.1. Show the task: What do you think of these gifts Read the instruction to thestudents.2. T: Here are some gifts. What do you think of themSS: Write the names of gifts in the chart then finish activity 1a.T: Can you add other gifts to each columnSS; Add other gifts to each column.3. Check the answers in pairs.Task2. (Pairwork)1. Show the task: What should I get my mom for her birthdayT: Tomorrow is my mother’s birthday. What should I get her Can you help me find a gift for her You can discuss it in pairs.SS: Give suggestions withHow about…What about…Why not…Why don’t you…T: Give comments.eg: T: What should I get my mother for her birthdaySS: How about a sweaterT: No, that’s too boring.SS: How about a scarfT: Yes, that’s a good idea.(2).Lead students to drill the conversation.(3).Practice the dialogue in the whole class. Finish the activity of 1c.Task3: Listening task1. Show the task: Listen and number the comments in the order, then finish theactivity of 1b.2. Check the answers.—task (Pairwork)Make a survey and fill in the blanks .What should you get on special days forSum up the main knowledge1b and 1c. a survey about gifts .(2a-2c)Teaching procedures:Step1. Leading in1. RevisionCheck the homework of survey. What should you get on thesespecial days for special people.how to give suggestions and comments.(Pairwork)1. Make one—minute dialogue.A: What should I get my mother on Women’s DayB: How about a scarfA: No, that’s too boring.B: …2. Get some pairs to act out their own dialogues.task.1. Show the task. Listen to the tape and finish the activities of2a and 2b.2. Read the instructions to the class.1) Tell the students that they are going to hear threeconversations about the pictures of 1a.2) Play the recording the first time. The students only listen.3) Play it a second time. Write down the answers.4) Check the answers.5) Listen again and finish 2b.(Learn the new words: suggestion; comment; album;personal; not special enough )6) Check the answers to 2b.Task2. (Pairwork)1. Show the task.Think of a friend or a family member who is having a birthdaysoon, but you have only ￥50. Discuss what you should orshould not get for him.2. Discuss in pairs.3. Act out in pairs.. (Groupwork)1. Help the teacher find a gift and then fill in the blank.T: I want to spend ￥100 to buy some New Year’s presents for a 3-year-old girl and a 10-year-old boy. What do you think Ishould get And tell me your reasons.4. The teacher decide to choose one of suggestions and say thanksfor their help.focus:1. Review the grammar box. Ask students to say the statements andresponses.2. Make summaries about suggestions and comments.Step5. SummarySum-up how to give suggestions and comments again.1. Go over the new words.2. Revise how to compare qualities.(3a-4)Teaching proceduresinT: Miss Qu has some personal questions to ask you. Can you tell me T: Have you ever received letters Who wrote it to youT: Have you ever received any gifts on your birthday (Write down the sentences on the blackboard.)T: Who gave it to youSS: Talk about the questions.Step2. Pre-task1. Show the task: Talk about the teacher’s gifts.2. Show a card.T: What’s this SS: It’s a card.T: Do you know who gave it to me SS: Guess the gift.T: That’s the most creative gift I have ever received. One of my students gave it to me on Teachers’Day. It was made byhimself. It looks like a heart .I love it.3. Show another gift (a watch).T: Can you guess when I got it SS: Guess.T: That’s the most expensive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever.Step3: While-taskabout your own gifts.(Pairwork)1. Show the task.What’s the best gift you have ever received( have+过去分词)When did you receive /get itWho gave it to you(Write the three sentences on the blackboard.)2 ．Talk about in pairs.3. Ask and answer in pairs, then finish 3b .4. Ask some pairs to present their conversations to the class. Task2. (Pairwork)1. Show the task:You are talking about gifts the four people received got .You will say what the best gift is, when the person got it and who gave it to him.2. Let the students read the chart for one minute .3. Students A and B practice in pairs.4. Check the answers to activity 3a.Step4. Post-task.Play a guessing game then finish 41. Read the instructions to the class. Students can practice severaltimes.2. Ask two students to read the dialogue.3. Make similar dialogues in groups.4. Ask some students to present their conversations to the class. Step5. Summary1. Sum-up how to give suggestions and comments2. Sum-up the usage of present perfect tenseSection BTeaching goals:nguage goals:(1) Learn and master the new words about animals such as spider,mouse(mice), hamster, turtle ,pot－bellied pig, rabbit and soon.(2) Go on learning how to give suggestions and comments suchas not friendly enough, easy to take care of and so on.2.Ability goals:(1) Train the students’listening ability by practicing inunderstanding the target language in spoken conversations.(2) Let students practice writing about animals.3.Moral goals:(1) Let students learn about pet animals.(2) Train students’feeling of loving animals.Teaching important and difficult points:1. The target language.the new words about animalsthe comments about animal pets2. Practice introducing pet animals.Teaching methods1. Task-based teaching and learning methods.2. CooperationTeaching aidsSome animals pictures, a recorder.Teaching proceduresThe fourth period(1a--- 2c)Step1. Leading in1.The teacher will ask some questions to lead in the topic.(1)Do you like pets(2)Have you ever kept a pet What’s it(3)What do you think of themAre they friendly Are they easy to take care of2.The students discuss the questions.Step2. Pre-task1. The teacher will show some animal pictures and ask somestudents if they know about them.2. Let the students learn the new words by themselves.( goldfish; turtle; snake; mouse; spider; hamster; dog; parrot )3. The students learn and practice the animal words.Step3. While-taskTask11. Show the task: Which of these animals would be good or badpets2. Point out the pet shop in the picture. Ask the students to say thenames of the animals.3. Ask the students to say some other animals.4. Write down the names of the animals in the picture in the correctparts of the diagram, then finish activity 1a.5. Discuss the answers.(1) Ask some students to say why they think the animals aregood or bad pets and why they aren’t sure.(2) Help the students use the target language such as friendly,easy to take care of, too scary and so on.6. Make a list of the pets they have. Talk about pets they have athome, then decide which are the most popular pets and the most unusual pets, then finish activity 1b.Task2. Listening task1. Show the task. Tell students they will listen to the recording andnumber the pets in the order they hear in activity 2a.2. Ask different students to read the names of the pets in 2a.3. Play the tape the first time. The students only listen.4. Play it again. The students listen and fill in the blanks with 1—5.5. Check the answers.Task3. Listening task1. Show the taskTell the students they will listen to the recording again and they should draw lines to match the pets with the comments.2. Ask different students to read the names of the comments.3. Listen and draw lines.4. Check the answers.Task 4. (Pairwork)1.Show the task.Find a best pet for my family members.2.Tell the students I don’t know much about animals. Can you helpme find a best pet for my family members Can you give me the reasonsMy daughter is a 6-year-old girl. My mother is an 80-year-old woman. My husband is a 35-year-old man. You can discuss in4.Check the answers by calling on different pairs to talk about theirown choices.Step4. Post - taskFind a best pet for yourselves and give your reasons.Step5. Summary1. Revise the words of animal pets.2. Sum up the comments about animals pets.Step6. HomeworkMake a survey about your friends what pets they have ever kept and why they kept them.The fifth period(3a-4)Step1. Pre-task1.Revise the pets they have learnt.2.Ask some students if pigs can be pets.3.Tell students today we are going to learn the trendiest kind of petthese days in North London. Do you want to know what it is(Teach the new word of trendy.)4.Students guess the trendiest pets.Maybe some students can speak out pot-bellied pig. If they can’t, teacher can tell them about it.Step2. while- taskTask1. Reading practice using the target language.(Pairwork)1.Show the task.Here is an article about pot-bellied pig. Please read it andanswer these questions.2.Read the instructions to the class. Make sure they understandthe words of pot-bellied (fat) ; popular ( many people likethem ) ;advantages (good things) and disadvantages (badthings).3.Read the article by students then write down the answers to thetwo questions.4.Check the answers in pairs.5.Check the answers in class.6.Teacher read the story to the class, then ask students if theyhave problems.7.The teacher should explain the new words and sentences.(1) What’s the meaning of trendy and perfect(2) Can you understand the sentences.…a pot-bellied pig named Connie…life with a pig isn’t always perfect…she’s too big to sleep in the house…I don’t have enough time to spend with her8.Let the students read the story again. If they still have problems,teacher should offer help.Task 2. Writing practice by using the target language.(Groupwork)1.Show the task.Write an article about hamsters by using these notes in activity 3b.2.Point to the picture and ask some students what it is and If theyknow about hamsters (hamster)3.Look at the notes for one minute and answer what theadvantages and disadvantages of keeping hamsters are4. The students will discuss in pairs.5. Point out the list of good and bad things about hamsters inclass.6. Ask a student to read the beginning of the article. Students willfinish writing the article using the phrases. They can add theirown ideas.7. Ask some students to read their own article.8. Exchange their articles in groups. Then the teacher may readthe teacher’s article to the students.Task3. Play a game. (Groupwork)Guess what it is.1.Show the task. Look at the picture in activity 4, and describeone of the animals. The other students guess what it is.2.Please write an article about one of the pets. Remind studentsnot to say what the animal is.3.The students can write their articles.4.Ask a few groups to read their own articles. The other studentsmust guess.Step4. Post-task1.Make a discussion between Group A and Group B. Group A canagree with keeping pets in an apartment. Group B can’t agree with keeping pets in an apartment. Group A and B should telltheir reasons.3.Ask a few groups to share their lists. Step5. Homework。

Unit 1 What's the matter年级八学科英语课型新授课时间主备人八年级英语组教学课题Unit 1 What’s the matter?Section A (1a～2d)课时 1教学目标1. 学习用英语表达身体各部位的名称及如何谈论身体健康状况。

2. 培养学生能运用所学语言简单地描述自己的健康状况及如何询问对方的身体健康状况。

3. 通过学习课文内容，养成健康的生活方式。

4. 教育学生学会关心他人，通过询问他人的健康情况并能给予帮助，增进人与人之间的感情。

重点难点教学重点：1.掌握情态动词should / shouldn’t.的用法.2.学习have的用法.教学难点：学会提供帮助的基本句型教学准备PPT教学过程1、新课导入:Step1: Can you name the parts of the body?让学生用英语所处器官名称。

Step2：Follow me:（让学生站起来完成韵律操）Everybody moves your bodyNod your head and touch your faceTouch your nose and close your eyesTouch your ears and clap your handsRaise your arms and look at your backTouch your stomach and tap your footSit down and move your legs2、设问导读:二次备课4. 如果你的头和脖子明天仍然疼的话，请去看医生。

五.拓展探究Homework: Make up a conversation between a doctor and a patient.课堂小结本课通过身体器官韵律操导入课时内容，激发学生的学习兴趣，提高课堂教学的效率，同时针对学生日常生活中的常见症状，让学生在列举过程中掌握患病方式的三种表达方式。

八年级下册英语第8单元教案八年级下册英语第8单元教案一、教学目标：1. 继续掌握以下词汇： be crowded, famous, temple, light, amazing, peaceful, take photos2. 能够描述旅游景点，并介绍其特点、历史、文化等3. 能够读懂旅游景点宣传资料，获取有用信息4. 培养学生的观察能力和表达能力5. 增强学生的跨文化交际能力和旅游文化意识二、教学重点：1. 掌握本单元的生词和词组2. 能够描述旅游景点的特点和历史三、教学难点：1. 能够拓展学生的词汇量，用适当的词汇和句子表达描述2. 能够引导学生表达自己的看法和感受四、教学方法：1. 情境教学法2. 合作学习法3. 阅读理解法五、教学过程：（一）引入新课1. 看图片引导学生谈论不同地方的旅游景点2. 谈论“国内旅游”和“国际旅游”的不同点3. 介绍本单元所学生词汇和词组4. 引导学生分组交流不同的旅游景点（二）读懂旅游宣传资料1. 学生们读材料，了解英国某个旅游地点的介绍2. 小组合作，讨论主要特点和历史，通过问答并汇总信息3. 浅析文化差异，相互学习和了解（三）描述旅游景点1. 以不同的方式描述某地的旅游景点，例如画出地图、准备PPT、制作小册子、写文章等2. 小组合作，讨论自己的表达方法和观点，互相点评并提出建议3. 演示展示，总结各自的表达方式和特点（四）模拟商务谈判1. 小组分配不同角色和任务，模拟商务谈判，例如对于某地旅游资源的开发、提高服务质量、吸引更多的游客等方面展开讨论和对话2. 以英语为主要交流语言，鼓励学生提前预习和准备好口语素材3. 评价商务谈判的流程和结果，反思自己的表达方式和语言技巧（五）课堂作业1. 完成课堂练习和巩固测试2. 按照班级分组，设计一个旅游宣传广告，包括文字、图片和音频，展示在下节课上3. 预习下一节课内容，掌握生词和词组六、教学资源1. 电子课件、视频、音频和图片2. 选自英语杂志的文章和海报3. 小组教学和集体讨论4. 互动互动式的教学软件和平台。