重庆市涪陵九中八年级英语下册Unit 8 教案

八年级下册英语第八单元教案一、教学目标1.知识目标：能够掌握本单元中出现的重点短语和句型，如call up, make friends, be similar to等。

2.能力目标：能够运用所学词汇和句型进行口头表达，并能用英语描述人物的形容词和特征。

3.情感目标：培养学生的团结协作意识，积极参与小组活动，增强学生的英语学习兴趣和自信心。

二、教学重难点1.教学重点：本单元词汇和短语以及交际口语表达的练习。

2.教学难点：运用英语进行人物形象描述，以及口语交际能力的提高。

三、教学过程1. Warming up让学生以小组为单位，分享组内人物形象描述的口语练习，培养学生口头表达能力。

然后分享到全班，进行思路补充和修正。

2. Pre-reading教师出示图片，让学生说出图片中人物的外貌特征，并添补文章中的生词和短语。

3. While-reading第一部分教师出示文章中的重点短语，并进行讲解，帮助学生理解文章。

“call up” 、“make friends”、“be similar to”。

第二部分让学生独立阅读，并用英语描述主人公的个性特征，学生注重观察人物言行举止及性格特征，然后组内讨论，并用英语共同完成任务。

第三部分以小组为单位，询问所读的文本，并共同分析文本中的疑点和难点。

第四部分让学生回答有关文章背景和文本内涵的问题，并进行互动交流和口语表达。

4. Post-reading学生根据文章内容，运用所学的生词和句型进行口头表达。

同时，教师对学生的表现进行点评和评分，以激发学生的学习兴趣和口语表达能力。

四、教学资源1.教材和教辅：八年级英语下册教材和配套教辅；2.教学辅助工具：幻灯片、黑板白板、PPT等；3.课外资源：与主题有关的电影、小说、英语读物、网络资源等。

五、课后作业1.背诵本单元中的重点短语和生词，并进行造句；2.查找相关的英文电影或小说，进行进一步阅读学习；3.阅读其他与本单元相似的课文，并进行口语表达。

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 student s’ abilities of listening to special information.3. Moral goals:(1) Let student s’ know the habits of giving gifts on special days in foreigncountries.(2) Train student s’ 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:Step1.Leading in (Talking about the teacher’s best gift )1. The teacher show some gifts to some students such as a scarf,a ring and so on .T: What’s this?SS: It’s a ring.T: The ring is the most important gift for me. Do you know why?2. 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 ten years ago.Step2.Pre-tast (Talking about the gifts the students have)T: What gifts do you have?SS: Talk about the gifts they have.T: Do you like them? Why?Help students to answer with cheap, expensive, boring,interesting.T: What do you get on your friend’s birthday?T: Show the target words.It’s cheap/expensive/boring/interesting.Step3.While—taskTask1.1. Show the task: What do you think of these gifts? Read theinstruction to the students.2. T: Here are some gifts. What do you think of them?SS: Write the names of gifts in the chart then finish activity 1a.T: Can you add other gifts to each column?SS; 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 birthday?T: 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 birthday?SS: How about a sweater?T: No, that’s too boring.SS: How about a scarf?T: 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, thenfinish the activity of 1b.2. Check the answers.Step4.Post—task (Pairwork)Make a survey and fill in the blanks .What should you get on special days for special people?Step5.SummarySum up the main knowledgeStep6.Homework1.Recite 1b and 1c.2.Make a survey about gifts .The second period(2a-2c)Teaching procedures:Step1. Leading in1. RevisionCheck the homework of survey. What should you get on these special days for special people.2.Revise how to give suggestions and comments.Step2.Pre-task (Pairwork)1. Make one—minute dialogue.A: What should I get my mo ther on Women’s Day?B: How about a scarf?A: No, that’s too boring.B: …2. Get some pairs to act out their own dialogues.Step3.While-taskTask1.Listening task.1. Show the task. Listen to the tape and finish theactivities of 2a 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 abirthday soon, but you have only ¥50. Discuss what youshould or should not get for him.2. Discuss in pairs.3. Act out in pairs.Step3.Post-task. (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 youthink I should get? And tell me your reasons.2. Please discuss in groups. Then fill in the blank .3. Let students report their suggestions.4. The teacher decide to choose one of suggestions and saythanks for their help.Step4.Grammar focus:1. Review the grammar box. Ask students to say thestatements and responses.2. Make summaries about suggestions and comments.Step5. SummarySum-up how to give suggestions and comments again.Step6.Homework1. Go over the new words.2. Revise how to compare qualities.The third period(3a-4)Teaching proceduresStep1.Leading inT: Miss Qu has some personal questions to ask you. Can you tell me?T: Have you ever received letters? Who wrote it to you?T: Have you ever received any gifts on your birthday? (Write down the sentences on the blackboard.)T: Who gave it to you?SS: Talk about the questions.Step2. Pre-task1. Show the task: Talk about the teacher’s gif ts.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 madeby himself. 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 expe nsive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever.Step3: While-taskTask1.Talk about 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 it?Who 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 practiceseveral times.2. Ask two students to read the dialogue.3. Make similar dialogues in groups.4. Ask some students to present their conversations to theclass.Step5. Summary1. Sum-up how to give suggestions and comments2. Sum-up the usage of present perfect tenseBlackboard DesignWhy don’t you get her a scarf?Section BTeaching goals:nguage goals:(1) Learn and master the new words about animals such asspider,mouse(mice), hamster, turtle ,pot－bellied pig,rabbit and so on.(2) Go on learning how to give suggestions and commentssuch as not friendly enough, easy to take care of and soon.2.Ability goals:(1) Train the students’listening ability by practicing inunderstanding the target language in spokenconversations.(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 them?Are they friendly? Are they easy to take care of?2.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 orbad pets?2. Point out the pet shop in the picture. Ask the students tosay the names of the animals.3. Ask the students to say some other animals.4. Write down the names of the animals in the picture in thecorrect parts of the diagram, then finish activity 1a.5. Discuss the answers.(1) Ask some students to say why they think the animalsare good or bad pets and why they aren’t sure.(2) Help the students use the target language such asfriendly, easy to take care of, too scary and so on.6. Make a list of the pets they have. Talk about pets they haveat home, 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 recordingand number 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 with1—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 youhelp me find a best pet for my family members? Can you give me the reasons?My 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 discuss3.Talk in pairs4.Check the answers by calling on different pairs to talk abouttheir own 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 kindof pet these 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 and answer these questions.2.Read the instructions to the class. Make sure theyunderstand the words of pot-bellied (fat) ; popular ( many people like them ) ;advantages (good things) and disadvantages (bad things).3.Read the article by students then write down the answersto the two questions.4.Check the answers in pairs.5.Check the answers in class.6.Teacher read the story to the class, then ask students ifthey have 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 haveproblems, 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 Ifthey know about hamsters? (hamster)3.Look at the notes for one minute and answer what theadvantages and disadvantages of keeping hamsters are?4. 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. Studentswill finish writing the article using the phrases. They can add their own ideas.7. Ask some students to read their own article.8. Exchange their articles in groups. Then the teacher mayread the 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, anddescribe one of the animals. The other students guess what it is.2.Please write an article about one of the pets. Remindstudents not to say what the animal is.3.The students can write their articles.4.Ask a few groups to read their own articles. The otherstudents must guess.Step4. Post-task1.Make a discussion between Group A and Group B. GroupA can agree with keeping pets in an apartment. Group Bcan’t agree with keeping pets in an apartment. Group Aand B should tell their reasons.3.Ask a few groups to share their lists. Step5. Homework。

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。

八年级英语下册unit8教案教案及反思八班级英语下册unit8教案2Period 2Teaching of new lessonStep 1 Pre-taskSB 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-taskSB 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: 履行对话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:。

八年级英语下册第八单元教案八班级英语下册第八单元教案1教学目标一、知识与技能1. 掌控重点词汇和短语。

2. 培育同学的阅读技能及技巧。

3. 复习、运用过去进行时。

二、过程与方法训练法，熟能生巧法，通过练习巩固复习所学知识。

三、情感立场与价值观培育同学在灾难面前要更团结，更友善，更懂得相互援助。

教学重点1. 掌控重点词汇和短语。

2. 复习、运用过去进行时。

教学难点1. 培育同学的阅读技能及技巧。

2. when和while的区分。

教法导航老师引导，同学自主探究，小组合作。

学法导航自主探究与小组合作相结合。

教学预备多媒体。

教学过程Step 1 GreetingsGreet the students as usual.Step 2 RevisionAsk students to talk about what they were doing last night ingroups of four then give a report.Step 3 PresentationAsk the students to look at the picture and think about what has happened.Step 4 Reading3a, Read the passage quickly and answer the following questions1. What was the weather like before the heavy rain started?2. What was the neighborhood like after the storm?Ask some students to report their answers.3b, Read the passage again and complete the sentences using information from the passage.1. When the news on TV was reported，strong winds _____________ outside.2. While Ben’s mom was making sure the radio was working，his dad _____________.3. Ben _____________________ when the heavy rain finally started.4. When Ben _______________at 3：00 a.m.，the wind_________________.Ask some students to report their answers.Step 5 Speaking3c, Discuss the questions with a partner.“Although the storm broke many things apart，it brought families and neighbors closer together.”What other can bring people closer together? How can we help each other in times of difficulty?Ask some students to report their answers.Step 6 Language points1. With no light outside，it felt like midnight.此句中介词with表示一种伴随状况，同时还包含着某种因果关系，表示“因某种状况的存在而导致…”，因此可翻译成“由于;由于”等。

Unit 8 Have you read Treasure Island yet?教材解读本单元以英美文学和音乐为话题，其目的不仅仅是在于让先生了解这些文学作品的名称、内容及相关的言语知识，同时经过与文学作品相关的听说读写活动，激发先生对英语言语文明的兴味，学会如何与人讨论和交流文学作品，发表本人的观点和看法，从而进步本人的文学素养和人文素养。

音乐这一主题不仅呈现了与音乐话题相关的词汇，还经过听说读写活动巩固先生对目标言语——如今完成时的认识和理解。

总之课本所触及的一系列活动有益于先生综合能力的进步。

单元目标一、知识与技能1. 掌握本单元词汇，听懂、掌握议论读书的言语材料。

2. 能听懂言语材料，掌握听的技巧；能就浏览方法提建议，掌握浏览策略；能读懂介绍名著的文章。

3. 如今完成时与普经过去时的区别。

4. 经过开展角色表演等活动，培养先生浏览兴味。

经过本单元的浏览，培养先生的文学鉴赏能力，熏陶思想情操。

二、过程与方法采用Using contest guessing和Role playing的学习策略，利用教学图片、录音机或多媒体课件来展开课堂的听说读写等活动。

三、情感态度与价值观经过本单元的浏览，培养先生的文学鉴赏能力，熏陶思想情操。

经过课堂活动，加强合作认识。

教法导航采用直观教学法，恪守以先生为主体的准绳。

学法导航采用Using contest guessing和Role playing的学习策略，课时安排第1课时：Section A 1a-2d第2课时：Section A 3a-4c第3课时：Section B 1a-2e第4课时：Section B 3a-Self Check课时教案第1课时 Section A 1a-2d教学目标一、知识与技能1. 能掌握以下单词：treasure，island，be full of，page，hurry up，due.2. 能掌握以下句型：Have you read…?.No，I haven’t. Ihave already read it.3. 能掌握以下语法：如今完成时的普通运用。

八年级下英语 Unit8—教学设计【教学参考】Unit 8 Our ClothesTopic 3 He said the fashion show was wonderful.Section BⅠ. Material analysis本课的学习活动由Jane 与Sarah观看并继续谈论时装表演展开，呈现表示提醒和惊讶的功能用语，让学生了解各民族的服装和不同服装所展现的不同的民族文化。

要求学生能用关于时装表演和民族服饰的词汇、短语和句型谈论时装表演；运用图片等非语言信息理解主题、复现对话；继续学习主句为一般过去时的宾语从句的用法，并注意转述时主句表示转述的动词要读成升调。

Ⅱ. Teaching aimsKnowledge aims：1. 继续学习主句为一般过去时的宾语从句。

2. 继续谈论时装表演。

3. 了解各民族服装。

4. 学习表示提醒和惊讶的功能用语。

Skill aims：1. 能听懂接近正常语速、涉及时装表演与民族服饰的对话，并获取主要信息。

2. 能引出时装表演的话题并进行简单的交谈。

3. 能从简单的关于服装表演的文章中找出有关信息，理解大意。

4. 能根据写作要求和素材，整理出符合逻辑的短文。

Emotional aims：了解各民族服装，对中国的服装文化有更深刻的了解，热爱祖国。

Ⅲ. The key points and difficult pointsKey points：1. 继续学习主句为一般过去时的宾语从句。

2. 继续谈论时装表演。

3. 学习表示提醒和惊讶的功能用语。

Difficult points：1. 注意主句为一般过去时的宾语从句中，从句的时态问题。

2. 谈论各民族的服装。

Ⅳ. Teaching proceduresStep1 Introduction1. Greet students ready for learning.2. The teacher plays the game with the students to review the usage of the object clauses. The teacher tell one student a sentence in a low voice. Let all the other students ask that students what the teacher told him or her. And then he or she retell the sentence.T: You are very cute.Ss: What did our teacher say?S1: She said I was very cute.T: I watched a fashion last week.Ss: What did the teacher say?S2: She said she watched a fashion last week.T; How many minorities are there in China?Ss: What did the teacher say?S3: She asked how many minorities there are in China. 3. Show some pictures of minority costumes on the screen. Teach the new word minority by introducing that there are 55 minorities in our country. Lead to the new lesson. Step2 Presentation1. The teacher shows the picture of 1b to the students on the screen. Let them discuss the models and their clothes.2. The teacher asks students to tell the information they can get from the picture. Then teach the new word catwalk by pointing at the catwalk in the picture. Teach cheongsam and traditional by pointing at the cheongsam. Teach Tibetan and Korean by pointing at their clothes on the screen. At the same time, learn the new phrases. and different kinds of clothes.3. The teacher plays the flash for the students. Let them listen to the conversation and number the costumes. Check the answer with the students.4. The teacher asks the students to match the costumes with the models. Checkthe answer with the students. Finish 1b.Step3 .Consolidation1.The teacher plays the recording sentence by sentence.2. The teacher lets students find out the key points and the difficult points,. Solve the difficult points together with the students.(1) Here comes the models.（提醒）(2) in the center of (3) in the world of high fashion(4) Here comes another three models,another + 单数可数名词 = one more +单数可数名词another + 数词 + 复数可数名词 = 数词 + more + 复数可数名词(3) That’s really cool!3. Retell the dialog with the help of key words.4. Read 1a and fill in the blanks. finish 1c.5.Act out the conversation in pairs, according to the keywords and the picture of 1b.Step4 Practice1. The teacher asks the students to read and understand the example of2. Then let them review the usage of object clauses of which the main clauses are in the past simple tense. Teacher may give them a hand if necessary.2. The teacher lets students ask and answer in pairs by following the example, while the other students should listen to them carefully and correct the wrong expressions. Let them especially pay more attention to the tense.3. The teacher asks two students to write down the brief conversations on the blackboard. Check the answers together with the students.Step5 SummaryWe learn: 1. Some new words and phrases:catwalk, cheongsam, traditional, minority, Tibetan,Korean, I n the world of, in the center of, high fashion2. Object clauses:I guess it’s a traditional Russian costume.She asked what kind of costume the model waswearingWe can: 1.Talk about different national costumes.2. Talk about the fashion show.Here come the models!The model in the center of the catwalk looks so beautiful.What a nice dress!Step6 Exercise: Choose the correct answer:( ) 1. Judy said that she ________a nice skirt in Beijing.A. buyB. buysC. boughtD. buying ( ) 2. That’s not a common dress . People ___ it a cheongsam.A. calledB. is callingC. callD. is called( ) 3. --Would you like ___bowl of rice?---No, thanks.A. otherB. anotherC. the otherD. others( ) 4. Look ! Here ____!A. the bus comeB. come the busC. comes the busD. the bus comes( ) 5. He asked the salesgirl _____________________.A. how much is the T-shirtB. how much was the T-shirtC. how much the T-shirt isD. how much the T-shirt wasStep7 Assigns homework:(1) Review the summary after class.(2) Read 1a aloud and try to repeat.(3) Finish Section B in your workbook.(4) Preview Section C.Teacher’s remark:We should dress correctly, fancy clothes is not equal to wearing fashion.Blackboard designUnit 8 Our ClothesTopic 3 He said the fashion show was wonderful.Section B1. Here comes the models.（提醒）2. in the center of3. in the world of high fashion4. Here comes another three models,another + 单数可数名词 = one more +单数可数名词another + 数词 + 复数可数名词 = 数词 + more + 复数可数名词5. That’s really cool!。

八年级下册英语Unit8—教学设计【教学参考】课题课时 Unit 8 第一课时Section A 1a-1c.教学目标语言技能说: 生能运用现在完成时来询问最近已经发生或还未发生的事。

听：生能听懂有关书籍的对话，捕捉关键信息。

语言知识学习并掌握现在完成时态。

熟练运用带有 already 与 yet 的现在完成时。

情感态度通过讨论学生所读过的名著，使他们了解一些名著的大致内容，激发学生读书的兴趣。

学习策略：1.调控策略：针对不同的听力目的调整自己的方法和培养抓关键信息的技巧 2.交际策略：通过小组讨论、合作探讨，培养良好的学习习惯，同时发展自主学习能力和合作精神；文化意识通过本课时学习，了解其他国家著名的书籍，了解不同的中西方文化。

教学重点重点词汇：treasure, island, page, hurry 重点句型：Have you read… yet? Yes, I have./ No, I haven’t. 话题：Famous books and music教学难点熟练运用带有 already 与 yet 的现在完成时。

教学辅助多媒体板书设计Unit8 Have you read Treasure Island yet? Section A 1a-2d treasure island page hurry A: Have you read … yet? B: No, I haven't. Have you? A: Yes, I’ve already read it. B: What’s it like? A: It’s fantastic.Teaching Procedure Stages教学步骤Step1 Leading-in 导入 Teacher leads in the topic of books with pictures. T: Have you heard of Snow White/Journey to the West……? S:Yes, I have./No, I have not.Step2 Presentation1a. Have you heard of these books? Check (ü) the ones you know. ______Alice in Wonderland ____Little Women ____Treasure Island ____ Oliver Twist ____ Robinson Crusoe ____ Tom Sawyer. Then make conversations with partners like examples above.Step 3 listening Step 1bT: you will hear the listening three or four times. The first time, you should find the book title. The second time ,you should find if they have read the book. The third time, you should find their ideas about the book. Thelistening includes three dialogue.Ask students answer the questions.Then check the answers.Step 4. Teach the conversation and make a dialogue like this:A: Have you read …… yet?B: No, I haven't. Have you?A: Yes, I've already read it.B: What's it like?A: It's fantastic/wonderful/interesting/exciting/boring/moving ……Step5. Summary现在完成时基本结构：助动词have/has+过去分词(done)表示过去发生或已经完成的动作对现在造成的影响或结果。