人教版新目标八年级英语上册全册教案

Unit 1 Where did you go on vacation?

Section A

本部分的核心话题是用一般过去时谈论度假等发生在过去的事情。因此Where did you go on vacation? Did you buy anything special? Yes, I did．No，I didn’t．以及不定代词的用法等是教学的重点。通过对本部分的学习，学生能掌握本部分出现的不定代词和地点名词，用于询问和回答过去发生的事情的短语和句型。

【知识目标】

1、熟记并会用本课所学的新词汇；

2、能使用过去时态对过去的事情进行问答；

3、能正确使用不定代词。

【能力目标】

充分运用两人活动和小组活动进行听、说训练，提高听、说水平。

【情感目标】

通过让学生就过去的度假经历展开问答，回忆并感知各种人文和景色，教会学生“读万卷书，行万里路”，旅行中不要仅在意终点而是欣赏沿途的风景并增强环保意识。

【教学重点】

1、词汇：anyone, anywhere, wonderful, few, something, nothing, everyone, myself, yourself,

someone, quite a few, of course, seem

2、句型：--Where did you go on vacation？

--I went to New York City.

--Did you go out with anyone?

--No. No one was here. Everyone was on vacation.

--How was the food?

--Everything tasted really delicious.

【教学难点】

掌握不定代词的用法，能使用过去时态谈论过去的事情。

Multimedia, PPT

Step1. Warming up

Show Ss some pictures. Then ask Ss what they did during summer vacation and where they went on vacation.

Step2. Practice

1. Change the verbs into past forms.

2. Check the answers.

3. Match the activities with the pictures in 1a.

4. Check the answers.

Step3. Listening

1. Listen and number the people in the pictures in 1b.

2. Check the answers.

Step3. Pair work

Get Ss to make conversations about the people in the picture. Then invite some pairs to show their conversations.

Step4. Listening (2a &2b)

1. Tell Ss they will hear a conversation about three Ss. Listen for the first time and fill in the chart. Then listen again and check “Yes” or “No”.

2. Let Ss read the phrases in the chart of 2b.

3. Play the recording the first time. Ss listen and fill in the chart.

4. Play therecording a second time for the Ss to check “Yes, I did.” or “No, I didn’t.”

5. Check the answers with the Ss.

Step5. Pair work

1. Let two Ss read the conversationbetween Grace, Kevin and Julie.

2. Let Ss work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

4. Give Ss some pictures to do more oral practice.

Step6. Role-play

1. Ask Ss to read the conversation and answer the questions.

2. Check the answers.

3. Get Ss to role play the conversation after listening to the recording.

4. Invite some pairs to act out their conversations in front of the class.

5. Explain some language points.

Step7. Survey

1. Work in a group of four. One surveys others about your vacations and fill in the chart.

2. Report their survey results.

Step8. Language points

Explain some language points.

Step9. Grammar Focus

1. Review the grammar box. Ask students to read the questions and answers.

2. Review the difference between regular-ed past tense verbs and irregular past tense verbs.

3. Then get the students to ask and answer the questions and answers in pairs.

Step10. Language points & Exercises

1. Explain the usages of indefinite pronouns and past tense.

2. Do some exercises.

3. Check the answers.

Step11. Practice (3a&3b)

1. Get Ss to finish 3a &3b.

2. Check the answers.

Step12. Group work

1. Ask your group questions about their last vacation and fill in the chart in 3c. Then tell the class your results.

2. Get several groups to show their results.

Step13. Summary

Summarize what we’ve learnt in this period.

Step13. Homework

Finish off the exercises of this period.

略。

Unit 1 Where did you go on vacation?

Section B

本部分是在A部分基础上的拓展。在话题上由对假期活动的询问及叙述转向描述及谈论度假的感受；在语言上除进一步综合训练、巩固A部分所学重点语言内容外，学习正确、得体地运用相关形容词描绘假期活动，表达自己的感受成为这一部分的一项重要任务；在语言技能上，则由听、说转向综合性地听、读、写的训练。

【知识目标】

1、熟记并会用本课所学的新词汇；

2、能使用过去时态写日记以及掌握日记的文体；

3、能利用阅读策略，并根据词义的消极和积极性判读理解文章人物的感受。

【能力目标】

充分运用所学知识，如形容词、阅读技能开展两人活动及小组合作活动进行综合性地听、读、写的训练，提高相应的水平。

【情感目标】

通过让学生使用日记的形式记录过去的度假经历教会学生在旅行时应注意保护环境。

【教学重点】

1、能综合运用所学的重难点词汇来完成相关任务。

2、能读懂英语日记并掌握格式要求，运用阅读策略读懂文章，了解文章人物的感受。

3、能运用英语根据相关提示来记录自己某次旅行的经历。

【教学难点】

掌握英语日记的格式并能根据相关提示，使用日记来记录自己某次旅行的经历。

Multimedia, PPT

Step1. Revision

Show Ss some pictures and get them to review the description words they’ve learnt before. Step2. Practice-1a&1b

1. Match the words with the pictures in 1a

2. Check the answers.

3. Divide the words into two groups and find each own opposite word in 1b.

4. Check the answers.

5. Try to think more opposite words.

Step3. Listening

1. Listen and answer the questions about Lisa’s vacation experience in 1c.

2. Check the answers.

3. Listen again and fill in the chart in 1d.

4. Check the answers.

Step3. Pair work

1. Get Ss to ask questions about Lisa’s vacation with the sentence patterns in the box in 1e.

2. Invite several pairs of Ss to act out their conversations.

Step4. Pre-reading

1. Discuss the questions with the partners in 2a.

2. Show more pictures about vacation activities, such as swimming, paragliding and so on.

3. Give Ss some information and pictures of places about Malaysia.

Step5. While-reading

1. Read the two diary entries about Jane’s vacation quickly and answer the questions.

2. Check the answers.

3. Read after the recording and make T or F.

4. Check the answers.

5. Read the diaries again individually and fill in the chart in 2c.

6. Check the answers.

Step6. Post-reading

1. Complete the conversation about Jane’s trip to Penang using the information in the diary entries in 2d.

2. Check the answers.

3. Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks in 2e.

4. Check the answers.

5. Explain some language points and do some exercises.

Step7. Pre-writing

1. Show some pictures about Beijing and get Ss to complete the diary entry about a trip to one of these places in 3a.

2. Check the answers.

Step8. While-writing

1. Answer the questions to make notes about a vacation Ss took in 3b.

2. Write a travel diary like Jane’s on Page 5 using the notes in 3b.

3. Invite 3 Ss to show their diary entries and correct the errors if necessary.

4. Show a sample diary entry to Ss.

Step9. Oral practice

1. Talk about the vacation experiences with each other.

2. Invite several pairs to act out their conversations.

Step10. Self Check

1. Get Ss to finish Activity 1&2 to consolidate the grammar-indefinite pronouns and past tense.

2. Check the answers.

Step12. Summary

Summarize what we’ve learnt in this period.

Step13. Homework

Finish off the exercises of this period.

略。

Unit 2 How often do you exercise?

Section A

本单元的中心话题是谈论休闲时所进行的活动，本节是本单元的第一部分，通过谈论周末进行某项活动的频率，初步学会运用频率副词和目标句型来进行与同伴对话，由于本节的内容与学生的生活息息相关，语言实践性较强，很容易开展话题交流。

【语言目标】

What do you usually do on weekend? I usually play soccer.

How often do you shop? I shop once a month.

What do...? How often...? 引导的特殊疑问句、频度副词。

【能力目标】

1. 能听懂谈论生活习惯和学习习惯的对话材料；

2. 能运用What do...? How often...? 句型及频度副词或短语来谈论生活习惯和学习习惯；

3. 能读懂关于介绍学生生活、学习习惯的文章；

4. 能运用目标语言写关于学习或娱乐的短文。

【情感目标】

通过话题的讨论，从而培养学生学会与人沟通，善于交际、关心别人、融入社会的能力品质。通过相互的调查与讨论，让他们自己得出什么样的英语学习习惯，才是最好的学习讨

论方法；什么样的生活习惯，才是最健康的。输送健康概念，从小就培养学生科学健康的世界观和积极进取的人生观。

【教学重点】 1. 以“How often...”句型为引导的话题及词汇：

always, usually, often, sometimes, hardly ever, never, three times a week

2. 以“What do...”句型为引导的日常活动：

reading, watch TV , go to the movies, shop, exercise, sleep, drink milk, eat vegetables 等

【教学难点】

频率副词（always, usually, often, sometimes, hardly ever, never 等）的用法。

Multimedia

Step 1. Greetings and Lead-in

1. 谈话引出“What do you usually do on weekends? ” 的话题。

-What do you usually do on weekends?

-I usually do housework/exercise/go to the movies...

2. Do la and think of other activities.

（设计意图：用与学生生活息息相关的图片引出话题，导入新课，完成1a ，进一步搜索其他活动，让学生了解本课的内容。）

Step 2. Presentation

Students learn about my activities in order to learn new words and frequency words (always/ often/ usually/ sometimes/ hardly ever/ never).

（设计意图：学生了解教师活动，让学生在自然亲切的语境中学习新的词汇并学会使用频度副词。）

Step 3. Listening

1. Listening 1b

Learn more about frequency words and know the differences between them.

a. Students listen to 1b and write the activities.

b. Students listen again and fill in the blanks with frequency words.

（设计意图：学生在前面的练习基础上完成1b。通过听力练习，使学生进一步学习和掌握频度副词。）

2.Practice

Students practice the conversation in 1b and make their own conversations.

（设计意图：学生练习对话并将对话真实化。）

3.Listening 2a

a. Students listen to 2a. Number the activities [1-5] in the order they hear them.

b. Students listen again and match the activities in 2a with how often Cheng Tao does them?

（设计意图：继续听力练习，进一步熟悉重点句型并培养学生自主归纳的学习能力和习惯。核对听力答案，进一步巩固频度副词的使用。让学生明确任务，根据2c要求进行对话练习。）Step 4. Practice

Do 2c and work in pairs and try to know how often your partner does those things and get more information.

（设计意图：句型操练，让学生学会使用目标句型进行问答，提高口语交际能力。）

Step 5. Role-play the conversation

Role-play the conversation and answer the questions.

1. Is Claire free next week？Why?

2. How often dose Claire have dance lessons？How about her piano lessons?

3. What kind of dance is Claire learning?

（设计意图：听对话回答问题并做role-play，在真实的语境中操练目标句型。）

Step 6. Language points

Step 7. Practice 3a and 3b

Step 8. Group work

What can you do to improve your English? Add more things to the chart. Then ask your classmates the questions and find the best English student.

Step 10. Homework:

Finish the chart of group work and do a report next class.

略。

Unit 2 How often do you exercise?

Section B

本单元的中心话题是谈论休闲时所进行的活动，本节是本单元的第二部分。B部分是一个完整的阅读过程，2b以英语日记的形式讲述了一名学生和家人在马来西亚度假期间的见闻趣事。语篇内容对马来西亚槟郎山和著名的海墘街进行介绍。本单元阅读内容丰富，信息含量大。可以帮助学生通过训读、略读以及看图预测等方法掌握语篇信息，完成练习。并通过阅读、练习来进行简单写作。

【语言目标】

1.复习询问或谈论别人饮食、锻炼的频率、休息的时间及选择不同频率的理由；

2.能够运用所给的提示，完成对某人饮食习惯的描写；

3.总结回顾所有的频率词，并学会运用所学的频率词来谈论某人的生活习惯。

【能力目标】

1. 会使用频率副词和短语；

2. 能描述课余时间的活动安排。

【情感目标】

通过小组活动对话、谈论、调查等活动，培养学生们的合作意识和团队精神。提倡合理安排自己的生活，养成良好的生活习惯，享受丰富多彩的校园生活。

【教学重点】

1. 能运用所给的提示词来描写个人的饮食起居等方面的习惯。

2. 能运用一些相关资料对他人进行好习惯和坏习惯的调查。

【教学难点】

能运用所给的提示词来描写个人的饮食起居等方面的习惯。

Multimedia

Step 1. Greetings and Lead-in

1. 谈话引出“How to keep healthy? ”

Do you have a healthy diet?

Do you often eat junk food? 引导出junk food。

What do you eat every day?

（设计意图：用与学生生活息息相关的问题引出话题，导入新课。）

Step 2. Presentation

1. Show some pictures of food or drink on the screen. Students read the words then discuss they are healthy or unhealthy.

2. Work on la. Read the words with the pictures then match the words with the pictures.

（设计意图：用与学生生活相关的饮食图片引出话题词，完成1a。）

Step 3. Ask and Answer

Ask and answer questions about 1a. (junk food/ fruit/ vegetables/ coffee/ sleep milk).

（设计意图：通过问答巩固新的单词词组并复习how often的句型，也为其后听力做听前准

备。）

Step 3. Listening

Work on 1c

1.Tell Students that a reporter is interviewing Bill and Tom what their eating habits are. Listen to

the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy?

Listen and find the answers.

（设计意图：通过听力练习，使学生进一步学习和掌握目标句型。）

Work on 1d.

1. Let one student read the sentences and try to know the meaning of the sentences.

2. Play the first time, students just listen. Play the second time for them to listen and find the answers.

3. Check the answers.

（设计意图：继续听力练习，进一步熟悉重点句型并培养学生自主归纳的学习能力和习惯。）Step 4. Pair work

4.Work in pairs. Make their own conversations according to the pictures.

5.Teacher can walk around the classroom, and give some help to the students.

（设计意图：学生练习对话并将对话真实化。）

Work on 2a.

1.Let students discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.

2.Let some students tell their answers.

（设计意图：通过讨论熟悉阅读主题，引发阅读兴趣。）

Step 5. Reading

1.Here are the results of what the students in No.5 High School do in their free time. Read the passage quickly and find the answers to the two questions:

How many kinds of free time activities are mentioned in the passage?

What’s the best way to relax?

2.Read the passage carefully and complete the pie chart below.

3.Answer the questions in 2c.

（设计意图：快速阅读和细节阅读训练。）

Step 6. Language points

Step 7. Practice

Work on 2d.

1.T: Now let’s make some sentences with the percentages using always, usually or sometimes.

2.Students read the passage again and try to make some new sentences. Check the answers with each others.

Work on 2e.

1.Let students read through the activities in the chart first. Select one activity from them. Then ask their classmates how often they do this activity and make a pie chart.

2.Students work in groups. Ask and answer questions then fill in the chart.

3.Make a pie chart like those in 2b.

（设计意图：阅读后练习，巩固所学短语和句型。）

Step 8. Practice

Work on 3b.

https://www.wendangku.net/doc/6b15961766.html,plete the chart with your own information.

2.Then let some students show their chart to the class.

Work on 2c.

Let students write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.

Step 9. Group work

Work in groups and take the quiz. See who is healthier?

Step 10. Homework:

Do you know how to keep a healthy lifestyle? Share your ideas with your classmates next class.

略。

Unit3 I’m more outgoing than my sister.

Section A

This unit is one of the most important units in the whole textbook. It is talk about the usages of the comparative forms of adjectives and adverbs. Maybe it is a little difficult for students, so the teacher should give more help for students.

【知识与能力目标】

1.Students can learn how to compare people.

2.Key vocabulary: outgoing, better, loudly, quiet, hard -working, competition, fantastic, which,

clearly, win ,talented, truly, care

3.Target language:

1)I’m more outgoing than my sister.

2)Is Tom smarter than Sam?

3)Are you as friendly as your sister?

4)Who’s more hard-working at school?

5) A good friend is talented in music.

6) A good friend likes to do the same things as me.

4.Structures:

1)Comparative + than

2)as +adj/ adv + as

【过程与方法目标】

1.Students can develop the abilities to talk about personal traits.

2.Students can compare people with the comparative forms of adjectives and adverbs.

3.Students can use the pattern “as...as” to compare two persons.

【情感态度价值观目标】

1. Encourage students to discover other Students strong points.

2. Let Students know what a true friend is like.

【教学重点】

1. V ocabulary and expressions.

2. Master the rules of comparative forms of adjectives and adverbs.

【教学难点】

1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or to compare two persons.

2. Use “as...as ...” in a sentence to compare two persons.

Some pictures and PPT.

Step 1 Leading -in and presentation

1.Word magic -- this game shows some description words, and use them to describe people. Then T presents the comparative forms of adjectives and adverbs .

Show the structure on the blackboard:

1)be+ comparative adjectives form + than ...

2)verb+ comparative adverb form + than...

Show some pictures to let Students talk about them.

2. Pair work

Ask students to do a pair work in pairs.

Step 2 1a and 1b

There are three pairs of twins in the picture. Let’s listen to tape then finish 1a and 1b.

Then correct the answers.

Step 3 1c

Practice the conversations in the picture above. Then make conversations about the other twins. Step 4 2a

Let students listen to the dialogue in 2a.

Step 5 2b

Play the recording again. Ask students to fill in the boxes.

Master the new patterns. Firstly the teacher explain the patterns before the practice.

Step 6 2c

Student A, look at the chart on the right. Student B, look at the chart on Page 81. Ask and answer questions about Sam and Tom.

Ask two students to read the dialogue on the left.

Step 7 2d

Let students get clear “which one” “through”.

Step 8 Grammar Focus

Read the grammar box first. Then teaches the rules of comparative forms of adjectives and adverbs.

Step 9 3a

Write questions and answers with the words given.

Then ask students to do the exercises on the blackboard .and check the answers.

Step 10 3c

Do a survey. Compare their parents.

Step 11 Consolidation

Guessing -Describe one of your classmates, and then let other students guess who he / she is. Rhyme- good better best

Step 12 Summary

Today we have learnt the rules of comparative forms of adjectives and adverbs and how to use them .

Step 13 Homework

Write down the same and different between you and a friend.

略

Unit3 I’m more outgoing than my sister.

Section B

This unit is one of the most important units in the whole textbook. It is talk about the usages of the comparative forms of adjectives and adverbs. Maybe it is a little difficult for students, so the teacher should give more help for students.

【知识与能力目标】

1.Talk about friends. And Compare two persons. Describe a person’s traits.

2.Key vocabulary: serious, mirror, kid, as long as, necessary, both, grade, should, saying, reach, hand, touch, heart, fact, break, arm, laugh, share, loud, similar, primary.

3.Target language:

1)You don’t need a lot of them as long as they’re good.

2)Maybe I should help him more.

3)My best friend is similar to Larry.

4.Structure:

1)comparative +than

2)as + adj / adv + as

3)be + similar to

4)persons be different from

【过程与方法目标】

1. Students can learn how to use some important phrases.

2. Students ask about a job for one’s classmates a ccording to the information.

【情感态度价值观目标】

Encourage the students to make friends with others.

【教学重点】

1. V ocabulary and expressions.

2. How to describe a person’s strong points and weak points

3. How to write a writing about one’s friend.

4. Review the grammar “comparative forms of adjectives and adverbs”.

【教学难点】

1. Let students know who is their truly friends.

2. “Information” is an uncountable noun.

Some pictures and PPT.

Step 1. Leading-in

Use the picture to let students talk about what kind of things are important in a friend?

Step 2. 1a and 1b

Rank the things in the box and share their answers.

Ask two students to do a pairwork.

“I think a good friend.....”

Step 3. 1c and 1d

Play the recording. Ask students to fill in the boxes.

Step 4. 1e

Let students use these information to talk about Molly and Mary and their best friends.

Then T explains some language points and useful expressions.

Step 5. Consolidation

Do a review.

Step 6. Pre-reading (2a )

Ask students to write the comparative forms of adjectives and adverbs. Then use them to write five sentences. Have nine students write their answers on the blackboard.

Step 7. While-reading

Let students read the article and fill in the blanks.

And Read the passage again and do 2C.

Step 8. Post -reading

Have students talk about it for four minutes and write five sentences. Then have students share their opinions.

Step 9. 2e

Every group choose a title and discuss in your groups.

Organize students to say their reasons, then correct the mistakes.

And explains some language points.

1. as long as

2. be different from

3. though

Step 10. Consolidation

Do a free talk.

Step 11. 3a

Look at the pictures in https://www.wendangku.net/doc/6b15961766.html,pare the two girls. Then finish 3a.

Step 12. 3b and 3c

Ask students to thing about two of them. Make notes of them.

Let students write two paragraphs about their friends.

Let two students write on the blackboard, then correct the mistakes.

Step 13. 4

Let’s divide the students into two groups. One group agrees with Jenny and another agrees with Jill, and tell us the reasons. Let’s have a debate competition.

Step 14. Self check 1-2

Put the words in the correct columns in the chart.

Step 15. Self check 3

1.Write down two ways in which you are similar, and two ways in which you are different.

2. How to use “as...as “and be similar to...

Step 16. Homework

1. Review the comparative forms of adjectives.

2. Write a passage to describe your friend.

略

Unit4 What ’

s the best movie theater?

Section A

This unit is one of the most important units in the whole textbook. It is talk about the usages of the superlative forms of adjectives and adverbs. Maybe it is a little difficult for students, so the teacher

should give more help for students. 【知识与能力目标】

1. Students can talk about the most... things in daily life.

2. Key vocabulary: theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, choose,

carefully, reporter, fresh, service, menu, act, meal, creative, performer

3. Target language:

1) What’s the best movie theater?

2) which is the worst clothes in town?

3) Who has the best performer?

4. structure: the + superlative

【过程与方法目标】

1. Students can develop the abilities to discuss preferences.

2. Students learn the rules of superlatives.

3. Students can compare places with the superlative forms of adjectives and adverbs.

【情感态度价值观目标】

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