新目标英语八年级上册第三单元教案

新目标英语八年级上册第三单元教案（精选12篇）

1.新目标英语八年级上册第三单元教案 篇一

新目标英语八年级上册第三单元Period Five教案

What are you doing for vacation?教案 Period Five Task1 Talk about National Day vacation plans. Task2 Write a schedule for the weekend as a tourist guide. I. Greeting. II. Free talk. III. Review the activity phrases. (show in power point) IV. Play a memory game with the whole class: (Have a competition) The first student says a sentence about a vacation activity. The next student says what the first student is doing and adds a sentence. The third student repeats what the first two students are saying, and so on. See how many activities students can remember. The one who remember the most activities and use the least time wins the game. V. Talk about National Day vacation plans. The teacher gives an example: (show in power point) Jenny’s National Day Vacation Plan I am going to my hometown for vacation. I’m going with my husband and my son. I’m leaving on October 1st. I’m staying for a week.I plan to have a relaxing vacation. I’m taking walks,going fishing,going bike riding. I’m planning to spend time in the beautiful countryside. At night, I’m enjoying watching TV and chatting with my family… A great vacation! I can’t wait. Students work in groups of four. Then each group chooses one to tell the class about their National Day vacation plans. VI. Shelf check: 1. Ask students to fill the blanks on their own. Check the answers. Ask students to make their own sentences with words, preferably sentences that are meaningful. 2. Elicit a few things that tourists who visit Xiamen could do. Ex plain the scenario to the students (they are tourist guides planning a schedule.) Give students some main scenes in Xiamen, some hotels and a menu. (show in power point) Some Hotels in Xiamen Xiamen Hotel 厦门宾馆 The Mandarin Hotel 悦华酒店 The Marco Polo Hotel Xiamen 马哥波罗东方大酒店 Crowne Plaza Harbourview Xiamen 厦门海景皇冠假日酒店 food seafood 海鲜 sea worm jelly 土笋冻 fried oyster 海蛎煎 fried rice noodles 炒米粉 spring rolls 春卷 Xiamen Main Scenes 厦门主要景点 Gulangyu Islet 鼓浪屿 Sunlight Rock 日光岩 Shuzhuang Garden 淑庄花园 The Island Ring Road 环岛路 Wanshi Botanical Garden 万石植物园 Nanputuo Temple 南普陀寺 Huli Ancient Fortress 胡里山炮台 Jimei Learning Village 集美学村 The Turtle Park 鏊圆 Tongan Tourist Zones 同安旅游区 Ask students to plan a schedule for the weekend and write it in the notebook. Homework: 1. Recite 3a on page17. 2. Preview Unit4. Feedback: This period shows the theory of students learning center. Each student has chances to show himself. The activities provide listening, oral, reading and written practice. The activities are practical. They can use what they’ve learnt in daily life. The things to be improved: III. Review the activity phrases. (show in power point) Had better have a competition in this step. Ask students to plan a schedule for the weekend and write it in the notebook. This should be done as homework because there isn’t enough time for them to do it.

2.新目标英语八年级上册第三单元教案 篇二

我国基础教育《英语课程标准》在其基本教学理念中倡导“让学生在教师的指导下, 通过感知、体验、实践、参与和合作等方式, 实现任务的目标, 感受成功。”这要求英语教师从组织教学活动入手, 加强对学生实际语言能力的培养。

因此, 本节课主要借助多媒体手段, 采用视听法、情景模拟、情感激励及任务型教学等相结合的方法, 导入、练习、归纳过去进行时态的陈述句与疑问句, 通过听说读写等多种语言实践活动交替进行, 使学生认识到语言学习过程的多样性。学生通过自主学习, 角色扮演, 实践体验, 合作与互助等学习方式, 来掌握本课的知识和技能, 从而开发学生的思维能力, 尊重学生的个性发展, 使学生学习语言的过程同时成为学生形成积极的情感态度、主动思维、大胆实践的过程, 使枯燥的语言变得丰富多彩, 易于接受。

二、教学背景分析

(一) 教学内容分析

注:含本课时在本单元的教学定位分析

Unit3以“What were you doing when the UFO arrived”为课题, 谈论过去某一时刻正在发生的动作或状态。如何在各项语言实践中正确使用过去进行时态是本单元的重、难点。本课是Unit3的第一课时, 围绕着UFO到达时人物在做什么这一话题展开, 主要通过听说形式让学生初步学习、应用过去进行时态, 让学生能使用这一时态表述在过去某一时刻正在发生的事情或状态, 从而为本单元接下来的语言教学打下基础。本课教学内容容易激发学生学习兴趣, 并贴近生活实际, 易于引发学生使用目标语言进行简单的交际与交流。在学习活动中, 通过观察图片、情景思维、俩俩对话, 角色扮演等形式, 使学生能够自主学习, 合作交流, 完成任务, 培养学生的语言综合运用能力和实践能力。

(二) 学生情况分析

本课的主要目标是学习掌握过去进行时态的陈述句和疑问句, 学会描述过去正在发生的事情或状态, 它是在学生已经学习了现在进行时态和一般过去时态的基础上进行的。对于八年级的学生来说, 他们已经有了一定的词汇量, 特别是对要用到的一些动词, 大部分学生有了一定的基础, 这样便于教学内容的突破。教材选编了富有科普意义的UFO作为话题的引入, 能激发学生的好奇心和学习兴趣。所以对于本课的学习内容, 学生应该能较为轻松地掌握。

三、教学目标分析

(一) 知识与技能目标

大部分学生能认读、听懂、理解目标词汇和过去进行时态的陈述句和疑问句;90% 的学生能根据教师提供的分层情境, 两人或多人运用过去进行时态进行对话。

(二) 过程与方法目标

通过创设贴近学生日常生活的语言情境, 采取小组合作互动的方法, 开展对过去进行时态的学习, 尊重学生个性特点, 在自主学习的基础上合作探究, 解决问题。

(四) 情感与价值目标

通过创设新闻播报、抓凶手等情境, 激发学生的兴趣, 使他们亲身感受和体验语言, 学以致用, 培养他们自主学习、合作学习、善于学习的习惯, 并让他们在实践中体验成功。

四、教学重点、难点分析

(一) 教学重点

在语言情境中使学生理解过去进行时态的意义。

(二) 教学难点

学生会正确使用过去进行时态的陈述句和疑问句进行会话等语言交际行为。

五、教学过程设计

课前:歌曲欣赏 :“Yesterday once more”《昨日重现》。

(一) 学习目标

1. To be able to read, listen and understand the statements and questions with the Past Progressive.

能够认读、听懂并理解过去进行时态的陈述句和疑问句。

2. To learn to talk about the past events by using the Past Progressive.

会用过去进行时态谈论过去正在发生的事件。

3. To be able to cooperate with your partners and use the target language to solve the real problems..

能在小组内与同伴进行合作互助学习, 并学以致用。

(二) 新课导入

1. 图片导入

T: Look at the picture. What’s this? (老师指着图中的UFO)

S: A UFO.

T: What’s the man doing?

S: He’s looking at the UFO standing...

T: Yesterday afternoon a UFO arrived on the earth. At that time a man was standing near it. What were you doing when the UFO arrived?

S1: I was doing my homework.

S2: I was cleaning my room. ….

T : V e r y g o o d . T h i s c l a s s w e ’ l l l e a r n “ u n i t 3 What were you doing when the UFO arrived?”

First let’s look at some pictures of places.

设计意图:导入课题, 为本节课的学习打下基础。

2. 出示图片

bedroom, kitchen, bathroom, barber, barber shop, barber chair… (新词呈现)

T: What place is it? (依次指着图片, 让学生猜什么地方)

S: It’s a bedroom…

设计意图:在这个环节通过各种图片资料把学生带入新课。

(三) 图片展示

出示图片:

T: Where was the girl when the UFO arrived? (老师指向图中人物a发问)

S: She was in front of the library. (老师依次提问人物b-f)

T: Now imagine you are one of the persons. Talk about what you were doing when the UFO arrived with your partner.

Pair Work:

A: Where were you when the UFO arrived?

B: I was in the front of the library.

(同学结组谈论1a图片中的人物当UFO到达时他们在哪里)

设计意图:通过此环节练习目标词汇和句型“当什么时候某人在哪里”。

(四) 猜一猜:

依次出示五张图片:T:What was she he doingat 9:00 yesterday morning …?

引导学生回答S: Was she he doing sth. ?

T: Yes, she was. No, she wasn’t. She wasdoing sth.

设计意图:通过此环节创设情境, 呈现目标语言。

(五) A flash:“What were you doing when theUFO arrived?”

T: What was he doing when the UFO arrived? (老师引导学生进行复述)

S: He was…

设计意图: 通过观看flash, 使学生能 说出当UFO到达时flash中的人物分别正在做什么, 练习由第一人称变为第三人称。

(六) 听录音, 排顺序

这一环节旨在通过听力练习目标语言, 培养学生捕捉关键词语的能力。

(七) Pairwork

W h a t w a s h e / s h e d o i n g w h e n t h e U F O arrived?

He/ She/ was doing……..

设计意图:由学生结组谈论当UFO到达时图片中不同的人物活动, 进一步练习目标语言。

(八) News Report

昨天晚上10点钟一个不明飞行物降落在我们学校, 当时你正在哪里?在做什么?

A: Where were you when the UFO arrived?

B: I was in the barber shop.

A: What were you doing at that time?

B: I was cutting hair.

(活动要求:可以小组内两两对话进行展示, 也可由一人提问, 轮流回答。最后由一人进行汇报。)

设计意图:通过这一环节, 使学生在亲身经历中运用过去进行时进行交流和汇报, 使学生熟练掌握重点句型。

(九) Activity: Catch the Killer

昨天夜里, 一名男子被谋杀了。张警官对此事进行了调查。但是每名嫌疑人都能说出当时他在做什么。凶手到底是谁?请你来当“一分钟警官”。

(游戏规则:请每组扮演警官的同学在一分钟内, 尽可能多地询问其它小组同学, 那时他在哪里、在做什么?无法回答或回答不符合逻辑的同学即为“凶手”。完成任务最多的警官即为“最佳警官”。被抓到的“凶手”在课后要完成警官布置的额外作业。)

设计意图:通过设计一个学生感兴趣的情景, 在游戏中再一次复习了重点句型。

(十) Group Work: A Lifestyle Survey

请学生调查组内的其它同学上周一晚上8点分别在做什么, 然后由调查人进行汇报。

设计意图:在这一活动中, 进一步使用目标句型进行交流, 增进对彼此生活的了解, 让学生懂得要拥有健康的生活方式。

(十一) Summary

小组合作归纳过去进行时的用法 (过去进行时表示什么样的动作或状态, 你认为常与哪些时间状语连用。)

设计意图:通过让学生自己归纳, 加深他们对重点、难点的印象, 让学生学会小结、反思, 知道自己对本单元知识的掌握情况, 做到有的放矢。

(十二) 课堂即时性评价

每个小组准备一套题 (每人一份) , 八个小组交换题目, 当堂完成, 由出题的小组对其进行现场评价。最后老师和同学们共同评出最佳出题小组, 最佳完成小组, 本课最佳合作小组、明星小组各一个, 其余小组为希望小组。

设计意图:在这一过程中锻炼学生自己发现问题、解决问题的能力, 让他们成为学习的主人。

(十三) 布置作业

以“Yesterday Once More” (昨日重现) 为题, 写一写在昨天这些不同的时刻你和家人在哪里、在做什么, 60词左右。

设计意图:作业设计旨在通过写作的形式使学生灵活地应用目标语言, 达到举一反三的效果。

板书设计:Unit3 What were you doing when the UFO arrived?

T: Where was the girl when the UFO arrived?

S: She was in front of the library.

T: What was he / she doing when the UFO arrived?

S: He/ She was……..

六、教学评价设计

(一) 评价内容:

1. 教师在教学过程中采取一些激发学生学习兴趣的活动, 例如:提问、竞争、表演、游戏、调查等, 使全体学生参与其中, 让他们能够在情境中较好地掌握和理解这两种语言的差别。同时对学生在这些活动中的合作、创新和探究能力进行评价, 这有益于学生更好地认识自我, 树立自信。评价的主体既包括教师, 也包括学生。

2. 针对本课所学语言点, 由学生小组互相评价。这有助于帮助学生反思和调控自己的学习过程, 关注学生的个体思维方式, 培养学生乐于合作, 勇于创新的精神, 起到促进学生发展的作用。

(二) 评价方法:

1. 观察法。

3.新目标英语八年级上册第三单元教案 篇三

本部分的教学内容是人教版Unit 3 I’m more outgoing than my sister.中的Section B 1a —1e. 本节课是一节听说课，从整体上看，是在sectionA部分的基础上对学生听说能力的拓展和延伸，1a-1e是一组完整的听力训练，围绕“my best friend”这一话题展开，1a-1b在听前让学生谈论好朋友应具备的特质，1c-1d让学生听一段关于好朋友的访谈，听后1e要求学生利用所听信息重新组织语言编新对话。

二、学情分析

（一）知识与能力目标

通过本课一系列的听、说训练，让学生掌握本节课的新单词：talented， truly， care about. 并能运用本单元的语言结构——比较级，展开对好友标准的讨论及朋友之间的对比。

（二）过程与方法

通过对本课听力部分多层次，对角度的挖掘，从而让学生更容易捕捉重点信息，通过设置“interview”这一环节提升学生的对本课内容的语言输出能力。

（三）情感与态度

树立正确的对待友谊的态度，培养朋友间互帮互助的优良品质。

（四）教学重、难点分析

教学重点：通过学生听力和对话的训练，让学生熟练掌握形容词、副词比较级的用法，将听力中使用的对比方法移为己用。

教学难点：通过熟练掌握本课语言结构，使学生能够对朋友之间的异同点进行描述。

三、教学过程

Step 1 Greetings and warming up

Make the students get interested in this class and reduce the distance between the students and the teacher.

Sing a song about friendship and talk something about friends.

Talk with the teacher.

Step 2 Vocabulary

Make the students grasp the new words through creating the situations.

Use different situations to show the new items.

Answer the questions “ Is she a good friend？” to know the new items.

Step 3 Presentation of material

Make the students express their ideas about friends.

Show new items， ask the students to exchange the ideas

Ask and answer in pairs then present.

Step 4 Listening practice

Make the students get familiar with the target languages， complete the listening material.

Ask the students to fill in the blanks according to the recreated chart.

Listen and fill in the chart.

Step 5 Presentation of conversations

Make the students use the items to express the ideas about Molly’s and Mary’s best friends.

Ask the students to talk about Molly、Mary and their best friends.

Talk in pairs.

Step 6 Interview

Make the students use the language in real situation.

Ask the students to interview their classmates

Interview the classmates and write down the information， then give a report.

Step 7 Homework

Make the students use the items in the life.

4.新目标英语八年级上册第三单元教案 篇四

1.患感冒 2.背痛 3.齐头并进

4.胃痛 5.咽喉痛 6.躺下休息

7.看牙医 8.多喝水 9.加蜂蜜的热茶

10.好主意 11.多休息 12.我不知道

13.筋疲力尽 14.健康的生活方式 15.传统中医

16.阴阳调和 17.均衡的饮食 18.健康食品

19.保持健康 20.玩得高兴 21.练习做某事

22.介意做某事 23.完成某事 24.放弃做某事

25.忍不住做某事 26.坚持做某事 27此刻

28.东道家庭 29.会话练习

Ⅱ.应掌握的句子：

1.你怎么了?我得了重感冒。

2.他怎么了?他胃痛。

3.魏芳怎么了?她背痛。

4.或许你应该看牙医。

5.李平应该躺下休息。

6.我们不应该上课吃东西。

7.我希望你很快好起来。

8.传统中医认为我们需要阴阳调和保持身体健康。

9.我相信每天晚上睡眠8个小时很重要。

10.吃均衡饮食以保持健康。

11.吃一些水果对你的健康有好处。

12.太紧张易怒的人或话吃了太多的阳性食物。

13.有一个健康的生活方式很容易，饮食平衡是很重要的。

14.学好英语不是很容易的。

15.我们进教室时，老师已经开始讲课了。

16.他的话是真的，但是我不信任他这个人。

17.这段时间我感觉不大好。

18.我很疲劳，而且经常头痛。

19.我很容易紧张，因为普通话没有长进。

20.医生叫他戒烟。

21.请把窗户关上好吗?

22.在这里吸烟你介意吗?

23.尽管天在下雨，他们仍然坚持工作。

5.英语八年级上册第三单元教案 篇五

Teaching goals (教学目标)

1.Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .

2.when , while 引导的时间状语从句。

3.学习过去进行时态。

4.利用知识谈论过去发生的事情。

5.复习过去式，学会讲故事。

6.了解一些自然科学知识和社会科学知识。

Important and difficult points：(教学重难点)

1.when , while 引导的时间状语从句。 2.学习过去进行时态。

Teaching aids : a tape-recorder , cards .

第一课时

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk . 2.Check the Homework(家庭作业) .

3.Dictate the words in Unit 2 .

Step 2 Pre-task(任务前活动)SB Page 18 , 1a .

1.Point to the sentences .Read the sentences .Explain what each one means .

2.Look at the picture .Point out the six people .Match the statements with the people in the picture .

3.Check the answers .

4.Practice reading .

Step 3 While-task(任务中活动)SB Page 18 , 1b .

1.Read the instructions .Make sure the Ss understand what they should do .

2.Look at the dialogue in the picture .

语法：

过去进行时态的构成: was / were + doing .

用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。

I was standing in front of the library when the UFO arrived .

3.Play the tape twice . Circle the correct responses . 4.Check the answers .

Step 4 Post-task(任务后活动)

Talk about what people were doing when the UFO arrived .

Step 5 While-task(任务中活动)SB Page 19 , 2a .

1.Read the sentences .Make sure the Ss understand what they mean .

2.Play the tape twice .Order these statements .

3.Play the tape again ,correct the answers .

SB Page 19 , 2b .

1.Read the instructions . 2.Play the recording .Write “when” or “while” on each line .

3.Play the recording again ,correct their answers .

Notice: when / while

※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .

Step 6 Post-task(任务后活动)SB Page 19 , 2c .

1.Point ort the picture .Ask what each person is doing .

2.Groupwork : Ask “What was …doing when the UFO arrived ?”

3.Ask a group to say its conversation to the class .

Step 7 Grammar Focus

Review the grammar box by asking some students to read the sentences .

Homework(家庭作业) :

1.Go over the words in this unit

2.用介词或介词短语填空。

① They were talking the phone .

② I was he barber’s chair .

③ The boy was walking the street when a UFO landed .

④ I had a very unusual experience Sunday .

⑤ The alien visited the Museum Flight .

6.新目标英语八年级上册第三单元教案 篇六

教学目标 语言目标 What do you usually do on weekends?

I sometimes go to the beach.

How often do you eat vegetables? Every day.

Most of the students do homework every day.

能力目标 Talk about how often you do things

语言结构 Wh-questions

What do …?

How often …?

Adverbs of frequency

All/most/some/none

学习策略 Using context

Transforming information

重点词汇 Always, usually,often, sometimes, hardly, ever, never;

exercising, shopping, skateboarding,;

once, twice, three times a week, month, every day

milk, junk food, drink

任

务

型

活

动

Teaching procedures

Task One Who is the best English student?

目的 Talk about how often you do things

Steps Teacher’s Activity Students’ Activity

前

期

任

务 Step 1 Introduce the key vocabulary.

Ask the students to say what they see in the thought bubbles.

Check the answers on the board. Name each activity.

Repeat reading the following:

watching TV, reading, shopping, skateboarding, exercising, drawing

Step 2

Play the recording twice.

Correct the answers. Listen and write the letter of one activity(a through e) after the word in the list.

Step 3 Ask two students to read the dialogue to the class.

Practice the dialogue with one student.

Walk around the class to offer language support as needed. Work in pairs to make their own conversations about the people in the picture

Step 4 Explain how to do Activity 2a and 2b.

Play the recording four times.

Check the answers. Listen and number each activity.

Listen again and draw lines between the activities and the time statements.

Step 5 Have one student to read the list of activities to the class.

Fill in the chart with the words in 2a.

Make conversations.

Present the dialogue to the class.

中

期

任

务 Step 6 Ask the students what they can do to improve their English. Give as many things as they can to improve English.

Step 5 Draw the table with the given examples on the board.

Move around the room offering language support.

Ask the students the questions on the right. Go around the classroom to ask questions so that they can find who is the best English student.

Answer the questions:

1 Why do you think that?

2 What does that student do?

3 How often does he/she do it?

任

务

后 Step 6 Ask one student to read the survey.

Talk with several different students about the activity survey and guide the students to respond.

Point out the magazine article.

Check the answers. Talk about the survey with the teacher and get to know the definitions and percentages.

Fill in the blanks in the article.

Step7 Check the answers. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.

Task Two Who is the healthiest?

目的 Learn to talk about how often they do things to keep healthy.

Steps Teacher’s Activities Students’ Activities

布

置

任

务 Step 1 Check the answers.

Say the words in the box. Match the pictures with the words in the box.

Repeat the words after the teacher.

Step 2 Move around the room monitoring their work.

Ask two students to present their dialogue. Two students read the conversation.

Work in pairs to make their own conversations with the words in 1a.

Step 3 Play the recording four times.

Check the answers. Listen to the recording and circle Yes or No or I don’t know.

Fill in the survey in 2b.

执

行

任

务

Step 4

Ask two students to read the conversation in 2c.

Move around the room monitoring the work. Work in pairs to practice the conversation in 2b.

Step 5 Give some examples of healthy things and unhealthy things.

Ask some students to read their writings. Write about themselves. It must contain:

1 What healthy things do you do? How often?

2 What unhealthy things do you do? How often?

Step 6 Present the rules for the competition about the most healthy diet for the week. Make a diet for the week and show the diet to the class and also give some explanations.

验

收

任

务 Step 7 Read the instructions to the class and elicit the answer to the first question from the class.

Ask the students to do the activity individually. Read the letter and write answers to the questions.

7.新目标英语八年级上册第三单元教案 篇七

本节课主要讲述了我国母亲河——黄河的基本知识, 要求同学们具备一定的读图能力, 并拥有综合分析问题、小组合作探究的能力。但是本节课对我们地处西北地区的学生具有难度, 作为教师, 我必须让抽象的黄河知识形象化、直观化, 并巧妙引导激发学生的求知欲, 在“润物细无声”中悄悄拨动他们纯真的爱国之情。让本节课成为同学活动充分, 思维活跃, 快乐合作, 课堂高效, 体现新课改理念的代表课例。

二、教学目标

知识目标: (1) 能读图完成黄河基本知识整理; (2) 能分析理解黄河对我们的贡献; (3) 能读图分析出黄河之患的由来; (4) 能设计一两条治理黄河的科学方案。

地理能力目标: (1) 可以徒手绘制黄河简图; (2) 学会使用黄河水系及地形图。

德育目标:激发同学们对黄河的忧患意识, 体会可持续发展的重要性。

三、学情及教学设计

八年级的学生长久以来仍把地理学习当作“副课”对待:上课应付, 学习不积极, 兴趣不太浓厚, 被动学习状态比较明显, 地图的使用能力较差。因此, 教师在教学中应利用鲜活、趣味性的图片, 刺激他们的直观体验;通过反复地读图、用图练习, 利用地图串联知识, 以图带练, 轻松掌握黄河知识。同时抓住中学生的个性和心理特点, 设计一系列能够使学生个性得以张扬, 潜能充分发挥的教学活动, 满足每位学生的参与欲望, 激发同学们的学习兴趣, 让学生学到有用的地理知识, 学会实用的地理能力。

四、教学过程

[导入]先播放黄河的图片, 配以背景音乐使学生对黄河产生感性认识, 然后通过组织同学们吟诵黄河诗词, 引入黄河是中华民族的母亲河, 唤起在我们心中都深藏着的那一份浓浓的黄河情、中国心!

1. 黄河知识知多少

首先出示黄河水系图, 利用导学案, 请同学们以小组合作、竞赛形式, 完成黄河基本知识的自学整理总结, 通过学生活动, 基本了解黄河的概况。

设计意图:通过学生亲自整理、讨论、归纳总结, 发挥学生的主体地位, 培养自主学习的方法及能力, 养成用图、析图的良好习惯, 锻炼团队合作精神。

2. 滔滔黄河水、悠悠中华情

首先给出图片, 利用导学案关于黄河不同河段特征的引导, 总结出不同河段特征, 认识到黄河对中华民族的伟大贡献。

设计意图:培养学生观察能力、表达能力、分析问题能力, 让学生学会倾听, 学会思考, 增强自信心。

3. 师生小游戏

(1) 徒手一笔绘黄河 (利用稿纸和电子白板小组合练, 先描画, 再以手指代笔, 快速描绘, 做到心中有图) 。

(2) 快报黄河站名 (主要的水电站和地名) (3—4位同学上台指图、大家模拟黄河旅行报站名, 老师加大梯度和难度) 。

设计意图:通过学生的读图、绘图活动突出了地理课“图不离手”这一特点, 给他们创设“活动情境”建立脑海地图, 做到心中有图, 以图记忆。

保留一份同学们绘制的最佳干流示意图, 为后面的游戏做素材。

4. 讲解黄河之功:发电、灌溉、塑造、旅游

小活动:请你来当小老师!同学上台讲解导学案中的选择题, 充分让同学展示, 让课堂成为孩子们展示、互动的舞台。

5. 黄河的忧患、产生原因及治理

通过小组合作活动, 得出黄河的主要灾患, 并讨论这些忧患是怎样产生的, 使学生了解地上河的成因和危害, 观察分析黄土高原水土流失的严重状况, 并分析黄土高原水土流失严重的原因 (植被稀少、人为破坏等) 。引导同学们通过合作、研究, 提出对黄河治理合理科学的建议, 拓展知识容量和深度, 理解中国选择可持续发展的必要性。

探究治理黄河的方案, 这是本节课重点内容, 通过各小组协作式学习, 通过学生的探究活动, 每个小组都提出了自己的建议。针对断流, 同学们也提出跨流域调水, 南水北调, 发展节水农业, 节约用水等方案。学生通过自己分析、解决问题, 真正体会到地理知识的实用性, 从而提高了学习积极性, 顺利完成重难点知识的学习。

6. 我为黄河治理献建议

黄河已是伤痕累累, 为黄河治理献建议, 把小组的最佳方案以小标签的形式贴在黄河干流示意图上, 让母亲河在我们的手中变得更美!

五、课后反思

8.八年级上册语文第三单元教案 篇八

1、积累重点字词：

2、了解我国航母及舰载机概括。

3、整体感知文章内容，训练提取主要信息的能力。

4、揣摩新闻特写的写作方法：品析文章简洁的语言，详略得当的手法。

5、感受祖国的强大，激发自豪感和责任感。

教学重难点：掌握新闻特写的方法，学会根据表情达意的需要处理文章的详略。

教学过程：

第一步：检查预习积累，夯实基础，习惯培养。

1、重点的字积累：着陆凛冽默契殚精竭虑镌刻桅杆娴熟一丝不苟浩瀚

2、多音字：着着陆高着儿着火调调动调动载三年五载载人

3、重点词语积累：

白手起家：比喻原来没有基础或条件很差而创立起一番事业。

殚精竭虑：用尽精力，费尽心思。

镌刻：雕刻

浩瀚：形容水势盛大，也形容广大或繁多。

娴熟：熟练

4、背景介绍：舰载机是航母编队实施舰队防空、抵近威慑、纵深打击和战场控制任务的核心装备，如果把航母编队比作一名武士，舰载战斗机就是武士手中的那把利剑，因此中国首艘航母“辽宁舰”于11月23日正式进行了着舰试飞。本文报道的就是这场训练的情况。www.21-cn-jy.com

第二步:初读课文，把握文章整体内容，划分结构

1、一句话概括主要内容：

本文采用现场特写的形式，抓住歼-15舰载战斗机首架次成功着舰这一句有历史意义的事件，生动在县里举世瞩目的我国航母舰载战斗机首架次成功着舰的过程，表达了作者强烈的自豪感和爱国情感。2?1?c?n?j?y

2、划分文章结构：

第一部分：1-4、交代着舰的环境及着舰前的准备情况，叙述此次着舰的意义和困难。

第二部分：2-19、详细报道了舰载机成功着舰的过程。

第三部分：20-25描写了舰载机成功着舰后，人们激动、幸福的场景。

第三步，研读课文，掌握文章写法特色

1、“一着惊海天”文章标题的妙处?

“一着”是指我国利用阻拦索使航母舰载战斗机首架次成功着舰，“惊海天”生动地写出了此举造成的影响之大，“海天”既是指航母舰载战斗机着舰的大环境，也指整个世界。“一着”和“惊海天”对比鲜明，很容易让读者心头一震，激发读者的阅读兴趣。

3、第一段属于什么描写?有何作用?

自然环境描写。作者对海天环境进行了一个全景式的描写，使航母、海洋、风浪交织成一幅壮美的图画。为下文详写舰载机在困难重重之下成功着舰作铺垫。21教育网

4、研读第二部分，分析作者用了哪些方法来突出而又生动形象地表现当时紧张而又惊心动魄的场面的?

“刀尖上的舞蹈’就要开始了比喻修辞，生动形象地描写出了”着舰“的艰难危险性之大，语言生动形象，也渲染了紧张的气氛，使读者为之捏一把冷汗。21cnjy.com

读12-15段的对话描写体会简洁的语言描写和详略的处理。

对话描写,语言简洁准确，让读者更加直观易懂，让舰载战斗机着舰这个高端的试验事件更加平时，为读者揭开高科技的神秘面纱。简简单单的对话，简简单单的口令，是对当时紧张、严肃、庄重的气氛的诠释，在那样一个紧张的时刻，容不得人有半个多余的字。

细读地18自然段，看一看本段重点运用了哪些修辞手法及描写方法?有何作用?

运用了对偶和夸张、比喻的修辞手法，第一句话。生动形象地表现了舰载机着舰时的浩大的声势，具有感染力。运用细节描写，“尾钩牢牢地挂住“生动形象地描绘出舰载机着遇到到第二道阻拦索的情形。”滑行数十米“”稳稳地“描绘出舰载机着舰遇到阻拦索后停下来的情景。21?cn?jy?com

本段在详略的处理恰到好处，真实生动的再现了惊人的一幕。

5、第三部分，体会侧面描写的作用

文章描写舰载机着舰过程时多次描写了现场人的情形，有何作用?

表现了人们对我国航母舰载机首次着舰的关注。烘托当时紧张的氛围、胜利的喜悦等。增强新闻的现场感，增强感染力。侧面描写表现了舰载机着舰风险极大、意义重大，从而突出了主题。21世纪教育网版权所有

第四步：拓展延伸

1、有人说，这是一篇振奋人心、凝聚正能量的通讯。情结合文章内容和现实，谈谈你的理解。

2、总结本文的写作特色：叙事完整，铺排有序;重点突出，主次分明;采用排比、比喻修辞手法。

9.新目标英语八年级上册第三单元教案 篇九

新目标英语七年级下册第十二单元第三课时教案

新目标英语七年级下册第十二单元第三课时教案 教学目标 1.学习谈论学校，某个家庭以及其他一些熟悉的地方的规则。 2.学习用“I have to …”和“I can / can’t …”描述每个地方的规则。 3.学习在任何地方都能成为一名懂礼貌的学生。 教学重难点 1.掌握句型“I have to…”,“I can /can’t…”. 2.祈使句肯定形式与否定形式的运用。 3.准确流利地描述一些地方的规则。 教学过程 一、热身和复习(Warming-up and revision) 1.课前播放一些简单的英文歌曲使学生快速地进入英语课堂，例如：yesterday once more, my heart will go on。 2.教师说: Good morning/afternoon!How are you?What’s the date today?What day is it today?What’s the weather like today?Are you happy? Today I bring some exciting and interesting videos to you! Before enjoying them, I will give you some questions:(1).What are the people in the videos doing?(2).Are they good students?(3).What rules do they break? Try to find the answers to these questions when you watch the videos. Today I bring some exciting and interesting videos to you! Before enjoying them, I will give you some questions:(1).What are the people in the videos doing?(2).Are they good students?(3).What rules do they break? Try to find the answers to these questions when you watch the videos. 说明：通过观看学生平时比较感兴趣的电影片段来复习上几节课学过的内容，使学生对已学过的知识加深印象。 二、教学SectionB-1a,1b 1.教师说：Just now we talk about the rules of the school. Do you know the rules of other places?. In which places we have to obey the rules? (libraries, dining rooms, dormitaries, our houses, etc.) 说明：从谈论学校的规则中引入到其他地方的规则，激发学生了解这些地方规则的兴趣，从而使他们在各个地方都是一个遵守纪律的好学生。 T: Yes. In our houses , we also have rules. So everyone in your house have to obey the rules of your house. Now, open your books! There are some house rules. First, look at the pictures, tell me what you see in each picture, using whatever words you can.如果有需要，给学生提供可能用到的词汇和句子，并带领学生一起朗读。 说明：在做练习之前先让学生发挥想象，用自己已经学过的知识去描绘一下几幅图片，不仅复习了先前学过的知识，锻炼了口头表达能力，还对课文的内容加深了印象与理解。 2.用一两句话谈论每幅图片。例：Whats he doing? Hes doing homework.让学生们重复Hes doing homework. 3.T: Now look at the rules under the pictures. Read after me! (Point out the list of rules. Read each rule and ask students to repeat. ) 说明：跟读是考虑到一些基础差的学生，帮助他们加深对题目的理解。 T: OK! Now match each rule with one of the pictures. Write the letter of each picture on the blank line in front of one of the rules. For example, Picture a matches with the second rule.(Point out the sample answer.) Do as the sample do. (Give the Ss 1 minute to prepare)教师核对答案。 三、教学SectionB-2a T: Great! I have two friends. Their names are Emily and Dave. First, let’s know them. Look at the two photos. The girl is called Emily and the boy is called Dave. They are talking about the rules of the house. Listen to a conversation between them. I will play the tape for two times. For the first time, only listen carefully to their questions and answers. For the second time, number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Dont go out on school nights. The number 1 has already been in the blank in front of that rule. Write in the numbers 1-4 as Dave and Emily talk about each rule while you are listening. (Play the tape two times for the Ss. Then check the answer.) 说明：在做听力之前先帮学生理解好题目要求。让学生在听第一遍的时候先了解一下全文的.意思，培养学生良好的做题习惯。 四、教学SectionB-2b T: This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house. (Point out the sample answer). Play the tape again and have students make checkmarks(√). You may wish to play the tape more than once at this point. Correct the answers. 说明：有些学生在做这题时可能有一些困难，根据具体情况可增加放录音的遍数。 五、教学SectionB-2c 1.T: Good job! Just now we have known the rules of my two friends Emily and Dave. Now who would like to talk about the rules of their houses? ( Give the Ss some sentence structures to help them. Like “ In Emily/Dave’s house, we have to…/ we can’t…) Give them 1 minute to prepare. Then ask some Ss to talk. 说明：在完成听力题目之后，再利用课本中的内容来进行口头练习,同时也对前面学过的句型进行了复习。 2. Pair work T: Excellent! We have talked about the rules of Emily’s and Dave’s houses. Now I want to know about the rules in your house. What can and cant you do in your house? What do you have to do? Work with your partner. Using A: Do you have family rules? B: Yes , I do. A: What do you have to do ? B: I have to… (Give them 3 minutes to prepare) As the students talk, move around the room, monitoring conversations and offering language support as needed. Have some pairs of students present their conversations to the class. 说明：由课本内容直接引入到学生自己身上，提供一些句子框架，要求学生通过对话的形式来完成对自己家中规则的描述。(这里如果用单人描述可能有一点难度，因而通过提供一些框架通过一问一答的方式来完成。) 六、作业(Homework) 写一篇短文，谈谈在学校或在家里的规则。

10.新目标英语八年级上册第三单元教案 篇十

本单元的核心教学项目是＂语言＂，涉及到国家，国籍，所使用的语言等项内容，让学生通过学习和活动, 掌握交流个人基本信息的技能和知识。教学目标

1.话题：Countries, nationalities and languages 2.功能目标：1)学会向别人传递个人的基本信息 2)像别人介绍自己的笔友

3.文化目标：通过交流自己对英语的真实态度，询问别人的态度，使学生对学习英语产生浓厚的兴趣。教学重点

通过本单元的学习使学生学会谈论国籍和语言。教学难点

当主语为第三人称单数时，谓语动词的变化形式。模块一:活动导入

老师在课前准备一些带有七大洲特色的照片和图案及特征颜色，贴在教室的不同地方，形成七个区域---即七大洲。上课后，老师站在不同的区域，让学生们猜出是哪个洲（汉语即可），然后教英语。之后学生自己选一个自己喜欢的洲，离开座位。老师在每个洲选两个人，试问：“Where are you from?”重复刚才教的七大洲名。重难点突破 1.一般现在时

该时态用于描述经常性的动作或者状态。谓语动词be有三种形式am，is，are，在使用时要根据主语，选择不同的形式。否定句中，直接在be后添加not，在疑问句中将be直接放在主语之前即可构成疑问形式；其他动词（主要包括行为动词和除be以外的系动词）在一般现在时中也因主语发生变化。当主语为第三人称单数时，谓语动词的词尾要添加“s”，构词法与名词复数构词法基本一样；反之，谓语动词则以动词原形出现；如： They like to eat different kinds of food.They don’t like to eat different kinds of food.Do they like to eat different kinds of food? Yes, they do.No, they don’t.What do they like to eat? Li Shan likes rice a lot.2． come from„

来自于”，但是它们在句中的使用方式是不同的。在否定句中，我们直接将否定词加在助动词do或does后，因此出现该动词的缩写形式don’t或doesn’t。注意助动词do或does在使用时，受到主语人称的限制。在书写特殊疑问句时，在系动词be，助动词do或does前会出现特殊疑问词，句式结构与一般疑问句完全一致。如：Are you from the States? Yes, I am.No, I am not.I am not from the States.Where are you from? Do you come from the States? Yes, I do.No, I don’t.I don’t come from the States.Where do you come from? 活动一：获取对方信息 目 的：进行自然交流 材 料：两种不同的表格

A(for some of the students in the class)NAME AGE

CLASS

COUNTRY

LANGUAGE

APPEARANCE

Bob 12 3

Britain

Jo Hunt 15

America

long hair Jim

England

Jack Wilson

French/English

Nancy 13

English/Chinese

round face

B(for the other students in the class)NAME AGE

CLASS

COUNTRY

LANGUAGE

APPEARANCE

Bob

British English

short hair

Jo Hunt

American English

Jim 12

British English

big eyes

Jack Wilson 15 4

Canada

thin and tall

Nancy

Australia

教学一得：

对于学习内容，采用分散整合的方式，容易化繁为简，浅入深出。

(period 2)教材分析

让学生通过学习和活动, 掌握交流个人基本信息的技能和知识。教学目标 1.认知目标：

1）词汇Canada, South Korea, France, Japan, the United States, Brazil, Australia, the United

Kingdom, Mexico, Argentina, English, Spanish, French, Portuguese, Japanese, Korean 2)语法项目：一般现在时的陈述句和疑问句形式。3)语言目标：Where is your pen pal from? She’s from Mexico.Where does she live? What language does she speak? She speaks English and Spanish.教学重点

通过本单元的学习使学生学会谈论国籍和语言。教学难点

当主语为第三人称单数时，谓语动词的变化形式。重难点突破 1.一般现在时

一般疑问句得否定句中的变化规则，分别采用助动词don’t和doesn’t与动词原形构成否定句，在疑问句中将助动词do和does放在主语之前表示疑问，谓语动词位置不动并且都采用原形形式。请认真观察下列各句中谓语动词的位置和它们的形式以及与主语之间的相互关系。如：

Li Shan likes rice a lot.Li Shan doesn’t like rice at all.Does Li Shan like rice? Yes, she does.No, she doesn’t.What does Li Shan like? 2．be from„

“来自于”，但是它们在句中的使用方式是不同的。在一般疑问句中，be from中的系动词be可以直接提前构成一般疑问句，在否定句中可在系动词be后直接添加not表示否定；以come from作谓语构成的一般疑问句，由于come是行为动词，它的疑问形式是句首出现助动词do或does, come在句中的位置，形式与陈述句时是一样的，不发生任何变化。They like to eat different kinds of food.They don’t like to eat different kinds of food.Do they like to eat different kinds of food? Yes, they do.No, they don’t.What do they like to eat? Yes, I am.No, I am not.I am not from the States.Where are you from? Do you come from the States? 活动一：介绍笔友

目 的：在情景中运用本单元学过的词汇和句型。材 料：一张表格

语言技能：Speaking and listening 活动形式：group work 操作过程：1.教师提出语言任务：向同伴介绍自己的笔友

2.学生在心中默想一位自己感兴趣的笔友

3.教师提供表格可能的话，可以包括对人的外貌的描述 NAME:

SEX:

AGE:

COUNTRY:

SCHOOL:

LANGUAGE:

HOBBY:

4.学生按照表格自行设计自己的笔友

5.以小组的形式进行交谈，交流有关笔友的信息

6.学生以小组的形式制作表格，填写自己笔友的基本情况 7.小组之间进行信息交流

8.教师对学生完成以上任务的情况做出评价 教后一得：

该教案设计灵活，方便实用，利用学生加强语言的交际能力，同时还为她们提供了大量的动手、动笔的能力。(period 3)

一、单元目标：

1.To talk about where people are from.2.To talk about countries , cities , and languages.3.To get some knowledge about geography in English.4.To get information about different cultures.语言目标：

A.主要句型：

1.Where is your pen pal from ? 你的笔友来自哪里？

2.She is from Mexico.她来自墨西哥。

3.Where does she live ? 她住在什么地方？

4.She lives in Mexico City.她住在墨西哥城。

5.What language does she speak ? 她讲什么语言？

6.She speaks English and Spanish.她讲英语和西班牙语。

7.Does she speak French ? 她讲法语吗？

B.主要词汇：

Countries :

Brazil , South Korea , Japan , The United States , Canada , Australia ，Mexico , Argentina , China , The United Kingdom , France , Germany , New Zealand

Languages : Chinese , Japanese , German , French , English , Spanish , Portuguese , Korean

Other words : pal , pen pal , south , country , New York , Rio de Janeiro , Tokyo , live , language , easy , step , beginner , advanced , conversational , introduce , written , world , Ottawa , place , physics , enjoy , frequency , nationality , dislike 二.重点、难点：

1.To ask about where people are from.询问人们来自哪里。

a.be from “来自”

（1）Where is your pen pal from ? “你的笔友来自哪里？”（2）Mary and Tony are from the United States.“Mary 和Tony来自美国。”

（3）I’m / I am from China.“我来自中国。”

b.come from “来自”

（1）Where do you come from ? “你来自什么地方？”

（2）Where does your pen pal come from ? “你的笔友来自哪里？”（3）My pen pal comes from Korea.“我的笔友是韩国人。”（4）They come from Russia.“他们来自俄罗斯。”

2.To ask about what languages people speak.询问人们讲什么语言。

（1）What language do you speak ? 你讲什么语言？（2）I speak Chinese.我讲汉语。

（3）What language does your pen pal speak ? 你的笔友讲什么语言？

（4）He speaks Japanese and a little English.他讲日语，也讲一点英语。注意：“说”某种语言，要用“speak”.不能用其他的动词。

3.To ask about where people live.询问人们居住地。

（1）Where do you live ? 你住在哪里？

I live in Beijing.我住在北京。

（2）Where does your pen friend live ? 你的笔友住在什么地方？

She lives in Washington.她住在华盛顿。注意：表示在某个城市，介词用“in”

如：in New York

in Tokyo

in Mexico City

4.I like going to the movies with my friends and playing sports.like“喜欢”，后多跟动词ing形式。如：I like listening to music!

My father likes watching TV.Boys like playing balls.5.Can you write to me soon ? 你可以快些给我写信吗？

write to sb.“给某人写信”

I write to my pen pal twice（两次）a month.我每月给我的笔友写两次信。

Sometimes I write to my parents.6.To get to know some countries , their capitals and languages.CountryCapitalLanguage

ChinaBeijingChinese

KoreaSeoulKorean

JapanTokyoJapanese

MexicoMexico CitySpanish

U.S.A.WashingtonEnglish

BrazilRio de JaneiroPortuguese

FranceParisFrench

GermanyBerlinGerman

7.I enjoy physics class at school.enjoy “非常喜欢”，指可以从中得到乐趣。

e.g.I enjoy listening to classical music.听古典音乐是种享受。

He enjoys his meals.他非常满意饭菜。

教学一得：本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。不足之处：在任务的设计和衔接上还不够精炼和流畅，有待在今后的教学中作进一步研究和探讨。period 4 单元目标：

1.To talk about where people are from.2.To talk about countries , cities , and languages.3.To get some knowledge about geography in English.4.To get information about different cultures.语言目标：

A.主要句型：

1.Where is your pen pal from ? 你的笔友来自哪里？

2.She is from Mexico.她来自墨西哥。

3.Where does she live ? 她住在什么地方？

4.She lives in Mexico City.她住在墨西哥城。

5.What language does she speak ? 她讲什么语言？

6.She speaks English and Spanish.她讲英语和西班牙语。

7.Does she speak French ? 她讲法语吗？

B.主要词汇：

Countries :

Brazil , South Korea , Japan , The United States , Canada , Australia , Mexico , Argentina , China , The United Kingdom , France , Germany , New Zealand

Languages : Chinese , Japanese , German , French , English , Spanish , Portuguese , Korean

Other words : pal , pen pal , south , country , New York , Rio de Janeiro , Tokyo , live , language , easy , step , beginner , advanced , conversational , introduce , written , world , Ottawa , place , physics , enjoy , frequency , nationality , dislike

二.重点、难点：

1.To ask about where people are from.询问人们来自哪里。

a.be from “来自”

（1）Where is your pen pal from ? “你的笔友来自哪里？”（2）Mary and Tony are from the United States.“Mary 和Tony来自美国。”

（3）I’m / I am from China.“我来自中国。”

b.come from “来自”

（1）Where do you come from ? “你来自什么地方？”

（2）Where does your pen pal come from ? “你的笔友来自哪里？”（3）My pen pal comes from Korea.“我的笔友是韩国人。”（4）They come from Russia.“他们来自俄罗斯。”

2.To ask about what languages people speak.询问人们讲什么语言。

（1）What language do you speak ? 你讲什么语言？（2）I speak Chinese.我讲汉语。

（3）What language does your pen pal speak ? 你的笔友讲什么语言？

（4）He speaks Japanese and a little English.他讲日语，也讲一点英语。注意：“说”某种语言，要用“speak”.不能用其他的动词。

3.To ask about where people live.询问人们居住地。

（1）Where do you live ? 你住在哪里？

I live in Beijing.我住在北京。

（2）Where does your pen friend live ? 你的笔友住在什么地方？

She lives in Washington.她住在华盛顿。注意：表示在某个城市，介词用“in”

如：in New York

in Tokyo

in Mexico City

4.I like going to the movies with my friends and playing sports.like“喜欢”，后多跟动词ing形式。如：I like listening to music!

My father likes watching TV.Boys like playing balls.5.Can you write to me soon ? 你可以快些给我写信吗？

write to sb.“给某人写信”

I write to my pen pal twice（两次）a month.我每月给我的笔友写两次信。

Sometimes I write to my parents.6.To get to know some countries , their capitals and languages.Country

Capital

Language

China

Beijing

Chinese

Korea

Seoul

Korean

Japan

Tokyo

Japanese

Mexico

Mexico City

Spanish

U.S.A.Washington

English

Brazil

Rio de Janeiro

Portuguese

France Paris

French

Germany

Berlin

German

7.I enjoy physics class at school.enjoy “非常喜欢”，指可以从中得到乐趣。

e.g.I enjoy listening to classical music.听古典音乐是种享受。

He enjoys his meals.他非常满意饭菜。

11.新目标英语八年级上册第三单元教案 篇十一

本次作文题目为“意外”，就是要同学们留心去观察生活，将生活中的每一个意外用笔去记录下来，在写作过程中加入自己在生活中的关注与思考。写事对于学生来讲，是一个永恒的话题。但写了这么久，学生有没有进步呢?他能在不同的年龄阶段写出不同的自我感悟吗?从现在中学生的现状来看，即使是写《我最难忘的一件事》《最发人深省的一件事》能够做到流畅地去表达和叙述事情的起因、经过、结果，做到中心突出，主题明确的也是少之又少。“意外”这是一个极易引起学生在生活中的关注和思考的题目，现在的中学生的生活是丰富多彩的，在现在的学生生活中交织着幸福、快乐、惊喜、意外、黯然、伤心„„正是有了这些，我们的生活才变得更加的多彩：这次作文需要我们拿起笔来记录生活中的每一个意外，写出从这次意外中所得到的一些感悟，加上自己的真情实感，即完成了写作训练。

不过在写作的题材的广泛性上，教师可适时地做一些引导，当学生思维过于局限之时，教师可补充一些思路。首先应让学生知道写什么，让他们做到有米可炊。

至于怎么写，教师可根据班上同学的具体程度选择训练重点：或如何处理详略、或如何叙述一件事，如何突出意外，我这篇文章能不能让读者感到意外、以及该如何选择新颖的写作形式。重要的是，本次训练只解决一个问题，切口要小，目的要单这样才能达到真正训练、提高学生写作水平的目的。【教学设计】 [教学目的] 1．围绕主题，选择真实、准确、生动的资料。2．用生活中的细节去突出意外。[教学安排]一课时 [教学步骤]

一、语言导入渲染气氛

(往常一向穿着朴素、自然的老师今天竟穿了一身色彩鲜艳、样式前卫的时装来到学校，同学们发出小声的惊叫，对老师也投来惊讶的眼神„„)生活是什么?有人说生活是贝多芬在无声的世界里创造出来的命运交响曲，有人说生活是爱迪生在重重挫折中那屹立不倒的勇气和决心，而我则认为生活是雨后那由赤橙黄绿青蓝紫所交织成的七色彩虹，那七种灿烂的颜色则是象征着生活中的热情、不屈、黯然、活力、失落和意外。意外也是我们生活中不可缺少的一部分，如果没有意外，生活会缺少色彩。一次经过努力后的意外成功，可以让你相信“有努力就会有成功的存在”；一次意外的中国射击的金牌，可以让我们相信“一切皆有可能”；一次意外的落水，让我们与金牌擦肩而过，它让我知道“在事情还没有结束时，谁也无法预料下一秒会发生什么”„„

在你们的生活中，有没有一个个奇妙的“意外”呢?你的身上有没有发生过“意外”，“有心栽花花不开，无意插柳柳成荫”的境遇你有过吗?如果有，就请同学们敞开自己的心扉谈一谈„„ 生l：我一直认为当今社会上拾金不昧的人是早已濒临灭绝的，那次我的钱包掉了，里面有我妈妈的银行存折和一些现金，本以为是不可能再找回的，后来竟有人按照钱包里的地址找到我，并将钱包还给我，他的行为让我感到很意外，并让我相信这个世界仍有拾金不昧的人。生2：众所周知周杰伦、s．h．e都支持台独，但在祖国大陆，仍有许多人支持他们、喜欢他们，这让我很意外。

生3：我的体育成绩一向不好，每次体育考试，我都是班上的倒数第一，为此我感到非常自卑。我每天早上5点钟起来跑步，终于在一次体育考试中取得了全班第23名的好成绩，这次意外的进步让我明白了：世上无难事，只怕有心人。

师：大家所说的意外。都是发生在身边的事，在去年暑假里，同学都在关注奥运的盛况，那么在奥运期间，有没有让你激动的意外呢，谈一谈?(当学生的思维过于局限的时候，教师的引导有助于学生思路的拓宽，也能帮助学生提高自己的认识。)生4：当我国110米跨栏选手刘翔在这项一直由外国人保持着冠军记录的运动中，“意外”地夺得了冠军，我相信一切皆有可能。

二、讲述故事创设情节 师：我来说说我的意外吧!(教师讲述当年自己的母亲和父亲的故事，配上轻音乐。)当年，老师的父亲与母亲生活原本幸福美满，后来诊断出父亲有绝症之后，母亲仍旧无微不至地照顾父亲，但父亲对她又打又骂，母亲只能默默流泪。父亲去世后，母亲改嫁，新爸爸对我很好，他马上取代了父亲在我心中的位置。有一次我翻出一篇文章看过之后才明白，父亲之所以那样对母亲是为了让母亲对他死心，在他死后，能找到另一个好归宿，这是多么的意外呀!给大家5分钟的时间默默地想一想自己生活中的一件意外的事，思考一下应用什么样的笔法来描写这件事，又该怎样表达出这件事的意外。

三、互相交流拓展思路

师：请大家在组内讲述大家心中最意外的那件事，大家对每个人的叙述都要做出点评：①选材是否较好，能否为中心服务。②讲述是否清楚，能否让读者感到意外。同时在点评别人的过程中，要取长补短，将自己的思路整理得更加完善。

(由每组推荐3名同学口述一遍自己的写作思路，由全班同学点评，由教师最后做点评。)

四、思路成文

播放轻音乐，让学生将思路成文。【教学后记】

12.新目标英语八年级上册第三单元教案 篇十二

1. What do you usually do on weekends? I often go to the movies.

2. What does she do on weekends? She often goes to the movies.

3. How often do you exercise? Twice a week.

4. always; usually; often; sometimes; hardly ever; never-行为动词前，be动词后

5. every day once a week twice a month

three times a week three or four times a month

nine to ten times a week

6. surf the Internet

7. roller skating

8. read English books see/watch a film look at me see a dentist/doctor

9. 不定代词：all most some no

10. as for homework

11. Here are the results of the student activity survey…

12. do my/her/his/their/our homework

13. 不可数名词：food, fruit, milk 注意：vegetables是可数名词

14. But my mother wants me to drink it. want sb. to do sth.

15. She says it’s good for my health. be good for… be bad for…

16. junk food

17. pretty(very) healthy pretty good pretty=very=quite

18. come home from school

19. My eating habits are pretty good.

20. I try to eat a lot of vegetables.

try (not) to do… tries(单三)-tried(过去式)

a lot of=lots of 许多的+可数(不可数)名词

many+可数名词复数 much+不可数名词

litte+不可数名词(一点，意思是几乎没有，相当于否定句)

a little+不可数名词(一点……具有肯定的意思)

few+可数名词复数(一些, 几个……意思是几乎没有，相当于否定句)

a few+可数名词复数(一些, 几个，具有肯定的意思)

20. I look after my health. You must look after yourself and keep healthy.

21. health(n.)-healthy(adj.)

22. And my healthy lifestyle helps me get good grades. help sb. do sth.

23. Good food and exercise help me to study better. Help sb. to do sth.

24. Is her lifestyle the same as yours or different? What are the differences?

the same as….(反) be different from…

difference(n.)-different(adj.)

25. …and I think I’m kind of unhealthy. kind of=a little

26. So maybe I’m not very healthy, although I have one healthy habit.

27. A lot of vegetables help you to keep in good health.

Unit2

1. talk about your health talk about…on…

2. give advice

3. What’s the matter (with you)? I have a cold/fever/a sore throat…

4. I have a sore back. He has a stomachache.

5. tooth-teeth(复数)

6. lie down and rest

7. see a dentist/doctor

8. hot tea with honey

9. drink lots of water lots of=a lot of

10. That’s a good idea.

11. He shouldn’t eat anything. Something(肯)----anything(否)

12. I’m not feeling well at the moment. =I don’t feel very well. at the moment =now

13. When did it start? About two days ago.

14. That’s too bad.

15. I hope you feel better soon.

16. She is ill. be ill be ill in bed an illness(n.)

17. be tired/hungry/thirsty/stressed out get tired

18. listen to music

19. go to the party

20. traditional Chinese doctors China-Chinese

21. a balance of yin and yang a balance of…

22. too much much too

23. Chinese doctors believe that they should eat more yin foods like tofu.

24. It’s easy to have a healthy lifestyle, and it’s important to eat a balanced diet.

It’s +形容词+不定式(to do…). 表示：“做……是……的”

a balanced diet balance(n.)-balanced(adj.)

25. You should go to bed early for a few nights.

26. stay healthy(health), keep healthy(health) 联系动词: get, turn, keep, stay, feel, make, seem, 等要求后面跟上形容词作表语。

27. ask…for help ask…for advice

28. try to do need to do…. want to do want sb.to do plan to do

29. host family

30. I’m sorry to hear that you’re not feeling well.

Unit3

1. What are you doing for vacation? I’m babysitting my sister. be doing sth. 现在进行时，表示计划、安排做…… be going to do sth. 一般将来时，表示计划、打算做…..如：I’m going to play soccer this afternoon.

2. spend time with friends

3. go camping go shopping

4. go fishing

5. go sightseeing

6. go bike riding

7. go hiking

8. go to sports camp

9. That sounds nice/interesting. sound连系动词，其后通常跟上形容词作表语。类似的连系动词有：feel worried get tired look young等

10. Who are you going with?

11. They’re relaxing at home. be at home/school

12. next week

13. on Monday/Tuesday/… on the 13th on weekends

14. I’m going to Tibet for a week. for+一段时间 表示动作持续多久，意思为“……了”如：for two weeks 两周了

15. I’m going hiking in the mountain.

16. How about you?=What about you?

17. How long are you staying? Just for four days. How long是对动作持续时间提问，意思为：多长时间，多久?回答通常用for+一段时间表示

18. I don’t like going away for too long. go away 离开 like doing 喜欢做……

19. have a good time

20. Show me your photos when you get back to school. get back to…回到…..

21. When is he going? He’s going on the 12th. When 什么时候、何时?月份、年份

22. take walks

23. rent videos

24. How’s the weather like there?

25. …is taking a long vacation this summer take a vacation/take vacations 度假

26. He thought about going to Greece or Spain, but decided on Canada. think about 考虑，思考，about是介词，其后的动词要加上ing形式 decide on决定

27. in Europe

28. This time I want to do something different. something different 不同的事情

29. He is leaving the first week in June and staying until September.

30. He plans to have a relaxing vacation. plan to do sth. 计划做……

31. at night

32. I can’t wait

33. I just finish making my last movie. finish doing sth.

34. I ask her about her plans. ask…about…询问关于……

35. I want an exciting vacation.

36. She’s leaving for Hong Kong on Tuesday. Leave for…

37. take with…带上……

Unit4

1. How does Bob get to school? He takes the train.

take the train/subway/bus/boat… take动词，表示乘坐……

2. How long does it take? take 花费

3. It takes about 25 minutes to walk and 10 minutes by bus. It takes+(sb.) +时间+to do…

4. ride my/his/her bike 骑自行车

5. Lin Fei’s home is about 10 kilometers from school. from 离……

6. He gets up at six every day. get up 起床 at six在六点 every day 每天

7. have/has a quick breakfast

8. Then he leaves for school at around six-thirty. around=about大约

9. the bus/train/subway station the bus stop

10. Then the early bus takes him to school. the early bus早班车 take sb. to+地点 带某人去某地 但注意：here/there/home前省略to

11. How far is it from your home to school? It’s three miles. How far is it from…to….? 从……到…..多远?how far 提问距离，from…to…从……到……

12. first…next…then…

13. students around the world around the world全世界

14. in North America在北美洲

15. …most students go to school on the school bus. on the school bus坐校车

16. ride bikes to school=go to school by bike

17. in other parts of the world 在世界其他国家

18. In China, it depends on where you are.

19. by boat/bus/subway/bike by+交通工具，表示乘坐……注意by和交通工具之间不能使用a/an或the, my等词，如：不能说：by a bike 或by my bike

但可以说：on my bike

20. 注意替换：take the bus/train/subway to…=go to…by…例如: He takes the bus to school.=He goes to school by bus.=He goes to school on a bus.

注意不能说：I by bus to school. 因为by bus 是介词短语，不能充当谓语动词，作谓语必须是动词，只能说：I take the bus to school. 或I go to school by bus.

by bus只能和动词连用，如go to…by bus

21. That must be more fun than taking a bus. 那一定比乘坐公共汽车有趣得多。

22. In Japan, the three most popular ways of getting to school are bus, train and bike. way方式, of 介词，其后动词要加ing形式。

23. A small number of students take the subway. a small number of…一小部分数量的

24. How far do you live from school?

25. What do you think of the transportation in your town?

26. In China, bikes and buses are the most popular means of transportation. means of transportation 交通工具(方式)

27. Can I help you? Yes, please. No, thanks.

28. I need to see my friends. She’s ill in the hospital.

29. in Chinese用汉语。in用

30. Don’t worry.

31. Let me look at your map.

32. Thank you so much.

33. If you have a problem, you can ask the police for help.

Unit5

1. Can you come to my party on Saturday afternoon?

Sure, I’d love to. /I’m sorry (No), I can’t. I have to help my parents.情态动词can,“能”，have to，“必须，不得不”共同点：都是情态动词，其后要跟动词原形。不同点：have to 要受第三人称单数限制改为has to, 而can不受任何人称限制。

注意：Does she have to babysit her sister? Yes, she does./No, she doesn’t.

Can she go to the mall? Yes, she can. No, she can’t.

2. study for a test

3. go to the doctor

4. have a piano lesson

5. go to my guitar lesson

6. I have too much homework this weekend.

比较too much too many

7. That’s too bad.

8. Maybe another time.

9. Thanks for asking. thanks for… for后常常是感谢别人的原因。for是介词，其后的动词要用ing形式。asking=inviting邀请

10. When is it?

11. Come and have fun. Come and join us.

12. What’s today? It’s Monday the 14th.

13. today, tomorrow, yesterday, the day after tomorrow

14. *Thank you for your invitation to visit next week.

15. I have a really busy weekend.

16. On Wednesday, I’m playing tennis with the school team.

17. the whole day the whole+n.

18. I’m free till 22:00. be free有空。till直到……

19. play soccer和play the piano球类前不用冠词，乐器前要用冠词如：play football/basketball/baseball/volleyball; play the piano/the violin/the guitar/the drum/the trumpet

Unit6

1. He has shorter hair than Sam.

2. He’s calmer than Sam.

3. 掌握形容词：本词 反义词

tall short

thin heavy

long short

calm wild

funny serious

quiet outgoing

smart foolish

` athletic weak

same different

interesting/funny boring

friendly unfriendly

4. 掌握单音节和双音节形容词的比较级：-er/-ier 及多音节形容词比较级more-

5. 本单元的多音节形容词比较:

more outgoing/serious/athletic/interesting/different/important/popular/friendly…

6. 本单元形容词去y为i的：funny-funnier, heavy-heavier, dry-drier

7. 形容词比较级需要双写的：thin-thinner, hot-hotter, wet-wetter等

8. interesting adj. 有趣的，令人感兴趣的，如：an interesting man 有趣的人

an interesting story book for children一本有趣的儿童故事书

9. Thank you for your last letter. last letter 上一封来信

10. twin sister/brother注意不要用复数

11. as you can see, in some ways we look the same，and in some ways, we look different. as就像…..一样，in some ways在一些方面，look the same看起来一样, look different看起来不同

12. We both have black eyes and black hair. both专指两者，意思是“两个都”在句中的位置是be动词、情态动词后，行为动词前，类似的有all, also,often, sometimes, usually, never, still 等，如：Maria and her best friend are both tall.

13. …although my hair is shorter than hers. although 不能和but连用

14. However, we both enjoy going to parties. however然而，enjoy doing sth.喜欢做……

15. Liu Ying and Liu Li have some things in common. in common 共有

16. Liu Ying is not as good at sports as her sister.

…not as…as…与……不一样，不如……一样……的意思。

be good at=do well in…擅长于……,在……做得好，比较级是：be better at…

最高级是:be best at… 例如：He’s good at singing. be good at doing,擅长于做……

17. 注意：good-better-best many(much)-more-most

18. My friend is the same as me. be the same as……与……一样，反义词组为：be different from… My friend is different from me.

19. like to do the same things as me

20. I think a good friend make me laugh.

make sb(宾格) laugh, 使某人发笑。make+sb.(宾)+形容词，表示使某人……怎样

21. That’s not very important for me…

22. Some friends have opposite views and interests. opposite+n.(复数)，opposite=different 其后的名词要用复数。

23. What’s your opinion?

24. I like to have friends who are like me.

25. I like to have friends who are different from me.

26. I’m quieter than most of the kids in my class.

27. There are some differences. different-difference(n.)

28. Paul is never quiet! He can’t stop talking. stop doing 停止做……

29. Two years ago, I was a primary school student.

Review of units1-6

1. A part of your body beginning with “a”.

2. The opposite of short.

3. This is between your head and your body.

4. I like reading books in my free time.

5. She says it makes her sick.

6. I feel terrible, doctor.

7. I usually relax in my swimming pool.

8. I’m very excited to be taking a vacation around China.

be+形容词+不定式(to do…)表示做某事是……的。

9. Let me see.

10. Why do you think so? Because she’s a good basketball player. play-player