新目標八年級上 Unit5 教案示例（精選4篇）

新目標八年級上 Unit5 教案示例 篇1

　　unit 5 can you come to my party教案示例　　aims: 1. giving instructions of writing replies to invitation　　      2. improving the students’ ability of writing by practicing　　teaching procedures:　　step i. lead in　　read two letters of invitation.　　acceptance:　　refusal:   (rsvp means: if it pleases you, please reply. 希望對方答復)　　step ii. writing tips　　在接到某人的邀請信以后，我們可以回信來表示接受或拒絕對方的邀請。　　在回信表示接受對方的邀請時，我們要首先表達出對于對方邀請的感謝，并表示自己愿意接受這一邀請，最后表達一下自己參加這次聚會或其他活動的迫切心情。因此接受對方邀請的信包括以下三部分：　　—— thanks　　—— acceptance　　—— expression of feeling　　在回信表示拒絕對方的邀請時，我們要先表達出自己對于對方邀請的感謝以及自己愿意參加該項活動的愿望，然后表示自己很抱歉，婉轉地拒絕并寫出拒絕的原因，最后還可以表達出自己對此項活動成功的希望和祝愿。拒絕對方邀請的信包括以下三部分：　　—— thanks　　—— apology + reason　　—— wish　　在拒絕對方的邀請時，要使用婉轉、客氣的拒絕用語，同時要寫出可以被人接受的拒絕理由。　　step iii. useful expressions　　when you have to refuse an invitation it is usual to use a “softening” phrase followed by a reason for refusing. here are four different ways to refuse the invitation politely.　　i’d love to come, but i can’t, because….　　i’m very sorry i cannot come to your 21st birthday party next week. i’m going….　　i’m afraid i will not be able to…. because….　　i’m really sorry to say / tell you that …. because….　　step iv. practice　　study the list below and decide with a partner which reasons are acceptable and which are unacceptable. put a tick or a cross beside each reason.(討論下列拒絕邀請的理由，在認為是正當的理由旁劃√，在認為是不正當的理由旁劃x)　　going to the theatre that evening          (   )　　cooking supper that evening          　　  (   )　　attending a lecture that evening  　       (   )　　visiting a friend in hospital that evening (   )　　watching television that evening    　     (   )　　taking an exam the next day        　　    (   )　　taking the dog for a walk that evening     (   )　　work in pairs and tell each other how you will refuse the following invitation politely.　　your teacher has asked you to go to his house for dinner next sunday.　　your classmate has asked you to go to a movie with her tomorrow evening.　　your uncle and aunt asked you to their housewarming party on sunday morning.　　your friend has asked you to her 21st birthday party next friday.　　your cousin has asked you to her wedding this saturday.　　your former classmate has invited you to a christmas party on christmas day.　　step v  writing tasks　　read the following invitation letter and find out why claudia and sonia are having a party.   　　jenny, paul and anna all received the invitation to claudia and sonia’s party on 20th march. which of them can go to the party? look at the pages from their diaries and then complete the box below. (jenny, paul and anna 都接到了參加3月20日claudia and sonia 舉行的聚會的邀請。看一下他們這一周的安排，在下面的表中標出他們是否能參加) 　　jenny   　　paul   　　anna   　　group work:　　divide the students into 3 groups.　　work with a partner and write paul’s letter correctly. put it in the correct order, punctuate the letter properly, put the verbs into the correct tense and write the address in the correct position. (把信中的句子按順序安排好，加上標點，使用動詞的適當時態，并把地址寫在正確的位置上。)　　his address is: flat 6, cadogan house, milton keynes, bucks　　see you soon　　paul　　i hope everything (be) wonderful and everybody (have) a good time　　dear claudia and sonia　　i (be) very sorry, i cannot (come) to your party next month as i (go) on　　holiday on tuesday for a fortnight　　thank you for the invitation　　(2) work with a partner to complete anna’s letter. use the information in her diary to help you. (借助anna一周的時間安排表來完成她給claudia and sonia的回信) 　　suppose you are marina, write a polite refusal of the invitation. 　　at the moment you are living at 22, morgan house, montague street, london cw 2. you have just received the following invitation for a good friend, but you cannot accept it because you will be flying to berlin on 4th november.

新目標八年級上 Unit5 教案示例 篇2

　　unit 6 i'm more outgoing than my sister教案示例　　教學目標　　學會談論有關人的性格特征　　學會比較人們的個性特點的不同　　學會形容詞比較級的用法　　教學向導 目標語言 學習策略與思維技巧 重點詞匯 1. is that sam? no, that’s tom. he has shorter hair than sam. 2. he’s calmer than sam. tom is more athletic than sam. 3. liu ying is not as good at sports as her sister. lin ping is a little more outgoing than me/ i am. 分類表述 聽取特定信息 taller, shorter, thinner, longer, calmer, wilder, quieter funnier, heavier, more, intellectual, athletic, popular, same, different be good at, like to 語言結構 語言功能 多元智能 形容詞的比較級用法 相關修飾副詞 談論人物性格 比較人物特性 邏輯分類與表述 人物個性分析 　　重點句型　　1. is that sam?　　no, that’s tom. he has shorter hair than sam.　　2. he’s calmer than sam.　　tom is more athletic than sam.　　3. liu ying is not as good at sports as her sister.　　lin ping is a little more outgoing than me/ i am.　　4. i am a little taller than her/ she is.　　5. my friend is the same as me. we are both quiet.　　my friend is different from me.　　主題詞表　　主題思維圖　　教學過程　　period 1　　task 1. compare different people and different things.　　before class, ask ss to write down as many adj. about people as possible. check the adj. ss write and we can group them into some pairs, like: [section a 1a]　　tall --- short;  thin --- heavy,  long hair --- short hair,  calm --- wild…　　give ss an example by comparing old henry and santa claus. 　　e.g.: santa claus is older than henry.     henry is taller than santa claus. 　　   henry is younger than santa claus.    santa claus is younger than henry.　　ask ss to compare with their partners and find out the differences. 　　e.g.: she is heavier than me. i am more outgoing than her.　　ask ss to see the pix about apples and pears to see the differences. then compare some of their things with each other.　　e.g.: the apples are bigger than the pears.　　the pears are more delicious than the apples.　　summarize the comparatives. group competition.  　　a + be(v) + 比較級 + than + b.　　一般在詞尾后加 er 或est.

　　tall-taller-tallest   　　hard-harder-hardest  　　soon-sooner-soonest 　　clever-cleverer-cleverest 　　cold-colder-coldest  　　bright-brighter-brightest 　　new-newer-newest    　　low-lower-lowest  long-longer-longest young-younger-youngest fast-faster-fastest near-nearer-nearest short-shorter-shortest high-higher-highest slow-slower-slowest  

　　以不發音 的元音“e”結尾的形容詞, 加er或est.

　　close-closer-closest   　　fine-finer-finest  　　wide-wider-widest    　　nice-nicer-nicest    strange-stranger-strangest large-larger-largest white-whiter-whitest late-later-latest

　　以輔音字母加“y”結尾的形容詞，先把“y”變為“i”,再加er或est.

　　angry-angrier-angriest    　　cloudy-cloudier-cloudiest 　　early-earlier-earliest  　　happy-happier-happiest   busy-busier-busiest dirty-dirtier-dirtiest easy-easier-easiest heavy-heavier-heaviest

　　以重讀閉音節結尾的形容詞，如末尾只有一個輔音字母，應先雙寫輔音字母，再加er或est.

　　big-bigger-biggest   　　fat-fatter-fattest    　　hot-hotter-hottest    thin-thinner-thinnest wet-wetter-wettest red-redder-reddest

　　三音節以及三音節以上詞加more　　more beautiful     more intelligent    more handsome…　　不規則的變化形式　　good --- better --- best　　bad --- worse --- worst　　many --- more --- most　　little --- less --- least　　far --- farther --- farthest　　[exercise] write down all the following the comparatives of the following adjs. and have a small competition. 　　strong, early, bright, hot, large, fat, heavy, slow, beautiful, interesting, useful, red, dirty, clever, important  　　listening and practicing.  [finish p36 2a, 2b, 2c.]　　game. “the sameness and differences” ask ss to pick up anyone in the class to compare and contrast with him / her by using porker. [p37 4.]　　period 2　　task 2. my best friend (christmas party)　　ask ss “what a good friend should be like?” [section b 1a]　　e.g.  i think a good friend makes me laugh          for me, a good friend likes to do the same thing as me.          yes and a good friend is popular, too.          that’s not very important for me.　　listening. 2a. 　　christmas day is coming, you are planning a christmas party and you are sure to invite some of your best friends to join the party, what kind of persons you would like to choose. likes about best friends appearance personality the same as best friend different from best friend                               　　extensive words:  　　about appearance:   　　wave hair          shiny hair             flowing hair 　　oval face          heart shape face      rosy face　　round cheeks      large forehead        sharp chin　　watery eyes      curled-up lips　　about personality:　　bright, careless, generous, talkative, sociable(善交際的，友善的), reflective, quiet.　　sentence structures:　　what does your best friend look like?　　what is your best friend’s personality?　　he is serious/ smart/ intellectual.　　mary and i are both outgoing.　　mary and i both have long hair.　　linda is more outgoing than me/i am.　　my friend should be…and…than….　　you can report like this:　　i am having a christmas party,… 　　4. section b 3a, 4.　　period 3　　1. revision: reading & reciting 3a　　2. oral practice　　a game: one s describes his /her best friend; let others guess who he/she is.　　task 3. how time flies.　　compare and contrast your personality and appearance between the past and now.   past now appearance     personality     life style     study     　　ask ss to find out the two pictures of the past and now of you. 　　e.g.: i am much taller than 5-7 years ago. and i am calmer than before… i am still who i am. i am still very active and energetic and i am a good person.　　教學點評及反思：　　一.課堂任務設計思路：　　本課由三個任務組成，由淺入深，逐層遞進，形成完整的任務鏈教學結構：　　第一個任務是對比人物與物品的不同特性。此任務既是對以前所學形容詞部分的復習，也是一個任務活動。通過對圖片的觀察和分析、對比，學生自己發現形容詞比較級的一般規律以及特殊規律。并將其熟練應用在班級教室內所見到的任何物品的比較之中。此任務不僅訓練了有關人物和物品的比較分析，還涉及到跨學科學習的相關能力訓練。　　第二個任務聽錄音示范后，相互詢問對方的朋友觀，說明什么樣的人是自己心目中認為的好朋友。在完成任務前，先要完成一個聽力訓練，即語言輸入的過程。學生先通過反復聽他人對好朋友標準的描述，在此基礎上掌握相關語言結構，為語言輸出，即任務的順利完成打下基礎。接下來的任務通過三步完成：首先學生通過討論，決定自己好友的性格、外貌、與自己的相同之處、與自己的不同之處，并將其填入表中。然后詢問同伴好友的標準，用以確定自己的標準是否全面。第三步四人一組活動，詢問新的同伴的好友以及通過他來了解他剛才的同伴(即第三方)的信息。最后進行小組匯報確定在圣誕節宴會上大家邀請的好友都是哪些同學，并說明理由。第三步尤為重要，因為在此突出體現了由信息差造成的交流活動的必要性。　　第三個任務是一個接近真實任務，即真實生活中的事情。首先，同學們懷著濃厚的興趣找尋同伴小時候的照片，此過程中要通過照片傳達的外貌特征和性格特點找尋相對應的同學。在找到后，要分別描述自己和同伴小時候和現在的相同與不同，尤其是不同點恰恰體現歲月給成長留下的痕跡。在此活動中所涉及到的最基本的句型結構是關于人物外貌、性格變化所涉及到的形容詞比較級的綜合運用，但是由于它是接近真實的任務，學生參與性很強。任務的完成會大大超出最初的設想，因為它最大限度的調動了學生的積極性，他們會在完成任務的同時自覺的運用他們在第一和第二個任務中所用到的知識，以及一些超出本課教學內容的語言知識。這對學生自覺學習能力的提高是有很大好處的。同時，通過比較分析，同學們對自己的成長歷程又是一次審視和檢驗，從中看到自己經歷與得失。是很好的情感教育機會。　　二.課后自評：　　對于任務型課程的設計要自始至終體現任務的要求與特點，尤其是如何使得任務從簡單重復性的起始任務逐層遞進到真實的或接近真實的任務。使得課堂呈現階梯遞進，由簡單到復雜的教學結構。　　本課在設計上就是從這一點出發，在課堂呈現了三個環環相扣的任務，形成了一個完整的任務鏈。最終達到完成最后一個復雜的真實任務的目的。在眾多老教師的指導下，我在如何設計任務型活動以及如何讓這三個任務形成一個自然過渡、環環相扣的任務鏈上下了一番功夫。最終順利的完成了所有的任務活動。尤其在最后一個任務完成時出現了許多讓老師們驚奇的結果。學生的創造力和想象力被充分調動，紛紛說出、做出許多佳作。這也體現了任務完成過程中的不可預知性。　　本課出現的問題是：第一，任務設計較多，尤其是第一個任務，同時要兼顧語法內容的教學，因此顯得比較煩瑣冗長，建議可以分幾個課時完成。第二，由于話題涉及友情和成長的內容，尤其是在完成第二個有關朋友的任務的時候，教師一定要格外注意同學們情緒的變化，要適當引導，盡量避免出現不和諧的課堂氣氛。作者：北京清華附中 周喆 

新目標八年級上 Unit5 教案示例 篇3

　　unit 9 when was he born?教案示例(一)period 1教學過程：   process students’ activities teachers’ activities before--class do the research searching for the occupations of different walks(行業) and divide them into various walks give some help and provide some resources or website for them     choose one kind of way that they can illustrate their results easily and clearly   in class list all the occupations give all the occupations they have found invite the students to list the occupation in order to enlarge the vocabulary   the great people from different walks of work show the great people from different walks of work and show their experience, personal information and their personalities as well listen and look. ask some questions to the students if necessary   choose the best group choose the group who gives the best researching results     listen to the tape listen to the tape and write down the birth year of each sports star walk around and check the answers     answer the questions check the answers   your future job group work: what do you want to be in the future? and then record the answers of the group members give them some advice if they need     according to the searching results choose your example suggest them to find a great person as an example so that students can learn from them     find out the reason why they become so successful set an example to the students. and lead them to find the reasons from their personalities and educational background.     group work: if we want to be as successful as they are, what we should do? ask them to tell us their final decision and the measure they’ll take after--class short passage write a short passage of what they should do to turn the dream into realities tell them to write a short passage 　　教案點評：在本課時的教學過程中，我感受最強烈的一點是學生在選擇自己未來的職業和學習的榜樣上表現出了很強的判斷能力。由于教學設計貼近學生的生活，在教學過程的開展中真正做到了主動學習和交流。這節課是本單元的導入部分，讓學生都夠有足夠的信息輸入是決定著是否能夠順利完成所有任務的至關重要的因素。因此我在這個部分中首先讓學生在課下對于本單元相關的單詞進行了比較系統的學習，對學生自主學習能夠進行有效的指導。除了完成課本上的聽力內容外，我還將課本上的內容進行了進一步的拓展。把公眾人物與學生的未來發展結合在一起，啟發學生從明星身上發現可以學習的優點。從而激發他們不斷進步，努力發掘自己的潛力。當然，作為本單元的第一個引入課任務的設計有些難，所以學生在剛剛開始的時候有一些不適應，對于任務中所需要的句型也不夠了解。  教案示例(二)　　教學過程：   process students’ activities teachers’ activities before—class remind of the first time in their childhood think about the first time they did before and how old they were suggest them to think about the first time in their childhood in—class  make an interview group work: ask the group member about how old they were when they did something for the first time give the useful expressions on the blackboard     how long had they had? give the useful expressions on the blackboard.   fill in the blanks ask the questions and fill in the blanks walk around and give some help if necessary   make some recommends to the rest of the students according to the results of the survey find the best students ask them to choose the best students    the week’s star find the best students as the candidates give some requirements about the week’s star     make a speech for their good habits       choose the week’s star give them some guide about how to make a speech   reading read the text and fill in the blanks give the students two minutes to read it     answer the questions check the answers after--class self—introduction the week’s star write a composition give the students homework     look at the composition and make some contents   　　附表： name achievement age more information                 　　課后反思：　　作為班主任，在英語教學中我重視將德育教育與文化知識的教育結合在一起。在本節課的教學中我將日常管理中評選每周一星的活動在英語課上進行了評選。結合本單元的主題我將本周的一周一星確定為能持之以恒養成良好習慣的同學。　　在教學過程中，為了避免出現混亂的課堂場面，我將評選工作的要求和過程都有條理的寫在了黑板上，并且像正式的每周評選一樣由班長主持，同時并且有專門的人員統計票數。結合了日常實際的課堂內容很充實，學生在參與的過程中學生充滿熱情，積極參與并且評選的過程非常激烈。　　總的來說，本節課內容符合實際和學生的生活密切相關。在教學的過程中，學生與老師，學生之間有了很好的交流，將老師所講的內容和學生所學的內容通過實踐的方式結合在一起，起到了比較好的效果。 

新目標八年級上 Unit5 教案示例 篇4

　　unit 10 i'm going to be a basketball player教案示例period 1　　學習目標　　通過本單元的學習，能識別和了解一些新興行業的英文表達方式。　　能談論未來自己理想的職業及為之做出的一些打算和安排。　　能以日記的形式描述自己理想的職業及為之做出的一些打算和安排。　　能寫一個文段來介紹同伴理想的職業或是父母對將來的計劃及為之做出的一些打算和安排。　　會制定未來一段時間的決心要做的事情。　　二、 學習向導 語言目標 學習策略與思維技巧 重點詞匯 what are you going to be when you grow up? i am going to be a computer programmer. how are you going to do that? i am going to study computer science. where are you going to work? i am going to work in paris. what are you going to do this year? i am going to get a part-time job. role playing listening for key words. occupations and adjectives describing jobs 語言結構 語言功能 跨學科學習 simple future tense, be going to where, what, how questions talk about future plans 了解和熟悉主要行業的說法 　　三.教學步驟：　　step 1: listen to a song: dreaming my dreams.　　talk about my dream job: once i wanted to be a lawyer.　　step 2: look at the slide shows and speak out their jobs.　　step 3: listen to section a, 3a. answer two questions.　　what is josefa’s dream job?　　where is she going to move?　　step 4: read it again and try to find out how she is going to do that.　　step 5: listen to section a 2a, fill in the chart.　　step 6: task1: help your classmates to realize their dreams: how are they going to do that? 　　hand out the students’ dreams jobs paper and each group have one.　　step 7: discus in groups: what’s his / her dream?            how is he / she going to do that?　　step 8: write down your group’s opinion and report.　　step 9: task2: we have a dream.　　beijing is hosting the 2008 olympic games. what can you and your classmates do to help make the olympics a success? make a list with “going to”.　　教案點評及反思：　　一.環節設計思路：　　本課綜合聽說讀寫四個方面，以三個環環相扣，循序漸進的任務展開知識學習.　　首先以一首優美的歌曲“dreaming my dream”引入，將學生自然帶入語言環境，并初步感受到本課的主要話題是談論自己的理想，由此引出本課第一個任務，學生聽一段課本中的短文，了解她是如何構想將來的，并為第二個任務做了鋪墊。有了理想之后，更重要的是要為實現理想付出努力。因此，第二個任務接踵而來，學生閱讀短文，了解她將如何實現理想，這個任務承上啟下，它引出本課的中心任務：即幫助自己的同學實現理想。最后，從個人夢想過渡到民族夢想，我們已經爭取到2008奧運會的申辦，那么，我們將要怎么做，為奧運會貢獻自己的一份力量呢，該任務既是拓展，又是鞏固。　　二.課后反思：　　本課在設計上聽說結合，相得益彰。首先給學生創造了一個語言環境，讓學生自然融入，然后，緩緩導入階梯狀任務鏈，循序漸進，難度不斷加大，但坡度平緩，鋪墊充分且扎實，因此學生在完成最后的中心任務時亦不覺吃力，整堂課學生活動充分，教師的引導點到為止，給學生較大的空間發揮和創造。另外，教師在幾個任務之間的點評也很及時到位，給學生非常清晰的范例和指示，利于學生明確任務的方向。