【篇一：仁爱英语八下unit7教案】
topic 2
section a
section a 需用1课时。
重点活动是1a 和2。
教学目标：
1. 知道几种中餐的做法。
2. 学习表示顺序的副词。
3. 学习表示行为的副词。
教学过程：
第一步：复习
1.头脑风暴：让学生说出表示中餐的单词并让他们记在笔记本上。
2.以小组为单位谈论：do you like cooking? why? what do you like to cook?
例如：a: do you like cooking?
b: yes, i do.
a: why do you like it?
b: because cooking is fun.
a: what do you like to cook?
b: i like to cook noodles.
第二步：呈现
1.阅读1a。找出新单词，猜它们的意思并回答问题：
what’s kangkang doing?然后老师给出新单词的意思和问题的答案。
注意表示行为举止的副词的构成。
notes: careful+ly→carefully
light+ly→lightly
fine+ly→finely
slow+ly→slowly
2. 让学生跟读录音带，并划出表示顺序的副词。
3. 老师把表示顺序的副词写在黑板上，要求学生用这些关键单词练对话。
first...
next...
then...
after that...
第三步：巩固
1. 学生完成1b。按照1a对话的顺序将图片排序。
2. 学生做1c之后，老师让学生总结表示顺序的副词和表示行为的副词的用法。
3. 老师表演，让学生运用副词来描述。
例如：the teacher moves the desk lightly.
然后，要求学生两人一组照样子做。
第四步：练习
1.完成2：用所给词的正确形式完成说明，然后排列图的顺序。
2.老师让一位学生起立，走到黑板前面，然后再回到座位上。
帮助学生恰当地运用副词进行描述。
first, li wei stands up.
next, she comes out here in front of the class.
then, she returns to her seat.
finally, she sits down.
然后，让学生照样子表演和描述，两个人一个小组。
3. 最后，完成3。
第五步：综合探究活动
1.小组活动。
①学生在班里说出他们最喜欢的食物。老师把它们写在黑板上。
②以小组为单位，学生讨论如何去做该食物。
③向全班同学汇报做的过程。
2.写一篇有关你最喜欢的食物的制作过程的短文，并恰当运用表顺序和行为的副词。
section a
section a needs 1 period.
the main activities are la and 2.
teaching aims and demands:
1. know how to cook several kinds of chinese food.
2. learn the adverbs of sequence.
3. learn the adverbs of manner.
teaching procedure:
step 1 review
1. brainstorming: let the students say the words of chinese food and write down these words on their notebooks.
2. talk about “do you like cooking? why? what do you like to cook?” in groups. for example:
a: do you like cooking?
b: yes, i do.
a: why do you like it?
b: because cooking is fun.
a: what do you like to cook?
b: i like to cook noodles.
step 2 presentation
1.read 1a. find out the new words, guess their meanings and answer the question “what’s kangkang doing?”.then, the teacher gives the meanings of the new words and the answers to the questions. pay attention to forming of “adverbs of manner”.
notes: careful+ly→carefully
light+ly→lightly
fine+ly→finely
slow+ly→slowly
2. ask the students to follow the tape and then underline the adverbs of sequence.
3. the teacher writes down the adverbs of sequence on the blackboard. ask the students to practice the conversation with these key words.
first...
next...
then...
after that...
step 3 consolidation
1. work alone in 1b. put the pictures in the correct order according to the conversation in 1a.
2. work alone in 1c. after finishing the exercises in 1c, the teacher asks the students to summarize the usage of the adverbs of sequence and the adverbs of manner.
3. the teacher acts and lets the students describe his/her action with adverbs.
for example: the teacher moves the desk lightly.
then, ask the students to act and describe in pairs like this.
step 4 practice
1. finish 2: complete the instructions with the right form of the given words, then number the correct pictures.
2. the teacher asks a student to stand up, go to the front of the blackboard, and return to his seat. then help the students to describe this action with the proper adverbs.
first , li wei stands up.
next, she comes out here in front of the class.
then, she returns to her seat.
finally, she sits down.
then,ask the students to act and describe in pairs like this.
3. finally, finish 3.
step 5project
1. group work.
①students say their favorite foods in class. the teacher writes down the words on the blackboard.
②students work in groups to discuss how to cook them.
③report the cooking procedure to
the class.
2. write a passage about the cooking procedure of your favorite food with the adverbs of sequence and manner.
【篇二：仁爱英语八年级下册教案】
八年级下册教案
unit 7 food festival
topic 2 i’m not sure whether i can cook it well.
section a
刘瑞星
teaching objectives :
1. learn the object clauses with “whether”
2. learn the usage of adverbs of sequence
3. learn the mew words and new phrases
teaching methods : 1.task__based listening
2.cooperative learning
teaching tools : a tape recorder and the computer multimedia
teaching important points: learn the object clauses with “whether”
teaching difficult points : master the usage of object clause and adverbs of sequence.
teaching procedure
step 1review :
1.teacher organizes the students to play the game: brainstorming. let students speak out words about food, and the group which speaks the most is the winner.
2.ask and answer between the teacher and the students in order to lead to the new words. for example : t: do you like fried rice ? can you make fried rice? s: yes, i can \\ no, i can not
t: if you can not ,let us learn how to do it.
3.learn the new words ,master them in groups
(1) words about kitchen utensils: pan, pot, cooker, bowl.
(2) words about materials of food: oil, pork, ham, onion, noodle.
(3) words and phrases about actions: add, fry, cut up.
(4) adverbs of manner: finely, lightly.
step2 presentation
1let students listen to 1a and discuss how to cook fried rice to lead to the adverbs of sequence.
2let students read 1a,find out the adverbs of manner,and pay attention
to their formation and usagers. let students circle the adverbs of sequence.
careful+ly→carefully cook... carefully
light+ly→lightlyfry... lightly
fine+ly→finely cut... finely
slow+ly→slowly add... slowly
first…,next…,finally…
step 4consolidation
1、let students read 1a again,find out some language points. make sth. for sb. try to do sth.
would you like me to help you?
well done.
but i’m sure whether i can cook it well.
be proud of
2、let students listen to the tape and follow it.
3、let students finish 1b according to 1a.check the answers.
4、encourage students to retell 1a according to 1b.
step5 practice
1、let students read 2a and fill in the blanks with the proper forms of the given words. check the answers together.
2、let students use the information in 2a to finish 2b.check the answers.
3. listen and finish 3a.
step 6 project
1、work in groups
1.t students work in groups to discuss how to cook a certain kind of food.
2finish sectiona. in exercise book
3. preview sectionb after class
板书设计
unit7 topic2 sectiona.
1、表示厨具的单词 pan, pot, cooker, bow.
2. 表示原料的单词 oil,pork,ham,onion,noodle
3. 表示动作的单词 cut,cut up,fry,add
4. 表示方式的单词 finely,lightly,carefully
5. first…,next…,finally…
6. but i’m sure whether i can cook it well.would you like me to help you?
well done.
make sth for sb
try to do sth
be proud of
【篇三：仁爱版英语八年级下册整册教案】
仁爱版英语八年级下册整册教案
unit6 enjoying cycling
topic 1 we’re going on a spring field trip
section a说课稿
一、说教材
1. 教材分析
仁爱版初中英语教材共六册,每册由四个模块组成,每个模块由单元----话题----功能---任务构成,编写思路清晰,符合学生的认识发展规律.八年级英语下册第六单元topic1 section a讲述了让学生学习如何用英语谈论旅游，并收集旅游信息。它由３部分组成，用１课时完成。通过学习section a,学生可以更多的了解旅游知识并提高实际能力；动词不定式是本节课的重点语法项目。
2．教学目标
（１）．知识目标
要求学生牢记section a所有新学的四会单词．短语和重点句型；掌握不定式“to do”的用法。
（２）．技能目标：
能用英语与他人谈论关于旅游的话题。培养学生提高语言交际能力,能在小组中积极与他人协作,从而开阔自己的视野,扩大知识面。
（３）．情感目标
培养学生爱护大自然，热爱旅游．积极参与课堂上各种英语实践活动的兴趣。培养学生分工合作和团体协作精神。
3.教学重点和难点
(1).重点:谈论关于旅游的话题。
(2).重点和难点:不定式“to do”的用法。
二.说学情
1.学生对旅游较感兴趣,但对旅游知识了解较少。
2.学生的词汇量掌握不多。
3. 学生平时较少用英语与他人交谈并表达信息.。
三.说教法学法
按照课程改革的要求,遵循“老师由主演变导演，学生由配角变主角”的角色转换,采用把课堂交给学生的教学理论,我运用自由讨论.分组工作.结对练习.问答练习等方法,借助多媒体、录音机,图片等教学手段,设置特定的语言环境,使学生在轻松愉快的气氛中理解.运用英语。
四.说教学程序
我设计了以下的步骤来训练学生的听.说.读.写的能力,尤其是他们“说”的能力。
（一）温故知新
(1).请两位学生用上节课重点句型号，分别复述unit 5 topic3 section d 1a
(2).教师与学生之间进行问答对话，让学生谈论关于他们最喜爱的旅游方式。 设计意图：巩固上节课学过的知识，为学习新课铺垫。
（二）情景导入
用多媒体展示一些关于旅游和交通的图片,来引起学生的兴趣,并由此教学本节课
的新单词,如:field ,trip ,cycle ,vehicle ,airline等。
设计意图：通过用多媒体展示学生熟悉的交通工具图片，激发学生的学习兴趣，轻松掌握新单词，顺利带入新课。
（三）重点呈现
1、展示多媒体（ flash课件）1a,并回答以下问题:
（1）where will they go?
（2）what will kangkang and michael do?
（3）what will helen do?
（4）how about jane?
设计意图：应用多媒体展示，形象直观，给学生予视、听训练，根据情景对话,通过问答活动,以达到提高学生的“听.读”能力。
2、讲解重点．难点
（1）动词不定式“to do＂的用法
a)不定式作主语
b)不定式作定语
c)不定式作目的状语
d)不定式作宾语
（2）it’s too+形容词＋（for sb.）+to do sth.的句型
设计意图：训练学生理解和应用语言点的能力。
（四）知识巩固
1、放录音，让学生听并跟读
2、找出重要句型
3、给学生一点时间完成１b，然后用多媒展示的画面，请两组学生用带有“to do ＂的句子表演对话。
设计意图：我想知道我的学生是否真正了解整个对话的内容，并掌握了这节课我所传授的知识。此外，我将把学生们找到的重点句型板书在黑板上，以便他们能够更简单地记忆。
（五）归纳总结
让学生交流本节课所学的知识，教师除了板书所呈现的重点．难点内容外，又以“堂堂清”的形式进行当堂操练，进一步巩固对本课内容的理解和运用。
展示板书（根据本课的重点难点）
unit 6 topic 1 section a
1.i have some exciting news to tell you !
2.it’s too far for cycling 。
３.do you know the best way to get there?
4.it’s hard to say。
5.we’ll decide on the best way to go on our trip。
2、家庭作业
（１）抄写新单词和本节课重点句子。
（２）给学生看四幅名胜古迹的图片，让学生回去查找信息，看看哪个地方最值得参观，并编成对话，内容包括旅游的时间．方式和票价（要求用动词不定式）。
设计意图：
五、教学评价：
本课以课改为目的，结合教材重点.难点及英语学科的特点，利用多媒体辅助教学，体现“自主，合作，探究”的学习方式，它较之传统教学更能使每位学生都能积极参与到课堂学习及课外活动中去。使学生的听.说 .读.写能力得到全面提高，在愉快轻松的氛围中掌握知识。与此同时，带来的问题是：每个学生接受知识，获取知识的方式与快慢存在着差异，这就决定了在学习成效上的差别。为此，老师要对每个学生作深入了解，并制定相应“水平线”以鼓励学生超越。下载本文
