心之愿c
【知识目标】本课的13个单词以及相应的动词短语、介词短语。 ① A:What were you doing when the UFO arrived ? B:I was standing in front of the library when the UFO arrived. ② A:What was the boy doing when the UFO landed? B:He was sleeping late. 【能力目标】熟练 运用本课词汇 及句型谈论在过去某一时间发生的事情。.【情感目标】培养学生正确的价值观。【重点】过去进行时 was / were + doing sth.【难点】过去进行时时态的熟练运用，when 和while 的用法区别【学习过程】 Step1 Do the following exercise and check the answers by group leader.1.一个飞碟_____________2.理发店_________3.在盥洗室_________4.在卧室__________ 5. 在厨房里____________ 6.出去_______________7.一个外星人__________ 8.buy(过去式)__________9.get(过去式)______ 10.一次不寻常的经历______11. 起飞________12.kid(现在分词)_________ Step2 Grammar（一）过去进行时1.含义：表示过去的某一时刻或某一时间内正在进行或发生的动作。2.构成：was/were+v-ing。3.标志：at that time, this time yesterday, all the evening, from 8:00 to 10:00yesterday, just then, at nine yesterday, when等表示明确有具体的时间状语。eg：I was doing my homework at this time yesterday.What was Tom doing at ten yesterday.I was eating dinner when the phone rang.4.具体的句型：(1)肯定句：主语+was/were+v-ing eg： They were having a meeting that time. (2)否定句：主语+was not(wasn’t)/were not(weren’t) +v-ing 上句改写为：They were having a meeting that time._____________________ (3)一般疑问句式：Was/Were +主语+v-ing？ 肯定回答：Yes，…was/were. 否定回答：No，…wasn’t/weren’t.Eg：Was she reading a book when the teacher came in?Yes,she was. / No, she wasn’t.(二)when与while用法1.when是“当……时候”，相当于at that time,既可以表示某一时刻又可以表示某一段时间，所以when引导的时间状语从句动词既可以是延续性的，又可以是非延续性的。when引导的时间状语如果是一般过去时，主句一般用过去进行时。而while也意为“当……时候””，相当于during the time，表示某一段时间历里的情况，故其引导的时间状语从句中的动词必须是延续性的。eg：While I was watching TV, my mother came back.=When my mother came back, I was watching TV.2.while重在强调其后的动作与助于动作的对比，表示“与此同时”。eg：She was listening to music while I was playing computer games.3.when/while练习1）_____ the teacher came in, we were talking and laughing.2)I got home______ my mother was cooking dinner.3)They were dancing _____ we came to meet them.4)_______the alien was visiting the museum, the boy called the police.Step3 学习 3a部分 1.读课文，写出下列短语和句型。1)一次不寻常的经历 __________ 2)大约在十点左右 3) 跟随某人做某事______ 4)它是多么的奇怪！ _______ 5)当它走进一家礼品店的时候我感到非常惊讶。__________________________________________6)太不可思议了。__________________________________2.再读短文，回答问题。1）When did the UFO land ? what was the writer doing ?2) What places did the alien go ? what did they do ?3) Did the alien buy any souvenirs in the shop ？ 4) What did the writer do while the alien was in the museum ?【当堂达标】 （一）根据句意及首字母完成单词1.My sister was watching TV w_______ she was having supper.2.My mother was cooking in the k_______ when I got home yesterday.3.My friend b_________ me a book as a birthday present last week.4.The plane l_______ safely at last.5.I graduated from Shandong University this year. So I have no e_______in teaching English. (二)用所给词的适当形式填空1.What an ________(amaze) sight!2.I often see Mrs. Green________(water) flowers in her garden.3.When they came into the room, Jack and Mike ________(read) books.4.While I________(sing) an English song, he ________(come) in.5.What______ you_______(do) at this time yesterday?6.We ________(listen) to the radio at 7:00 yesterday evening.(三)单项填空1.We heard someome ______ in the next room.A.sings B.sang C.to sing D.singing2.There are many trees _____ the classroom.A.in front of B.in the front of C.in front D.at the front3.His mother wanted to know what he ______ at that time.A.is doing B.was doing C.has done D.will do4.-I was doing my homework at eight o’clock last night.-You are______. I saw you in the cinema.A.hard-working B.kidding C.kiding D.kidded5.They were playing football it rained. A.while B.when C.as D.before6.____we were eating dinner in the restaurant, the ower’s dog took my bag away quietly.A.Because B.While C.If D.Until【课后反思】我的收获是______________________________________________________我的不足是__________________________________________ 我努力的方向是__________________________________________ Unit3 What were you doing when the UFO arrived?Section B【教师寄语】Today must borrow nothing of tomorrow.今日事今日毕。【学习目标】 1、知识目标：1) Key words: scared, climb, jump, shout, rode, ran, anywhere, met, happen, accident, plane, heard, modern, kill, murder, binght, playground, bell, rang, told, close, silence, recent, destroy, terrorist, meaning, became, flight, earth, hero, flew2)Key phrases:jump down, take a photo , at the train station, run away , be crowded, think about, come in, look for, Beijing International Airport , at the doctor’s, for example, hear of /hear about , take place, World Trade Center, one of the most important events, in modern American history , as …as , walk home in silence , be destroyed by…, at that time , in space , a national hero , all over the world , be famous /become famous, for the first time3)Key sentences:While Linda was buying a newspaper at the train station, the dog got out of his box and ran away.When Linda finally saw Davy, he was jumping and running with another dog.People often remember what they were doing when they heard the news of important events in history.This was one of the most important events in modern American history.2.能力目标：熟练运用when \ where 引导的时间状语从句句型。3.情感目标:利用所学的过去进行时态来讲故事，用欣赏的眼光发现生活的美。【重点】1.while when 引导的时间状语从句 2.anywhere 的用法【难点】 过去进行时的学习和运用与写作训练【学习过程】Step1预习导学与自测：自主完成activity 1.1.爬树______2.跳下来__________ 3.惊恐的________ 4.火车站________ 5.从…出来________6.跑掉______7.寻找______8.某事发生在某人身上________Step2情景导入：(1) I was reading the book. The light was off.(用连词while把两句话连接起来:While I was reading the book, the light was off.)(2)I was cooking. The door bell rang.(用while把两句话连接起来:The door bell rang while I was cooking.)Step3自主探究：词组用法。1、be scared to do表示“不敢做某事”，是主观原因。例如：He is scared to go out at night.2、be scared of doing 表示“担心出现doing所出现的情况、结果”，doing 是客观上造成的。例如：He is scared of failing in this maths test.3、小节回顾1) While 表示“在……过程中”，强调在一段时间内，所以While引导的从句中的谓语动词必须为延续性动词。如：While was writing a letter ,the children were playing outside.Mary 写信时孩子们正在外面玩。（此句中主句动词play为延续性动词，强调主句和从句的动作同时发生。）when连接的状语从句是个特殊句型，前一个分句（谓语动词用过去进行时）+后一个分句（谓语动词用一般过去时）表示在前一个动作正在进行的过程中突然发生了后一个动作如：I was walking along the road when I met a friend of mine.
晴朗天空85
下面是我整理的 八年级 英语教案设计，希望对大家有帮助。
八年级英语教案设计一：
The First Period
Teaching aims and demands:
Aims of basic knowledge:
1. Key vocabulary: robot, everything, paper, use, tree, building, pollution, fewer, less
2. Key structures:
1) Will there be less / fewer / more…?
No, there won’t. There will be more/less/fewer...
2) Kids won’t go to school.
3) They will study at home on computers.
Aims of abilities:
1. Be able to listen for specific information on what will happen in the future;
2. Be able to talk about what will happen in the future using the target language;
Aims of emotion and evaluation:
Encourage the students to work hard at their lessons preparing for their own future.
Teaching Methods:
1. Listening and speaking.
2. Communicative approach.
3. Task-based approach
Key Points:
1. Master the usage of the indefinite tense.
2. Talk about what will happen in the future.
3. Review the Simple Past Tense and the Simple Present Tense.
Difficulties:
How to use correctly the simple past tense and the present progressive tense.
Teaching procedure:
Step 1 Warm up
1. Greetings;
2. Duty report
Step 2 Presentation
1. Draw a time line on the blackboard and mark the line as the following:
5 years ago now 1 year from now 5 years from now
2. Introduce the indefinite future tense
1) Get the students to read aloud the sentences several times until they can say them correctly.
2) Prompt the students to say what they think the word will is used for.
Step 3 Practice (1a-1c)
1. Get the students to look at the picture and then talk about what they have seen in it. Teach the new word robot at the same time.
2. Ask the students how the world will be different 100 years from now. Check A or D to complete 1a.
3. Listen and circle the predictions you hear in 1a. Complete 1b.
4. Students read the conversation in 1c together.
5. Pair the students to practice making conversations about the predictions in 1a.
Step 4 Listening (2a-2b)
1. Have the students read the sentences in 2a first, teaching the new word pollution using a picture of a factory producing a lot of black smoke and make sure they know what they are asked to listen for.
2. Play the recording for the students to listen and circle the words they hear.
3. Deal with 2b in the same way.
Step 5 Practice (2c-2d)
1. Get one top student to co-operate with the teacher acting out the dialogue in the box in 2c.
2. Have the students work in groups of four.
3. Get some groups to act out the conversations they have made.
4. Role-play the conversation in 2d.
Homework
The Second Period
Teaching Aims and Demands.
Aims of basic knowledge:
1. Key Structures: 1) Five years ago, Sally was …/ played 2) Today Sally is…/plays 3) In five years Sally will be…/ will play…
Aims of abilities:
Be able to use the three different tenses to depict the past, present and future actions or states.
Aims of emotion and evaluation:
Enable the class to get to know that one creates his own and that only by his hard work can he cherish a bright future.
Teaching Methods:
1. Task-based approach 2. Team work
Teaching Procedure:
Step 1 Warm up
1. Greetings2. Revise the formation of the past tense.
3. Revise the useful words.
1) Get the students to brainstorm the words and write on the blackboard.
2) Get the students to brainstorm the names of the animals.
Step 2 Presentation
1. Draw the time table on the blackboard.
5 years ago now 5 years from now
2. Show the pictures depicting the past, today and the future of your own and say:
Five years ago, I was a farmer. Now I am a teacher. In five years, I will be retired.
Five years ago, I played table tennis. Now I play the piano. In five years, I will play the violin.
3. Have the class read aloud the sentences after the teacher.
4. Encourage some to tell what they have found out about the use of the three tenses.
Step 3 Grammar focus
1. Have the class read through the sentences in the table and raise questions if they don’t understand any of the sentences.
2. Review the use of “more, fewer, less”. Make sure the students understand.
Step 4 Practice (3a)
1. Ask some students to complete the sentences. 2. Check the answers and explain.
Step 5 Pair work (3b)
1. Ask some students to complete the sentences. 2. The students practice the conversations again in pairs.
Step 6 Draw (3c)
1. Have the students look at the pictures they have prepared and write about them using the structures in 3c. The teacher walks about and offers a helping hand.
2. Put the students into groups of four, describe the future of the city..
Home assignment
The Third Period
Teaching aims and demands.
Aims of basic knowledge:
1. Key and difficult vocabulary:
space, fly, moon, fall, fell, alone, pet, probably, dress, which, even, took, wrote
2. Key structures: I think I’ll be/do…
Aims of abilities:
1. Learn to talk about one’s life in future using the target language.
2. Be able to read for the information about future.
Aims of emotion and evaluation:
1. Help the students get to know their bright future is created by themselves not someone else.
2. Through the debate on one’s future, develop the friendship and the cooperative spirits among the students.
Teaching procedure:
Step 1 Warm up
1. Greeting. 2. Duty report – My home town in ten years
Step 2 Presentation (1a-1b)
1. Have the class read through the words in 1a and teach the new ones using pictures: astronaut, rocket, space, space station.
2. Get the students to read aloud the words after the teacher until they can say them correctly. 3. Think of other words and write them in the chart in 1a.
Step 3 Listening (1c-1e)
1. Play the recording again for them to listen for the details to fill in the blanks. Complete 1d.
4. After-listening: get some to tell the class what they have done and why. Refer the students to the listening materials and check the answers.
Step 4 Reading (2a-2d)
1. Ask some students to say what they know about robots.
2. Read the article carefully and march each paragraph with the questions it discusses.
3. Check answers in 2b.
4. Read again quickly and complete the sentences in 2c.
5. Check answers and read the article together.
6. Fill in the blanks in 2d and then check the answers.
Step 5 Writing (2e)
1. What kinds of animals might robots look like in the future? Ask some students.
2. What do you think these robots will be able to do?
3. Write your answers and discuss them with your partner.
Home assignment
The Fourth Period
Teaching aims and demands.
Aims of basic knowledge:
1. Key vocabulary: the key words in this unit.2. Key structures: the key structures in this unit.
Aims of abilities:
1. Comprehensive use of what has been learned in this unit.2. Cooperative study
Aims of emotion and evaluation:
1. Cultivate the spirits of cooperation. 2. Encourage the students to work hard for their future.
Teaching Methods:
1. Elicitation method 2. Guided reading
Difficulties:
Make the students understand that everything is possible if we put our heart into it.
Teaching procedure:
Step 1 Warm up
1. Greetings 2. Duty report – My parent’s/friend’s future life in ten years
Step 2 Revision
1. Revise the key words and structures in this unit and the use of the indefinite future tense.
Step 3 Reading (3a)
1. Read the article quick and then fill in the blanks with the words in the box.
2. Check answers and read together.
Step 4 Writing (3b-3c)
1. Complete the chart in 3b and please add more items.
2. Write about your life 20 years from now. Use 3a and 3b to help you.
Step 5 Discuss (4)
1. Discuss how you think a robot will help students with schoolwork in the future.
2. Discuss how you think a robot will help other people in the future.
3. Write down your group’s ideas and then show them to the class.
4. Draw a picture about your robot.
Home assignment
The Fifth Period
Teaching aims and demands.
Aims of basic knowledge:
Key vocabulary and structures: all in this Unit
Aims of abilities:
1. Be able to talk about future.2. Talk about them using the target language.
Aims of emotion and evaluation:
Through reading about the robot, help the students to understand that man can create their own future by their own efforts.
Teaching Methods:
1. Guided reading 2. task-based approach
Teaching procedure:
Step 1 Warm up
1. Greetings 2. Duty report – My parent’s/friend’s life in ten years
Step 2 Presentation
1. The robot in my mind
1) Have the students think about the robots with the following questions in mind:
What does your robot look like? What can it do?
2) Put the students into groups of four and do brainstorming exercise and write a report on the result of the group work..
Step 3 Complete the chart
1. Read the words in the box.2. Put the words in the correct columns in the chart.
Step 4 Fill in the blanks
1.Complete the conversation.2.Read the conversation together.
Home assignment
八年级英语教案设计二：
计划课时：1个课时
一、教学目标与要求:
1.能够简单地描述制作某个东西的过程和步骤.
2.培养学生团结协作和动手能力
二、教学向导:
1.语言目标
How do you make a banana milk shake?
Peel three bananas.
Cut up the bananas.
Put the bananas and ice cream in the blender.
Pour the milk into the blender.
Turn on the blender.
Drink the milk shake.
2.学习策略与思维技巧
通过对话练习和对上下文进行逻辑排序巩固所学知识.
通过合作学习,培养学生的动手能力与合作精神.
3.重点词汇
first , next , then , finally ,shake , milk shake , blender , turn on , cut , cut up ,peel , pour , into , pour into
4.语言结构
a.巩固祈使句的用法 b. 描述做某件事过程的词: first , then , next , finally
5.语言功能 描述制作食物的过程.
6.跨学科学习 社会实践 :制作食物
三. 教学 方法 :
采用多媒体教学, 小组讨论法 ， 实物 操作法
四.Teaching procedures
Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself.Today we are learning to make a milk shake。 It’s a banana milk shake. Let’s learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake.
Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them.
Step three. Next, what ingredients do we need? Please look at the Microsoft PowerPoint4,5,6and7. Read them three times.
Step four. Now we know what we need. Then how to use them. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers.
Step five . Let’s learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers.
Step six Let’s go over how to make a banana milk shake.
Look at Microsoft PowerPoint10 ,11,12,13,14and15 and read them three times.
Step seven . Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process . After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?”
Step eight Sum up the process of making a banana milk shake.
1. first , next , then , finally
2. ingredients: bananas milk ice cream blender
3. important words: peel cut up put…in/into pour… into turn on drink
4. 总结 祈使句
Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c.
Step ten. Homework:
Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.
