作为一名教职工，通常会被要求编写教案，编写教案有利于我们准确把握教材的重点与难点，进而选择恰当的教学方法。那么你有了解过教案吗？下面是小编收集整理的《八年级下册英语教案》的相关内容，希望能给你带来帮助!
第一篇：八年级下册英语教案
八年级下册英语教案
篇一：人教版初二英语(下)全册教案 unit15 what do people eat? teaching aims and demands 本单元的中心话题是饮食文化与家庭生活。围绕这一中心项目，让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。其中五种基本句型是本单元的语言训练重点和难点。 lesson 57 teaching aims and demands: 1. kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter so do we./oh, we don’
3. 通过初步学习了解不同国家的饮食文化差异，引导学生热爱生活， 增强世界意识。 teaching procedures step1 warming-up step2 presentation bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc. to class. students are interested in tasting these objects. ( learning the new words by watching, tasting) show a photo of a kitchen. there is a nice cupboard in it. it’s closed. ask what’s in the cupboard? then open the cupboard and show the students the things in it. then ask what’s in your cupboard at home? show a pair of chopsticks and ask are americans good at using chopsticks at table? what do they use at table? learn the new words fork, spoon. then ask do you usually help to set the table at home? what is on your table at home during dinner? step3 look, learn and answer in pairs, get the students to look at the colour picture on page i. have them ask and answer questions as in the model. step4 presentation present this dialogue: (1) teacher: i eat a lot of fruit and vegetables for supper. a boy: oh, i don’t. i eat a lot of fish. teacher: so do i. explain that i eat a lot of fruit and vegetables means i often eat fruit and vegetables. so do i means i eat a lot of fish, too. practise the following dialogues with students. (2) teacher: does your mother cook meals for your family every day? student a: yes, she does. she cooks nice food for me and dad. teacher: so does my mum. (3) teacher: i always read english for about half an hour before i go to bed. student b: oh, i don’t. i always read english before i have breakfast. teacher: so does my younger sister. step6 puzzle dialogues sb page1, part3. pairwork first. then check the answers as a class. in pairs, have the students role-play as if they are at a dinner. one of them is a host/hostess, the other is a guest. walk around and give help where needed. encourage them to speak freely and use more expressions they like. step7 homework collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them. often talk about the pictures during break. lesson58 important points 1. 认知目标：通过学习本课，学生应理解并学会正确运用以下单词和句型：italy, india, italian, indian, moscow, even, taste, enjoy, pizza, /it seems that„./ do you think„? yes, i think so. /no, i don’t think so. yes, i agree. /no, i don’t really agree. i really don’t agree. 2.
3. 能力目标：通过阅读课教学，培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。 情感目标：进一步学习了解不同国家的饮食文化差异，给学生灌输“吃出健康”的饮食理念;了解list.中国饮食在世界上的影响培养学生的爱国情操。 teaching procedures step1.warming-up(a guessing-game) get the students to talk about their favourite food in pairs. step3.pre-read then teacher asks ―how do you like „?are they chinese food? are they the most popular food in china? what do you think is the most popular food in china? what about in the world? what do you usually have for meals? (it seems that you like„(a kind of food) best! it seems that „ is/are your favorite food.)do you like fast food? why or why not? get the students to discuss these questions in groups of four, then have one to show their ideas. step4 reading show the title ‖favourite food ― to the class and ask them to predict what the passage is about . fast-reading:1) what’s the most popular food in the world? the students scan the passage for the answer. careful-reading: 1)what kind of food do indians like? 2) do we chinese people eat fish in the same way as japanese? 3) do english people usually eat fish and chips just at home? where else? what does ―on the road ― mean in this passage?(try to explain it in english)4) how do we know that american fast food is the most popular in the world? 5) what’s chinese food like? why is chinese food popular in the world? the students read the passage slowly and carefullly for information. encourage the student to guess the new words ―even‖ and ―taste‖ in the context. read with the tape. help students with their intonation and pronunciation. retell this passage. step 5 presentation “do you know chinese people like to eat a lot of food at supper? i really don’t agree with this kind of behavior. what about you?”
help students understand the difference between‖ i don’t really agree ― and ― i really don’t agree.‖ ( ― i don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion; however,‖ i really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.) step6 ask and answer can you find any food from other countries in china/in wenzhou? are they famous? do you like them? why &why not? why is fast food so popular in the world? in america? in china? is it good for health? what food do you think is good for health? what do you think of the food you usually eat? is it healthy or unhealthy? (discuss in groups and then make a list of healthy and unhealthy food.) step 7 homework (choose one of the followings) lesson59 teaching aims and demands 1.
2. 认知目标：通过学习本课，学生应理解并学会正确运用以下句型：either„or„/neither„nor„/make 能力目标：通过warming-up阶段question bombardment培养学生在无法预先准备的真实情况下sb. do sth./ five kinds of simple sentences 运用英语快速反应的能力;通过学习五种基本句型，提高学生运用所学语言进行创造性描写的能力;通过阅读与讨论，引导学生联系实际，发散思维，提高语言综合能力;组织学生进行辩论，培养思维的流畅性、变通性和独特性。
3. 情感目标：培养学生学习与协作的能力，引导学生观察生活，热爱劳动，关注家庭，体恤父母。 teaching procedures step1 warming-up step3 presentation either„or„/ neither„nor„. step4 read and discuss ask who does the housework in han mei’s family? get them to quickly skan the first passage for the answer. discuss the three questions on page3 in pairs. show the picture of the indian girl’s family and let the students predict her family life. then ask them to read the second passage carefully and find the right idea. play the tape and have the students repeat. step5 hold a debate topic a: men should do part of the housework. topic b: men don’t need to do housework. step6 homework(choose one of the following two) (1) lesson 60 teaching aims and demands 1. 认知目标: 学习something english, take a seat, be famous for , i’m happy you like it. would you like anything else? may i take your order now?等短语句型，并巩固本单元的词汇、句型。 2. 能力目标: 培养学生在语境中得体运用所学语言进行表演的能力;提高学生的书面表达能力。
3. 情感目标: 加深学生对中外饮食文化差异的理解和感受。 teaching procedures step1 warming-up ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life( the homework the day before). step2 presentation show a picture(half-covered). ask where are the two ladies having dinner? how are they? what’s on the table? then show the whole picture and check the answers.(revise the food items in this unit) step3 presentation (1)ann is inviting a chinese girl chen to dinner. suppose you’re ann, your partner is chen. make up a short dialogue and act.(2) now chen arrives, ann is serving her. predict what they will say to each other when they meet. predict what chen will say when she sees ann’s mother and what they will say to each other during dinner. step3 read and act (1) ask what are they having for dinner? how is the food? books closed. listen to the tape and find out the answers. (2)have the students listen and repeat. step4 presentation show a menu with something english/american/italian/japanese/french on it. ask where do we usually have these kinds of food? (at a restaurant) who will show you a menu when you go into a restaurant?(a waiter and a waitress) what will a waiter/waitress do after that? step5 read and act ask what will linda and paul have for dinner? listen and find out the answer. listen to the tape and repeat. tell the students some differences between an american restaurant and an english one. then ask them to say something about table manners. step6 listening sb page4, part2. step7 homework design an english newspaper in four. the topic will be either food & health or family life. you can show your own opinions or find out some information about that from internet, magazines, tv etc. unit 16 what a good, kind girl! about the teaching material the topic of unit 16 is ―asking and showing the way‖, and the functional item is asking permission and talking about possibility with modal verbs ―can‖ and ―may‖. cognizance: 1. the ss can use the following words: kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key 2. the ss can use the following expressions: turn left /right at the„crossing. go on until you reach„. you can’t miss it. on one’s way to, first of all , be /get lost, wait for abilities and skills: 1. the ss can give instructions to some places in the street or according to a map. 2. the ss can use different expressions to ask the way. 3. the ss can ask permission and talk about possibility with ―can‖ and ―may‖ feeling and attitudes: 1. the ss can realize that they learn english for their real life, not only for the english class and exams. 2. give the ss the feeling that they are the centre in english learning activities so that they will try to be active and creative in class.篇二：2014年(春)人教版新目标英语八年级下册教案
新目标英语八年级下册授课人： unit 1 what’s the matter? teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词. 2. 能够用所学的单词谈论身体并且能给出中肯的建议. 3. 通过听力练习，争取能够提高学生的听力能力. important points: 1. words . 2. sentences: i have a headache. you should go to bed. he has a stomachache. he shouldn’t go to bed. she has a toothache. she should see a dentist. difficulty points: how to talk about the health and give the advice . period 1 teaching procedures: step 1 leading in 1. sing a song and do some actions 2. play a game and revise some words we have learned. 3. (today we’ll learn some parts of the body .) look at the picture and teach new words. step 2 pre-task 1. read the new words by the ss first . 2. then check the ss if they can read the new words by themselves correctly .if there is a mistakes ,correct . 3. practice reading the new words .give them 6 minutes . page7, 1a.do this part by the ss first. write the correct letter after the name of each body part on the list 1. look at the picture and learn the main sentences. a: what’s the matter with you ? b: i have a cold. 2. sb page 7,1c look at the pictures , work in pairs and act out. 3. sb page 7, 1b . (1) listen and check the answers . (2) listen and fill in the blanks. step 4 post-task 同桌之间设计一个医生与病人之间的对话. step 5. exercises in class period 2 teaching procedures : step 1 leading in 1. revise : ask several pairs of students to the front of the classroom to act out the dialogue: what’s the matter with you ? i have a sore throat. then ask others : what’s the matter with him/her ? help ss answer : he has a sore throat. he should drink lots of water. 2.look at pictures and practise the dialogue. step 2 while-task sb page 8, 2a 1. point out the eight items in this activity .read the item to the class .ss repeat . 2. there are different conversations .listen carefully . people are talking about health problems they have and getting advice . 3. match the problems with the advice . 4. check the answers . sb page 8, 2b . pay attention to the four pictures . 1. each of these pictures illustrates one of the conversations . 2. play the tape ,write the missing words on the blank lines . 3. play the tape again and check the answers . 4. pairwork. practice reading the dialogues in the pictures .take turns having the problem and giving the advice . 5. practice reading the dialogue in 2c ,and make their onw conversations .6. act out the dialogue . sb page 9, 3a . 1. point out the picture and ask ss to describe it .(there is a boy sitting on a bench .he’s sick .a teacher is talking to him ) 2. pay attention to the dialogue and the blanks in the dialogue . 3. fill in the blanks in the conversation . 4. go over the answers. 5. practice reading the dialogue with a student, then work in pairs . step 3 post-task sb page 9 , 3b . 1. look at the picture and make your own dialogues setting 3a as an example . sb page 9, part 4. 1. read the instructions and demonstrate what a “mime” is . 2. read the dialogue by the ss . 4. ask one student to give advice . step 4 exercises in class homework 1. when you had some problems. please remember what the doctor said . remember the new words . period 3 teaching procedures : step 1 leading 1. play the game :one student mimes an illness , the other students guess the illness and give advice . what’s the matter? do you have a sore throat ? 2. revise how to talk about health and give advice. step 2 pre-task sb page 10 ,1a . 1. look at the picture .point out the four new words andexpressions .say each word and ask ss to repeat . 2. the first picture .explain something about it using one of the four words and expressions . 3. match the words with the pictures by the ss . 4. check the answers . 5. practice reading and make sure the ss understand the meaning of the words . sb page 10 ,1b 1. read the four sentences ,ss practice reading . 2. look at the picture and match each picture with advice. 3. check the answer step 3 while-task sb page 10 ,2a & 2b . 1. first ,make sure the ss understand what they will hear . 2. then read the four names 3. listen and write the problems on the bland lines .if possible ,write what each person “should” and “shouldn’t” do for their problem. 4. check the answers . step 4 post-task sb page 10,2c . 1. ask two students to read the conversation to the class . 2. pairwork .make conversations with your partner . 3. act out the conversations for the class . 4. write two dialogues in the exercise book . 5. exercises in class period 4 teaching procedures : step 1 leading discussion: how to keep healthy. step 2 while task sb page 11, 3a 1. read the article and fill in the form. 2. check the answers . 3. explanation 4. exercises step 3 post task sb page 11, 3b let the ss read the paragraph and fill in the blanks .篇三：2015人教版八年级英语下册教学案全集
unit 1 what’s the matter? section a 1a-2c 第1课时 【学习目标】
1. 能听说读写重点单词和词组：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, x-ray, toothache, take one’s temperature，see a dentist 2.句型：学会用what’s the matter? i have a cold. i have a stomachache. i have a sore back. i have a sore throat. 谈论身体情况。 3. 学习用should 给出建议 【重点】【难点】
能询问并表述身体的种种不适以及对他人身体的种种不适给予适当的建议。 【自学指导】
1、自己认读1a单词，与画面中字母匹配，并在自己的身体上指认人体部位。
2、对照单词表翻译1a画面上的句子，并读熟。5min (5分钟) 【自学检测】
1、把你所知道的身体部位的单词写下来，并写出其相应的中文意思。 __eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
2、have a cold的意思是“感冒，着凉”为固定词组，have 表示生?病，解释下列词组的意思。 have a sore throat _________ have a sore neck ___________ have a fever____________ have a headache ____________ have a stomachache ________ have a toothache __________ 【合作探究】
1、what’s the matter?怎么了，其后常与介词with 连用。类似的问句还有：_________________________ _________________________ what’s the matter with ben? (改为同义句)what’s _______ with jim?
2、情态动词should的用法
1)should 常用来表示劝告、建议、认为某人应该做某事。
2)should 本身不能单独作谓语，必须和动词原形连用。should 没有人称和数的变化，其否定形式为shouldn’t. 如：we__________ study hard.我们应该努力学习。 he ________ lie down and rest. 他应该躺下来休息。
【达标检测】
一、翻译以下短语：
1、感冒 ______________________
2、背疼 _________________________
3、发烧 ______________________
4、量体温 ________________________
5、腹痛 ______________________
6、嗓子疼 ________________________
7、牙疼 ______________________
8、上点药 ________________________
9、去看医生 ______________________ ___________________________
10、躺下来休息______________________
11、头疼 _____________________
12、看牙医 _____________________
13、照x光片____________________
14、喝些加蜂蜜的热茶 ________________________
二、完成句子：
1、你怎么了? what’s the matter _____ you?
2、他怎么了? what’s the matter _____ _____?
3、她昨天感冒了。she _____ a cold yesterday.
4、mary咳嗽。mary ______.
5、我觉得头很热。my head ______ very _____.
6、你应该回家休息。__________________________________.
7、她不应该说太多话。________________________________.
8、你弟弟应该早点睡觉。__________________________________.
9、--他应该量体温吗?_________________________________? --是的。_____,____________.10、你看起来不太好。_____________________.
三、单项选择。
()①what’s ____ with you? a. trouble b. the matterc. the wrongd. matter ()② — ______? — nothing serious, but a bit tired. —better have a rest now, dear. a. is that allb. is there anything else c. what’s this d. what’s the matter with you ()③【2013湖北孝感】—_________? — i have a headache and i don’t feel like eating anything. a. how are youb. what can i do for you c. what’s the matter with you d. how do you like it ()④【2011.云南昆明】27. —what’s the matter with tina? —_______________. a. she is away. b. she is cool. c. she has a sore throat. d. she should take some medicine 【总结反思】
_________________________________________________________ _________________________________________________________ 【课后作业】
1、熟练说出本课重点短语和重点句型，并一次。
2、根据2a、2b 编5组对话，并和同桌练熟。
(教师复备栏及学生笔记)unit 1 what’s the matter? section a 2d—3c 第2课时 【学习目标】
1、重点单词： headache, break, hurt, herself,
2、短语：have a fever,take breaks/take a break in the same waygo to a doctor.
3、句型：are you ok? do you have a fever? yes, i do. /no, i don’t. what should she do? she should take her temperature. should i put some medicine on it? yes, you should. /no, you shouldn’t. 【重点】使用should, shouldn’t 给出合理的建议。 【难点】根据不同的病症给出多个合理建议。 【自学指导一】
自读对话2d两次，把握大意，划出不懂之处并自己查字典解决。4分钟。 【自学检测一】完成下列句子。
1、你还好吗? are you _____?
2、我该怎么办? _____ should i _____?
3、我应该量体温吗? should i _____ ____ ________________?
4、我头疼。 i have ___ ________________.
5、你周末做什么了? what_____ you_____ on the _________?
7、我认为你应该躺下来休息。i think you should ______ ______ and rest. 【合作探究一】
1、小组成员轮流读对话并翻译，划出疑难准备提问。
2、共同划出你们认为重要的短语、句子，写在小黑板上。 【达标检测】
一、 短语翻译：
1、 休息 ____________ __________
2、没有移动 _______________
3、以相同的方式 _________________
4、听起来像_____________
5、割伤自己 ____________________
6、让自己受伤____________________
7、在伤口上敷点药________________________
8、跌倒__________________
二、单项选择。
1、()【2012曲靖中考】i didn’t sleep well last night, because i _____ a toothache . a. was b. wentc. had d. took
2、()【2013山东莱芜】—tony, what’s ___ matter with you? — i have _____ toothache. a. a; theb. the; ac. /; the d. the; /
3、() mr. smith eats ______ food, so he’s _____ fat. a .much too; too much b .too many; much too c. too much; too much d. too much ;much too
4、()【2013孝感】—why are you so tired these days? —well, i have ________ homework to do. a. too much b. too many c . much too d. many too
5、() you ____ be quiet when you are in the reading room. a. should b. shouldn’tc. cand. can’t
6、()【2013安徽】you _____ drive your car so fast. it’s very dangerous. a. wouldn’t b. shouldn’t c. couldn’t d. mightn’t
7、() david needs ______ a good rest. a. hasb. to have c. have
8、()【2013连云港】30. — id like a cup of black coffee. what about you, maggie?________ sugar. a. than b. for c. withd. to
9、( ) the boy isn’t ___ to dress himself. a. old enoughb. enough old c. old
10、() — i’m sorry to break your pen. —_______ a. that’s rightb. it doesn’t matter c. thank you — i prefer coffee
第二篇：八年级英语下册《课程纲要》教案
学习目标：
1.通过与学生交流《课程纲要》，了解本学期英语习的课程内容、课程目标以及课程评价。
2.通过了解教师对学生的评价方法，激发学生自主学习的主动性。
教学重点：
了解本学期学习内容和评价方法。 教学难点：
通过分享《课程纲要》明确学习目标。 教学准备： 课件。 教学过程：
一、谈话交流，明确主题。
同学们，大家的寒假作业写完成得非常认真，值得表扬。假期里老师也写了份作业，它的名字叫做《课程纲要》。它就像一张地图，告诉我们这学期的英语课要学习什么内容，什么时间完成这些内容，以及到期末我们会有什么样的进步。
二、了解学习内容、明确学习目标。
(一)了解一册书有10个单元，及每单元内容的主题。 这学期的英语课，将由八年级下册这本书陪伴我们共同度过。这本书有10个单元。如果把这本英语书比作一棵树，
1 10个单元组合在一起就变成了一棵知识树。我们大概要用
四、五个月的时间学习完这些内容。
(播放课件)
(二)让学生了解10个单元题目及课时安排
(三)了解课程目标
1.通过听说读写等途径，学生能听说认读对本册书所提供的重要词汇，能在具体点语言环境下理解词汇用法，2/3的学生能灵活使用本册的重点词汇。
2.大部分学生能够听懂本册书所涉及的听力部分的内容并完成相应的听力任务。全体学生能听说认读书后提供的听力材料的内容。2/3的学生能熟读听力材料内容，1/3的学生能背诵听力材料的内容。
3.所有学生能阅读理解本册书所提供的语言材料，2/3的学生能根据语言材料完成阅读任务并理解阅读材料中的语言结构。
4.所有学生能理解本书中所有话题的目标语言并使用目标语言进行简单的对话。2/3的学生能根据教师所提供的情景用所学的目标语言自由对话。
5.所有学生能使用本书中的话题目标用语笔头简单描述。2/3的学生能用目标语言描述较为复杂的场景。1/3学生能熟练描述话题场景，写出70字左右的短文。
三、交流评价方法，促进学习信心
(一)过程性评价：
1、课前预习课后复习评价
2、作业评价
3、课堂合作交流评价
5、其他评价
(二)达标性评价及单元过关测试
1、单元过关测试，
2、期中考试、各次月考
3、期末考试
一册书，就好像一棵知识树，日积月累就汇成了知识的大森林。让我们一起在快乐的学习中共同努力吧!
第三篇：初中英语人教版八年级下册英语教案
I’ll help clean up the city parks. 教学设计(Period1)
一、教学目标
在本节课结束时，学生将能够熟练正确地谈论志愿者帮助别人的方式，表达向别人提供帮助的意愿以及用could表达帮助别人的建议。
(一)知识与能力
1.谈论志愿者帮助别人的方式。
2.表达向别人提供帮助的意愿。
3.情态动词could表达帮助别人的建议，制定接待寒门英才的活动方案。
(二)过程与方法
借助图片，采用头脑风暴激活学生已有知识，输入志愿者帮助别人的动词短语。
(三)情感态度与价值观
通过核心语言操练，唤起学生的善心行动，激发他们热心公益;传递温暖和正能量，学会主动关心他人，积极承担社会责任，历练自己帮助他人的能力。
二、教学重难点
(一)教学重点
1.谈论志愿者帮助别人的方式。
2.表达向别人提供帮助的意愿。
3. 用could表达帮助别人的建议。
(二)教学难点
制定接待寒门英才学子的活动方案。
三、教学策略
语音教学──让学生能在朗读或对话中，有意识去模仿标准的语音和语调;词汇教学──采取图片，memory challenge，头脑风暴等游戏环节进行教学，让学生在情境中操练、理解含义，并学会运用;口语教学──采取pairwork问答式的口语交际活动和小组讨论汇报活动互相操练;听力教学──采取连线，排序，填表格和补全句子等方式;教学设计尽可能贴近学生生活情景，对目标语言进行操练和有效输出。
四、教学过程
Step 1：Lead-in
Activity1：呈现志愿者标志的图片所代表的内涵：help, love and care, peace, youth.
Activity 2：请学生讨论对volunteer(志愿者)的界定：
People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends. Volunteers are not paid, not because they are worthless, but because they are priceless.
Activity 3：
利用图片逐步呈现志愿者帮助别人的方式: help clean up the city parks, cheer up the sick kids in the hospital, give out food to the homeless people, take care of the old people in the old people’s home, help the kids with their schoolwork in an after-school study program, donate some money to the poor people, donate blood, work as a volunteer teacher in mountainous areas, work as a volunteer doctor to help the sick, help the disabled, rescue the old and the kids in the floods, help the elderly who live alone, plant trees等。
Activity 4：记忆挑战活动
Step 2：Sentence structures learning
A: I want to help the kids.
B: You could help the kids with their schoolwork in an after-school study program.
A: I hope to help the old people.
B: You could help take care of the old people in the old people’s home.
A: I’d like to work outside.
B: You could help clean up the city parks.
Activity：利用图片引出表达向别人提供帮助的意愿和帮助别人的句型，并反复操练，使学生逐步掌握并巩固。
Step 3：Watch a video
Activity：通过让学生观看视频“感动中国十大人物徐本禹”，唤起学生的善心行动，激发他们热心公益，传递温暖和正能量，学会主动关心他人，承担社会责任。
Watch the video and answer the questions:
T: What does Xu Benyu do to help the poor kids?
S1: He works as a volunteer teacher in two schools.
S2: He donates money to build a school building for the poor kids.
S3: He gives money to help an orphan.
T: What do you want to do?
S4: I want to help the poor kids/the old/…
T: What could he do?
S5: He could help the kids with their schoolwork in an after-school study program/...
Step 4：Listening
Activity：通过听力对话的形式再现表达帮助他人的句型，练习在听力过程中寻找关键词，让A层学生做填表格练习，让B层学生做听后的连线练习，为下面的输出做准备。
Step5：Practice in pairs
Activity1：通过同伴间的对话，进一步熟悉和掌握表达向别人提供帮助的意愿和帮助别人的句型。
S1: What do you want to do?
S2: I want to help the poor kids/the old/… What could I do?
S1: You could help the kids with their schoolwork in an after-school study program/...
Step6：Listening2a-2b
Activity 1：听2a对话并排序。
Activity 2：听2b对话并根据对话内容补全句子。
Step7: Listen and answer the questions
Activity 1：听2d对话并回答问题。
T: How is Helen going to help others?
Ss: She is going to work in an old people’s home this summer.
T: When did Tom volunteer?
Ss: Last summer.
T: What did he do to help others?
Ss: He read the newspaper to the old people, talked to them and listened to their stories about the past and how things used to be.
T: What is Tom’s advice?
Ss: They should listen to the old people and care for them.
Activity 2：角色扮演操练对话。
Step8：Give a report
Activity：创设对话情景──学校要接待21位来自全国各地的寒门英才学生，让这些寒门英才学生与他们同吃、同住、同学两个星期。现在征求大家的意见，组内成员谈论如何使这些学生在北京度过欢乐而有意义的时光。最后选出一名组长作汇报。
S1: These students are very poor, but they are very excellent and hard-working. We should try our best to make the students have a meaningful life in our houses. What could we do?
S2 : We could cook delicious food for them.
S3: We could show them around Beijing.
S4: We could hold a welcome party for them.
S5: We could see a movie with them to cheer them up.
S6: We could buy some school things /new clothes for them.
第四篇：人教版八年级英语下册教案第八单元
全国中考信息资源门户网站
Unit8 Why don’t you get her a scarf?
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全国中考信息资源门户网站
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全国中考信息资源门户网站
全国中考信息资源门户网站
全国中考信息资源门户网站
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第五篇：新目标八年级英语下册第十单元教案
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新目标英语八年级下第十单元教学重难点学案
Unit 10 It’s a nice day, isn’t it? 二. Language goals语言目标：
1. 学会与别人聊天(即make small talk)的交际方式。 2. 掌握反意疑问句的构成及应答。 3. 学会书写便条。
三. Words and phrases 单词与词组 1. 重点单词Key words rain umbrella
alone
noon
sandy
goodbye
low bookstore hockey
elevator
cross
along baby traffic seen(动词see的过去分词)least(形容词little的最高级) gone(动词go的过去分词)cost(动词cost的过去式、过去分词) 2. 扩展单词Extended words beach(沙滩) opener(开始人)
crowded(拥挤的)
comedy(喜剧片) thriller(恐怖片)
weather(天气)
great(棒的)
party(宴会)
cafeteria(自助食堂)
hot(热的) cold(冷的)
train(火车) bus(公共汽车)
tennis(网球) violin(小提琴)
3. 重点短语Key phrases small talk
on the weekend
opening question have a good day look through come along 3eud教育网 http://www.3edu.net 教学资源集散地。可能是最大的免费教育资源网! 3eud教育网 http://www.3edu.net 百万教学资源，完全免费，无须注册，天天更新!
thank-you note family dinner 4. 扩展短语Extended phrases a little hot(有点热)
at least
on Saturday night(在周六晚上)
at this time(在这个时候) the traffic(交通)
next week’s game(下周的比赛) 四. 重点句型Key sentence structures A. It’s really windy, isn’t it?
Yes, it is. You’re Ben’s sister, aren’t you? Yes, I am. The No. 15 bus stops here, doesn’t it?
B. The train is always late, isn’t it?
You don’t love violin music, do you?
It looks like rain, doesn’t it?
C. I forgot my umbrella. I hope the bus comes soon. Is it very crowded? Thanks for showing me the school last week. 五. 重点、难点分析：
(一)反意疑问句
反意疑问句是初中阶段英语教学的重点和难点，而这部分内容在教材中又比较分散，有必要把分散的知识集中起来串讲，分块复习，各个击破以提高综合运用能力与应试能力。
(1)反意疑问句要点简述
Yes, it does.
No, it isn’t.
Yes, I do. No, it doesn’t.
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反意疑问句又叫附加疑问句，是在陈述句后，对陈述句所叙述的事实提出的疑问。其基本结构有两种：一是“肯定陈述句+简略否定问句”;二是“否定陈述句+简略肯定问句”。反意疑问句的前后两部分在时态、人称和数上都要保持一致。 如：
It looks like rain, doesn’t it?
He doesn’t need to work so late, does he?
(2)学习反意疑问句，特别要注意的问题
1. 陈述部分的主语是this, that时，疑问部分的主语多用it; 陈述部分的主语是these, those时，疑问部分的主语多用they。如：
This is a dictionary, isn’t it?
Those are shelves, aren’t they?
2. 陈述句如果是there be结构时，疑问句部分仍用there。如：
There once was a man named Saint Nicholas, wasn’t there? 3. 在英语口语中，“I am +表语结构”，后面的反意疑问句多用aren’t I 来体现。如：
I am very interested in learning English, aren’t I?
4. 陈述句的主语是动词不定式，动词的-ing形式或从句时，疑问部分的主语多用it来体现。如：
Taking care of our environment is very important, isn’t it?
What he said is right, isn’t it?
5. 陈述句中含有not, no, hardly, neither, never, few, little, too „to等否定词或具有否定意义的词时，疑问部分常用肯定形式。如： Few people knew the news, did they? Tom has never been to England, has he? 3eud教育网 http://www.3edu.net 教学资源集散地。可能是最大的免费教育资源网! 3eud教育网 http://www.3edu.net 百万教学资源，完全免费，无须注册，天天更新!
但陈述句中如果带有否定意义的前缀和后缀的单词时，整个句子仍视为肯定句，反意疑问部分多用否定形式。如：
She is unhappy, isn’t she?
6. 陈述句的主语是nobody, no one, everyone, somebody等不定代词时，反意疑问部分的主语多用they(当强调全体时)或he(当强调个体时)。如果陈述句的主语是something, nothing, anything, everything等不定代词时，反意疑问部分的主语多用it。如： No one knows him, do they? Someone is waiting for you, isn’t he?
Nobody says a word about the accident, do they? Everything seems all right, doesn’t it?
7. 陈述句是主从复合句时，如果主句的谓语动词是think, believe, expect, feel, guess等词，且主语是第一人称I时，反意疑问部分的人称、时态与宾语从句保持一致，同时还要考虑到否定的转移。如：
I believe that the boy can get a ticket for you, can’t he?
(二)重点、难点句子
1. P76 It’s a nice day, isn’t it? 天气不错，不是吗?
这是一个反意疑问句，表示提出情况或看法，问对方同不同意。这种问句都由两部分组成，前一部分用陈述句的形式，后一部分是一个附着在前一部分上的简短问句。如前一部分为肯定形式，后一部分通常用否定形式，而且后一部分的主谓与前一部分的主谓要保持人称及助动词等方面的一致。这种疑问句的回答要根据事实，肯定的用“Yes, „”。否定的用“No, „”。前后要一致。如：
He is a teacher, isn’t he?
他是一位老师，不是吗?
Your mother goes to work every day, doesn’t she?
你妈妈每天上班，不是吗?
She didn’t go to school, did she?
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她没上学，是吗?
You won’t be away for long, will you?
你不会离开太久，是吧?
2. P 76 1a Do you sometimes talk with people you don’t know?
你有时跟你不熟悉的人谈话吗?
句中you don’t know作定语修饰people。talk with意为“与„„交谈”，与talk to(与„„说话)没太大的区别。而talk about 意为“谈论„„内容”。如：
He’s talking with my father. 他正和我父亲谈话。
What are you talking about? 你们在谈什么?
3. P 76 1a-He’s really good, isn’t he?
他真的很棒，不是吗?
-He sure is. 他确实很棒。
上句中really为副词修饰形容词good。回答反意疑问句常常根据事实回答，下句正式回答应为Yes, he is. 但在口语中或非正式场合可用He sure is 表示“他确实很棒”。sure在句中作副词，表示“确实地，事实上”。又如：
-She’s really kind, isn’t she?
她真的热心肠，不是吗?
-She sure is. 她确实如此。
4. P 77 2b It always rains on the weekend, doesn’t it?
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在周末总下雨，是不是?
句中on the weekend 意为“在周末”。表示在具体的某一天，常用介词on。如：
They met on a warm day. 他们在一个暖和日子相会。
Tom wants to buy a new house on the weekend. 汤姆想在周末买幢新房子。
5. P 78 3b Two people looking through books in a bookstore. 两个人在书店里看书。
句中look through意为“浏览，仔细检查，粗略看一遍”。又如：
Before you answer these questions, you’d better look through them first. 在你回答这些问题之前，你最好先把它们浏览一下。
I must look through these bills and check them before I pay them. 我必须在付款前检查和核对一下这些帐单。 6. P78 3b Two people alone in an elevator. 只有两个人在电梯里。
句中alone是形容词，意为“单独的”。作定语时，放在所修饰的名词后面，alone = by oneself 。如：
He will be remembered for that one book alone. 仅仅那一本书就可以使他留名于世了。 She finished writing that book alone. 她独自一个人写完那本书。
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注意：表示“孤独的、独自一人的”则用另一个形容词lonely, 它与alone不同的是该词带有感情色彩，有寂寞、孤独之意。如： I feel lonely among strangers. 在陌生人中我感到孤独。
She lives in a lonely mountain village. 她生活在一个偏僻的山村。
7. P 79 1a How much did that shirt cost? 那件衬衣多少钱?
句中cost作动词，意为“花费”，与pay, take, spend同义，但用法不同，其句型为“某物+cost +人+时间/金钱”。试比较下列句子： The book cost me five dollars. 这本书花了我5美元。
It took me five dollars to buy the book. 买这本书花了我5美元。
I spent five dollars on the book. 我花5美元买这本书。
注意：四个表示“花费”的动词，其句式各不相同，小结为：
(1)sth cost sb money某物花某人金钱
(2)It takes sb money to do sth 花某人金钱做某事
(3)sb pay money for sth 某人为某物花金钱
(4)sb spend money on sth 某人在某物上花钱 8. P 80 3a I feel like part of the group new. 我感觉像是他们中的一员了。
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在这一句中，feel表示“感觉到”，而like意为“像”。feel like作为一个短语，意为“欲，想要”。其后常接名词或动名词作宾语。如：
We’ll go for a walk if you feel like it.
如果你愿意，我们去散散步。
I don’t feel like eating anything.
我不想吃任何东西。
9. P 80 3a Friends like you make it a lot easier to get along in a new place. 有像你这样的一些朋友，使我在新的地方很快就适应了。
动词短语get along意为“和睦相处，相处融洽”。get along还可用来表示“某方面的进展如何”。比较句子： He gets along well with his boss. 他和他的上司相处甚好。
How is he getting along with his French? 他的法语学习的情况如何?
10. Yes, at least it isn’t raining.
对，至少现在没有下雨。
句中at least意为“至少”。least为little的最高级。又如： It will cost at least five pounds. 它至少值五英镑。
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