English Class Courseware for Grade Eight (2)

English 8th grade class courseware 3 I. Teaching objectives:

1. Language knowledge goal:

1) can master the following words: descending, trying, paragliding, feeling like, bird, bicycle, building, businessman, wondering, different, top, etc., umbrella, wet, because, below, enough, hungry.

2) Be able to master the following sentence patterns:

(1) ... Where is it?

② What did you do?

(3) .....? /How about ...?

Did she/he ...?

2. Emotions, attitudes and values:

Students understand the way people go to school in different parts of our country, and also understand that there are still some children in poor areas who need our help.

Second, the difficulties in teaching

1. Teaching focus:

1) master the new words and phrases that appear in this lesson.

2) Conduct listening training to improve comprehensive listening and speaking ability.

3) Read the passage, get relevant information, and improve students' comprehensive reading ability.

2. Teaching difficulties

1. Listening training

2. Read the article in Part 2b and complete the relevant requirements.

Third, the teaching process

I. Warm-up and review

1. Daily greetings.

2. Check the homework. Let some students report where they went on holiday.

3. Review "Compound indefinite pronouns"

Step 4 Review "Reflexive Pronouns"

5. Show a paraglider movie.

Ⅱ. Writing

Working on 1a:

1. Point out these six words. Delicious, expensive, exciting, cheap, terrible and boring.

2. Read the words and ask the students to read after the teacher.

3. Point to the last picture and say: This is a cake. It is delicious. Then do the same thing for all six pictures.

Ask the students to match each word with a picture. Then check the answers with the students.

…

Working on 1b:

1. Explain the meaning of "J" and "L".

2. Ask the students to discuss the words they know and write them on the lines.

Let some students read their words to the class. Or ask some students to write their words on the blackboard. )

ⅲ. Listening

Working on 1c:

1.t: Now let's do1c. First, let a student read the question aloud. Make sure all the students know the meaning of these questions.

2. Play the recording for the first time. Ss only listens.

3. Then play the recording for the second time. Listen to the tape then answer this question.

4. Then play the tape for the third time and ask the students to check their answers.

5. Students listen to the tape and circle the words and phrases they hear.

6. Check the answer: (Look at the big screen. )

Working on 1d:

1. Tell the students that this time they must write down Lisa's comments on her holidays, people, amusement parks, food and shops.

2. Then play the recording for the second time. Listen and write down the words.

3. Then play the tape for the third time and ask the students to check their answers.

Listening guidance: pay attention to the key content when listening. Listening for the first time requires us to answer questions, so when listening, we should pay attention to the content related to these questions, and the rest should be regarded as non-key content. In addition, pay attention to the key points of shorthand.

When completing the 1d section, we should pay attention to Lisa's evaluation of these five aspects, so we should listen to those adjectives clearly.

Ⅳ. Working in pairs

1. Ask the students about Lisa's holiday. Start your question with the following sentences. For example:

Where did you go on holiday?

I went to new york.

Did you go with anyone?

Yes, I did.

2. Ask and answer questions about Lisa's holiday in pairs.

Let several pairs of students come to the front and ask questions in pairs.

V. discussion

1. Let the students work in groups. Discuss problems together.

What do people usually do on holidays?

What activities do you find enjoyable?

2. Give students some possible answers:

People usually go to some interesting places for their holidays.

I think fishing is interesting.

3. Students discuss these two questions. Write down their answers. Let some groups report their answers.

Reading intransitive verbs

Work on 2b:

1.t: Now let's read Jane's diary about holidays and answer the questions.

Did Jane have a good time on Monday?

How about Tuesday?

2. Read the diary quickly and find out the answer to the question.

3. Check the answers with the students.

Committed to 2c:

1. Let the students read Jane's diary again. Fill in the chart.

2. Let the students look at the chart first. Then let them read and fill in the form.

3. Check the answers. (Look at the big screen. )

Working in 2d:

1. Tell the students to read the dialogue about Jane's trip to Penang again and use the information in the diary.

2. Students read the dialogue about Jane's trip to Penang first, and then try to fill in the blanks.

3. Method guidance: First, read through the whole dialogue to understand the main idea of the dialogue; Then, carefully read the contents of the upper and lower sentences with spaces, and combine the contents of the diary to determine the contents of the spaces. Finally, read through the dialogue again and combine the contents of the diary to see if each blank is appropriate.

3. Students read carefully and try to write words in the blanks.

4. Check the answers with the whole class.

Work in 2e:

1. Tell the students that Jane wrote this diary after visiting Penang Mountain again on July 18. Read the diary and fill in the blanks with the correct forms of the words in brackets.

2. Method guidance: First, make it clear again that this is a diary, so apply the general past tense; Then, read through the contents of the diary to understand the general content; Finally, according to the content of each sentence, fill in the blanks with the correct forms of verbs in brackets.

3. Students read the diary and try to fill in the blanks.

4. Check the answers. (looking at the big screen)

5. Review the rules and irregular forms of verb past tense again.

homework

Fill in the blanks with the proper forms of the verbs given.

1. My mother bought me a new schoolbag yesterday.

2. When did you start learning English?

My aunt took us to a restaurant for dinner, but the food was not good at all.

I made many new friends when I was in America.

They held a big sale last weekend.

English Class Courseware for Grade Eight 4

First, the teaching objectives:

1. Language knowledge goal:

1) Looking back on the holiday, ask or talk about the experience of traveling to a certain place.

2) Be able to fill in the blanks correctly by synthesizing the general past tense forms of sports words.

3) Summarize the regular and irregular changes of verb past tense.

2. Emotions, attitudes and values:

1) The students learned about the way people go to school in different parts of our country, and understood that there are still some children in poor areas who need our help.

2) By talking about the experience of holiday travel, I understand that we should pay attention to protecting the environment when traveling.

Second, the difficulties in teaching

1. Teaching focus:

1) can comprehensively use all difficult words to complete related tasks.

2) Be able to write down your travel experience in English according to relevant tips.

2. Teaching difficulties:

According to the relevant tips, you can remember your travel experience in English.

Third, the teaching process

I. Warm-up and review

1. Let the students read the article about Jane's holiday in Malaysia. Then fill in the blanks.

2. Check the answers.

Ii. discussion

1. Show some pictures of places of interest. Tell the students their names.

For example, the Great Wall, the Summer Palace, Tiananmen Square and Beijing Hutong ...

Ask the students to discuss what they can do, eat and buy in these places.

ⅲ. Writing

1. Tell the students that they went to one of these places of interest last summer vacation. Try to fill in the blanks with the words in the box.

2. Let some students read the words in the box.

3. Students read the diary and fill in the blanks with the words in the box.

2. Reading instruction:

First of all, you should read the diary and understand the main idea of the diary. Then, read each sentence carefully and determine the words to fill in each blank according to the context. For example, reading the first line means that it is time for you to fill in the blanks and keep a diary. There is a date behind the blank, so the blank should be filled in August. Reading the second sentence, we know that the word weather should be filled in the blanks, so we should choose hot and sunny. The others are similar.

3. Students read the article and fill in the blanks with the words in the box.

4. Check the answers.

ⅳ. Practice

Working on 3b:

1. Let some students read the questions aloud to the students. Make sure they know the meaning of the question.

2. Ask the students to ask and answer in pairs. Write their answers on a piece of paper.

3. Find several pairs of students and read their answers.

4. Check the form of verbs.

Committed to 3c:

1. Let the students write a travel diary like Jane on page 5. Use the notes in 3b.

2. Writing instruction:

1. This article is a diary, so the general past tense should be applied. We should pay attention to the past tense of verbs.

2. Review the questions answered in 3b, and then combine these sentences in an appropriate logical order to form a coherent paragraph.

3. You can add some imaginary sentences according to your own travel experience.

Read this article again to see if there are any wrong sentences.

3. Students keep their own diaries. Give them any help they need.

Let some students read their diaries to the whole class.

ⅴ. Self-inspection 1

1. Let the students read the notes and review the usage of compound indefinite pronouns.

2. Let the students read the dialogue and choose the right words in the box to fill in the blanks.

3. Check the answers with the students.

4. Explain any questions that Ss can't understand.

ⅵ. Self-inspection 2

1. Let the students read the notes and review the rules and irregular changes of the past tense of related verbs.

2. Read the passage and fill in the blanks.

Let some students write their answers on the blackboard.

4. Check the answers with the students.

5. Explain any questions that Ss can't understand.

ⅶ. Group work

1. Tell the students what they should do in this activity. Imagine that you are all foreigners on holiday in China. You met at the airport on your way home. Talk about what you did during the holiday.

2. Ask and answer questions about their holidays in China in groups of four.

Let several pairs of partners act out their dialogue in front of the class.

homework

1. Review section B.

2. Read the article of self-examination 2 to strengthen the memory of the general past tense of the verbs listed.

3. Summarize the general past tense of irregular verbs in the whole unit and try to remember it.

English 8th grade classroom courseware 5 i. Teaching design ideas

Set up situations for students, help them make correct choices and answers in different situations, and let them master knowledge in application.

Second, the teaching objectives

(1) knowledge

1. How to send, accept and reject invitations politely: Can you come to my party? Yes, I'd love to. /Sorry, I can't. Today, tomorrow, the day after tomorrow, next week, class, invitation

2. Learn how to talk about what you or others must do: I must do it. ...

② Ability

Be able to arrange your own activities according to the plan in the schedule.

(3) Emotion

Send, accept and reject invitations politely, and communicate with people politely.

Third, the focus of teaching

Politely send, accept, refuse an invitation. Can you come to my party? Yes, I'd love to. /Sorry, I can't. Today, tomorrow, the day after tomorrow, next week, class, invitation

Fourth, teaching difficulties.

Arrange your own activities according to the plan in the class schedule and answer the invitation appropriately.

Verb (abbreviation of verb) teaching media

Computers, projectors, invitations

English 8th grade class courseware 6 I. teaching material analysis:

This module takes travel as the topic, and shows the language expression of asking for directions and describing a certain area through a large number of language materials. This class is the first class of this module, especially listening and speaking class. Classroom activities are mainly carried out through listening, speaking, reading and writing, which provides students with sufficient opportunities to experience and use the language.

Second, the analysis of learning situation:

In the seventh grade, students learned some positional prepositions and sentences asking for directions, which laid the foundation for learning new knowledge in this unit. Use the fact that students are familiar with the surrounding environment of the school as a starting point to guide students to explore deeply and solve problems independently.

Second, the teaching objectives: (Teaching purposes)

1, knowledge object

A. banks, markets, supermarkets, swimming pools, swimming pools,

Square, structure, left, right, opposite, chairman,

Between, turn, turn, along.

B. Key structure _ _ _ How do I get to …?

Can you tell me the way to …? ?

Go straight ahead.

Go ahead .../through ...

Turn left into ...

It's opposite/at the corner of ...

Between ... and ...

2. Ability object

Understand the dialogue of directions.

Understand the sentences indicating position

Learn how to show the way.

3. Moral object

Students can help others.

Teaching emphasis and difficulty: students can skillfully use the key sentence patterns in this lesson.

Teaching material analysis: This unit is naturally introduced after daily greetings and dialogues.

Verb (abbreviation of verb) strategies and methods;

1. Teaching methods

(1) intuitive teaching method: using multimedia to show pictures, let students have intuitive feelings, create a real language environment, guide students to learn languages in situations, and use languages creatively after learning new language knowledge.

(2) Carry out various types of task activities, provide students with time and space for cooperation and exchange, encourage students to cooperate with their classmates to complete tasks, and carry out inquiry learning to complete tasks. (3) Listening and speaking method: borrowing a lot of listening materials to train students' listening ability; By creating various activity scenes, students' oral expression ability is cultivated.

Study law

Through students' observation and real life, with the help of audio-visual teaching equipment, students can use various learning methods such as cooperation, communication and mutual inquiry to promote students' mutual help and create a helpful and positive harmonious atmosphere for students. Six, teaching preparation:

Make the multimedia courseware of lesson 7. Teaching philosophy:

Introduce what students know into new knowledge, describe familiar routes, and stimulate students' interest in learning. Eight. Teaching process:

Introduction → Teaching words → Demonstration → Language learning → Practice → Consolidation.

With the help of multimedia, this lesson presents students with pictures needed for language learning intuitively and vividly, and builds a good language practice platform for students. In the lead-in session, students can learn vocabulary about places easily and happily through pictures, and students actively participate in dialogue exercises. In class, the teacher designed a relaxed and pleasant language environment close to life, which fully reflected the students' desire to speak English. Using the form of teacher-student interaction and student-student interaction, students' enthusiasm for learning can be stimulated, and knowledge can be learned easily and happily, so as to achieve the teaching purpose.