People's Education Edition 8th grade Volume I English Teaching Plan

8th grade English lesson plans can also bring more reflection to English teachers and better promote their professional growth and development. The following is an English teaching plan compiled by People's Education Press for Grade 8. I hope you like it.

People's Education Edition 8th grade Volume I English Teaching Plan (1)

Part A 2 (Grammatical Focus -3c)

First, the teaching objectives:

1. Language knowledge goal:

1) Review difficult sentence patterns and sentence structures.

2) Summarize and learn the usage of indefinite pronouns for anyone, someone, everyone, something, anything, nothing, etc.

3) Practice with the learned sentence patterns and sentence structures.

2. Emotions, attitudes and values:

Learn to exchange information in simple past tense, cultivate students' awareness of environmental protection and love nature.

Second, the difficulties in teaching

1. Teaching focus:

1) Use the functional language you have learned to communicate the contents of your vacation.

2) Review and use the new words that appear in this lesson.

2. Teaching difficulties:

1) compound the usage of indefinite pronouns someone, anyone, someone, what, etc.

2) the improvement of reading ability.

Third, the teaching process

I. Warm-up and review

1. Free talk: Ask the students the following questions: Where did you go on holiday?

Students try to answer questions.

2. Review the usage of …. Back to indefinite pronouns?

Ii. grammar points.

1. Students read the sentences in Grammar Focus, and then fill in the blanks.

1. Where did you go on holiday?

_ _ _ _ _ _ _ _ _ _ You continue _ _ _ _ _ _ _ _?

2. I went to new york.

I am in new york _ _ _ _ _ _ _ _ _ _.

You didn't go with anyone?

_ _ _ _ _ _ _ _ _ _ and _ _ _ _ _ go out?

No, no one else is here. Everyone is on vacation.

No, _ _ _ _ _ _ _ is here.

_ _ _ _ _ _ was held on _ _ _ _ _ _ _.

? (See the courseware section for other questions. )

3. After completing the fill-in-the-blank questions, students can open the textbook to check the answers and strengthen the memory of the wrong sentences separately.

Iii. try to find

I. Overview of Composite indefinite pronouns:

1.some, any, no, every and -one, -thing can form eight indefinite pronouns. They are:

Someone, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

2. The compound indefinite pronouns with some is often used in affirmative sentences; The compound indefinite pronouns with any is often used in negative sentences or general interrogative sentences. For example:

I want to eat something. Me? I want to eat _ _ _ _ _ _ _ _.

Did anyone call me today?

_ _ _ _ _ _ Did you call me today?

3. When adjectives modify indefinite pronouns, they should be followed. Is there anything new in this book?

Is there a _ _ _ _ _ _ _ _ _ _ in this book?

There is nothing special today.

There? Today is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

4. The compound indefinite pronouns composed of some, any, no and every is regarded as singular, and its predicate verb is in the singular third person form. For example:

There is something wrong with my watch.

Everyone wants to win.

No one knows what the future will be like.

Greenwood Park has something for everyone.

5. Except nobody, all the other compound indefinite pronouns are written in one word.

Second, students read the above inquiry questions and cooperate to complete the inquiry.

Third, look at the big screen and proofread the answers.

ⅳ. Practice

Committed to 3a:

1. Let the students watch the dialogue in 3a. First let a student read the words in the box.

2. Let the students read the dialogue and fill in the blanks.

3. Method guide:

First of all, you should read through the dialogue and grasp the main idea of the article; Secondly, review the usage of compound indefinite pronouns you just learned.

Then, read each sentence carefully and weigh the words before and after the space. For example, the first sentence is a general question with the word do before the space. It is known that the word any should be filled in the blank. What does it mean? Do what? . The others are similar.

According to the teacher's guidance, students read and weigh what words should be filled in each blank sentence by sentence, so as to improve their reading ability, analytical ability and comprehensive application ability in practical application.

Finally, the teacher proofreads the answers with the students and explains the students' questions.

Explanation: Reflexive pronoun

Working on 3b:

1. Tell the students to fill in the blanks with the words in the box.

2. Method guide:

First of all, you should read through the full text and master the main idea of the essay; Secondly, review the usage of compound indefinite pronouns you just learned.

Then, read each sentence carefully and weigh the words before and after the space. For example, the first sentence is a general question with the word do before the space. It is known that the word any should be filled in the blank. What does it mean? Do what? . The others are similar.

According to the teacher's guidance, students read and weigh what words should be filled in each blank sentence by sentence, so as to improve their reading ability, analytical ability and comprehensive application ability in practical application.

Finally, the teacher proofreads the answers with the students and explains the students' questions.

V. Group work

1. Study 3c: Ask your group questions about their holidays. Then tell the class your results.

2. Fill in the blanks according to the answers.

3. Try to make a report in each group. Then ask a student to read the report to the class.

(Finally, you can recommend the most capable group through student evaluation. )

ⅵ. Practice

1. If you have enough time, do more exercises on the big screen.

Fill in the blanks with the appropriate indefinite pronouns.

1._ _ _ _ _ _ Did you find Mr. Li? I returned the key to him yesterday.

2.-Have you seen _ _ _ _ _ _ _ _ in the big box?

No, I didn't? T. there? S _ _ _ _ _ _ _ _ is in it.

_ _ _ _ _ _ _ helped the little boy. He made it himself.

4. I don't have my watch? Not working. There is something wrong with _ _ _ _ _ _ _ _ _ _.

5.─ Hello, _ _ _ _ _ _ _ _ _!

Hello, Mr. Smith!

6. How? How's it going, Jack?

-Great! _ _ _ _ _ _ _ _ _ is going well.

7. Who did you go to the beach with?

___________?

-yes. I went there with my cousin.

homework

1. Recite the key parts of grammar.

2. Review the usage of compound indefinite pronouns and reflexive pronouns.

blackboard-writing design

People's Education Edition 8th grade Volume I English Teaching Plan (2)

Part b 1 1a-2e

First, the 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:

Where is it?

② What did you do?

3 how about it? /how about it?

Does she/he have it?

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 with indefinite pronouns?

4. Review? reflexive pronoun

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? S 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. What do you mean by explanation? J? And then what? L words. ?

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. Tell the students to ask and answer about Lisa. The holiday is here. 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 in pairs. Holiday.

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 we? Can I read Jane? She wrote a diary about her holiday and answered 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 some students read Jane? Diary entry 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. Travel to Penang again and use the information in the diary entry.

2. Students read the dialogue about Jane. Let's travel 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.

People's Education Edition 8th grade Volume I English Teaching Plan (3)

Section B 2 3a-Self-inspection

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 remember 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. We went to Malaysia for our holiday. 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 and Tian? Tiananmen Square, an alley in Beijing?

2. Let the students discuss what they can do, eat and buy. In those 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. Tell Ss to keep a travel diary like Jane? On page five. 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 problems that Ss can explain? I don'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 problems that Ss can explain? I don'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.

People's Education Edition 8th grade Volume I English Teaching Plan related articles;

1. 8th grade Volume I English Teaching Plan.

2. 8th grade English teaching plan design

3. 8th grade Future English Teaching Plan

4. 8th grade English present perfect tense teaching plan

5. Summary of the first volume of English teaching in 8th grade