新目标八年级英语下册unit10教学设计（共8篇）
新目标八年级英语下册unit10教学设计 篇1
新目标八年级英语下册
Unit 10 I’ve had this bike for three years.教学设计
Period 1(Section A 1a---,2d)教学对象：八年级学生
设计者：杨改玲
一、教学目标（知识与能力，情感态度与价值观）1.知识与能力：
1）知识目标：本课单词和短语yard sale, sweet, soft toy, bear maker, scarf, board game, check out
2)能听懂谈论人们拥有某物多长时间的话题，能熟练运用since, for 谈论自己的个人物品。
二．.情感目标：正确处理并充分利用自己的废旧物品。
三、重点、难点 教学重点：
目标句型： I’ve had it for seven years.I’ve read it three times.教学难点：能够正确使用含有for和since引导的现在完成时态。
五、资源准备
多媒体课件、录音机、教室及相关教学资源。
六、教学过程 Task1 Organization AndLead-in（3’）
1.Watch the pictures about yard sale, toy bear, bread maker, scarf, soft toys, board games and ask them to read.2.Read and answer:
Do you have any of these things at home?
How long have you had them? What are you going to do with them? Watch pictures and read the new words.(设计思路：通过观看图片和认读词语和问答问题，既能激发学习兴趣，又能自然的引入新课的学习。)Task2Presentation（4’）
.Let the students talk about them in pairs by using the important sentences.--How long have you had that bike over there?--I’ve had it for three years!I learned how to ride a bike on it.Work in pairs(设计思路：通过学习新句型，使他们感受现在完成时态的另一种含有for和since的时间状语的情况，为后面的内容的顺利学习做铺垫。)Task 3 Guessing game 1.Say what about Jeff and Amy do with their old things please listen and check the facts you hear in 1b.2.Play the tape for them to listen.3.Check their answers in class.Listen and finish the task.(设计思路：通过听力练习巩固学生刚刚学习的词汇和接触的现在完成时态的语法。)Task 4 Presentation（5）1.Practice the conversation of 1c.2.Then make conversations about other things in the picture above.3.Invite several pairs to act their conversations in class.1.Look at the conversations of 1c and work in pair.2.Then practice conversations about them own old things like 1c.3.Share their conversations in class.(设计思路：此环节是本课z导入新课学习后的很关键的一环，先通过学生的感知体会、听力训练到实际运用。是一个由感知导习得的必要过程，是很重要的一步。)Task 5 Practice（5）
1，Say please listen and check the things Amy’s family are giving away and circle the things they are keeping in 2a.2.Play the tape for them and check the answers in class.3.Listen again and fill in then blanks in 2b.4.Play the tape for them and check the answers in class.5.More practice.Listen again and choose the correct answers.1）.Amy wants to give away the _____.A.book B.magazine C.bear D.hat 2）.Why does the bear has special meaning to Amy?
A.Because her father bought it for her.B.Because her Grandpa bought for her.C.Because her Grandma bought for her.3）.Where can Amy take these things?
A.the children’s home
B.the old people’s home
C.the teachers’ home
1.Try to understand how to do it.2.Listen and finish the task.(设计思路：在学生理解了含有for和since的现在完成时态后进一步进行听力训练，既加深了对所学目标语言的掌握和运用，又提高学生的听力和理解能力。)Task 6 Survey and report（5）
1.Say work on 2c.Student A is Amy’s mom, Student B is Amy.2.Make new conversations according to 2c.3.Invite several pairs to share their conversations in class.1.Read the sentences carefully and know how to make a conversation 2.Work in pairs.3.Share the conversations in class.(设计思路：此环节是教学中的拓展和延伸，把前几个部分所学的零散的句型进行一个综合的练习，旨在加深学生对所学知识的掌握，通过汇报，进一步提高学生说的能力及综合运用知识的能力。)Task 7 Activities and listening（5）1.Say please read 2d aloud till to fluently.2.Read silently and try to understand the meaning 3.Ask them to Role-play the conversation 4.Show the following questions to answer 1).Who is Linda? 2).Who is Amy? 3).What does Amy want to do? 4).What things has Amy bought? 5).How long has Amy or her mom had them? 5.Check the answers.6.Help them with any difficulties 1.Read the conversation and try to understand the meaning.2.Role-play the conversation.3.Read and answer the questions 4.Ask for help about any difficulties they met.(设计思路：这部分完成的是课本上的2d。由于前面有铺垫，因此完成的很轻松。通过Role-play的练习，让学生在口语对话中加强了对目标语言的理解，同时回答问题也提高了学生的理解能力。)Task 8 Summary and Homework（2）
1.Lead Ss to sum up what we have learnt in this class.2.Homework Write a conversation according to 2c Finish the task.七、板书设计
Unit 10 I’ve had this bike for three years.(Section A 1a---2d)
yard sale, sweet, soft toy, bear maker, scarf, board game, check out
--How long have you had that bike over there?--I’ve had it for three years!I learned how to ride a bike on it.
新目标八年级英语下册unit10教学设计 篇2
总体来说, 这次课堂教学实施比较成功, 达到了公开教学应有的效果。从询问职业开始, 然后通过幻灯片展示各种职业类型, 一直到谈论理想, 整个过程如行云流水, 连贯自然。遵循了面向全体学生、倡导体验参与、开发课程资源等课标理念, 初步培养了学生的交际策略、资源策略等意识。教学任务基本完成, 各层次的学生均有所得。此外, 英语学习氛围宽松、民主、浓厚, 师生情感交融极为成功。
一、课堂优点
1.采用多媒体教学, 形象直观、省时高效。放映关于各种职业的幻灯片, 能激发学生的兴趣, 减少学生对母语的依赖。将新授的语言内容制作成演示文稿, 相比在黑板上板书省时不少, 而且高效。
2.本节课从学生熟悉的句型入手, 引出关于职业的单词, 如teacher, student, worker等, 然后放映幻灯片展示新的职业类型, 如engineer, pilot等, 最后谈论理想:What are you going to be?并进一步讨论:How are you going to do that? 这样的教学流程既科学合理、严谨有序, 又符合学生的认知规律。
3.从旧知识的复习到新知识的呈现, 过渡自然, 富有逻辑性。教师设问:What do you do? What does she/he do?自然引出关于职业的单词, 进而学习新的职业类型。这样的衔接很巧妙、很自然。
4.生词的呈现与记忆很直观, 且多样化。开展了 “Do you have quick eyes?” “Can you remember well?” “中英文互译”等教学活动。
5.教师在教学过程中基本起到了引导者、指挥者的作用, 能够立足于学生的学, 充分调动其主动性、积极性。呈现完“What are you going to be when you grow up? How are you going to do that?”后, 随即提供Tina等人的信息并要求对话操练, 起到了很好的巩固效果。
6.在“Choose one of the situations below to make conversations with your partner.”中采用了任务型教学法和合作学习法。
7.学生积极主动, 发言踊跃, 师生配合默契。
8.作业设计紧扣重点、难点, 达到巩固知识、学以致用的目的。
9.教学节奏中速, 教学容量适中。
二、美中不足
1.教学重点不够突出, 主次不分明。重点是学习关于职业的生词, 还是掌握句型“What are you going to be when you grow up? How are you going to do that?”从教学现象来看无法判断。
2.学生语言输入后未能进行充分有效的输出, 使语言停留在知识状态而没有转化为能力。
3.学生自主学习的空间与时间均不足, 教学尚未充分体现教为主导、学为主体的思想。
4.听、说、读、写四会的基本原则没有很好地遵循, 且忽视了“写”的技能培养。
5.时间分配不够合理, 花在生词教学上的时间几乎等同于句型学习的时间。
三、个人建议
1.在直观呈现生词后, 应让学生通过大量的对话操练来巩固和掌握它们。因为单词是死的, 只有在语境中才能活过来。皮之不存, 毛将焉附!
2.句型“What are you going to be when you grow up? How are you going to do that?”的操练, 应分三个阶段:控制→半控制→全开放。具体做法是:让学生先练习演示文稿中的对话例子, 然后根据所提供的信息编对话, 最后发挥想象畅谈自己的愿望与打算。
3.生词教学控制在15分钟以内, 拿出25分钟的时间学习句型“What are you going to be when you grow up? How are you going to do that?”把教学重点放在这两个句型上。
4.多一些自主, 少一些灌输。注重精讲多练。
附:教师素质
1.仪表端庄大方, 精神焕发。教态亲切自然, 富有感染力。
2.口语准确流利, 能用英语组织教学。
3.课堂驾驭能力强, 有一定的教学机智。
4.专业素质比较扎实, 有良好的教学功底。现代教学技术娴熟。
新目标八年级英语下册unit10教学设计 篇3
1. Ive been skating since I was seven years old. 我自从七岁就一直滑冰。
【点拨】 1）since是连词，意为“自从……以来”，用来引导时间状语从句；主句常用现在完成时或现在完成进行时，从句常用一般过去时。例如：
He has worked here since he came here in 1990. 他自从1990年来到这儿，就在这儿工作。
2）since也可用作介词，后面接表示过去某一时间的词或短语。例如：
She has been playing the guitar since nine oclock. 她从九点起就一直弹吉他。
2. My mom says I have to stop, because weve run out of room to store them. 妈妈说我必须停下来，因为我已用完了屋里所有的空间去储存它们了。
【点拨】 run out of意为“用完、用尽”。例如：
We ran out of all our money this morning. 我们今天上午把所有的钱都花完了。
3. By the way, whats your hobby? 顺便问一下，你的爱好是什么？
【点拨】 by the way意为“顺便一提；附带说说”。例如：
By the way, I have something to tell you. 顺便我有些事告诉你。
4. I am interested in the job as a writer. 我对作家的工作很感兴趣。
【点拨】 be interested in意为“对……感兴趣”，是一个固定短语，后面接动词时，要用动词-ing形式。例如：
The boy is very interested in playing football. 这个男孩对踢足球非常感兴趣。
5. For a foreigner like me, the more I learn about Chinese history, the more I enjoy living in China. 对于像我这样的外国人，我对中国历史了解越多，就越喜欢住在中国。
【点拨】 “the + 比较级，the +比较级”表示“越……，越……”。例如：
The busier he is , the happier he feels. 他越忙，越感到高兴。
6. Would you mind turning down the music? 你介意我把音量调低点吗？
【点拨】 1) mind意为“介意、反对”，后面通常接名词、动名词或从句，一般用于疑问句、否定句或条件从句中，表示请求许可或请求别人做某事。句型“Would you mind ...?”意为“你介意/反对……？”例如：
Would you mind cleaning the yard? 你介意打扫院子吗？
2) turn down意为“把音量调低”，是由“动词+副词”构成的短语动词，当宾语是代词时，代词要放在副词的前面。例如：
The radio is too loud. Please turn it down. 收音机的音量太大了，请调低一点。
7. What a lucky guy! 多么幸运的家伙！
【点拨】 这是一个省略了主谓结构的感叹句。由what引导的感叹句用来修饰名词，句型结构为：（1）What + a / an + 形容词 + 单数可数名词 + 主语 +谓语！（2）What + 形容词 + 不可数名词 / 复数可数名词复数 + 主语 + 谓语！ 例如：
What a good boy he is!他是一个多么好的孩子！
What beautiful flowers you bought!你买的花真漂亮！
8. They only cost five dollars. 他们只值五美元。
【点拨】 cost意为“价值（若干），花费（多少钱），”一般要用物来作主语。例如：
This dictionary cost me forty yuan. 这本词典花了我40元钱。
9. In the USA, some people ask their families and friends to give money to charity rather than buying them gifts. 在美国，有些人不让他们的家人和朋友给他们买礼物，而是让他们把钱捐给慈善机构。
【点拨】 rather than 意为“与其……（不如……）；不是……（而是……），”可以连接词类相同的词，意思相当于instead of。例如：
He ran all the way rather than walked. 他不是走着，而是一路跑着。
10. Maybe you could even make friends with a native speaker of English. 也许你可以和把英语作为母语的外国人交朋友。
【点拨】 make friends with 是一个固定短语，意为“与……交朋友”。例如：
You should make friends with the people there. 你应该与那儿的人交朋友。
11. —Have you ever been to a water park? 你曾经去过水上公园吗？
—No, I havent.不，我没去过。
【点拨】 have been to ... 意为“去过某地”，指过去去过，现在已经回来了。have gone to ... 意为“去了某地”表示人已不在说话处，可能已经到达了目的地，也可能在途中。例如：
Mr Li has gone to Beijing. He will come back next week. 李老师去北京了，他下周回来。
12. On the one hand, more than three quarters of the population are Chinese. 一方面超过四分之三的人是中国人。
【点拨】 a quarter意为“四分之一”，也可说成one fourth；“四分之三”可说成three quarters，也可说成three fourths。
13. It looks like rain, doesnt it? 好像要下雨，是吗？
【点拨】 反意疑问句的附加疑问句与陈述句在人称、数及时态上要一致。若陈述句部分是肯定的，附加问句部分就要用否定的；若陈述句部分是否定的，附加问句部分就要用肯定的。例如：
He cant speak Japanese, can he? 他不会讲日语，对吗？
14. Two people looking through books in a bookstore. 两个人在书店里浏览图书。
【点拨】 短语look through意为“浏览”。例如：
Here are the books for you to look through. 你要浏览的书籍在这儿。
look through还有“仔细查看；温习（功课）”等意思。例如：
Look through your notes before the examination. 考试之前温习一下你的笔记。
巩固练习
()1. —Peter, I think we need to buy a new car.
—Oh, no! We are _______ out of money, you know?（2008湖北武汉）
A. tryingB. goingC. gettingD. running
()2. —Are you worried about the coming exam?
—No. I think the more ________ you are, ________ mistakes youll make. (20008湖北黄冈)
A. careful; the less B. carefully; the fewer C. carefully; the leastD. careful; the fewer
()3. Ive been collecting old coins ________ ten years ago. (2008福建厦门)
A. forB. aboutC. since
()4. I didnt pass the math exam last month. ________, how do you study for a math test? (2008山东滨州)
A. By accident B. By mistake
C. By the way D. By the time
()5. —Youre new here, __________?
—Yes, Im from Dujiangyan. I came here last week. (2008重庆市)
A. do you B. dont you
C. are you D. arent you
()6. —Would you mind _________ your bike?
—No, not at tall. Ill put it under the tree right away. (2008湖北咸宁)
A. moveB. to moveC. movesD. moving
()7. —I want to sleep. Could you please ________ the TV a little?
—Oh, sure. Sorry about that. (2008四川巴中)
A. turn down B. turn on C. turn up
()8. The ticket is on the floor, please ________. (2008山东烟台)
A. pick up itB. look for
C. pick it upD. look it up
()9. —_______ beautiful day! Shall we go for a picnic?
—Good idea. (2008广东湛江)
A. WhatB. How C. What aD. How a
()10. The funny toy monkey ________ Sandy five dollars. (2008四川成都)
A. cost B. spent C. used
()11. 从A、B、C、D四个选项中，选出与所给句子划线部分意义相同或相近并能替代的那一项。
—Would you like a cup of coffee?
—Sorry. Ill have a cold drink rather than coffee. (2008湖北黄冈)
A. would than B. would rather
C. insteadD. instead of
()12. —May I speak to Tom?
—Sorry, he is not at home. He ________ to Shanghai. (2008湖南长沙)
A. has beenB. has goneC. goes
()13. ________ of the land ________ covered with forest. (2008甘肃嘉峪关市)
A. Two thirds; isB. Two thirds; are
C. Two third; isD. Two third; are
()14. Ive __________ all the photos in the drawer but I still cant find the one you need. (2008浙江舟山)
A. opened upB. given away
C. handed outD. looked through
15. 用所给词的适当形式填空，使句子意思完整正确。
Most of the students arent __________(interesting) in the article. (2008内蒙古乌兰察布)
新目标八年级英语下册unit10教学设计 篇4
(3)谈论人们的业余爱好。
2、情感态度与价值观：用英语积极交流日常感兴趣的话题，体验交流的兴趣。通过运用课文中的重点句型去交流。
五、教法选择、学法指导
六、课时及教学内容安排
教学内容
课时安排
教法选择
教学评价
period 1
小组合作学习
任务型教学
情景视听法
观察法
归纳法
观察
提问
激励
period 2
任务型教学
阅读法
小组对话
激励
提问
period 3
任务型教学
阅读法
写作法
提问
谈话
period 4
任务型教学
写作训练
练习法
独立作业
相互交流
reading
period5
任务型教学
阅读法
提问
激励
教学内容
课时
period 1
教学对象
八年级学生
执教者
一、教材内容分析
二、教学目标（知识，能力，情感态度、价值观）
三、重点难点
4．初步感悟现在完成进行时态的意义和结构。
四、教法选择、学法指导
六、教学过程
教学任务
教师活动
学生活动
设计意图
step1lead-in(3minutes)
1greetthestudents.2 lead-in
通过学生回答熟悉的问题导入新课，出示新的语言目标。
(1o minutes)
利用图片，在语境中学习单词，初步感悟语言目标。
step3listening(6minutes)
2.students only listen the first time.通过听力再现语言目标，加深对语言目标的理解。
(10minutes)
1.为学生提供了一个用目标语言去交际的机会（注意人称的变化）。2.归纳现在完成时态的结构：havehas +been+doing
step5listening(6mintes)
2.students only listen the first time.通过听力又现语言目标，并为下一环节的语言操练作铺垫。
(7mintes)
2.利用flash 让学生再次感悟现在完成时态意义，从而让学生试着去归纳现在完成时态概念。
(3minutes)
1.summarize:今天我们学习了什么时态？它的结构是什么？ 2.用目标语言去谈论你喜欢的运动。
1.have has +been +doing
培养学生归纳总结的能力。
板书设计
教学内容
课时
period 2
教学对象
八年级学生
设计者
一、教材内容分析
本节课是在学生初步学习现在完成进行时态的基础上，通过阅读，对话进一步加深对现在完成时态的理解和运用。在对话的过程中再现了一般过去时态，通过比较，弄清楚两种时态的用法。
二、教学目标（知识与能力，情感态度与价值观）
3.比较现在完成进行时态和过去时态。
三、重点、难点
四、教法选择与学法指导针对本节课内容，利用多媒体课件及任务型阅读法，小组合作交际来完成教学任务，重视对学生听、说、读、写技能以及良好阅读习惯的培养。
六、教学过程
教学任务
教师活动
学生活动
设计意图
(3minutes)
duty report
再现本单元的目标语言,同时给学生提供了说的机会。
step2 reading(3a)(15minutes)
4.listen to the passage and repeat it.1.训练学生的快速阅读，培养学生的语音和语调。
(5minutes)
培养学生计算时间的能力。
(7minutes)
1.复习一般过去时态。2.在比较中掌握两种时态。
(8mintues)
2.report.把过去时态和现在完成进行时态安排在一个对话中旨在让学生比较两种时态。
(5minutes)
巩固两种时态。
(2minutes)
1.今天你们学到了什么？
2.读课文去感悟它的写作技巧.3.复述课文。
1.反复读课文。2.复述课文。
3.培养学生的归纳总结能力。4.养成良好的复习习惯。
七、板书设计
教学内容
课时
period 3
教学对象
八年级学生
提供者
一、教材内容分析
二、教学目标（知识，技能，情感态度与价值观）
三、重点难点
四、教法选择与学法指导
本节课，运用听、说、读、写，任务型教学法，培养学生听、说、读、写技能，重视对阅读方法和技巧的指导。尽可能多挖掘学生潜力，使师生，生生极好配合，以提高学生的阅读水平。
六、教学过程
教学过程
教师活动
学生活动
设计意图
step1 organization lead-in(3minutes)
1.greetings.2.ask students to retell the passage.retell the passage.回顾知识。
step2 1a,1b
(5minutes)
在语境中教单词，即巩固了本单元的语言目标，有学习了新单词，同时给学生提供了一个交际的机会。
step3 listening 2a,2b(6minutes)
2.play the tape.训练学生的听力技巧
(5minutes)
step5 reading 3a
(15minutes)
3.let students listen to the tape and repeat it.4.explain key phrases.（见幻灯片）
2.ss repeat the passage.把图片和单词搭配起来凸显直观性。让学生跟读课文旨在训练学生的语音语调。
2.let ss go through the information in 2a.教会学生用已有材料去写作
step7
(1minute)2.do a survey about students’ hobby.七、板书设计
教学内容
课时
period 4
教学对象
八年级学生
提供者
一、教材内容分析
本节为自查课，旨在检查学生对重点词的运用，以及对目标语言的正确使用。通过做练习和写作来检查。
二、教学目标（知识，技能，情感态度与价值观）
三、重点难点
四、教法选择与学法指导
本节课用自查，写作，任务型教学法巩固语言目标和重点词汇，培养学生自查，自我反思和调控的能力。
六、教学过程
教学过程
教师活动
学生活动
设计意图
step1 organization lead-in(3minutes)
1.greetings.2.let a ss do a duty report about their hobbies.1.greetings.2.duty report.激发学生兴趣。
(8minutes)
1.ss fill in the blanks.提高学生运用能力。
task 3
(15 minutes)
复习本单元重点词汇及句型，巩固所学知识。
task 4(15minutes)
（见ppt）
(注： 句式正确，语句通顺，连贯，50词左右)
训练学生的写作技巧。
task 6
(4minutes):
作业分层要求，以适应不同层次的学生学习。
七、板书设计
教学内容
reading
课时
period 5
教学对象
八年级学生
执教者
一、教材内容分析
本节课为一篇阅读课，旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。
二、教学目标（知识，能力，情感态度、价值观）
2.reading a passage.三、重点难点
四、教法选择、学法指导 本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑问疑的能力。
六、教学过程
教学任务
教师活动
学生活动
设计意图
step1 organization(5minutes)
1.do you like history?
ss talk about these questions.激发学生兴趣,了解朝代的英语表达法。
step2(12minutes)
do 3a.检测学生对阅读技巧的运用。
step 3 key phrases.(8minutes)
帮助学生正确使用它们。
step4 read.(10minutes)
培养学生语篇分析能力，宏观上把握课文内容。
(8minutes)
fill in the blank.加深对课文重点词的运用。
(2minutes)
新目标八年级英语下册unit10教学设计 篇5
一、素质教育目标
(-)知识储备
1. 本单元的语言目标是“Talk about past experiences”(谈论过去的经历)，围绕这一目标，要涉及句型：
---Have you ever been to an amusement park?
---No, I’ve been to an amusement park.
---Yes, I have. I went to there last year.
因此要储备space amusement park, water world, Peru, Holland等表示地点的词，以便为上述句型提供语言材料。同时还有储备tour guide, flight attendant等表示职业身份的词。
2. 本单元中，主要学习现在完成时这一语法概念，因此，要储备现在完成时有关的知识。“have/has+过去分词”是该时态的表达形式，过去分词的变化规律和动词的一般过去时相似。同时还要主要现在完成时和一般过去时用法的不同。
3. 在学习本单元时，还要储备neither引导的倒装句相关的知识，以及用现在进行时表示将来发生的事件的用法。
(二)能力培养点
1. 培养学生能用现在完成时谈论自己过去的经历，能够正确地运用现在完成时和一般过去时。
2. 培养学生的学习兴趣，开拓学生的视野，增强学生对外界知识的了解。
3. 结合教材内容，培养学生的阅读能力。
(三)情感体验点
1. 使学生在学习中学会交流、合作，增强英语的重要性意识和未来的职业意识、世界意识。
2. 使学生通过阅读交流，获得阅读的快乐、促进学习成就感。
3. 引导学生观察、思考，促进认识能力的发展。
二、教学设想
1. 重点、难点、疑点
(1)本单元的语言目标是谈论过去的经历，涉及到现在完成时的理解和运用，所以现在完成时是本单元的重难点。
(2)学生在学习过程中，难以正确地理解和运用现在完成时和一般过去时，故现在完成时和一般过去时的区别是本单元的难点。
(3)学生在学习现在完成时中，对have been to / have gone to 的区分以及现在完成时中怎样描述动作和时间都有疑惑，这些是本单元的疑难点。
2. 课型及基本教学思路
本单元的语法要点是现在完成时。语言目标是“谈论过去的经历”，涉及到表示地点的词和表示动作的词。因此在教学中要采用图片展示、谈论、引导的思路，充分利用教材内容和练习周围实际，通过交流、对话等手段，让学生在实际情景和运用过程中体验该时态的含义。
三、媒体平台
1.教具学具的准备
教师应准备好录音机、磁带、图片、地图、调查表等。设计一系列地点制成图标附上图片。
学生应准备好学习用品、调查表、标明地点的图片等。
2. 多媒体课件撷英
(1) 课件构想
教师可以设计一系列卡通动物图片和地点图片，让卡通动物在音乐中说：I have ever been to the Monkey Island. I went there last year. I’m going there next year. 然后请学生复述这些卡通动物的过去经历。同时卡通动物会有一些问题询问学生，请学生们回答，如“Have you ever been to …? When did you go there? Do you want to go there again?”
教师还可以设计一份自己过去的经历，请学生阅读完成表格，并向全班汇报。
Name:
ever last… next…
(2) 素材准备
在教学过程中，教学双方都可以储备可供谈论地点的图片或地图，储备必要的句型文字或表格、调查表。
A. Have you ever been to an amusement park?
Yes, I have. I went there last year.
No, I haven’t.
B.
Name Place Have you ever … When ...
C. 储备卡通动物的歌曲和地点。储备P70 3a以及P72 3a的文章的录音内容，供学生作文朗读示范。
教学步骤
Section A
(一)本课目标
1. 掌握现在完成时这一语法项目，即have/has + 动词过去分词。
2. 掌握amusement park, space museum, water park等一些表示地点的词汇。
3. 掌握利用现在完成时来谈论过去的经历这一语言功能目标。
4. 学会区别一般过去、现在完成时和一般将来时这三种语法在时间上的不同。
(二)教学流程
1.情景导入
教师可以让学生看一些熟悉的地点的图片，并问What place is this? Do you like it? Do you want to go there? 学生回答。
2.课前热身
教师可让学生看“amusement park, museum, water park”等地方的图片，并问学舌问题“What place is this?”引导学生说，“Yes, I have.或No, I haven’t.”再问学生一些同样的问题，然后向学生指明：“have/has + 动词的过去分词”这种结构为现在完成时。
3. 合作探究
(1) 整体感知
Section A 语言目标是：谈论过去的经历(Talk about past experiences)。1a的图片内容很好地展示了现在完成时的结构用法和意义。同时1b的听力、1c的结对练习也是围绕“现在完成时” 这一语法项目开展练习的。2a、2b、2c是现在完成时在实际生活中的运用，师生可由地图的讨论开始，在完成听力任务后，结合2c的pairwork来进一步练习现在完成时。3a、3b是语言知识的综合运用和示范，学生可在教师的指导下完成。第4部分要求学生完成下来调查表，充分练习现在完成时谈论过去的经历，然后自己制定调查表，并进行调查。
(2) 四边互动
师生互动
互动1
师生之间进行对话，利用准备的图片。
T: What place is this?
S: It’s ….
T: Do you like it?
S: Yes, I do.
T: Have you ever been there?
S: Yes, I have./ No, I haven’t.
明确：向学生呈现现在完成时基本句型结构以及谈论过去经历这一语言功能目标。
互动2
师生就所看的movie谈论过去的经历。
T: Look at the movie. Has Mimi been to the Monkey Island?
S: Yes, she has.
T: When did she go there?
S: She went there last year.
T: Is she going there next year?
S: Yes, she is.
明确：使学生在兴趣盎然的情境下，区分一般过去时、现在完成时、一般将来时这三种语法在使用中的不同。
生生互动
互动3
学生可以看1a的图画，利用1c所给的示范进行对话。
S1: Have you ever been to an amusement Park?
S2: No, I haven’t. Have you ever been to …?
明确：学生学习运用现在完成时来提问或回答。
互动4
学生看老师的地图或课本上的图片，相互对话。
S1: Have you ever been to the Space Museum?
S2: Yes, I have.
S1: When did you go there?
S2: I went there last week.
S1: Do you like it?
S2: Yes. Very much.
S1: Are you going there next year?
S2: Yes, I am.
明确：学生在模仿中学会正确运用这三种不同的时态。
师生与教材互动
互动5
师生共同学习3a的内容，然后就3a的内容完成3b的任务，所编对话如下：
A: Have you ever been to Huis Ten Bosch?
B: No, never. But I’d like to go there.
A: Why?
B: Because there is a big zoo in it and I”ve never been to the zoo before.
A: Neither have I.
明确：通过学生的谈论过去的经历，加深学生对现在完成时的理解和运用。
互动6
师生就P70第4部分的Pairwork来完成本单元的调查报告，并把调查的结果向全班同学汇报。
明确：让学生在完成调查报告的过程中，认真领悟“现在完成时”“谈论过去的经历”这一本单元的语言目标。
(三)延伸拓展
1.当别人询问某人在哪儿时，你应如何应答?如：
A: Where is Mr Wang?
B: He _________ Gulang Island. (A. has been to B. has gone to C. went D. has been)
2.想一想你曾经去过哪些地方，请你告诉你的同学或朋友有关这些经历。
3.课后，同学们根据实际情况，设计调查报告，去调查朋友或亲人曾经的经历，并把调查结果向全体同学汇报。
Section B
(一)本课目标
1. 在本课中，进一步巩固运用现在完成时来谈论过去的经历。
2. 学习现在完成时表示动作从过去一直延续到现在的用法，即对“动作和时间”的要求。
3. 能够综合运用英语知识来谈论自己过去的，提供自己的语言运用的能力。
(二)教学流程
1.情境导入
教师可向学生讲述几个关于学习英语重要性的小故事，激发学生学习英语的紧迫感和责任感。
2.课前热身
教师提出问题“Why do you study English?”学生讨论并给出自己的原因。
3.合作探究
(1)整体感知
Section B是Section A内容的复习、延伸和拓展，是语言综合知识的运用和体现。教学过程中，可由1a的讨论、排序开始，再结合1a的内容，完成1b的pariwork。2a、2b的听力部分可在师生间必要的对话铺垫的基础上进行。学生独立完成后，可围绕2a的问题完成2c的对话练习。3a、3b是原因知识的综合运用。3a是范文示例，通完成八个问题的回答加深对文章的理解。3b是写作训练，其中的问题起重要的启示作用，有助于学生写作任务的完成。Self Check鼓励学生参照本单元的相关内容完成。
(2)四边互动
互动1
师生对话，谈论“Why do you study English?”
T: Do you like English?
S: Yes, I like it very much. / No, I don’t like it at all.
T: Why do you study English?
S1: Because English is very important.
S2: Because I have to study English.
明确：在师生对话的基础上，学生完成1a的任务。
互动2
T: When did you start learning English?
S: I started learning English two years ago.
T: How long have you been studying English?
S: I have been studying English for 2 years. (教师诱导)
T: Have you ever been to an English-speaking country?
S: NO, I have never been to an English-speaking country.
T: Do you want to improve your English?
S: Yes, because I want to travel the world. (教师诱导)
明确：通过对话，使学生对听力部分的任务做些必要的准备，同时通过语言的运用，让学生进一步体会现在完成时和一般过去时的不同。
生生互动
互动3
在完成听力任务后，学生可围绕2b的调查报告展开讨论，再进行2c的pairwork。
S1: What’s the boy’s name?
S2: His name is Thomas Buzic.
S1: How long has he been studying English?
S2: He has been studying English for 3 years.
S1: Has he ever been to an English-speaking country?
S2: Yes, he has been to the USA.
S1: When did he go there?
S2: He went there when he was 13.
S1: Why does he want to improve his English?
S2: Because he wants to travel the world.
明确：提供祖国的语言材料和空间给学生，练习利用“现在完成时谈论过去的经历”，强调引导时间的介词for 和since的用法及对句子中动词的要求，动词要用延续性动词。
师生与教材互动
互动4
师生共同看P72 3a的内容，完成内容下的8个问题。
T: What does Mei Shan do?
S: She is a flight attendant.
明确：学习语言知识的综合运用，加深对输入的语言知识的理解。It was because I could speak English that I got the job.这是强调句结构。
互动5
师生共同看3b的问题，鼓励学生提出与之相关的问题，并回答这些问题。
明确：这样做的目的，是有助于为学生的写作提供更多的语言信息材料的来源。
(三)延伸拓展
1.当你在询问时间时，要注意时态的不同。
(1) How long has he lived in Beijing? (现在完成时)
(2) When did he live in Beijing? (一般过去时)
2.下面是三个同义句，你能说出什么规律吗?
for 3 years.
He has learned English for 3 years since 3 years ago.
Since he was 14 years old.
2.实践活动
新目标八年级英语下册unit10教学设计 篇6
1杂乱；不整洁 n_________
2.杂务；乏味无聊的工作n_____
3.浪费；垃圾n浪费；滥用v_______
4.扫；打扫 v__________ 5频繁；反复_________
6.垃圾；废弃物 n__________
7.折叠；对折 v_______
8.地板 n_________
9.给；递；走过；通过 v_______
10.邻居 n___________
11.一..就..；尽快_____
12.也不 adv________
13.扔；掷 v_______
14.借给；借出 v_______
15.落下；掉下 v_______
16.精神压力；心理负担 n____
17.倒垃圾__________
18.不合理的；不公正的 adj______
19.目的是；为了_________
20.厌恶；讨厌v________
21.借；借用 v________
22.依靠；信赖 v_______
23.手指 n__________
24.而且；加之； adv________
25.点心；小吃；快餐 n_____
26.依靠；信赖______
27.因为；既然conj
从..以后；自..以来prep conj adv_______________
28.独立n________
29.公正性；合理性 n_____
30.发展；壮大 v________
31.合理的；公正的 adj_______
32.照顾；处理________
33.有病；不舒服 adj________
34.提供；供应 v______
35.独立的；自主的 adj________
36.衬衫 n_________
37.与.同时；当.的时候；然而
新目标八年级英语下册unit10教学设计 篇7
(一) 教学内容
本课为一节听读课, 教学内容为Go for it! (八年级下) Unit2 What should I do?Section B 2a, 2b, 3a, 其内容是围绕朋友这个话题展开的, 要求学生通过听力和阅读了解别人在生活中关于朋友的困惑。听力中所呈现的是Erin想通过新颖的穿着体现自己独特的个性, 但是他的朋友总是效仿自己的穿着, 令他感到非常困惑, 因此, 他拨打了“Teen Talk”, a radio advice program, 希望可以得到一些可取的建议。Reading部分则是署名为Lonely Kid写给报纸建议栏目的一封信, 在信中, 他说明了自己受到朋友的孤立却不知道原因, 倍感困惑, 希望可以得到帮助。这些教学内容与学生的生活息息相关, 倍受他们的关注。
(二) 学情分析
本课的授课对象是山东省淄博市桓台县实验学校八年级的五、六两个班级的学生 (各有50个学生) 。他们思维活跃, 善于回答问题, 积极参与课堂教学, 上课坐姿端正, 均有记笔记的学习习惯, 渴望得到教师的赞扬和鼓励, 希望得到其他同学的肯定。笔者根据学生的这些特点, 设计了一系列让学生亲自实践、探索的活动, 并通过这些活动提高他们的听读能力和真实运用语言的能力, 让他们了解在朋友交往中应善于交流沟通。
(三) 教学方式
1. 本课教学主要采用任务型教学方式;以旧带新, 建立联系, 及时设置巩固反馈环节;读写联动句型结构、功能和话题紧密结合。
2. 通过听和读文章, 引导学生了解如何面对朋友问题上的困惑以及提建议解决问题的句型, 促使他们通过交流、合作、探究、感知和体验等方式运用目标语言。
(四) 教学资源
自制PPT课件;电视, 学案。
(五) 教学目标
1. 知识目标:
1) 掌握original, the same as, in style, nicer, haircut, inexpensive, comfortable, except, upset, find out, do wrong, what to do, lonely, argue的含义及用法。
2) 正确理解听读内容, 学会提建议。
3) 学会用书信的形式为别人提建议。
4) 掌握情态动词should, could, may的用法。
2. 能力目标
1) 提高学生在听、读中快速捕捉重要信息的能力;培养学生良好的听读习惯。
2) 培养学生真实地运用语言的表达能力和创新能力。
3) 培养学生不断反思的习惯和归纳、总结的能力。
3. 情感目标
1) 让学生学会正视生活中的烦恼, 并用交流沟通等手段解决。
2) 激发学生关心他人、热心帮助他人的意志、品质。
(六) 教学重点、难点
1. 教学重点
1) 词汇用法:should, could, may
2) 学会运用所学目标语言, 谈论生活中的烦恼并可以提出解决的办法 (Showing problems and giving advice) 。
2. 教学难点
用所学目标语言, 针对生活实际, 以口语和书面表达的形式为他人解决生活中的烦恼。
二、教学过程
三、教学反思
新目标八年级英语下册unit10教学设计 篇8
1. Her sister was born ____ the evening of March 4, 1985.
A. onB. inC. atD. until
2. Next month the students in my class ____ a new English teacher.
A. are havingB. are going to have
C. haveD. had
3. The girl said she wanted to find a job ____ a nurse in the hospital.
A. to beB. beingC. asD. like
4. They are ____ the boy everywhere but they cannot find him.
A. looking afterB. watching forC. seeing atD. looking for
5. Yesterday we ____ to the movies and ____ Peter and Tom there.
A. go, meetB. went, met
C. are going, are going to meetD. are going to go, meet
6. Dad gets ____ every day and he is more athletic than I am.
A. a lot of exerciseB. many exercises
C. lots exercisesD. kind of exercise
7. In my opinion, your hair is ____ than Mary’s. Do you think so?
A. more shorterB. very shorter
C. much shorterD. a lot of short
8. We should eat ____ vegetables. It’s good for our health.
A. muchB. all kind ofC. a lotD. more
9. Here are the ____ survey results. Altogether we got more than 2,000 letters.
A. New Year ResolutionB. New Year Resolutions
C. New Year’s ResolutionD. New Year’s Resolutions
10. ——____ do you go to the movies with your family?
——Almost once a week.
A. How oftenB. How longC. How aboutD. How far
11. It is our job ____ our city ____. First, we shall build a bigger subway.
A. making, to be cleanB. to make, cleaner
C. of making, cleanerD. and make, be clean
12. You are leaving for Qingdao? Who are you going there ____?
A. forB. withC. toD. about
13. I really want to travel to some ____ places and see new things.
A. interestsB. interestC. interestedD. interesting
14. There are so many letters here. What are you going to ____ them?
A. do aboutB. do withC. talk aboutD. think of
15. There are five ____ in our school. What about your students?
A. exchanging studentsB. exchanges student
C. exchanged studentsD. exchange students
16. You are going to ____ every day if you want to be a basketball player.
A. practice basketballB. play the basketball
C. play a basketballD. practice the basktball
17. I want to be an actor so I’m going to ____ lessons.
A. taking actB. taking actsC. take actingD. have acts
18. We tried ____ any noise because Father was in the next room.
A. didn’t makeB. don’t makeC. not to makeD. make not
19. This box is very heavy. I think it is ____ heavy ____ move from here to there.
A. too, toB. so, toC. very, notD. much, not to
20. The clock just doesn’t work. What should we do ____?
A. so make it to workB. to make it work
C. so make it workingD. so it begins work
Ⅱ.据意填词
1. What can we do to help make the fashion show a ____?
2. The old man is nearly 60. He is going to ____ from the job.
3. Are you sure what you are going to ____ when you grow up?
4. John wants to be an ____ because he is good at acting.
5. Our school is going to ____ the 2008 International Speech Competition.
6. We’re not sure yet. ____ Beijing or Shanghai. What’s your idea?
7. In China, most of us speak ____. But some cannot speak it well.
8. Are you sure? If not, you may ____ it with your friends?
9. If you want to go to the college, you have to get good ____.
10. She said in the future she was going to find a job ____ a driver.
Ⅲ.句型转换
1. It has more than 500 cars, trucks, vans and buses, and even a tank.
It has ____ 500 cars, trucks, vans and buses, and even a tank.
2. Our job is to send the papers and magazines to the office.
____ our job ____ send the papers and magazines to the office.
3. Cindy’s room is very big. But Tom’s room is even bigger.
Tom’s room is even ____ ____ Cindy’s room.
4. This afternoon we are going to hold a party to welcome the sports stars.
This afternoon we are going to hold a ____ ____ for the sports stars.
5. They are going to move from Wuhan to Hangzhou after they finish high school.
They are going to move from Wuhan to Hangzhou ____ ____ ____.
Ⅳ.补全对话
A: __1__ are you going to be when you grow up, Jonathan?
B: I’m going to be a basketball player.
A: How are you going to __2__ that, then?
B: I’m going to practice basketball every day. I think __3__ this way, I can become a very good basketball player in the __4__.Elizabeth, how __5__ you?
A: I’m going to be a computer programmer.
B: Oh, great. I think you are going to __6__ computer science, right?
A: Ah, yes. Edward, I know that you are going to __7__ an airline pilot. Am I right?
C: Yes, you are right. __8__ an airline pilot is my dream job.
A: That sounds interesting. But __9__ my opinion, it is very dangerous. Do you think __10__?
C: Of course not. In fact airplane is the safest means of transportation.
Ⅴ.完形填空
It is very difficult for a young person to decide what he will __1__. Some people know that they __2__ doctors, teachers or workers when they are __3__ six years old. But __4__ of us will have no __5__ about an occupation __6__ someone or something makes us __7__ the problem.
Choosing an occupation __8__ time, and you have to __9__ a lot of things __10__ you try to decide what you would like to do. You may find that you will have to __11__ special lessons for __12__ work, or __13__ you will __14__ to get some experience and knowledge for a job.
Fortunately, you can ask a lot of people __15__ advice and help when you are doing __16__. At most schools, there are teachers to give you __17__ on jobs. And you can talk __18__ your ideas with family members and friends. It is __19__ to make the decision yourself __20__ other people can help you with it.
1.A. doB. makeC. getD. give
2. A. must beB. will beC. have to beD. want to be
3. A. alreadyB. onlyC. stillD. even
4. A. some B. fewC. mostD. one
5. A. problem B. matterC. wayD. idea
6. A. when B. untilC. sinceD. after
7. A. face B. thinkC. findD. know
8. A. uses B. spendsC. takesD. wastes
9. A. think aboutB. talk aboutC. wait forD. look for
10. A. because B. onceC. whileD. as
11. A. teach B. hearC. haveD. know
12. A. a piece ofB. a kind ofC. a bit ofD. a lot of
13. A. howB. whyC. thatD. /
14. A. agreeB. likeC. decideD. need
15. A. aboutB. forC. toD. on
16. A. itB. thisC. soD. such
17. A. adviceB. helpC. booksD. lessons
18. A. overB. underC. withD. without
19. A. difficultB. usefulC. possibleD. important
20. A. ifB. thoughC. andD. but
Ⅵ.阅读理解
(A)
Most people have jobs. They go to work nearly every day. Some people are lucky(幸运的). Either(或者) they have very interesting jobs or they make a lot of money. Most people are not so lucky. Either their jobs are not very interesting or they don’t make much money.
The most interesting jobs are often the most difficult. People take a long time to learn how to do them. Doctors study for at least(至少) six years after finishing school.
Some young people have interesting and high-pay(高报酬) jobs. Many young players do their work successfully. Football and tennis stars are usually under thirty-five years old. Older people usually cannot play these sports very well. They cannot move fast enough. Golf, however, is a good sport for older people. Many golf players are quite old, but they can play it successfully.
Most people work until they are sixty or sixty-five years old. Then they retire and have a lot of free time. Some people never retire enough. These people usually have very interesting jobs. Writers, artists, scientists and actors usually work until they die(死亡). Their work is their lives.
根据短文内容，完成下列句子，每空一词。
1. Some ____ people have interesting or high-pay jobs, ____ most people don’t have such good luck.
2. Some jobs ____ a long time to learn because they are ____.
3. Young players can ____ very fast, so many of them play these ____ like football and tennis very ____.
4. Golf is a good sport for ____ people.
5. Most people keep working ____ the age of sixty or sixty-five. But writers, artists, scientists and actors can work all their ____.
(B)
Before you go to another country it is a great help if you know the language(语言) and some of the customs of the country.
When people meet each other for the first time in Britain, they say “How do you do？” and shake hands(握手). Usually they do not shake hands when they just meet or say goodbye. But they shake hands after they haven’t met for a long time or when they will be away from each other for a long time.
Last year a group of German students went to England for a holiday. Their teacher told them that the English people hardly(几乎不) shake hands. So when they met their English friends at the station, they kept their hands behind their backs. The English students had learned that the Germans shake hands as often as possible(可能的), so they put their hands in front and got ready to shake hands with them. It makes both of them laugh.
根据短文内容，选择正确答案。
1. It is ____ if you know the language and some of the customs of the country.
A. not usefulB. not helpfulC. very helpfulD. very hard
2. English people usually shake hands when they ____.
A. meet every timeB. meet for the first time
C. say goodbye to each otherD. say hello to each other
3. Usually English people don’t shake hands ____.
A. when they will be away for a long time
B. when they say “How do you do?”
C. when they just meet or say goodbye
D. after they haven’t met for a long time
4. Which is right? ____.
A. German people shake hands as often as possible
B. English people like shaking hands very much
C. German people hardly shake hands
D. Neither(既不) English people nor(也不) Germans like shaking
hands
5. This story is about ____.
A. shaking handsB. languages
C. customsD. languages and customs
Ⅶ.书面表达
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