人教八年级上美术教案
作为一名优秀的教育工作者，总归要编写教案，教案是教学活动的依据，有着重要的地位。我们该怎么去写教案呢？下面是小编收集整理的《人教八年级上美术教案》仅供参考，大家一起来看看吧。
第一篇：人教八年级上美术教案
人教版 八年级英语上 全册教案
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Unit 1 How often do you exercise ? Teaching goals: 1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc . 2. Learn to talk about how often do you do things . 3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes . 4. 句子结构: What do you usually do on weekends ?
How often • ?及回答. Important and difficult points : What does she /he do on weekends ? She often goes to the movies . How often do you shop ? Once a week / Twice a week ••• .
Teaching aids : cards , pictures and a tape recorder .
Period 1 Teaching procedures :
Step 1 Leading-in 1.Greetings:Talk about something the students did on summer vacation . Step 2 Pre-task SB Page 1 , 1a . 1. Look at the picture (学生识图). 2. Name each activity . T: What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer ) 3. Write the activities on the line . 4. Check the answers on the Bb .Correct their own activities . 5. Practise reading . SB Page 1 , 1c . 1. Focus on the conversation in the box . 2. Practise reading . 3. Pairwork : What do you do on weekends ? I ••• .
4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2: S1:What do you do on weekends ? S2:I ••• .
S1:What does she /he do on weekends ? S2:She /He ••• .
5. Act out their own dialogues . Step 3 While-task SB Page 1 , 1b . 1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally. 2. Make sure what they will hear and do . 3. Read these adverbs and explain. 4. Play the tape twice .Write the letters on the line.
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SB Page 2 , 2a & 2b . 1. read the activities and the answers of ―how often‖ first . 2. Practise reading . 3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities. 4. Play the tape for a first time .Ss only listen . 5. Play the tape a second time .Ss do 2a . 6. Play the tape a third time .Check the answers . 7. Play the tape .Ss do 2b . 8. Check the answers . In this part ,we should pay attention to how often引起的特殊疑问句及回答. Step 4 Post-task SB Page 2 , 2c . 1. Focus on the conversation . 2. Practice reading . 3. Read the activities in the left box . 4. Fill in the chart . 5. Pairwork: Make conversations . Homework: 1. Copy the new words. 2. Review Section A 1a-2c 3. prepare 3.
Period 2 Teaching procedures : Step 1 Leading-in 1. Greetings 2. Drills: T: What do you usually do on weekends ? S1: I usually play soccer . T: How often do you play soccer ? S1: I play soccer twice a week . T: How often does he play soccer ? The other Ss: He plays soccer twice a week . Repeat for three times . Step 2 Pre-task SB Page 2 ,Grammar Focus . 1. Review the grammar box .Ss say the questions and answers . 2. Practise reading . Step 3 While-task SB Page 3 , Part 3 . 1. Call attention to the survey .Make sure the Ss understand the chart . T: What activity do ninety-five percent of Green High students do every day ? Ss answer .If necessary , give them help . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
2. Review the information in the green box with Ss . 3. 4. 5. 6. Read the article first by the Ss . Read it to the class . Look at the survey and fill in the blanks in the article . Finish the activity individually . 7. Check the answers . 8. Practise reading . Step 4 Post-task SB Page 3,Part 4 . 1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ••• ?
2. Think of more things you can do to improve your English and write them here . 3. Ask several Ss each question . 4. See: Who is the best English students in the class Homework: 1.Revise and copy the new words . 2.Prepare for Section B. 教学后记
Period 3 Teaching procedures : Step 1 Leading in 1. Greetings & free talk . 2. Practise reading the article in Page 3. 3. Check the homework. Step 2 Pre-task SB Page4 , 1a . 1. Point out the five phrases . 2. Ss read after the teacher . 3. Make sure the Ss understand what do they mean . 4. Call attention to the pictures .Say something about the pictures . 5. Match the words with the pictures . 6. Check the answers . 7. Practice reading . Step 3 While-task SB Page 4 , 1b . 1.pay attention to the conversation in the box on the right . 2. Read it to the class . 3. Explain : “be good for” means :有益于„，对„有好处. 4. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations . 5. Share the students’ conversations. SB Page 4 ,2a&2b . 1. T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?
2. Read the questions in 2a . 3. Listen to the tape carefully twice .Circle ―yes‖ , ―no‖ or ―I don’t know‖ in the chart .
4. Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .
5. Play the tape again .This time ,if we have heard one questions and we have a pause .Make sure Katrina’s and Bill’s answer.
6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ? Step 4 Post-task Role-play . Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill . S1: How often do you exercise ? S2: I exercise every day . S3: … .
With the help of 2b . Homework
1. Revise and copy the new words. 2. Make a suvery with the qudstions from 2b,write down the answers and compare. 教学后记
Unit 2 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. 4. 文化欣赏，中国文化. Important and difficult points: 1. words . 2. How to talk about the health and give the advice .
Period 1 Teaching procedures: Step 1 Leading in 1.T :How many parts of the body can you name ? What’s this ?(head , mouth etc.)
Today we’ll learn some parts of the body . 2.This is my head .Oh ,I have a headache .
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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 . 4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard . 5. Page7,1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list . 6. Check the answers . 7. Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner . Step 3 While-task SB Page 7, 1b .Listen and check the answers . SB Page 7,1c .Work in pairs and act out . 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. Play the tape twice . 5. Check the answers . Step 4 Post-task
同桌之间设计一个医生与病人之间的对话. Step 5 Homework
1. Remember the name of your body part . 2. Write conversations between the doctor and the patient . 教学后记
Period 2 Teaching procedures : Step 1 Leading in
1. Free talk . 2. Revise playing the game . 3. Practice reading the dialogues . Step 2 Pre-task
SB Page 8, 2b . 1. Pay attention to the four pictures .Each of these pictures illustrates one of the conversations . 2. Play the tape ,write the missing words on the blank lines .
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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 . Step 3 While-task 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 4 Post-task SB Page 9 , 3b . 1. Look at the picture with activity . A: What’s the matter ?
B: I’m not feeling well . I have a toothache /fever/sore throat /sore back . 2. Pairwork. Make your own dialogues setting 3a as an example .
3. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues . SB Page 9, Part 4. 1. Read the instructions and demonstrate what a ―mime‖ is . 2. Read the dialogue by the Ss . 3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is . 4. Ask one student to give advice . 5. Give several students an opportunity to come to the front and mime an illness . Step 5 Homework
1. When you had some problems.please remember what the doctor said . 2. Remember the new words . 教学后记
Period 3 Teaching procedures : Step 1 Leading in 1. Free talk . 2. 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 ? Step 2 Pre-task SB Page 10 ,1a . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
1. Look at the picture .Point out the four new words and expressions .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 . Step 3 While-task 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 answers . 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 . SB Page 11, 3a &3b . 1.3a .Read the article and underline the things you should do . Check the answers . 2.3b .Let the Ss read the paragraph and fill in the blanks .Check the answers . SB Page 11 ,Part 4. Play the game Step 5 Selfcheck SB Page 12 ,Part 1 . 1. Fill in the blanks on their own . 2. Make your own sentences with the words . SB Page 12,Part 2. Read the letter .Make sure Ss can understand it . Step 6 Homework 1. Remember the words in this unit . 2. Do the exercises on Pages 6-8of the workbook . 教学后记
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Unit 3 What are you doing for vacation ? Teaching goals : 1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc. 2. How to talk about future plans . 3. 现在进行时表示将来计划或行动. 4. 特殊疑问句(where , when , how long引导) Important and difficult points : Drills :What are you doing for vacation ?
I’m watching TV . When are you going ?
I’m going … .
How long are you staying ?
We’re staying for five days .
Teaching aids : cards and a tape ,a large wall calendar .
Period 1 Teaching procedures : Step 1 Leading in
1. Free talk . 2. Put up the wall calendar . T: I’m staying home on Saturday (pointing to next Saturday ).
Ss repeat .
Ss: I’m staying home on Saturday .
T: OK. Today we’ll learn how to talk about future plans. Step 2 Pre-task SB Page 13 , 1a . 1. Look at the picture carefully and tell what you see in the picture . 2. Write the activities from the pictures in the box and add some more . 3. Practice reading . Step 3 While-task
1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle . 2. Pairwork .Practice in pairs . 3. 用第三人称练习对话. 4. Groupwork . Divide the Ss into groups of four or five .Make conversations . 5. Listening Page 13,1b. Check the answers . SB Page 14 ,2a & 2b . 1. First ,read the names of the people . 2. Play the recording and let Ss fill in the chart . 3. Check the answers . Step 4 Post-task
SB Page 14,2c . Read the conversations first . Groupwork and fill in the chart . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Step 5 Homework 1. 如果没填完上面的表格回去接着做完. 2. 记单词. 教学后记
Period 2 Teaching procedures : Step 1 Leading in 1. Free talk . 2. Revise : Make conversations with the setences what are you doing for vacation ? When are you going ?Who are you going with? Step 2 Pre-task SB Page 14,Grammar focus . 1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name . 2. Do in the same way with ―she‖ and a girl’s name. Step 3 While-task SB Page 15, 3a . 1. Read the conversation by the Ss and practice reading . 2. Listen and fill in the chart . 3. Check the answers . SB Page 15, 3b .
1. Look at the conversation in the box . 2. Practice reading . 3. Pairwork . Make conversations using the information in 3b . 4. Act out your conversations . Step 4 Post-task
Vacation Dreams . Imagine your dream vacation . Write something on a piece of paper using what we learnt . Share the dreams . Step 5 Homework Write 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home . 教学后记
Period 3 Teaching procedures : Step 1 Leading in 1. Free talk . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价. Step 2 Pre-task SB Page 16, 1a . 1. Say each phrase and ask Ss to repeat . 2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture . 3. Check the answers . Step 3 While task 1. Make conversation. Work with your partner .Talk about what you would like to do on vacation . 2. Share their conversations. SB Page 16 , 2a&2b . 1.Read the reporter’s questions together .
2. Play the recording and check the answers . Step 4 Post-task
1. Find a new partner .
Student A is the reporter .Student B is He Yu . A interview B . 2. Read the conversation in 2c and with the help of the listening . Step 5 Homework
1. Remember the new words . 2. Write the conversations about your interview . 教学后记
Period 4 Teaching procedures : Step 1 Leading in 1. Greetings . 2. Make an interview with a student . Step 2 Pre-task SB Page 17 ,Part 4 . T: What are you doing this weekend ? 1. Ask each other ,write down their answers . 2. One student to present his /her exercise . Step 3 While-task
SB Page 17 , 3a . 1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words . 2. Read the article to the class . 3. Explain the new words . 4. Play the tape .Ss listen and repeat . 5. Point out the five numbered pictures .Ss identify the items . 6. Check the answers . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
7. Play the tape again .Practice reading . SB Page 17, 3b . T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line . Read the paragraph and fill in the blanks . Step 4 Post-task SB Page 17 , 3c . T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need . Step 5 Homework Complete the Selfcheck . 教学后记
Unit 4 How do you get to school? Teaching goals : 1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop . 2. Talk about how to get to places (谈论出行方式) take the bus /subway /train /taxi , ride a bike /walk . 3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句. 4. 复习基数词及时间的表示方法. 5. 了解中外文化的差异. Important and difficult points : 1. how /how far /how long 引导的特殊疑问句. 2. 乘坐交通工具的表示方法. 3. It takes /will take/took sb some time to do sth . Teaching aids: cards and a tape-recorder .
Period 1 Teaching procedures :
Step 1 Leading in Greetings and free talk . . T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 . Explain : get to Step 2 While-task SB Page19 ,1a&1c . 1. Write down how you get to school . 2. Look at the picture .Write down how the students get to school. 3. Make dialogues with the phrases . 4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.
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5. Act out their dialogues . SB Page 19 , 1b .Listening
1. Make sure the Ss know what ot do .Give them an example orally if possible . 2. Read the names . 3. Play the tape and check the answers . SB Page 20 , 2a&2b . 1. Revise the numbers . 2. Teach the new word :minute . 3. Play the tape for the students to finish 2a&2b .Then play again and check the answers . Step 3 Post-task If there is time ,make conversations . Step 4 Homework 用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes . 教学后记
Period 2 Teaching procedures :
Step 1 Leading in 1. Greetings . 2. Check the homework . 3. Go over the dialogue in Page20 ,2c . Step 2 Pre-task SB Page 20 ,Grammar focus . 1. Review the grammar box .Ask students to say the statements and responses . 2. Practice reading . 3. Explain the usage of ―take‖ in ―take the train‖ and ―take sb some time to do sth‖ . Step 3 While-task SB Page 21,3a . 1. Pay attention to the speech bubbles .Read the questions . 2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .
3. Check the answers . SB Page 21, 3b . 1. Show Ss the example in the box .Two students read it to the class . 2. Pairwork: Make your own conversations using the information in the left box. 3. Ask some pairs to present the conversations to the class Step 4 Post-task SB Page 21 ,Part 4 . Groupwork. Divide the Ss into groups of three .In each group ,one is A, who look at Page 21.One is B, ho look at Page 85,the other is C, who look at Page 86 . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Fill in the blanks . The group who fill in the blanks first wins . Step 5 Homework Write two conversations in 3b in the exercise books . 教学后记
Period 3 Teaching procedures : Step 1 Leading in 1. Greetings and free talk . 2. Check the homework. 3. Go over the passage in 3a Page 21 . Step 2 Pre-task
SB Page 22 ,1a . 1. Say the four new phrases and Ss repeat . 2. Match the words with the pictures . 3. Check the answers . Step 3 While-task SB Page 22,2a&2b . 1. Play the tape for the students to finish them . 2. Point out the two sets of pictures with a blank line in front of each . 3. Check the answers . SB Page 22, 2c .Talk about how Nina gets to school . Step 4 Post-task
SB Page 23, 3a . 1. Read the instructions to the class and read through the statements abut the article . 2. Read the article again by the Ss .Write if the statements are true or false in your exercise books. 3. Do the activity individually and check the answers . SB Page 23 ,3b . Read the article and fill in the blanks .Check the answers. Selfcheck Part 2 . 1. Look at the picture .Make sure what the people in the picture doing . 2. Finish the conversation . 3. Practice reading . Step 5 Homework 1. Write a newspaper article . 2. Go over this unit . 教学后记
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Unit 5 Can you come to my party ?
Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a ,2b. Teaching goals : 1. vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party . 2. Patterns: Can you come to my party ?z
Sure, I’d love to .
Sorry ,I can’t . I have to … .
3. 能力目标:学会邀请别人以及回答的方式. 4. 情感目标:培养学生礼貌用语的习惯. Teaching procedures :
Step 1 leading in
Play the song : Happy birthday . Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ? Ask students to say . Step 2 Pre-task Page 25 ,1a ,1b . Ask ,Can you come to my party ? Ask some students to answer .Ask the students who say I can’t go to say why . Call attention to the words in Activity 1a. Read together . Say ,look at the picture .Ask Ss to tell what they see in each scene . Match the words with the picture and check the answers . Say ,now listen to the recording .Write the name of each person next to his or her picture . Play the recording .Ask Ss to complete the activity individually .Correct the answers . Step 3 While-task SB Page25 , 1c. Point to the example in the box .Ask Ss to do a practice with partners . Ask some groups to act . Game:
One student invite some students to his/her party .The other students answer . SB Page 26, 2a . Point to the five sentences . Say ,listen to each conversation and then circle the word that makes the sentences correct . Play the recording . Check the answers . SB Page 26 ,2b . Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word ―can‖ or ―can’t‖ .
Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Play the recording .Write down these answers . Check the answers . Step 4 Post-task SB Page 26 ,2c . Call attention to the points listed in activity 2b .
Ask students to make their own conversation like the example . As students work ,move around the room and monitor . Ask some students to present their dialogue . Step 5 Homework Practice :
Invite your friends to come to your party .Write down their answers . 教学后记
Period 2 Teaching contents :Section A Grammar focus , 3a , 3b , 4 . Teaching goals : 1. vocabulary : whom , start , join , practice , math test , mall , calendar . 2. Patterns : Can you go to the mall this week ?
Can she/he/they go to movies ? 3. 能力目标:学会写请贴，会制做日程表. 4. 情感目标:学会人际交往的基本常识. Teaching procedures :
Step 1 Leading in
Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his answer . Step 2 Pre-task SB Page 26 , Grammar focus . Review the grammar box .Ask Ss to say the questions and answers .
Talk about the two ways people give reasons for saying no to an invitation . Call attention to ―has to‖ and ―have to‖ , under the words write ―I’m
ing , and she’s
ing .‖ Step 3 While-task SB Page 27 , 3a . Call attention to the invitation .Ask questions about it . eg. What kind of invitation is it ? Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line . Ask students to fill in the blanks according to the invitation . Check the answers . SB Page 27 , 3b . Ask two students to act the conversation you just completed . Call attention to the blank invitation card . Complete this card .
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Ask some pairs to present their conversations to the class . Step 4 Post-task SB Page 27 ,Part 4 . Read the instructions for this activity to the class . Read the dialogue with a student . Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87. Ask students to make conversations. Discuss the answer with the class . Step 5 Homework 1. Make your own calendar . 2. Make an invitation . 教学后记
Period 3 Teaching contents: Section A 1a,1b,1c,2a,2b,2c. Teaching goals: 1. vocabulary: Sunday Monday Tuesday Wednesday Thursday Friday
Saturday tomorrow . 2. Pattern: Can you play tennis with me ?
What’s today ?
3. 能力目标:能训练地用英语和别人进行交际. Teaching aids : Step 1 Leading in Ask the student who is on duty to say something to the class . Step 2 Pre-task SB Page 28 ,1a , 1b . Show the days of the week in a large monthly calendar . Point out the days of the week at the top of the calendar and ask a student to read these words aloud . Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date .
Complete activity 1a ,check the answer . Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books . Step 3 While-task
SB Page 28, 1c . Call attention to the example in the box .Ask two students to read it to the class . Ask Ss to work in pairs . Ask :What do you want to do on Monday , Tuesday … ? Write down your answers . Make some conversations with your partner . Ask some Ss to present their conversations .
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SB Page 28, 2a, 2b . Point to the picture . Listen to the conversation .Can Vince play tennis with Andy ?Circle ―yes‖ or ―no‖ . Play the recording .Ask what can Vince do today . Pay attention to the list of five activities ,and the three lettered words . Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow . Play the recording . Correct the answers . Step 4 Post-task SB Page 28, 2c . Help student find partners .Say ,one student is Andy ,the other is Vince . Ask the pairs to practice for a few minutes like the example. Ask some pairs to present their conversation . 教学后记
Period 4 Teaching contents :Section B 3a, 3b ,3c ,4, Selfcheck . Teaching goals : 1. vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till 2. Patterns: Thank you for your invitation. I’m sorry I can’t . I have to … .
3. 能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法. 4. 情感目标:理解“义务”涵义. Teaching aids : tape , tape-recorder , cards . Teaching procedures: Step 1 Leading in Show an article to the class . Say ,this is a e-mail message . Call attention to the form . Read the article individually . Step 2 Pre-task SB Page 29 ,3a .
Say ,there is another e-mail message . Ask a student to read it to the class . Call attention to the blank calendar . Say ,Now read it again .Then complete Sonia’s calendar . Check the answers . Step 3 While-task
SB Page 29 ,3b . Point out the e-mail message .Ask a student to read it aloud . Say ,Fill in the blanks in the e-mail message ,use ―I’m+verb+ing‖ or ―I have to +verb‖.
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Ask students to complete the activity on their own . Ask some Ss to present the answers to the class . SB Page 29 ,3c . Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish . As Ss work ,move around the room monitoring their work. Ask some Ss to read their message to the class . Step 4 Post-task SB Page 29 ,Part 4 . Read the instruction to the class. Complete the calendar on Page 88 . Say ,now go around the class .Ask Ss if they can come to your party at the time you are free . Step 5 Exercise Selfcheck Then ask some students to present their answers . Check the answers . 教学后记
Unit 6 I’m more outgoing than my sister .
Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c . Teaching goals : 1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . 2. Pattern: He has shorter hair than Sam .
Is Tom smarter than Tim ? 3. 能力目标:能对人物的外表进行描绘，个性进行比较. Teaching procedures: Step 1 Leading in
Ask a student to introduce herself/himself . Step 2 Pre-task SB Page 31 , 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on . Then ask Ss to repeat these sentences : Yao Ming is taller than Ronaldo . Step 3 While-task 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
SB Page 31 , 1c , 1b . Call attention to the picture . Point out the sample conversation in activity 1c . Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations . Then listen to the recording .Ask Ss to number the twins . Check the answers . SB Page 32 ,2a . Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read . Say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column . Play the recording and check the answers . SB Page 32 , 2b . Point out the picture and the two boxes with the headings Tina is and Tara is . Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a . Play the recording and check the answers . Step 4 Post-task SB Page 32 , 2c . Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own . Correct the answers . Step 5 Homework How are you and your sister /brother different ?Write down . 教学后记
Period 2 Teaching contents: Grammar focus , 3a , 3b ,4 . Teaching procedures: Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2 Pre-task
Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class . Call attention to the word ―funny‖, circle ―y‖ and say when a word ends in y ,change ―y‖ to an ―i‖ and add –er . Write the phrases ―more athletic than‖ .Say, when you complete things using words with three or more syllables ,you use the word more . Practice : happy , outgoing , short , thin , good . Step 3 While-task SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
article ,then answer the questions . Write if the statements are true ,or false ,or ―don’t know‖ if you don’t know the answer . Check the answers . SB Page 33 , 3b . Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example . Ask two Ss to read the sample conversation in the box . Have Ss work and ask some pairs to say their dialogues . Step 4 Post-task Read the instruction to the class .Ask pairs of Ss how many same and different examples they found . Work in pairs and ask some pairs to read their lists . Step 5 Homework Write down the same and different between you and a friend . 教学后记
Period 3 Teaching contents : Section B 1a , 1b , 2a , 2b , 2c . Teaching procedures : Step 1 Leading in
Show a maxim to Ss : A friend indeed is a friend in need . Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a . Read each description to the class and ask the Ss to repeat. What kind of things are important in a friend .Rank the things below 1-6 (1 is most important ) Ask different Ss to copy the six phrases on the Bb .Then read the phrases together . Step 3 While-task SB Page 34 , 1b . Say , Now make your own statements about friends using the phrases in activity 1a . Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ? SB Page 34 , 2a . Play the recording and check the answers . SB Page 34 , 2b . Play the recording and check the answers . Step 4 Post-task SB Page 34 , 2c . Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class . Step 5 Homework
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连词成句: 1. 2. 3. 4. Tom , Sam , intellectual , more , than , is . her sister , as … as . not, sports , at , good, is ,Liu Ying. me , same , as , the , friend , my , is . makes , laugh , a , me , good , I , think , friend . 5. outgoing , are , both , we . 教学后记
Period 4 Teaching procedures : Step 1 Leading in Greeting . Step 2 Pre-task
SB Page 35 , 3b . Read the instruction to the class .Ask Ss to look at the chart on Page 34 . Ask a student to read the example to the class . Say ,now write your own sentences . Ask students who finish first to write sentences on the Bb. Ask some Ss to read the sentences ,each student read one sentence one by one . Step 3 While-task SB Page 35 , 3a . Read the instruction .Point out the sample answer . Say , Now read the article .Explain the words and sentences in your own words . Listen to the recording .
Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers . SB Page 35 ,3c . Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own . Ask some Ss to read their sentences to the class . Step 4 Post-task SB Page 35 ,Part 4 . Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Step 5 Exercise Selfcheck . Ask Ss to work on their own . Check the answers . 教学后记
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Unit 7 How do you make a banana smoothie ?
Period 1 Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c . Teaching goal : 1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon . 2. Patterns: How do you make a banana smoothie ?
How many bananas do we need ?
How much cinnamon do we need ? 3. 能力目标:学会使用how many 和how much 分别对可数名词和不可数名词的量提问. 4. 情感目标:培养学生热爱劳动的习惯. Teaching aids : tape , tape-recorder , cards . Teaching procedures: Step 1 Leading in Greeting . Step 2 Pre-task SB Page 41 , 1a . Look at the picture .What can you see ? Point out the blank likes in the picture .Ask Ss to write the names of the actions .Choose the correct words . Ask Ss to fill in the blanks on their own . Check the answers . SB Page 41, 1b . Point out the actions in the picture and the list of actions in activity 1b . Play the recording and check the answers . Step 3 While-task SB Page 41 , 1c . Point out the instructions in activity 1b .Ask Ss to talk with a partner . SB Page 42 , 2a . Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .
Play the recording and check the answers . SB Page 42 , 2b . Say ,Now listen again .This time listen to the amount of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount . Ask a student to read the amounts in the first column . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Play the recording .Ss work .Check the answers . Step 4 Post-task SB Page 42 ,2c . Read the instruction for the activity . Point to the sample conversation .Ask two students to read the questions and answers to the class . Have Ss work in pairs . Ask some pairs to present their conversations . Step 5 Homework
Make a banana smoothie or fruit salad with your friends . 教学后记
Period 2 Teaching procedures : Step 1 Leading in Greeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad . Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to say the questions and answers . Write the words countable and uncountable on the Bb . Ask one or two students to explain what these words mean Call attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these . Step 3 While-task SB Page 43 , 3a .Point out the picture and ask Ss what the boy and girl are doing . Point to the four words at the beginning of the activity . Ask Ss to number the words to show the order . Read the conversation .Ask Ss to complete it . Check the answers . Ask Ss to read the conversation with their partner . SB Page 43 , 3b .Point out the picture . Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl . Ask a student to read the directions in the box . Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn . Step 4 Post-task SB Page 43 , Part 4 . Ask Ss to work in teams of three .Read the instructions. Ask Ss to work in pairs .Then ask some pairs to present their questions and answers to the rest of the class . Step 5 Homework 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Write your own recipe about a sandwich . 教学后记
Period 3 Teaching contents :Section B 1a , 1b , 2a , 2b , 2c . Teaching procedures :
Step 1 Leading in
Review how to make fruit salad .Ask Ss to answer . Step 2 Pre-task
Say ,Let’s make a sandwich .
Ask Ss that what ingredients they need .Ask two students to say and write the ingredients on the Bb . Then ask ,How do you make your favorite sandwich ? Ask one student to answer . Say , let’s make it together . Step 3 While-task SB Page 44 , 1a ,1b . Point to the sandwich ingredients in the picture .Say each word and ask Ss to repeat it . Read the instructions and point to the lines where Ss write the things they like in a sandwich . Students work .After that .Say, Now ask and answer .Point
out the conversation in the box .Ask Ss to work with a partner .As Ss work ,move around the room monitoring . Ask some pairs to say their conversations to the class . SB Page 44 , 2a . Read the instructions to the class .Point to the foods in activity 1a .Play the tape the first time .Ss only listen .Play the tape again .Ss circle the words in activity 1a . Check the answers . SB Page 44 ,2b . Listen carefully and write the ingredients on the correct lines in the chart .Check the answers . Step 4 Post-task SB Page 44 , 2c . Ss work in pairs .Ask several pairs to act out . Step 5 Homework Make a sandwich . 教学后记
Period 4
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Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck . Teaching procedures : Step 1 Leading in Ask some students to show the sandwiches they made . Step 2 Pre-task SB Page 45 , 3a . Read the instructions to the class .Have a student to read the recipe to the class .Point to the words vegetables ,meat and others in the chart .Point to the example answer .Say ,Now read the recipe and write the ingredients under the correct words in the chart . Check the answers . Step 3 While-task SB Page 45 , 3b . Read the instructions to the class . Read the recipe to the class .Say ―blank‖ each time when coming to a blank line . Say ,Now write a word in each blank .Check the answers . SB Page 45 , 3c . Read the instructions to the class . Then ask students to write their recipes .As students work ,move around the room offering assistance as needed .Ask students to read their recipes to a partner .Ask some students to read their recipes to the class . Step 4 Post-task
Selfcheck . Ask students to finish the work . Ask some students to present their answers to the class . Check the answers . Step 5 Homework SB Page 45 , Part 4 . Ask students to work with a partner . Tell your partner how to make a sandwich with the ingredients in your list . 教学后记
Unit 8 How was your school trip ? Teaching goals : 1. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of . 2. Use the past tense to talk about things . 3. 掌握由there be 结构和行为动词构成的一般过去时. 4. 掌握规则和不规则动词的过去时.
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Important and difficult points : How to use the past tense correctly . The form of the past tense . Teaching aids : card , picture and a tape recording .
Period 1 Teaching procedures :
Step 1 Leading in
Greeting : talk about something the Ss did last week . Step 2 Pre-task
SB Page 47 , 1a , 1c . T: What did you do on your last school trip ?Look at the picture .Guess :What did Tina … do ? Pairwork : Did Tina buy a souvenir ? No , … . Step 3 While-task SB Page 47 , 1b .Listen and check the answers . SB Page 48 , 2a , 2b .Play the recording and correct the answers. Step 4 Post-task SB Page 48 , 2c . Pairwork : Make conversations . Ask several students to present their conversations . Step 5 Conclusion
Grammar focus . Review the grammar box .Ss say the questions and answers . Practice reading . 教学后记
Period 2 Teaching procedures : Step 1 Leading in
Greeting : talk about what last day off was like .Was it a good day off or a terrible day off ? Step 2 Pre-task SB Page 50 , 1a , 1b . Look at the pictures .say something about the pictures . Point out the five phrases .Ss read after teacher . Make sure Ss understand what they should do .Rank them from 1-5 .Pay attention to the conversation in the box on the right .Read . Pairwork : make conversations . Share the students’ conversations .
Step 3 While-task SB Page 50 , 2a , 2b . Say , Now you will hear a conversation about what Tina and Tony did on their last day off . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Point out the sample answer in 2a . Listen carefully twice .Fill in the chart. Read the sentences in 2b .Pay attention to who said these things . Play the tape again .Listen carefully . Check the answers . SB Page 49 , 3a . Ask one student to read the article . Ss read and work : correct the statements below . Listen to the recording .Read after it . Ask Ss to read together . Step 4 Post-task
Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ? Step 5 Homework Make up a story . 教学后记
Period 3 Teaching procedures: Step 1 Leading in Free talk . Check the homework . Step 2 Pre-task SB Page 51, Part 4 . Say ,Here are some photos of your last vacation .What did you do ? Ask and answer with your partner . Question like this : Did … ? What … ? Were there … ?
Where … ?
How was … ? Pairwork . Step 3 While-task SB Page51 ,3a . Read the letter about the things Nick did by Ss . Explain the new words . Play the tape .Ss listen and repeat . Point to the number 1-5 .Point out the sample answer. Ss work .Then check the answers . Play the tape again .Practice reading . SB Page 51 , 3b . Say , Imagine you are Tony and you’ll give Nick a letter .
Point out the letter .Read the letter to the class .saying blank each time when come to a blank line . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Read the letter and fill in the blank . Ask one student to present the answers . Step 4 Post-task SB Page 51, 3c . Say :We read about the things Tony and Nick did .What did you do on your last day off .Let’s write a letter about them . Give them help if they need .Ss work . Step 5 Homework Complete the selfcheck . 教学后记
Unit 9 When was he born ? Teaching goals:
1. Learn to use ―be born‖ to ask sb sth
2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句. 3. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.
Period 1 Teaching procedures : Step 1 Leading in
Greeting .Ask Ss when they were born and which sports stars they like. Step 2 Pre-task SB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss
Ask :T: Who’s that ?
S: That’s … .
T: When was he born ?
S: She was born in … . Pairwork :make conversations .
教
案
正
文 随堂记录 Step 3 While-task SB Page 53 , 1b .Look at the pictures .Read the names and the occupation .Make sure what Ss should do . Listen carefully. Complete the exercise .Check the answers. SB Page 53 , 2a & 2b .Point out the columns and read the headings to class .Explain the meaning of the words at the top of each column if necessary .Say ,this time fill in the information under How long .Play the recording, Ss complete activity 2b .Correct the answers . Step 4 Post-task Point to the chart in activity 2a .Point out the fill-in lines in the conversation in activity 2c .Show Ss how to do the activity .Ask Ss to work in pairs .Then make their own conversation .Correct the answers . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Step 5 Homework
Collect the information about sports stars.Then make cards . 教学后记
Period 2 Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b . Teaching procedures : Step 1 Leading in Revise the past tense . Step 2 Pre-task SBPage54,Grammarfocus.AskSs to say the questions and responses .Answer the questions the Ss might have .
Step 3 While-task SB Pag3 55 , 3a .Ask Ss to point to the names in the chart below the article .Read the name to the class . Explain the word achievement . Divide the class into two groups —A and B .Have them continue filling in their own charts , on their own . SB Page 55 , 3b .After Ss have finished reading and filling their answers , ask Ss to work in pairs . Draw the chart on the Bb .Ask the Ss who finish first to write the answers in the chart . Correct the answers . Step 4 Post-task SB Page 55 , 4a . Write this sample question on the Bb .Then ask two Ss to ask and answer these questions . Ask Ss to talk to several other Ss .Move around the room checking their progress . SB Page 55 , 4b .Ask Ss to tell the class what they learned about a student. Allow other Ss to ask questions if they don’t understand something another student says .Ask each student to read at least one statement from his chart . Step 5 Homework( 改错 ) 1. I went to the classroom , but no one were there . 2. Last summer I go to HongKong . 3. Lucy and Lily didn’t late for school last week . 4. Did your friend bought a new watch yesterday ? 教学后记
Period 3 Teaching contents : Section B 1a , 1b ,2a , 2b , 2c . Teaching procedures : Step 1 Revision
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Check the homework . Step 2 Pre-task SB Page 56 , 1a . Write on the Bb the eight words at the top of the page .Ask a student to the names of the people in the pictures . Ask Ss to write one or two words from the list under each person’s picture . SB Page 56 , 1b . Ask several Ss to read the class the words they wrote under each picture .Say , Now work with a group .Make your own statements about the people in the pictures ,using the words you wrote in your book .Ask Ss to tell the class what they said about some of the people. Step 3 While-task SB Page 56, 2a .
Read the instructions and point out the words in the list in activity 1a . Play the recording .Ss listen and circle the words they hear Check the answers. SB Page 56 , 2b . Point out the eight sentences .Ask two Ss to read them . Play the recording and have Ss write down the answers . Correct the answers . Step 4 Post-task SB Page 56 , 2c . Ask two Ss to read the sample conversation . Have Ss work with a partner .Ask and answer questions using the sentences in activity 2b . Ask several pairs to say a conversation to the class. Step 5 Homework Remember the words learned in this class . 教学后记
Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck . Teaching procedures :
Step 1 Leading in Ask some Ss some questions :When were you born ? When did you get to school yesterday ? etc . Step 2 Pre-task SB Page 57, 3a . Ask Ss to read the phrases in the chart . Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand . Ask Ss to read to the class any words or phrases they circled .Write them on the Bb .Ask other Ss to explain what they mean . Ask Ss to read the article again and fill in the information in the chart . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Correct the answers . Step 3 While-task SB Page 57 , 3b .
Ask Ss to use these sentences to start their articles . Ask Ss to use the article about Midori as an example . SB Page 57 , 3c . Read the instructions and ask Ss who they write about . Ask Ss to work on their own .When they finish, ask the Ss to read the article to a partner and to talk about the person in the article . Step 4 Post-task SB Page 57 , Part 4 . Ask Ss to work in groups of four . Point out the sample conversation .Ask three Ss to read it to the class . Then ask Ss to work with their groups . Step 5 Homework Get Ss to finish the selfcheck on their own . 教学后记
Unit 10 I’m going to be a basketball player .
Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c . Teaching goals: 1. vocabulary :programmer ,engineer ,pilot ,professional 2. Pattern: I am going to do sth . 3. 能力目标:掌握一般将来时的用法. Important and difficult points : be going to 的用法. Teaching procedures : Step 1 Leading in
复习一般现在时表示计划、打算做某事的用法. Step 2 Pre –task SB Page 59 , 1a .Read each of the words to the class .Teach the new words Have Ss complete activity 1a .Check the answers . SB Page 59 , 1b .Play the recording .Ss listen and write down the answers .Correct the answers . Step 3 While-task SB Page 59,1c .In pairs ,Ss look at the jobs in activity 1a and have conversations about these jobs . SB Page 60 , 2a .Point to the picture .Ask Ss to say what they see .Play the recording .Ss listen and write down the answers .Check the answers . SB Page 60 , 2b .Ask a student to read the sample question and sample answer to the class . Play the recording .Ask Ss to write their answers in the chart .Correct the answers . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Step 4 Post-task SB Page 60 , 2c .Ask two Ss to read the sample conversation to the class . Point to the questions and answers in activity 2b .Ask Ss to make conversation about Cheng Han . Ask several pairs to say their conversations to the class . Step 5 Homework Preview the grammar box . 教学后记
Period 2 Teaching contents : Grammar focus, Section B 3a,3b,4. Teaching goals: 1. vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire . 2. 能力目标: 谈论未来自己与他人的理想职业及原因. Teaching procedures :
Step 1 Leading in Have Ss make sentences with ―be going to‖ . Step 2 Pre-task SB Page 61, 3a . Call attention to the diary .Read the paragraph to the class. Then read the instructions to the class .Have them know what to do .Ask Ss to finish the activity on their own . Correct the answers . Step 3 While-task SB Page 61 , 3b . Point to the questions .Say , Answer these questions .Tell the truth about your life .What do you plan to do ?
As Ss write ,move around the room offering help if needed Point out the sample conversation .Ask two Ss to read it to the class . Ss work in pairs . Ask some pairs to say their conversations to the class . Step 4 Post-task SB Page 61 ,Part 4 . Write the year 2008 on the Bb .Ask the class why that is an important date for Beijing and China .(China is hosting the Olympic Games in 2008) Divide the class into small groups .Ask them to talk about what they are going to do for the Olympics and make a list. Step 5 Homework Write the sentences in Part 4 on the exercise books . 教学后记
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Period 3 Teaching contents :Section B 1a , 1b , 2a , 2b , 2c . Teaching goals: 1. vocabulary :resolution , instrument , fax . 2. 能力目标:谈论为实现理想所做出的的打算和安排. Teaching procedures : Step 1 Leading in Ask some Ss to say the statement on their exercise books. Step 2 Pre-task SB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means . Point out the box next to each picture and ask some Ss to read the phrases . Ask Ss to match the phrases and pictures on their own . SB Page 62, 1b .Ask two Ss to read the sample conversation to the class . Then ask Ss to find partners to have a conversation . Ask several pairs to say their conversations to the class . Step 3 While-task SB Page 62, 2a . Read the instructions and point out the phrases in the list in activity 1a . Play the recording .Ss listen and circle the phrases on the list in activity 1a they hear . Check the answers . SB Page 62 , 2b . Play the recording .Ask Ss to write their answers on the blank lines after each person’s name . Ask three Ss to write one answer each on the Bb . Check the answers . Step 4 Post-task SB Page 62, 2c .Ask two Ss to read the sample conversations .Then ask Ss to work with a partner . Step 5 Homework Have Ss write their resolutions on the exercise books . 教学后记
Period 4 Teaching contents: Section B 3a,3b,3c,4 ,selfcheck. Teaching goals: 1. vocabulary: reader , keep , fit , keep fit , build . 2. 能力目标:学习制定未来一段时间的计划. Teaching procedures : Step 1 Leading in Check homework. Step 2 Pre-task SB Page 63 , 3a . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Call attention to the magazine article .Ask a student to read it . Ask Ss to make a list of the New Year’s resolutions in this article . Check the answers. Step 3 While-task SB Page 63, 3b . Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s resolution was .Then ask some other Ss to tell how each person was going to make his or her resolution work . Point to the magazine article in activity 3a .Ask Ss to write an article like this one . Step 4 Post-task SB Page 63 , 3c . Ask some Ss to tell the class about their New Year’s resolutions . Then ask Ss to write about their resolutions on their own . SB Page 63 , Part 4 .
Divide Ss into small groups to do the activity . Ask some groups to write their plans on the Bb . Step 5 Selfcheck Ask Ss to finish the Selfcheck on their own . Step 6 Homework Write the article in activity 3c on the exercise books . 教学后记
Unit 11 Could you please clean your room ? Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c . Teaching goals : 1. vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting . 2. patterns : Could you please + do sth. ?
Could you + do sth. ? 3. 能力目标:学习有礼貌地提出请求. Important and difficult points :请求允许做某事. Teaching procedures : Step 1 Leading in Greetings . Step 2 Pre-task Teach the new words . Step 3 While-task SB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class . Play the recording and let Ss fill in the chart .Check the answers . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
SB Page 65 , 1c . Point out the sample conversation in activity 1c .Ask two Ss to read it to the class .Have Ss work in pairs . Step 4 Post-task SB Page 66 , 2a & 2b .First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check ―yes‖ or ―no‖ .Correct the answers . Do with activity 2b in the same way . Step 5 Pairwork
SB Page 66 , 2c .Ss work in pairs , then ask some pairs to act out their conversations . Step 6 Homework In pairs make a conversation using ―Could you please …? Could you … ?‖.
教学后记
Period 2 Teaching contents: Section A Grammar focus,3a ,3b,4 . Teaching goals : 1. Vocabulary :work on , laundry , do the laundry , wash . 2. Master and use : I like doing sth. because … .
I don’t doing sth. because … . 3.情感态度目标:教育学生在人际交往中要有礼貌. Teaching procedures : Step 1 Leading in Revise the pattern : Could you please … ? Could you … ? Step 2 Pre-task SB Page 66 , Grammar focus .Ask Ss to say the questions and answers .Explain :the questions use the word could and the answers use the words can and can’t . Step 3 While-task SB Page 67 , 3a .Read the conversation to class with a student .Say blank every time you come to a blank .Ask Ss to fill in each blank with the work make or do . Correct the answers .
SB Page 67 , 3b .Ask two Ss to read the sample phrases . Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a . Ask a student to say the name of a chore .Then ask another student to say I like or I don’t like .Then ask a third student to give a reason . Step 4 Post-task SB Page 67 , Part 4 .In groups of five , give each group a set of blank cards .Ask Ss in each group to write one core onto a card .In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason . Step 5 Homework
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Make some sentences with ―I like doing sth because … .‖ or ―I don’t like doing sth. because … .‖ 教学后记
Period 3 Teaching contents :Section B 1a ,1b,2a,2b,2c. Teaching goals : 1. vocabulary: snack ,borrow ,invite ,disagree ,teenager 2. 能力目标:熟悉并能灵活运用Could you (please)„ ? Teaching procedures :
Step 1 Leading in Ask some Ss with questions :Could you please … ? Could you … ?
Step 2 Pre-task SB Page 68 ,1a . Say , Look at the items on the list ,ask Ss to complete the writing on their own . Correct the answers . Step 3 While-task SB Page 68, 1b . Read the instructions and point out the sample conversation. Ask Ss to work with a partner and make their own conversations about the items in activity 1a . Call several pairs to say one or more of their conversations to the class . SB Page 68, 2a & 2b . Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own . Ask two Ss to write their answers on the Bb . Correct the answers. Step 4 Post-task SB Page 68, 2c . Point out the sample conversation and ask two Ss to read it to the class . Then point to the phrases in the box .Ask Ss to ask and answer with a partner . Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers . Step 5 Homework
英汉互译: 1.洗餐具
2.处理琐事，干家务3.购物
4.take out the trash 5.make the bed 6.fold your clothes 教学后记
Period 4 Teaching contents: Section B 3a, 3b , 3c, 4 , Selfcheck . Teaching goals : 1. vocabulary :take care of ,feed ,mine ,weren’t=were not
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2. 能力目标:学习写留言条以请求他帮助. Important and difficult points : 留言条的书写. Teaching procedures : Step 1 Leading in Ask Ss to translate some Chinese phrases . Step 2 Pre-task SB Page 69 , 3a .
Read the instructions and have Ss know what to do . Ask Ss to read the letter on their own and complete the chart . Ask two Ss to write their answers on the Bb . Correct the answers . Step 3 While-task SB Page 69 , 3b . Ask a student to read the beginning of the e-mail message. Have Ss finish the message .Tell them they can look at the Chart in activity 2b for ideas . Ask some Ss to read their message to the class. SB Page 69 , 3c . Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class . Step 4 Post-task SB Page 69 , Part 4 . Point out the sample conversation and read the instructions to have Ss know what to do . Divide Ss into groups of three and ask them to make conversations . Ask several groups to say their conversations to the class . Step 5 Homework Finish the Selfcheck . 教学后记
Unit 12 What’s the best radio station ?
Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c . Teaching goals : 1. vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station . 2. 能力目标:掌握一些形容词的比较级和最高级. Difficult points :
特殊形容词的比较级和最高级. Teaching procedures :
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Step 1 Leading in
Revise the comparative forms and superlative forms of some adjectives . Step 2 Pre-task SB Page 71 , 1a .
Ask Ss to explain what the word or phrases means in their own words .Then ask Ss to decide which of the things are important or unimportant . Step 3 While-task SB Page 71 ,1b .Ask some Ss to read the sentences, then play the recording .Correct the answers . SB Page 71, 1c . Ask Ss to make a list of real movie theaters they know .In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters . Step 4 Post-task SB Page 72, 2a & 2b . Ask some Ss to read the phrases and sentences .Play the recording ,Ss listen and write down their answers . Check the answers . Step 5 Role play
SB Page 72 , 2c . Have Ss work in pairs .Check the progress and offering help as needed . Ask some pairs to say their conversations to the class. Step 6 Homework Preview the grammar box . 教学后记
Period 2 Teaching contents :Grammar focus, Section A 3a,3b,4. Teaching goals : 1. vocabulary :teen ,bargain , delight , by bus . 2. 能力目标:学习进行简单的比较并表达自己的好恶. Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of adjectives . Step 2 Pre-task SB Page 72, Grammar focus . Ask a student to read the sentences to the class .Say ,these sentences show different grammar points . Explain the two grammar points .Answer questions the Ss might have . Step 3 While-task SB page 73 , 3a . Point to the chart .Ask Ss what they will write in the chart. Ask Ss to read the article on their own . Ask Ss to read the article again and complete the chart on their own .Correct the answers . SB Page 73,3b .
Point out the sample conversation and ask two Ss to read it to the class . 书利华教育网www.shulihua.net精心打造一流新课标资料 书利华教育网www.shulihua.net精心打造一流新课标资料
Ask Ss to say the names of stores in your town and write the names on the Bb . Step 4 Post-task SB Page 73, Part 4 . Ask the class for the names of three places to have lunch near the school and write them on the Bb .Divide the class into small groups .Ask them to choose three restaurants and fill in the chart . Step 5 Homework 写出下列单词的比较级和最高级：happy , late , good , bad , beautiful , heavy , big , wet , small , much . 教学后记
Period 3 Teaching contents :Section B 1a , 1b, 2a , 2b , 2c . Teaching goals : vocabulary: positive , negative , dull , performer Teaching procedures : Step 1 Leading in Check the homework. Step 2 Pre-task SB Page 74, 1a . Point to the sample answer in the chart and ask a student to read the pair of words to the class. Ask Ss to complete activity 1a on their own . Correct the answers . SB Page 74 , 1b . Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner . Ss work in pairs to talk about the people they know . Ask several Ss to say their sentences to the class . Step 3 While-task SB Page 74 , 2a .Ask Ss what a ―talent show‖ is and ask Ss to tell what people do at talent show . Point to the five pictures .Ask different Ss to say what the people are doing in each picture . Play the recording .Ss listen and write the correct name . Check the answers . SB Page 74 , 2b .Play the recording and ask Ss to write what different people say about the performers . Correct the answers . Step 4 Post-task SB Page 74 ,2c .Ask two Ss to read the sample conversation to the class .Then Ss work in pairs . Step 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise books . 教学后记
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Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck. Teaching goals : 1. vocabulary: province , still , enough , distance , farthest 2. 能力目标:学习进行简单的调查. Teaching procedures : Step 1 Leading in Greetings . Step 2 Pre-task SB Page 75, 3a . Read the instructions and point out the words in the box . Point out the sample answer for number 1.Ask Ss to write one work from the box on each blank line . Correct the answers . SB Page 75 , 3b . Say ,Now write an article about the other people in activity 2b .Write about Vera , Dennis ,and the math teachers ,you can use information in the chart to help you. Ask Ss to complete the article on their own . Ask some Ss to read what they wrote to the class . Step 3 While-task SB Page 75, 3c . Ask Ss to say the names of famous performers they might write about . Ask Ss to write their article on their own . Ask some Ss to read their articles to the class . Step 4 Post-task SB Page 75 , Part 4 . Point out the chart where the Ss can write the answers . Ask two Ss to read the sample conversation to the class . Ask Ss to interview three classmates . Ask several Ss to read the information from one column to the class . Step 5 Homework Review the grammar focus on Page 72 . 教学后记
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第二篇：第28课《观潮》教案(人教新课标八年级上)
28.《观潮》教案
【教学目标】
1.使学生了解钱塘江大潮的壮丽与雄奇，激发学生热爱祖国大好河山的思想感情。 2.继续练习给课文分段，深入理解课文内容。
3.学习作者按一定顺序、抓住事物特点的观察方法，培养留心周围事物的习惯。 【重点、难点】
1.理解课文中有关“潮来之时”的记叙。
2.学习作者有顺序、抓特点的观察方法，提高学生观察事物的能力。 3. 通过重点语句体会“潮来之时”的壮观景象。 【课程安排】二课时 【教学过程】
一、介绍自然现象导入
举世闻名的钱塘奇观──海宁潮将要申报“世界遗产”。这是继温州雁荡山、江南水乡古镇西塘、乌镇、南浔联合申报“世界遗产”后，浙江省申报“世界遗产”的又一举措。
被誉为“世界第一大涌潮”的钱塘江潮，又叫(海宁潮)或(浙江潮)，每年中秋大汛，前来观潮的人日夜络绎不绝，自古以来蔚为天下奇观。 钱塘江畔有三个观潮点，第一观潮点俗称(海宁宝塔一线潮)，盐官镇东(古海宁城)银涛滚滚整齐而来，到镇海塔呈一直线，遇城数里即参差不齐。 此外还有第二观潮点和第三观潮点，分别为八宝海塘和(老盐仓)海塘;在八宝海塘看到的是东南汇合潮，在老盐仓看到的是(丁字壩返头潮)。三个观潮点各有不同的特色。
从海宁角度观看最为壮观。每年的中秋节前后，海宁潮潮头壁立，波涛汹涌，势如万马奔腾;云移至岸，浪卷轰雷，卷起“千堆雪”。双龙相扑“碰头潮”、白练横江“一线潮”、蛟龙脱锁“回头潮”和月影银涛“夜半潮”吸引着无数来自海内外的观光客。为此，海宁市在每年中秋节前后，都要举办规模盛大的“观潮节”，现在已经成为闻名于世的一大胜景。
天文学家指出：海宁潮是由于月球的引力和杭州湾“喇叭形”的出海口共同的作用而形成的。钱塘江大潮特大涌潮必须同时符合三个条件：一是必须是“朔”(中国农历初一)或“望”(农历十六)，即地球、月球和太阳三者连成一条直线;二是这“朔”或“望”必须最靠近“秋分”节气(在九月二十三日左右);三是这“朔”或“望”必须发生在月球最接近地球的时候(去年是九月十七日，地球和月球相距最近)。农历八月十八的钱塘江大潮，仅符合第一个条件;而农历八月初三的钱塘江大潮，则同时符合以上三个条件。因此，同是钱塘江大潮，农历八月十八的将比八月初三的逊色得多。(欣赏有关钱塘潮的图片)
二、简介作者
周密(1232一约1298)，南宋词人，字公谨，号草窗、苹洲、四水潜夫等，原籍济南，后为吴兴(今属浙江湖州市)人。宋末曾任义乌令等职，宋亡不仕，以歌咏著述自娱。其词讲求格律，与吴文英(梦窗)并称“二窗”。他工诗能文，亦善书画。著有《草窗韵语》《草窗词》《武林旧事》《癸辛杂识》。此篇选自《武林旧事》。《武林旧事》一书写于宋亡之后，书中缅怀先朝旧事，感慨世事盛衰无常，记载南宋岁时风俗、市井娱乐与游观之盛。
三、阅读课文 积累字词
1、听范读，注意文章停顿，积累字词。
2、自由朗读，读出钱塘潮的气势。
3、分组朗读。
四、自主学习 疏通文意
1、读课文，想想作者是按什么顺序来写钱塘江大潮的?
课文按时间顺序来写大潮，按潮来前、潮来时、潮过后的顺序把钱塘潮的景象写具体的。(板书)
2、再读课文，提出不懂的问题。小组自己解决有关词语方面的问题。
3、阅读课文，概括各段大意。
五、问题探究 欣赏文章
1、《观潮》第一句说：“浙江之潮，天下之伟观也。”这句话在文中有什么作用? 明确：这一句大有横空出世之势，先声夺人揭示了描写对象，点明了题旨，揭示了中心，可以说集全文要义于首句。
2、作者在《观潮》这篇散文中，绘声、绘色、绘形、绘势地描写了这一壮美雄奇的景象。全文的着眼点在“潮”上，立足点在“观”上，作者是从哪些方面写 “观潮”的?
明确：作者从四个方面写观潮：涨潮之状，水战之威，弄潮之技，观潮之盛。 作者由远而近写“涨潮之状”。“水战之威”是散文精彩的一笔，作者生动地描写了南宋水军演习的情景。“弄潮之技”更让观众大开眼界。“披发文身”写弄潮儿的外形，“溯迎而上”写弄潮儿的猛勇，“出没于鲸波万仞”写弄潮儿的矫健;“腾身百变，而旗尾略不沾湿”写弄潮儿的绝技超凡。最能表现“观潮之盛”的语句是“江干上下十余里间，珠翠罗绮溢目，车马塞途。”作者以“十余里”的路途之长表现观潮场面之大，盛况空前;以“车马塞途”写看客之多;以“虽席地不容闲也”写观潮人拥挤之极。
3、古人说：“富于万篇，贫于一字。”这说明写文章选词炼字是多么重要。试从课文中找一些精彩恰当的词语，说说它们的妙处。
明确： “吞天沃日”，动词“吞”“沃”极有气势。“倏尔”一词表现了水军动作神速。“披”“持”“挣”“鼓”“迎”“上”“出”“没” “腾”“变”“沾”动词蝉联而下，写出了弄潮儿生龙活虎般的形象特点，表现了动态美。“虽席地不容闲也”的“也”，是用来加强肯定语气的助词，强调观潮人特别多。
4、渲染，烘托和对比是作者在文中所运用的三种写作方法，请各找出一个例句，说说它的作用。
明确：“大声如雷霆，震撼激射，吞天沃日，势机雄豪。”是渲染钱塘江大潮的“伟观”，增强了艺术效果。烘托又称“衬托”，“映衬”，如“饮食百物皆倍穹于常时”是烘托观潮人极多和观潮盛况。“出没于鲸波万仞中，腾身百变，而旗尾略不沾湿”是对比，突出了吴中健儿弄潮表演技艺超凡。
5、谈谈正面描写与侧面描写相结合的特点。
明确：课文前三段分别描写了钱塘江潮的气势。 操练水军的情况及吴中健儿的突出表现，这些都是正面直接描写。最后一段则是从侧面描写，观潮的人越多，越是说明钱塘江潮气势的壮观，越是说明水军操练及吴中健儿的本领高强，人人都想一睹为快。这样，侧面描写与正面描写相结合，对正面描写起了衬托的作用，使文章中心更突出，更具有表现力。
6、为什么要写教阅水军与吴中健儿在潮头弄潮?
明确：作者在描写了浙江潮的雄伟壮观的景象之后，又花大量的笔墨来写水军演习的动人情景和吴中健儿高超的弄潮技术，使得两者相得益彰。人借水势，水借人势;人助水势，水助人势。 这样的描写，使雄伟之上更添雄伟，壮观之上更添壮观;使自然美与人文美相互融合，相互映衬，给读者极其美妙的感受，在身临其境中受到美的熏陶。 “弄潮儿向涛头立，手把红旗旗不湿”作者如此着意刻画出人是自然的精灵，人是自然的主宰，自然风景因有了人的活动而更加精彩美丽，表现了人敢于和自然搏斗的大无畏精神。
六、课堂总结 布置作业
浙江潮雄伟壮观，水上表演头绪纷繁、场面众多，观潮者人群如潮，但在文中，作者却写得井然有序，主次分明。这一方面是由于作者构思精巧，以海潮为线索，写景记事相融合，正面描写与侧面烘托相结合。另一方面也是由于作者惜墨如金，用语十分简练的结果。
我们学完了课文，对钱塘潮有了较深入的了解，深深地被它的壮丽景象所吸引。如果你是小导游，你怎样向不了解钱塘潮的游客介绍钱塘潮呢?
第三篇：部编人教版二年级语文上第八单元教案
22 狐假虎威
教学要求：
1、本课10个生字，两条绿线内的10个字只识不写。认识1个多音字。理解由生字组成的词语。
2、能正确、流利、有感情地朗读，练习分角色朗读课文。
3、理解课文内容，懂得“狐假虎威”的意思，体会寓意，使学生受到启发和教育。
教学重点：识字、写字。指导学生朗读课文，懂得“狐假虎威”的意思。 教学难点：揭示寓意。教具准备：课文录音、生字卡、动物头饰. 教学时间：二课时 教学设计：
第一课时
内容：初读课文。整体感知课文。识字、写字。
要求：借助拼音读准字音，读通课文。能按字的结构把字写端正、匀称。 重点：识字、写字。
一、竟猜谜语，激趣导入。
1、同学们，我们先来做一个猜谜游戏：
(1)黄袍袍，黑斑斑，龇牙咧嘴瞪眼睛;森林里面称大王，捕食野兽本领强。(老虎)
(2)模样像狼脸儿长，三角耳朵猫儿黄，昼伏夜出捕肉吃，毛皮好做女士装。(狐狸)他们俩之间会发生什么样的故事呢?
2、板书课题：“狐假虎威”领读课题。
问：“假”有几个读音?(两个读音：jiǎ、jià)在这里应读jiǎ,为什么这样读，是什么意思呢，这就需要大家从课文中去寻找答案了，大家加油啊!
【设计意图:谜语导入，激发学生学习兴趣，同时引出文本中的关键“人物”。告诉“假”的读音，但不告知理由，引导学生自己探究，培养学生在阅读中、在具体的语言环境中理解字的意思的能力。】
二、配乐朗读听感结合。(学生轻轻地打开书一边听录音，一边看书。) 【设计意图:听配乐朗读，一是起示范作用，二是培养学生边听边想的学习习惯。】
三、阅读课文识记字词。
师：“狐假虎威”这个故事主要讲了一件什么事呢?想不想自己读一读?
1、初读课文，要求：读准字音，读通句子。画出生字带出的词语。联系上下文或生活实际尝试理解词语的意思。
2、学习字词。
(1)出示生字，这些生字是我们读书的拦路虎，要想能正确、流利、有感情地朗读课文，就要先把它们清除。
①请同学们自己读读生字，你觉得难读的字可以看着拼音多读几遍。
②检查：你觉得哪个字难读，会读了吗?(指名读)重点提醒学生注意“扯、兽、爪”是翘舌音，“闷、窜、胆”是前鼻韵母，“趟、抗”是后鼻韵母，“蒙住”的“蒙”读mēng，不读méng.，齐读。
③去掉拼音读一读，同桌互相读一读，听一听。开火车读。
(2)出示生字组成的词语：狐假虎威、茂密、扑过去、半信半疑、猴子、野猪、梅花鹿、害怕、威风胆子吓跑寻找爪子借着、骨碌、违抗、窜过、一趟、狡猾、百兽
(3)生字组成的词语会不会读?自由练读，抢读词语卡片。
(4)小结：只一会儿功夫，就把字音读得那么准，同学们多不简单哪!自己夸夸自己吧!
【设计意图：在阅读中识字，语言环境中识字，重复再现中识字，遵循学生的识字规律及年龄特点。识字后，自我夸奖又使学生有了成就感，更鼓励了学生主动识字的积极性。】
3、读通课文。
(1)现在我们再读读课文，你觉得哪句话难读就在这句话前面画上“”，并把这句话多读几遍，直到读通顺了，再接着往下读。
(2)指名汇报练读的效果。
(3)采用老师范读、学生示范、个别练习等多种形式练习朗读，直到把课文难读的句子读通为止。
(4)小结：大家真不简单，这么长的句子都读通顺了，太棒了!
4、再读课文。
(1)同学们选自己能读好的一节认真练读，要求把它读流利，等会儿请你读给大家听。
(2)采用多种形式分小节读课文。
(3)各自把课文完整地朗读一遍后，指名分小节朗读全文。 (4)整体感知，课文讲了一个什么故事?
【设计意图：把朗读时间还给学生，从难句的读通再到段落的读顺，最后是流利的朗读全文，这样分层次教学为学生通畅的阅读全文铺设了梯度、降低了难度，同时也潜移默化地渗透了阅读文章的方法。】
四、指导写字。
1、出示生字。
2、学生观察生字结构，并相互交流记住生字的办法。
3、进行书写指导：
注意：”狐”的右边不是“爪”、猴的中间没有竖，威字中间不要忘了写一横。指导书写“虎、茂、威、假、鹿”。
4、学生进行区别、临摹。(注意书写姿势及字的美观)
【设计意图：尊重学生的识字方式，引导学生个性化识字，在观察交流中让学生掌握字的结构及多种识字方法，教师的示范指导侧重培养学生良好的书写习惯。】
第二课时 教学目的：
1、分角色朗读课文，理解课文内容。
2、懂得“狐假虎威”的意思和寓意。 重点：懂得“狐假虎威”的意思。 难点：揭示寓意。
一、回顾课文、复习巩固。
1、画去括号里不恰当的拼音。
朝(zháo cháo)霞朝(zháo cháo)南
森(sēn shēn )林深(sēn shēn )处
2、课文讲了一个什么故事?
二、精读课文、理解课文。
1、学习第一自然段，体会“虎之威”
(1)出示练习：通过上节课的学习，你觉得狐狸是一只()的狐狸，老虎是一只()的老虎。那谁厉害呢?指名读第一自然段。
(2)结合第一自然段的内容思考：究竟是狐狸厉害还是老虎厉害，说说你的意见。(窜，逃窜;扑，拍打;窜说明狐狸本来是很害怕老虎的，想很快逃走。“扑”时间短，动作快，说明老虎是很厉害的。)
(3)指导朗读第一自然段。读出老虎的威风来。
【设计意图：通过理解朗读重点词、关键词，体会“虎之威”】
2、学习第二至五自然段。体会“狐之猾”
过渡：面对饥饿、凶猛的老虎，狐狸的生命危在旦夕。它被老虎逮住以后怎样了呢?我们学习第二至五自然段。
(1)各自轻声读第二至五自然段，思考：这一部分，狐狸讲了几次话?(三次)应该怎么读?
(2)想像一下当时的情景和狐狸、老虎的心理。同桌练习分角色朗读，探究哪中读法更合适?
(3)学生练读。指名读。(如果学生读得好，提问他为什么要这样读?如果读得不足，则引导学生对“骨碌碌、”“扯着嗓子”、“老虎一愣”进行理解。第一句话扯着嗓子是想掩饰它内心的恐惧，用气势来吓唬老虎，第二句话讲老虎不敢吃的理由：我是老天爷派来管理你们百兽的„„第三句话讲狐狸故作镇静：你不怕，那你就吃吧。让学生想一想，用什么样的语气才能把老虎镇住、蒙住、骗住。)
出示练习：孩子们，你们看狐狸真是一只()的狐狸!放了狐狸是因为老虎被()。
(4)老虎被蒙住了，松开了爪子。发挥你的想象，想一想这时老虎会怎么想?
(5)学生合作学习讨论。
(6)讨论后回答。回答后学生联系朗读。师生共同评议。
【设计意图：抓住狐狸的语言，为学生搭建自主阅读的平台，通过学生个性化的朗读，自读自悟，以读代讲，想象狐狸说话时的心理、语气，从而体会
出“狐之猾”】
3、学习
六、
七、八自然段。明白“谁之威” (1)仔细观察课文中的插图，说说图意。
(2)看看课文是怎么说的。默读
六、
七、八自然段想一想：狐狸、老虎和其他野兽的表情怎样?
随着学生的回答，出示下列板书：
“狐：摇头摆尾神气活现”“虎：半信半疑东张西望”
(3)指名表演：请五位同学戴上头饰分别扮演狐狸，、老虎、猴子、小白兔、野猪、梅花鹿。其他的小朋友当导演，看看他们表演得对不对?
通过导演理解：狐狸和老虎谁在前，谁在后，为什么?
“神气活现”，“摇头摆尾”，“半信半疑”，“东张西望”这些词什么意思? (4)纳闷什么意思?(因为疑惑而发闷)野猪、小鹿、兔子为什么纳闷?它们纳闷的原因是：过去狐狸可没有这么威风呀，今天它怎么会这么神气活现起来，走起路来也跟往常不一样，摇头摆尾的这到底是怎么回事呢?
(5)为什么它们撒腿就跑?读“再往狐狸身后一看，呀，一只大老虎!大大小小的野兽撒腿就跑。”
(6)体会老虎、狐狸和野兽的不同表现，有感情地朗读课文。
出示练习：事实上狐狸是借着()的威风把百兽吓跑的，所以“狐假虎威”的意思是说()“假”的意思是()。随机板书“假”“威”的意思。
(7)从什么地方我们可以看出来狐狸是借着老虎的威风把百兽吓跑的?(狐狸走在老虎的前面，摇头摆尾，神气活现，百兽往狐狸身后一看，呀，一只大老虎!大大小小的野兽撒腿就跑——百兽是看见老虎才跑的。所以说，狐狸是借着老虎的威风把百兽吓跑的)。
【设计意图：插图与文本内容相结合，直观地了解了此时狐狸与老虎神态，而同学们的即兴表演，更使学生深入地理解了“神气活现”，“摇头摆尾”，“半信半疑”，“东张西望”这些词的意思，同时也更加透彻地明白了到底是谁最威风的，对于理解“狐假虎威”的意思可谓是水到渠成。】
三、揭示寓意、拓展升华。
1、我们不仅从语言上，也从动作神态上感受到狐狸的狡猾。它假借老虎的威风吓跑了百兽。生活中，人们就用“狐假虎威”这个词语比喻一种人，你觉得是什么样的人呢?(自己没有本领，却仗着别人的势力欺压人的人。)你想
对这样的人说什么?我们要不要做这样的人?你明白了什么道理?
23《狐狸分奶酪》教学设计 教学目标:
1、会认识捡、酷、俩、始等18个新字,会写奶、吵、急、第等8个生字。
2、读懂故事中狐狸做了什么事。
3、能用关键词概括故事中的狐狸的品性。
4、能分角色演一演这个故事。 教学过程: 第一课时
一、导入谈话
激发兴趣
1.同学们,打开你的回忆的闸门,想想,你们曾读过哪些有关狐狸的故事,想好后告诉我。并说说讲了狐狸干什么了?它们给你留下的印象是什么?(狡猾) 出示:高洪波写的小诗《我喜欢你,狐狸》。
2、今天我们一起走进另一组关于狐狸的故事(课件出示故事题目)《狐狸分奶酪》、《狐狸和马》、《狐狸孵蛋》、《瞎眼狐清窝》。
二、走进故事
感悟道理
1、我们先来学习《狐狸分奶酪》 (1)这篇课文讲了狐狸干了什么事? (2)再次默读课文,边读边想:这是一只怎样的狐狸。 (3)你从文章的什么地方看出来的? (4)指导朗读
2、让我们回顾一下是怎么阅读《狐狸分奶酪》这篇故事的内容。
3、让我们采用刚才的阅读方法继续阅读后三篇(小组合作学习完成题单)
4、简单汇报: (1)狐狸和马——聪明的狐狸 (2)狐狸孵蛋——善良的狐狸 (3)《瞎眼狐清窝》——慈爱的狐狸
三、走出故事总结特点
1、《狐狸和马》、《狐狸孵蛋》这两篇文章是什么类型的文章(童话)
2、童话的特点: (1)拟人化描写
(2)想象丰富 (3)有趣有理
3、学生齐读高洪波的小诗《我喜欢你,狐狸》。
四、总结收获 布置小练笔
今天我们一起走进了一篇篇关于狐狸的故事,感受了狐狸
可爱、善良、聪明和慈爱。这些故事一部分来自民间流传的,一部分是作家创作的,但这些故事都来源于生活,假如你想写一个狐狸,你笔下的狐狸有是怎样一只狐狸呢?下课后,自己编一个关于狐狸的故事》,老师期待着„„
五、推荐阅读 拓展提升 《中国童话大师经典丛书》 板书设计 故事中的狐狸 狡猾 聪明 善良 慈爱 第二课时
一、复习引入。
通过上节课的学习,想一想这是一只怎样的狐狸?
二、检查学习生字。
1、认真读一读课文,圈画出课后生字和新词,在组内互相检查。
2、小组展示学习。
3、全班交流。
三、学习词语
开始起始始终方便便利便于
四、指导书写
1、仔细观察课后生字,找出难写的生字。
2、指名说说难写的生字。
3、练习组词。
4、教师示范。
5、学生练习。
五、作业
1、生字词语抄写。
2、完成练习册。
24、《狐狸养鸡
(一)》教学设计
25、《狐狸养鸡
(二)》教学设计 教学目标：
1. 认识“特 冠”等19个生字，读准多音字“吵 嚷 冲 扇 ”的读音;会写“挤 挨”等8个生字。
2. 学会不出声地读课文，通过多种方法猜生字字音，把课文读通顺，读流利。
3. 抓住狐狸的矛盾心理，体会狐狸善良的一面。 【教学重难点：】
借助图画，形声字形旁表意的特点，联系上下文等方法猜字音;学会默读课文，了解狐狸也有善良的一面。
【教学准备：】 PPT课件 【教学课时：】 二课时 第一课时 教学目标：
1 认识“特 冠”等19个生字，会写“挤 挨”等4个生字。
2 在课文中找出不认识的字，猜猜他们的读音，再说说你是怎么猜出来的。 3能不出声地读课文，说说狐狸吃了这些鸡吗?这是只怎样的狐狸? 教学过程
一 故事激趣，导入新课
1指两名同学分别讲一讲《狐狸分奶酪》《狐狸养鸡一》的故事。 2教师导语：狡猾的狐狸在养鸡的过程中，和小鸡日夜相处，慢慢变得善良了，但是狐狸天生爱吃鸡，那他到低有没有吃掉这些鸡呢?我们今天继续学习《狐狸养鸡二》。
二 初读课文，识记生字
1自由读文，教师提出自读要求：①用自己喜欢的方式读课文，圈出文中的生字，并多读几遍②遇到不认识的字，试着猜一猜它们的读音。
2同桌，前后桌自主交流识字方法。
3多种方式识记生字，读准多音字“吵 嚷 冲 扇”的读音。 (1) 带拼音读，去拼音读。
(2) 加一加，换一换的方法识记生字，如： 中----冲 间---简 票---漂 少---吵 爪---抓 贝---败 诗---特 很---恨 船---般
(3)出示含多音字的词语，强调读音 吵吵嚷嚷 冲着 扑扇 4开火车认读词语
特别 冠子 漂亮 训练 抓到 冲着 凶相 另一番 扑扇 一般 一圈 即使 简直 吵吵嚷嚷 气急败坏
(1) 指名读，教师正音。 (2) 齐读 (3) 开火车读
(4) 自主选择一个词语说一句话。
5试着不出声地读课文，找出文中不认识的字，猜猜他们的读音，再说说你是怎么猜出来的。
6读了课文，想一想：天生爱吃鸡的狐狸，最后吃了这只鸡吗?这是一只怎样的狐狸?
7过渡语:这两个问题特别值得我们研究，下节课我们再继续学习课文。 三 教师范写，学生练写
1 出示田字格里的生字： 挤 挨 败 凶 ，观察生字，说说他们在田字格里的占位及结构。
2 教师示范书写，生观察，跟着书写。 3学生描红，写字，教师指导点拨。 4展示评价。 第二课时 教学目标：
1会写“坡 另”等4个生字。
2默读课文，说说狐狸为什么会一而再，再而三地“下不了口”呢?这是一只怎样的狐狸?
3综合本单元的课文，说说狐狸给你留下了怎样的印象。
教学过程：
一 复习回顾，导入新课 1出示上节课的词语，认一认。 2小组比赛读。
3想一想，上节课什么问题我们没有解决?(狐狸吃了这些鸡吗?这是一只怎样的狐狸?)
二 品读课文，体会情感
1过渡语：狐狸最终并没有吃这些鸡，而是在一个黑漆漆的夜晚，偷偷地溜走了，这是一只怎样的狐狸呢?
2 默读课文，思考：你从哪儿看出这是只善良的狐狸?找出相关句子。
(一) 狐狸矛盾显善良 出示句子: ① 这时，狐狸有点儿恨这群鸡了：傻瓜，干嘛不逃掉?他突然想了个主意，训练这群鸡，把他们训练的像鸟一样。如果到时候，他们不能像鸟一样飞翔，我抓到他们，可就别怪我狐狸无情了。
② 狐狸真是又好气又好笑，望着一天天肥壮起来的鸡，心里矛盾极了。他真想告诉鸡们，自己是一只狐狸，天生爱吃鸡。他非常非常想吃掉他们，只是怎么也说不出口，即使说了，恐怕鸡们也不相信。不是自己叫他们学飞的吗?干脆趁天黑咬死他们，吃掉他们。可是一到夜里，看着鸡们挤在自己身边，安安静静地睡着，他无论如何也下不了口。1 反复读这些句子，你从中体会到什么?
2小组内交流学习。 3指名说一说。
4有感情地读这些句子，体会狐狸矛盾的心理。
5过渡语：我们从狐狸矛盾的心理和狐狸的行动中感受到了这是一只善良的狐狸，你还能从哪些地方体会到狐狸是善良的?(提示：请大家观察观察小鸡)
(二) 小鸡表现显善良
1指名说一说你还从哪些句子感受到狐狸的善良。 2学生默读课文，找出相关句子。自由交流。 3出示句子：
① 只是夜晚，鸡们还是挨挨挤挤卧在狐狸身旁。
② 可是鸡们吵吵嚷嚷：“为什么，为什么，为什么?”“就不飞，就不飞，就不飞!”
③ 这些鸡还是第一次看到狐狸的凶相，以为狐狸真的生气了，他们只好乖乖地练习。
④ 鸡们飞了一圈后都落到了狐狸身旁，争先恐后地向狐狸描绘飞翔的感觉。有只鸡还对狐狸说:”你也飞吧，可好玩了。”
⑤ 一群鸡在四处寻找，叽叽喳喳地叫着，寻找一只狐狸。 4读了这些句子，你有什么感受?试着有感情地读一读。
5小结：这些鸡在和狐狸一起生活中，渐渐把狐狸当朋友，当妈妈一样信任依耐，说明狐狸也像朋友，像妈妈一样对待这些鸡们，也可以让我们感受到狐狸是善良的。
三 总结全文，拓展延伸
1 学了本单元的课文，狐狸给你留下了怎样的印象?
2 总结 ：通过本单元课文的学习，让我们明白了，很多动物并不是天生的狡猾凶残，通过后天的环境改变，和睦相处也可能产生很好的感情的。人与人之间更是如此，正所谓：人之初，性本善，只要人人都有一份爱心，多一些关爱，相信世界一定会更加和谐美好的!
3还有许多与狐狸有关的故事，请同学们找一找，读一读。 四 教师范写，学生练写
1 出示田字格里的生字： 坡 另 诉 信 ，观察生字，说说他们在田字格里的占位及结构。
2 教师示范书写，生观察，跟着书写。 3学生描红，写字，教师指导点拨。 4展示评价。
第四篇：人教版新版八年级物理上第三章第一节温度教案
第一节 温度
【教学目标】
1、知识与技能
●理解温度的概念;
●了解生活环境中常见的温度值; ●会用温度计测量温度。
2、过程与方法
●通过观察和实验了解温度计的结构;
●通过学习活动，使学生掌握温度计的使用方法;
3、情感、态度与价值观 ●通过教学活动，激发学生的学习兴趣和对科学的求知欲望，使学生乐于探索自然现象和日常生活中的物理学道理。 【教学过程】
一、创设情景，引入课题
1、师：在我们的日常生活中，我们常常能听到这样的对话：“今天好热啊!”“是啊， 秋天都快到了，温度怎么还这么高?”“可是早上起床的时候却又很冷”
师：从这段对话中我们可以得出他们是在讨论什么呢? 生：冷，热。
师：物理学中，把物体的冷热程度叫做温度。
2、三只烧杯中分别放冰水、自来水和足够热的水，引导学生进行“冷”“热”的体验：
师：为什么同一杯自来水在差不多相同的时间内有两种差异很大的冷热感觉呢?
生：看来人的感觉是不可靠的。
师：在日常生活中，人们常常凭自身的经验和感觉去判断事物，然而这种经验和感觉并不都是可靠的，有时会出现差错，，因此，要准确地判断温度的高低，就要借助测量温度的工具——温度计
二、层层递进，学习新知
师：平时，你观察到过类似的现象吗?家中烧开水时，如果水壶中的水灌得太满，刚刚开始烧水，水就会溢出。
生：有
师：很好!那么像这样的现象我们送它一个物理名称──热胀冷缩 结合课本P47想想做做介绍温度计的原理。
师：温度计是根据液体热胀冷缩的规律制成的，根据测温环境的不同，温度计中的测温物质一般也不同，可以是酒精、水银、或者煤油。
让同学们观察图3.1-2各种常用的温度计
师：各种不同的温度计各有各的妙用，我们今天学习的是常见的玻璃液体温度计，它们在结构上基本相同，分别有：装液体的液泡、细内管、刻有示数的玻璃柱，根据液泡中的不同液体通常使用的有酒精温度计、煤油温度计和水银温度计。
师：既然温度是用来衡量物体的冷热程度的物理量，那么它就应该有自己的单位，让我们通过观察温度计找出答案。
A.字母“℃”的意思：表示摄氏温度(瑞典的摄尔修斯提出的)。
B.0摄氏度的规定：在一个大气压下，冰、水混合物的温度，记作0℃(关于“一个大气压”在后面的学习中会进一步的了解的)。
C.100摄氏度的规定：在一个大气压下，水沸腾时的温度，记作100℃。 D.1摄氏度：0℃和100℃之间等分100份，每个等份代表1℃。 人体的正常体温为37℃，读作：37摄氏度。
珠峰营地的帐篷内，温度为-15℃，读作：负15摄氏度或零下15摄氏度。 在中央电视台的报道中，所有的主持人都把温度读作：100度，1600度。你认为妥当吗? 出个题目考考你：“25℃”，你会读吗?“28摄氏度”怎么写?“零下8摄氏度”怎么写?
3、尝试探索，学会使用
师：观察实验桌上的两支温度计，你能说出它们有什么不同之处吗? 生A：一支测普通的温度，一支是测体温的。 生B：上面标的数字范围不同。 生C：每一小格表示的温度也不同。 生D：体温计的下面是弯的。 生E：体温计的玻璃柱不是圆的。
生F：体温计的玻璃柱可以起到放大的作用。 „„
师：非常的棒哦!同学们都作了细致的观察。这里包含着从今天开始我们学习测量时必须遵守的两个要求──观察量程和分度值。
A.量程──所能测量的最高温度和最低温度的温度范围。 实验室用的温度计的量程为：-20℃～110℃。 体温计的量程为：35℃～42℃。 B.分度值──最小一个代表的值。 实验室用的温度计的分度值为：1℃。 体温计的分度值为：0.1℃。 (由学生观察后回答完成)
师：两支温度计就在空气中，现在温度计的示数应该就是空气的温度，请大家读出来。 生A：(手中拿的是实验室用的温度计)示数为：(注意单位)。 生B：(手中拿的是体温计)读不出来。 师：为什么读不出来呢?
生：现在的空气温度没有达到体温计能测量的最低温度。 师：回答的很好!
三、归纳小结，巩固知识
师：时间过得真快，转眼一节课就要结束了，你在这节课上有什么收获呢?或者说你有什么感想呢?说出来与大家共享，好吗?
生：„„(此处学生可能会有各种说法，引导他们对所学的知识作归纳)
结束语：同学们，了解了温度，认识了温度计，那么下节课我们将继续深入探索，学习温度计的使用，请同学们回去后先做好准备。
附练习：
1.小明通过学习得到下面几个结论，请帮他补充完整。
(1)冰水混合物的温度是__________。沸水的温度是__________。
(2)常用的液体温度计是根据_________的规律制成的。温度计里的液体，通常用_________(列举两种)。
(3)温度计上的字母“C”表示这个温度计采用_________温度。人的正常体温约__________，读作_________。 (4)实验室常用的温度计，它的下端是_________，上面连着一根内径很细的_________，当温度稍有变化时，细管内液面的位置就会有变化。
2.该选哪一项?
(1)温度反映的是物体的()
A.体积大小B.运动快慢C.冷热程度D.振动快慢 (2)-20℃的正确读法是()
A.零下20度B.零下摄氏20度C.负摄氏20度D.零下20摄氏度
第五篇：八年级物理人教版课程纲要（上）
课程名称：八年级物理(上册) 课程类型：必修课
教
材：人教版物理八年级上册 学
校：
设
计：物理教研组 课
时：52课时
对
象：八年级1-4班学生 时
间: 2017年8月28日 课程目标：
以物理学的内容作为素材，启发学生思维，培养学生学习的积极性和主动性，使学生获得终身学习的兴趣、习惯及一定的学习能力;经历科学探究的过程，学习科学探究的方法，培养科学探究精神、实践能力、创新意识，树立科学的价值观;通过多元化、发展性的评价体系，促进学生的全面发展。
各章目标定位如下：根据生活经验估测长度和时间;会选用适当的工具测量长度和时间;会用速度描述物体运动的快慢;通过实验测量物体运动的速度;用速度公式进行简单计算。 第一章 机械运动
1.根据生活经验估测长度和时间; 2.会选用适当的工具测量长度和时间; 3.会用速度描述物体运动的快慢; 4.通过实验测量物体运动的速度;用速度公式进行简单计算。 第二章 声现象
1.经历探究声音产生和传播条件的活动，知道声音是由物体振动产生的，知道声的传播需要介质、真空不能传声，知道不同介质中声速不同，记住15℃空气中的声速，知道声音的反射，尝试计算简单的回声测距的问题;在活动中体验人是如何利用空气、骨传导听到声音的，简述双耳效应、立体声;
2.观察“音调与频率的关系”的实验，知道音调与发声体的频率有关;经历“探究声音的响度与什么因素有关”的实验，体验物理研究问题的方法——控制变量法，知道响度与振幅有关，体会不同发声体发出声音的音色不同;在声现象的事例中会识别声音的音调、响度、音色;初步了解超声波、次声波、一些动物的发声和听觉的频率范围;简述打击乐器、弦乐器、管乐器分别是如何改变音调和响度的。 3.举例说明生产、生活中噪声来源的事例，会辨别乐音、噪声的事例，知道噪声强弱的等级，列举噪声的危害，会区分控制噪声三种途径的事例。会列举或者识别声传递信息、能量的事例，举例说明超声波在生产、生活中应用的事例。 第三章 物态变化
1. 知道温度表示物体的冷热程度，能说出生活环境中常见的温度值;观察自制温度计，知道液体温度计的工作原理，知道摄氏温度的单位、符号、读法及摄氏温度是如何规定的，记住实验室用温度计、寒暑表、体温计的量程、分度值，会说出体温计的结构特点，尝试用温度计测量水、空气的温度;
2.能区别固、液和气三种物态;列举常见的物质中晶体、非晶体，参与“探究固体熔化时温度的变化规律”，根据实验数据，绘制海波、石蜡熔化时温度变化的曲线，简述熔化、凝固曲线的物理含义，区分晶体、非晶体的熔化、凝固时的温度变化曲线，知道晶体熔化、凝固的条件，知道晶体有固定的熔化温度(熔点)、而非晶体没有，知道熔化吸热、凝固放热;经历“探究水的沸腾”，知道液体沸腾时的温度特点，根据实验数据，绘制水沸腾时温度变化的曲线，知道液体沸腾的条件，记住常见液体的沸点;观察实验，知道蒸发可以致冷;参与探究活动，归纳影响蒸发快慢的三个因素;知道汽化吸热、液化放热;观察碘的升华和凝华现象，知道升华吸热、凝华放热;会区分熔化、凝固、液化、汽化、升华和凝华现象，并判断吸热、放热;尝试将生活和自然界中的一些现象与物质的熔点和沸点联系起来;能用水的三态变化解释自然界中的一些水循环现象，有节约用水的意识。 第四章 光现象
1. 在事例中会识别光源和非光源、天然光源和人造光源;观察“光是怎样传播的”实验，知道光在同种均匀介质中沿直线传播，会画简单的光线;能列举生活中光沿直线传播应用的例子，尝试用光沿直线传播的知识解释生活中的现象;经历制作小孔成像，观察小孔成像的特点;记住光在真空、空气中的传播速度c=3×108m/s，了解光年是距离单位;
2.认识的反射现象，经历探究“光的反射规律”的活动，会背诵光的反射定律，知道反射现象中光路的可逆性，会画简单的反射光路图，会区分生活中的镜面反射和漫反射;经历“探究平面镜成像的特点”的活动，体会物理研究问题的方法——替代法，会描述平面镜成像时像与物的关系,体会平面镜成虚像的形成原因，会画简单的平面镜成像光路图;观察实验，认识凸面镜的发散作用、凹面镜的会聚作用，会列举凸面镜、凹面镜应用的事例;
3.观察折射现象，体验折射现象的美妙;观察“光的折射”实验，归纳出光的折射规律，知道折射现象中光路的可逆性，会画简单折射光路图;能列举生活中光的折射的例子，尝试用光的折射的知识来解释生活中的折射现象;观察色散实验，知道白光是七种色光组成的;经历探究活动，体验探究的过程和方法，知道色光的三原色跟颜料的三原色是不同的，知道透明物体、不透明物体的颜色分别由通过的色光、反射的色光决定;列举红外线、紫外线的在生产、生活中的事例，了解光的散射的有关知识。 第五章 透镜及其应用
1.会区分凸透镜、凹透镜，观察演示实验，认识凸透镜的会聚作用和凹透镜的发散作用，知道凸透镜的焦点、焦距，尝试利用太阳光粗略测定凸透镜的焦距;会画出特殊光线通过透镜的光路图; 2.经历制作模型照相机的过程，了解照相机、投影仪的结构，认识照相机、投影仪、放大镜的成像特点，会描述实像和虚像的区别;学生用凸透镜观察远处、近处物体的成像特点，提出有关的探究问题，经历探究实验，体会设计实验的思路、科学探究的过程和方法，记录相关实验数据及现象，分析实验数据、归纳出凸透镜的成像规律，牢记凸透镜成像的规律，会运用凸透镜成像规律，解释照相机、投影机、放大镜的成像原理;
3.了解眼睛的构造，简述眼睛是怎样看见物体的，知道近视眼和远视眼的成因、矫正方法，了解眼睛的近点、远点、明视距离、眼镜的度数等知识，知道保护视力的方法;会说出光学显微镜、开普勒天文望远镜的基本结构，尝试运用凸透镜成像规律，解释显微镜、望远镜的物镜、目镜的成像特点，知道视角大小与物体本身大小和物体到眼睛距离有关;尝试用凸透镜制作显微镜和望远镜。 第六章 质量和密度 1.知道质量的含义; 2.会测量固体和液体的质量; 3.通过实验，理解密度; 会测量固体和液体的密度;
4.能解释生活中一些与密度有关的物理现象。 课程内容：
根据人教版物理的课程内容，八年级物理上册有6个单元的内容，分别介绍声、光、热、等几方面的内容。其课程内容包括： 第一章
机械运动
内容：1.长度和时间的测量; 2.运动的描述; 3.运动的快慢; 4.测量平均速度。
重点：刻度尺测量长度。 难点：误差的意义;测量平均速度。 第二章
声现象
内容：1.声音的产生与传播; 2.声音的特性;3.声的利用;4.噪声的危害和控制。
重点：声音产生和传播的条件;声音的特性。
难点：探究声音产生和传播条件的实验;探究声音的特性(音调与频率、响度与振幅的关系)的实验。 第三章
物态变化
内容：1.温度计;2.熔化和凝固;3.汽化和液化;4.升华和凝华。 重点：温度计的工作原理;晶体和非晶体熔化时温度的变化规律;蒸发可以致冷，液体沸腾时的温度特点。
难点：探究晶体和非晶体熔化时温度的变化规律;区分熔化、凝固、液化、汽化、升华和凝华现象;探究蒸发可以致冷，液体沸腾时的温度特点。 第四章
光现象
内容：1.透镜;2.生活中的透镜;3.凸透镜的成像的规律;4.眼睛和眼镜;5.显微镜和望远镜。
重点：光的直线传播;光的反射和折射的规律;平面镜成像特点。 难点：探究光的反射规律实验和折射的规律的活动;探究平面镜成像特点的实验。
第五章
透镜及其应用
内容：1.光的传播;2.光的反射;3.平面镜成像;4.光的折射;5.光的色散;6.看不见的光。
重点：凸透镜的会聚作用和凹透镜的发散作用;凸透镜成像的规律;照相机、投影仪、放大镜的原理。 难点：探究凸透镜成像的规律的实验。 第六章
质量和密度
内容：1.质量;2密度;3测量物质的密度; 4密度与社会生活 重点：托盘天平和量筒的使用 难点：固体和液体密度的测量 课程实施建议 (一)
课时安排
总52课时，其中新授课(24课时)，实验课(8课时)，讲评课(13课时)，检测(5课时)，考试(2课时)。 科学之旅
1课时 第一章
机械运动
6课时 1.长度和时间的测量(2课时)
2.运动的描述(1课时)
3.运动的快慢(1课时) 4.测量平均速度(2课时)
第二章 声现象
8课时 具体课时分配：
1.声音的产生与传播(2课时); 2.我们怎样听到声音(1课时); 3.声音的特性(3课时); 4.噪声的危害和控制(1课时); 5.声的利用(1课时);
第三章 物态变化
7课时 具体课时分配： 1.温度计(2课时); 2.熔化和凝固(3课时); 3.汽化和液化(3课时); 4.升华和凝华(1课时);
第四章 光现象
具体课时分配： 1.光的传播(2课时); 2.光的反射(1课时); 3.平面镜成像(2课时); 4.光的折射(2课时); 5.光的色散(1课时); 第五章 透镜及其应用
具体课时分配：
1.透镜(1课时); 2.生活中的透镜(1课时); 3.凸透镜的成像的规律(3课时);4.眼睛和眼镜(1课时);
8课时 7课时
5.显微镜和望远镜(1课时)
第六章 质量和密度
7课时
具体课时分配：
1质量(2课时) ; 2密度(2课时) ;
3测量物质的密度(2课时) ; 4密度与社会生活(1课时);
(二)实施手段：
1、构建新的初中物理课程标准理念： ① 重全体学生的发展，改变学科本位的观念; ② 生活走向物理，从物理走向社会; ③ 重科学探究，提倡学习方式多样化; ④ 注意学科渗透，关心科技发展; ⑤ 建立新的评价体系。
2、创造性地使用教材，充分开发和利用生活中的学习资源，备好、上好每一节课，向课堂45分钟要质量。适当补充相关情景材料，支持学生学习，做好导学案编写、作业设计、单元测试，及时反馈，做好习题讲评和培优补差工作，有效地调整教学，帮助学生对学习过程和结果进行反思，学会对自己的学习进行评价和总结，把学生的学习困难、问题和经验作为生成性教学的起点。
3、充分利用多种教学资源(如：图片、视频、动画等)，使用现代化教学技术(如电子白板教学)，发挥多媒体教学的优势，给学生创造良好的教学环境。大胆放手让学生提出问题、讨论、交流与合作，促进学生学习方式的转变，促进学生的全面发展。
4、重视科学探究，做好演示实验、组织好探究活动和分组实验。探究活动的组织和对学生探究能力的要求，循序渐进，由简单到复杂，由部分探究到经历较完整的探究过程。学期初，安排一些简单的探究活动，逐步增加探究的环节，最后安排学生进行完整的探究活动。在探究活动中，培养学生的创新精神与实践能力，形成科学的世界观。
(三)教学方式：
1、教法：
坚持道德课堂模式下的教学方式，采用“先学后教、当堂训练”，充分利用快速、便捷的班班通教学系统，利用师生互动、生生互动的授课方式，引导、启发学生自主学习、合作学习。
2、学法：
利用导学案，成立四人学习小组，互帮互学，采用学生自学和小组讨论的的形式，“自学——探究——展示——提高”模式自主学习。
(四)课外延伸：
成立科技兴趣小组，开放物理实验室，开展丰富多彩的课外活动，调动学生积极性，使学生个性得以充分发展。 课程评价：
促进三维教学目标的达成，促进每个学生的有效学习，促进教师认真研究学生的学情，创造有利于发挥教师潜能的、有利于培养学生学习能力的灵活有效的课堂教学方式。通过课堂教学评价，努力促进物理教学的两个转化——将课程标准中的课程理念转化为物理课程的实践，将课程标准的要求转化为教师真实具体的教育教学行为和学生的学习行为。能充分体现发展性、过程性、全面性、科学性原则.强化形成性评价，弱化终结性评价;重视学生在自主探究知识过程的表现的评价.
一、学生学习评价
(一)学生成绩认定的评价内容
由学习过程、卷面测试成绩和实验探究三项构成。
1、学习过程。
由学习态度、作业情况两项构成。 (1)学习态度。
学习态度的构成要素：①预习情况(预习导学案中的学习目标/学习方法建议/课前准备区，课本);②课堂学习状态(笔记/参与/问答/讨论/合作/实验);③学习笔记(课堂/课后)。充分发挥“四人合作学习小组”的监督评价功能，让学生对参与合作学习、交流协作情况进行互评。
学习态度的评定等次：①优秀;②良好;③合格;④需努力。 (2)作业情况。
作业的构成要素：①是否上交;②是否独立完成;③是否错题纠正;④是否有测试分析报告。进行两次作业展评，学生对完成作业情况，进行互评。
作业的评定等第：①优秀;②良好;③合格;④需努力。
2、卷面测试成绩。
卷面测试成绩的形式：单元测试，自主命题;期末测试，教研室命题。 卷面测试成绩的评定等第：①年级前50%者，优秀;②年级前51%—70%者，良好;③年级前71%—95%者，合格;④年级后5%且不及格者，需努力。
3、实验探究。
评定等第：①凡完成探究任务为合格。②课外多做一项或一个实验探究为良好③能将课外探究发表到网络或征文获奖者为优秀。让学生对参与探究、动手操作、交流协作情况进行互评。
(二)学生成绩认定及结果处理
1、学生成绩认定。
学生期末物理总成绩=平时成绩×40﹪+期末测试成绩×60﹪。
2、实验技能测评。
实验技能测评形式：学校统一组织实验技能测试，按市教研室规定的测试要求测试。实验技能测评等次：①P等(通过);②E等(未通过)。实验技能测评等次为E者，补考，通过者获P等。
3、总评成绩：物理成绩+实验技能测评成绩。
合格：物理成绩合格等次以上且实验技能测评成绩P等。 不合格：物理成绩不合格，或者实验技能测评成绩E等。 总评成绩不合格者，需要补考。
二、教师教学评价
(一)教师教学评价的内容 根据教学目标(10分)、教学内容(15分)、教学方法(20分)、学习状态(25分)、教学效果(20分)、教师素养(10分)、教学特色(10分)等七个方面对课堂教学进行评价。
1、教学目标
是否符合物理课程标准与教材要求，特别注重过程与方法的培养，关注学生积极良好的情感体验;是否符合学生实际、学生年龄心理特征、学生已有知识水平、学生“最近发展区”。
2、教学内容
内容选择是否科学合理，有没有知识性错误;是否创造性地使用教材，适当补充相关情景材料支持学生学习;是否充分开发和利用生活中的学习资源，创设有利于学生学习的教学情境;重点、难点处理是否适当，教师是否恰当地处理教材，重点突出、突破难点的方法是否合理有效。
3、教学过程与教学方法
教师是否为学生提供各种便利的学习条件，营造民主、平等、和谐、积极向上的学习氛围;导课方式是否新颖、引人入胜，引发和保持学生进一步学习的愿望;教师是否以平等的参与者身份，给学生以心理上的安全感和精神上的鼓舞，为大多数学生提供平等参与的机会;教师的指导语言是否有启发性，是否及时采用积极、多样的评价方式; 教师是否提供充分的条件，创设适当的情景，精心设计学生的学习活动;是否大胆放手让学生提出问题、猜想与假设、制定计划与设计实验、进行实验与收集证据、分析与论证、评估、交流与合作，将科学探究与物理知识的学习有机地结合起来;
教师是否帮助学生对学习过程和结果进行反思、评价和总结，是否把学生的学习困难、问题和经验作为生成性教学的起点;
教学环节是否科学，时间分配是否合理，媒体和实验器材的利用是否恰到好处，是否有利于学生更好的理解学习内容，提高教学效率。
4、课堂学生学习状态
学生参与教学活动的广度，即参与的人数和参与时间、各个层面学生参与活动的比例;学生参与教学活动的深度，是指提出问题和解决问题的质量、参与的是表面的问题还是深层次的问题、是主动参与还是被动地参与;学生的思维水平，主要体现在学生的注意力是否集中，是否学会倾听，是否善于交流、交谈，能不能独立思考，能不能发现问题，能不能从多角度解决问题，针对问题的不同解释能不能进行评价。
5、课堂学习效果
教学目标是否达成，学生是否掌握了新知识并纳入到自己原有的知识结构中，学生是否经历了过程与方法的体验，是否有情感态度与价值观的收获;学生解决问题的能力是否得到训练和提高，学生学习有困难时是否得到了帮助;学生取得成功的时候是否得到鼓励;学生的学习方法是否有变化;学生的精神状态是否饱满，是否体验到学习和成功的愉悦，是否有进一步学习的愿望，师生之间、生生之间是否能够彼此交流和分享见解。
6、教师素养 教态自然大方、语言符合教学要求。教学语言清晰流畅、严谨、生动、准确,讲解深入浅出,逻辑性强,无科学性错误。板书工整简练，中心突出、概括性强。板书板画规范,条理清晰,概括性强,重点突出,字迹工整;实验操作规范，器材既简单明了，又能反映物理现象和规律;并能熟练使用现代教学手段。
7、教学特色
教师自行设计效果更好地演示实验;制作科学性与实用性强的课件;设计与众不同而且和谐高效的教学方案;在学生能力培养与科学方法教育方面有独到之处;为引入课题、概念和探索规律而创设的有特色的物理情景;调动学生积极参与探究的方法;优化设计联系学生学习生活与社会生活的典型例题和练习等。
(二)教师教学评价的组织形式：
1、八年级物理备课组组内听课评课。
2、校内优质课达标评优听课评课活动。
3、分课型构建教学模式验收活动。 所需条件：
1、成立四人合作学习小组。
2、班班通教学系统、交互式白板、实物展示台。
3、物理仪器室，包含展示台、多媒体教学设施的物理实验室。
4、用于教学的笔记本电脑。
5、科学兴趣小组活动室。