初二下册全册教案.doc

人教版八年级下册英语教材分析及教学计划

一．教材分析
新人教版《英语》八年级（下册），全书共有十个单元。本教材各单元话题灵活，贴近生活实际。本册书将学习到的一些语法知识点有：情态动词、反身代词、不定式、连词、过去进行时、现在完成时、形容词和副词的比较级和最高级等。每个单元分A和B两部分，这两个部分分别提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的词汇量和阅读量。
本学期的重点是继续学习词汇和习惯用语，语法知识点：情态动词、反身代词、一般将来时、不定式、连词、过去进行时、现在完成时、形容词和副词的比较级和最高级等。其中现在完成时和连词是本册的难点、重点
　二、教材编写特点
人教版八年级下册英语新教材是根据学生的心理特点、认知水平和学习兴趣编写的。教材倡导体验，实践，参与，合作与交流的学习方式，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度。学生在课堂上积极地“动”起来，主动思维和大胆实践。教材充分体现了英语语言的实用性，展示了一些先进的教学关念和方法，在提高学生口语交际能力，听力、阅读和写作能力方面，非常具有独到性 .
听力材料的选材是直接影响学生“听”的积极性和听力效果的。新教材选择由易到难，由浅入深的系列材料，学生可以先从辨音入手，然后逐步过渡到短句、长句、段落及篇章结构，听力结束后，学生根据听力内容进行拓展性的交际训练活动，这种交际活动贯穿于教学任务，有利于提高语言技能。
语法是语言交际的基础，新教材特别重视每单元语法方面的系统性与语言输出的准确性，语法学习能增强学习者对英语的理解能力和分析能力，提高语言输出的生成性。新教材对语法知识的总结以及后面的习题练习，让学生逐步从理性上认识、掌握语言使用的规律，并有效地指导语言实践。
阅读课活动的设计均采用读前、读中、读后三个步骤，力求对学生阅读的全过程给予针对性的指导。在活动形式上，增加了预测文章大意、补全句子、填空、为文段选标题、信息分类、信息排序、回答问题和判断正误等。教材阅读习题的设计难度不大，引导学生体验阅读过程，享受阅读乐趣。
教材围绕听、说、读、写几方面对学生进行学法上的指导，激发和培养学生学习英语的兴趣使学生树立自信心为他们的终身学习和发展打下良好的基础。
教材Self Check活动设计形式更丰富，涵盖了单词、词块、功能与语法结构等多方面内容，且更侧重引导学生总结归纳所学知识，形成有效的学习策略，提升学生的学习能力。
在写作上为学生提供了多样化的写前帮助，如排序、句型提示、调查表格、选词填空、看图补文；目的在于降低难度、降低学生的心理压力，让他们有准备地输出语言。
三、学期教学目标
1.基础知识
掌握课本中最常用的词汇和习惯用语，会读、会写、能听懂，在口头、笔头练习中能够运用，能连贯地朗读学过的课文，语音语调基本正确，基本掌握学过的单词和词形变化，掌握本教材中出现的语法：情态动词could, should的用法，过去进行时态，现在完成时态，形容词副词的比较等级等。能使用正确的句型谈论本教材中所涉及的功能项目，进行简单的交流：谈论健康问题；提建议；请求许可；讲述已发生的事情或经历等。
2.学科知识的拓展
在掌握了四会要求的基础知识的前提下，适当拓宽加深语言知识，通过读、写训练加以巩固，为以后的初三学习打好基础。
3.基本技能的培养
努力培养学生听、说、读、写的综合能力，充分利用网络资源，让学生多读、多听，扩大课外阅读量，提高听力水平。
4.学习方法指导
本学期大力推行“小组合作”模式，加大对学生合作互助的指导，让好学生带动困难生，进行学情激励，学法指导和学困帮助，同时加大学生的练习时间，重视学生动手习惯和动手能力的培养。
五、具体措施
1.在教学过程中，采用情景教学法，让学生身临其境，积极主动地参与到课堂教学中去，提高学生实际运用语言的能力。
2.保持早读这个良好的习惯，规定内容，老师督促监测，确保学生完成背诵任务。背诵任务采用分层布置，成绩差一点儿的学生，可以记文章中的单词、常用短语或者是优美句式，成绩好的学生可以背诵对话或课文，默写更佳，培养语感。
3.摒弃过去的让学生罚抄单词、课文或不吃饭的无效方法，采用激励的方式每天布置少量的单词、短语、句型听写，及时反馈，贵在坚持。
4.坚持每日一测、周测、月测等评价形式，每天、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。
5.设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
6.中等班级以上每周布置适量的翻译练习，熟练运用句子结构和一些重点句型，为流畅的书面表达做好铺垫。
7.听力的提高不是一朝一夕能完成的，所以每天早上或者中午的听力训练，尤其是在老师的监督和辅导下是很有必要的，因为学生的低自觉性和低主动性是普遍现象。
六、教学计划安排。
本期每周5课时，预计十六个教学周。安排如下：
第1——3周： Unit 1——Unit 2
第4周：Unit 3
第5周：Unit 4
第6周：Unit 5
第7周：Unit 6
第8周：复习Unit 1——Unit 6
第9周：Unit 7
第10周：Unit 8
第11周：迎接期中考试
第12周：Unit 9
第13周：Unit 10
第14——18周：复习迎接期末考试

Unit 1 What’s the matter?
Teaching goals:
1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.
2. 能够用所学的单词谈论身体并且能给出中肯的建议.
3. 通过听力练习，争取能够提高学生的听力能力.
Important points:
1. words .
2. Sentences:
I have a headache. You should go to bed.
He has a stomachache.
He shouldn’t go to bed.
She has a toothache.
She should see a dentist.
Difficulty points:
How to talk about the health and give the advice .

Period 1
Teaching procedures:
Step 1 Leading in
1. sing a song and do some actions
2. Play a game and revise some words we have learned.
3. (Today we’ll learn some parts of the body .)
Look at the picture and teach new words.
Step 2 Pre-task
1. Read the new words by the Ss first .
2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .
3. Practice reading the new words .Give them 6 minutes .
4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .
Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list
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 新|课 |标|第 | 一| 网
1. Look at the picture and learn the main sentences.
A: What’s the matter with you ?
B: I have a cold.
2. SB Page 7,1c Look at the pictures , work in pairs and act out.
3. SB Page 7, 1b .
(1) Listen and check the answers .
(2) Listen and fill in the blanks.
Step 4 Post-task
同桌之间设计一个医生与病人之间的对话.
Step 5. Exercises in class

Period 2
Teaching procedures :
Step 1 Leading in
1. Revise : Ask several pairs of students to the front of the classroom to act out the dialogue:
What’s the matter with you ?
I have a sore throat.
Then ask others : What’s the matter with him/her ?
Help Ss answer : He has a sore throat. He should drink lots of water.
2.look at pictures and practise the dialogue.
Step 2 While-task
SB Page 8, 2a
1. Point out the eight items in this activity .Read the item to the class .Ss repeat .
2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .
3. Match the problems with the advice .
4. Check the answers .
SB Page 8, 2b .
Pay attention to the four pictures .
1. Each of these pictures illustrates one of the conversations .
2. Play the tape ,write the missing words on the blank lines .
3. Play the tape again and check the answers .
4. Pairwork. Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .
5. Practice reading the dialogue in 2c ,and make their onw conversations .
6. Act out the dialogue .
SB Page 9, 3a .
1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )
2. Pay attention to the dialogue and the blanks in the dialogue .
3. Fill in the blanks in the conversation .
4. Go over the answers.
5. Practice reading the dialogue with a student, then work in pairs .
Step 3 Post-task
SB Page 9 , 3b .
1. Look at the picture and make your own dialogues setting 3a as an example .
2. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .
SB Page 9, Part 4. w W w . x K b 1.c o M
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 4
Exercises in class
Homework
1. When you had some problems. Please remember what the doctor said .
Remember the new words .

Period 3
Teaching procedures :
Step 1 Leading
1. Play the game :One student mimes an illness , the other students guess the illness and give advice .
What’s the matter? Do you have a sore throat ?
2. Revise how to talk about health and give advice.
Step 2 Pre-task
SB Page 10 ,1a .
1. Look at the picture .Point out the four new words 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 .
SB Page 10 ,1b
1. Read the four sentences ,Ss practice reading .
2. Look at the picture and match each picture with advice.
3. Check the answer
Step 3 While-task
SB Page 10 ,2a & 2b .
1. First ,make sure the Ss understand what they will hear .
2. Then read the four names
3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.
4. Check the answers . 新课 标 第 一 网
Step 4 Post-task
SB Page 10,2c .
1. Ask two students to read the conversation to the class .
2. Pairwork .Make conversations with your partner .
3. Act out the conversations for the class .
4. Write two dialogues in the exercise book .
5. Exercises in class
Period 4
Teaching procedures :
Step 1 Leading
Discussion: how to keep healthy.
Step 2 While task
SB Page 11, 3a
1. Read the article and fill in the form.
2. Check the answers .
3. Explanation
4. Exercises
Step 3 Post task
SB Page 11, 3b
Let the Ss read the paragraph and fill in the blanks .
Check the answers .
SB Page 11 ,Part 4.
Play the game

Self check
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 .

Unit 2 I’ll help clean up the city parks

Unit 2 Section A 1a-Grammar Focus

【学习目标】1.重点词汇用法及短语动词用法。
2.学会施用“I will…”,“I would like…”等句型,向别人提供帮助。
【重点、难点】重点词汇用法及短语动词用法。
【导学指导】
温故知新
给下列单词1)-6)加上-ful, 7)-10)加上-less，并写出其汉语意思。
1)use 2)care 3) success 4)beauty 5)color
6)wonder 7)home 8)help 9)care 10)use
自主互助学习
一、自主预习
1. 译一译，读一读，背一背w W w . x K b 1.c o M
1）饥饿 2）无家可归的 3）标牌 4）广告
5）创办 6）打扫干净 7）使振奋起来 8）分发
9）建立，建造 10）推迟 11）想出 12）清洁日
13) sick children 14）at the food bank
15)after-school study program 16)make a plan
2. 自主预习完成1a的任务。
二、听力导学
1. 听力前准备
1）认真阅读1b各句子，弄懂大概含义，并猜一猜空格会填什么内容。
2）看懂2a中五幅图片的内容，用英文把图片反映的内容描述出来。
3）认真阅读2b中句子，猜一猜空格会填什么内容。
2. 听录音 仔细听录音内容，完成1b,2a,2b,并核对答案。3. 重放录音，跟读录音内容。
二、合作探究
1. You could help clean up the city parks.
1)help作动词,“帮助”。help sb.(to)do=___________________.帮助某人做某事
如:He often helps me(to)study English.=____________________________.
2)help作名词，“帮助”。如:______________________. 谢谢你的帮助。
3) clean 可用作形容词，意为“清洁的，干净的”，此外clean 可用作动词，用于以下词组：
clean up 打扫清洁或收拾整齐，整理。clean out 打扫某物内部（如：房间，抽屉，箱子等）
clean-up （名词）打扫，清洁。
练一练：It’s time for you to _________________ your bedroom.
I will help you _____________ the school.
Tomorrow is _____________________day, everyone should try to do some cleaning.
2. sick和ill的用法区别
sick是形容词,"生病的",同义词是ill。区别在于sick在句中可做 语和 语,而ill只
能做 语。如:His father was /sick yesterday, so he didn't go to work.他的父亲昨天病了,
因此他没有去上班。Tom has looked after the sick girl for a week. 汤姆看顾那个生病的小女孩已经一星期了。别的,当ill意为"坏的,恶劣的"时,在句中可做定语。如:He is an ill child.他是一个坏孩子。
3.set up, establish和build的用法区别:
1) set up意为“开办,建立",主要用于组织、机构、公司、学校”等。相当于open up或build up.
2) establish意为“建立，建造，设立”，一般指建立某个国家、组织、团体等概念的东西。相当于found（建立）。
3) build意为“制作,设置装备摆设”,是一般用语,偏重动工建筑,常指制作大东西,如房屋、桥梁、道路等。试比较:
set up a school____________ build a school_____________
China was founded in 1949. 。
4. We can't put off making a plan. xK b1.C om
1)put off"推迟、取消(会议,约会等),动副词组,后跟动词时应用其-ing形式,代词作宾语需放在put和off中间。例如:
________________until tomorrow what can be done today.今天可以做的事情不要推到明天。
Please don't put off ___________your homework.请你们不要拖延做作业。
2) make a plan 意为____________. make a plan to do sth________________.
3) 归纳关于put的词组 。
【课堂练习】
从方框中选择恰当的词组，并用其适当形式填空。
clean up, put up, cheer up, set up, come up with, give out ,put off, call up
1. He has a lot of work to do, so he has to _______________going to the doctor.
2. Could you help me _________________ these new books?
3. Don’t worry. I’ll help ______________your room.
4. Let’s _______________the sick kids in the hospital.
5. In the end, Grandma ________________ a good idea.
6. Would you please not _______________signs here?
7. We’re going to ______________a food bank to help hungry people.
8. I’ll ________you________ as soon as I come back.
【要点归纳】 重点词汇用法及短语动词的用法。
【拓展练习】
根据汉语提示完成句子
1. We can’t ________________ (推迟) holding a meeting .
2. He is a great man. He’d like to help _______________(无家可归)people.
3. He came very early, so that he could help _____________(清扫)the floor .
4. The football team won the game, and the football fans _______________(高声欢呼).
5. Suddenly he ______________________(想出了) a good idea .
6. They planned to _______(建立) a student volunteer project at the school .

Unit 2 Section A 3a-4 (1课时)

【学习目标】1. 掌握重点词汇、句型的运用。2. 运用语言和语法知识进行阅读并理解文章的意思。
【重点、难点】掌握重点词汇、句型的运用，阅读能力的提高。
【导学指导】
温故知新
翻译短语。
1）建立，建造 2）计划做某事
3）使振奋起来 4）推迟
5）花费……做某事 6）第77中学
7）帮组某人做某事 8）不仅……而且……
自主互助学习
一、 自主预习
1.词汇检测：译一译，读一读，记一记
1) 训练，指导 2) 志愿者 3)elementary 4) major
5) veterinarian 6) commitment 7) leave school
8) put this love to good use
2. 认真预习3a，完成3a,3b的任务。
二、知识点拨
1. Number 77 High School is home to three very special young people.
1)be home to sb 意为“是……的家园”，to 为介词，后加名词、代词，如果跟副词如here, there 等要省略介词 . 如：（ ）He was born in London, but now Pairs is home _____ him.
A. for B. to C. with D. about
2)Number 77 缩略形式为 。
2. Not only do I feel good about helping other people, but I get to spend time doing what I love to do.我不仅对帮助别人感到愉快，而且我也开始花时间做我喜欢做的事情。
1)not only …but (also)… 意为 ，连接两个单句时，not only可以放在句首，表示强调，这时句子要用部分倒装，即将谓语动词的一部分（如情态动词、助动词do, does, did, have, has ,had等）放在 语的前面，而 but also后的句子仍用陈述句语序； 当它连接的成分作主语时，谓语动词应与but(also)后的成分保持一致，即 原则。e.g. Not only you but also he is wrong. 跟踪练习：
(1) — Do you think most of the people in Beijing can talk with foreigners in English ?
— Yes, I think so. _______ the young ______ the old are learning to speak English.
A. Either; or B. Neither; nor C. Between; and D. Not only; but also
(2) Not only Jim but also his sister _______ a few cities in the south since they came in China.
A. will visit B. has visited C. have visited D. visited
2)get to do sth 意为“逐渐做……”表示一个渐进的过程。
e.g. I get to love sandwiches now. .
3.This volunteer work takes each of them several hours a week, so it is a major commitment.这份义工每周花了他们每个人好几个小时的时间，所以这是一个重大的贡献。
each与every的用法
◎each指一个整体中的每一个，强调个体；every着重于全体的总和，强调整体。试比较：
________has a different book. （强调各有不同。）
Here child at the age of six can go to school. （侧重整体，无一例外。）
◎each可作形容词及代词，而every只能作形容词，但可与-one，-body，-thing等构成复合代词。
◎each用在代词或复数名词前要用介词of连接，如each of them, each of the boys; every不能直接跟of连接，如不可以说every of them，而要说every one of them或each of them。◎every还可以表示“每…”，后接基数词加名词，如every four weeks , every three months 等，此种结构中的every不能用each代替。
She had a rest . 她每5分钟就休息一会儿。
三、合作学习
1. 角色扮演。小组合作完成3c的对话。 2. 小组讨论完成Part4。
【课堂练习】
找出与划线部分意思相同或相近的选项。
（ ）1.The child looked sad. Let’s cheer him up.
A. happy B. make him happier C. shouted D. give a help
（ ）2. We’re going to set up a pro