染雾英语8册第二课教案 篇一
Title: Lesson Plan for English 8 Unit 2
Objective:
- Students will be able to identify and use vocabulary related to family members.
- Students will be able to describe their own family members using possessive adjectives.
- Students will be able to ask and answer questions about family members.
Warm-Up:
- Begin the lesson by asking students to brainstorm different family members in English.
- Play a quick game of charades where students act out different family members for the class to guess.
Vocabulary Introduction:
- Introduce new vocabulary words related to family members, such as mother, father, sister, brother, aunt, uncle, etc.
- Have students repeat the words after you and write them down in their notebooks.
Grammar Focus:
- Teach students how to use possessive adjectives (my, your, his, her) to describe family members.
- Provide examples and practice exercises for students to complete individually or in pairs.
Speaking Practice:
- Divide students into pairs and have them ask and answer questions about their family members using the new vocabulary and possessive adjectives.
- Encourage students to use complete sentences and correct grammar.
Writing Activity:
- Ask students to write a short paragraph describing their own family members using the vocabulary and possessive adjectives learned in class.
- Circulate around the room to provide assistance and feedback as needed.
Wrap-Up:
- Review the new vocabulary and grammar concepts with the class.
- Allow students to share their writing with the class if time permits.
Homework:
- Assign students to create a family tree using the vocabulary and grammar concepts from the lesson.
- Encourage students to practice using possessive adjectives in sentences about their family members.
By following this lesson plan, students will have a solid understanding of family-related vocabulary and grammar concepts in English.
英语8册第二课教案 篇二
Title: Lesson Plan for English 8 Unit 2
Objective:
- Students will be able to identify and use vocabulary related to daily routines.
- Students will be able to describe their own daily routines using present simple tense.
- Students will be able to ask and answer questions about daily routines.
Warm-Up:
- Begin the lesson by asking students to share their morning routines with a partner.
- Have students create a list of verbs related to daily routines on the board.
Vocabulary Introduction:
- Introduce new vocabulary words related to daily routines, such as wake up, brush teeth, take a shower, eat breakfast, go to school, etc.
- Have students repeat the words after you and write them down in their notebooks.
Grammar Focus:
- Teach students how to use the present simple tense to describe daily routines.
- Provide examples and practice exercises for students to complete individually or in pairs.
Speaking Practice:
- Divide students into small groups and have them create a dialogue about their daily routines using the new vocabulary and present simple tense.
- Encourage students to use a variety of verbs and adverbs in their dialogue.
Writing Activity:
- Ask students to write a diary entry describing their daily routine using the vocabulary and present simple tense learned in class.
- Circulate around the room to provide assistance and feedback as needed.
Wrap-Up:
- Review the new vocabulary and grammar concepts with the class.
- Allow students to share their diary entries with the class if time permits.
Homework:
- Assign students to keep a daily diary for one week, describing their daily routines in English.
- Encourage students to practice using the present simple tense in sentences about their daily routines.
By following this lesson plan, students will have a better understanding of vocabulary and grammar related to daily routines in English.
英语8册第二课教案 篇三
英语8册第二课教案
课堂教学设计 2011年 2 月 课题 Lesson 1 总（ 2 ）课时第（ 2 ）课时 主备教师 林丽丽 使用教师 教学目标 知识目标 1．熟练朗读韵律诗，正确认读音标／ I：／，I ／，／t／。 2．会读、听懂并理解Read and think中的内容。 能力目标 完成教材中的Look，read and write。 情感态度与价值观 培养学生可上大胆发言的意识。 任务定位 教学重点 韵律诗中的／ I：／，／I ／，／t／的发音。 教学难点 第五部分Look，read and write 教法学法 听说法 总结法 课程资源开发 （1）音标卡片。 （2）录音机及课文磁带。 （3）教学挂图。 教学过程设计 一、热身 1. Sing an English song。 2．Greetings． 3．学生间互相回答形容词如，S1①：Big。S2②：Small。也可进行大组之间的比赛。 4．T（拿自己的一本书和学生的一本书进行比较）：My book is thick。Yours is thin。让学生就此情境练习对话。 5．让学生创设情境表演Learn to Say中的对话。 二、新课教学 a。Listen and find the rhyme T：Now，boys and girls。 Let’s listen to a rhyme。 1．听录音，视学生掌握情况可多听两遍。 2．请学生跟录音反复朗读。 3．让学生总结这首韵律诗中含有的共同音素。 4．出示含有／ I∶／，I ／，／t／发音的音标词，练习拼读。 5．做活动用书上语音题：Read and wrlte A，B，or C。 b。Read and think 1．指导学生看书上的图片，熟悉短文背景。 2．阅读文章，理解短文内容，回答问题。 3．学生听录音朗读短文，然后齐读。 4．师生讨论有关动物的话题：What animal is tall？What animal is short？… c。Look， read and write 1．出示教学挂图。 2．练说句型。 T：The big ball is lighter than the small one s：The small ball is heavier than the big one。 3．在
