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Unit 8 学案

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Unit 8 学案（精选10篇）由网友“joolful”投稿提供，以下是小编为大家准备的Unit 8 学案，供大家参考借鉴，希望可以帮助到有需要的朋友。

Unit 8 学案

篇1：Unit8教案

教学目标：

知识与技能

1. 能用正确的语音语调说出meat, fish, chicken, rice, noodles, soup等食物类新授词汇。

2、能熟练运用Drink some juice.的祈使句，并能用新授单词作适当替换。

过程与方法

通多种形式的操练，能够运用这些单词以I like…的句型表达自己的喜好。

情感态度价值观

帮助学生在实际生活中提高对语言的理解和表达能力。

重点难点：

Let’s learn--- chicken soup

Let’s act--- Drink some juice.

教学准备：

单词卡片、屏幕、录音机、多媒体

教学过程：

一、Warming up

1. 一边听有关“生日”的歌曲，一边看屏幕上映出 “吃晚餐”的图片。

教师示范I like cake. I like ice-cream.等句型，启发学生用I like …来说说自己在生日party上喜欢的食物。

2. 请同学看着生字卡片，根据前一课所学的内容来读儿歌。

Say a rhyme.

I like meat.（fish, rice, noodles ）Yummy, yummy, yummy.

3. 请同学分别手拿食物类的单词，两人一组自编对话。结合前两课所学单词来做替换。

二、Learn new lesson

1. 老师先请学生看图片，图片上出现学生爱吃的食物。请学生用I like …的句型来描述。对新授单词chicken, soup的图片，用“guess”的字样遮盖Please guess---what is it?揭示谜底“soup, chicken”。

2. 教师出示一张“肯德基”的图片，问全班同学，Do you like KFC? Do you like chicken?喜欢的同学（Raise your hand）

学习单词 chicken正常声音升降调跟读

3. “Eat some chicken. Drink some soup.”老师边说边做动作。同时通过（喝汤的动作）来引出新句型。

让学生充分操练drink这个单词

4. 学生分两人一组进行表演。一人发命令，一人做动作。（在 juice这个单词上做适当拓展，让学生不断操练）。

Drink some juice.（Drink some apple juice. Drink some orange juice. Drink some lemon juice）

三、Practice and consolidation

1. 用所说的句子来编一组对话。

Eg: -Eat some meat.（jelly, cake, ice-cream, fish,…）

-Drink some juice（coke, milk）。

-Nice, nice, nice.

-Yummy, yummy, yummy.

板书设计：

Unit8 Dinner

meat, fish, chicken,

rice, noodles, soup

篇2：Unit8教案

一、教学目的：

1．能够听懂录音，并根据录音画水果或给水果图画涂色。

2．能够就自己画的图与同桌同学用英语对话，说说是什么水果，是什么颜色，要求能够基本正确的表达。

3．能够基本正确的唱歌曲并表演。

4．能够记住并说出所学的水果单词和颜色单词。

5．能够在活动和游戏中运用所学的语言。

6．理解本课课文，完成A归类和B折纸部分。

二、教学重点：

能够听懂录音，并根据录音画水果或给水果图画涂色

三、课前准备：

录音机、教学录音磁带、教学挂图、单词卡片、水果图片,动物水果教具、东南西北风游戏纸模型学具

四、教学过程：

【Look listen and sing】

1．教师出示动物图片：

-What is this？

-It is/This is a…

2．教师把各种图片贴在黑板上，让学生用纸卷成一个纸筒看黑板

T：What can you see？

S：I can see a …

3．T：I like apples

What do you like？

Ss：I like…

4．教师出示教学挂图：

（1）． Group work：

（2）．说一说，看到了什么

a) 教师出示水果图片，请学生说出英语名字。

b) 教师出示不同颜色的图片或实物，要求学生说出它的.颜色

T：What colour is it？

S：Red/Yellow…

（3）．教师出示一个苹果

T：A red apple

请学生说出其他水果的颜色和名字

Eg：A yellow banana/A green watermelon…

教师播放录音2-3遍

1．学唱chant

Eg：a green melon/one

2．Group work：组词比赛

教师出示教学挂图，并在黑板上画出几个空水果篮

要求学生看图依次说出表示水果的数量、颜色和名称的词组

green apple…

学生每说对一个，就在该组的水果篮里画上相应的水果比一比，哪组篮里的水果最多

【Pair work】

看着水果单词卡片，进行问答练习

Eg：What is it ？

It’s an apple.

It’s red.

【复习有关颜色的chant】

全班同学一起唱，每唱到什么颜色，就让穿该颜色衣服的学生起立。

P 62 B 部分

1．复习学过的句型

目的：为本课的chant铺垫

2．教师指导学生将图中的物品按学习用品、动物、水果进行分类，并在右上角的图中做标记

3．学习本课chant

4．Pair work：

-What is this？

-It is /This is…

-What colour is it？

-It is…

-What can you see？

-I can see…

【教师向学生演示着纸方法】

用正方形纸，将四个角上分别画出已学过的几种动物，并涂上已经学过的几种颜色。将四角向中心对着。这时，教师可用指示语Look！Fold this way将纸翻过来再将四角向中心对折一次，这时，可将四个手指插入正面的四个孔中，这个玩具就制作完了。

【教师向学生演示玩游戏的方法】

Red！Three！/Yellow！Four！…

Oh，monkey！/Oh，panda！…

五、课后记：

篇3：Unit8教案

教学目标：

1．学习目标：学会单词want, computer, robot.

会说句子What present do you want? I want a ….

What present does he/she want? He/she wants a ….

知道动词会随着人称的不同而改变形式。

2．能力目标：能用所学句子谈论想要的礼物。

3．情感目标：了解圣诞节的有关知识。

培养对英语的兴趣。

教学重、难点：

重点：句子教学

难点：want的读音

教学用具：磁带，录音机，单词卡片，转盘，教学课件。

教学步骤：

一．Greetings

二．师生对话。

三．出示课题lesson 15

四．复习人称代词（课件出示chant）

五．New lesson

Step 1. 单词及句子教学

1. listen to an English song << we wish you a Merry Christmas>>

2. 学生回答问题，了解圣诞节有关知识以及圣诞老人的名字Santa, 导出句子What present do you want?

3. 学习新词want.

4. 学习句子What present do you want?

5. 小组跟读What present do you want?引出单词computer及句子I want a computer.

6. 同理学习单词robot. I want a robot.

7. 巩固句型What present so you want? I want a …, 利用课件进行单词替换练习.

8. 听录音跟读课文并要求背诵。

9. 用调查表形式进一步巩固句型

10. 课件出示chant，让学生通过读知道动词会随着人称代词的不同有所变化。

11. 通过师生对话，引出句型What present does he/she want? He/she wants a ….

12. 利用课件进行单词替换练习。

13. 听录音跟读课文。

Step 2. 练习及游戏巩固所学单词及句子

14. 用课件进行want or wants填空，巩固动词会随着人称代词的不同有所变化这一语言点。

15. 转盘游戏巩固句型What present do you want? I want a ….

What present does he/she want? He/she wants a ….

Step 3. 课堂小结

16. 利用幻灯片进行课堂小结。

六．家庭作业。

1. 听.读课文并背诵。

2. 完成活动手册L15。

3．继续完成调查表

篇4：Unit8 Clothes

let’s play

language focus:

using imperatives to give simple instructions: e.g. put on your scarfs.

using nouns to identify people: e.g. boys, girls.

language skills:

listening:

locate specific information in response to simple instructions.

speaking:

use modeled phrases to communicate with other learners.

material:

student’s book 2a page 39. cassette and cassette player.

pre-task preparation:

put some word cards from unit 6-8 up on the broad. ask various students to come up and get the card you say. after all the cards are down, have the whole class read them together.

while-task procedure

put a chair in front of the class and sit down. ask the class to look and listening. say “put on your scarf.” and do the action. repeat several times. do the same with “ take off your scarfs.”

ask two boys to come to the front and sit on two chairs. say “boys, put on the scarfs.” and the boys follow the command. repeat with ‘boys, take off your scarfs.”

repeat step 2 with two girls.

when students are familiar with the commands. say lets play a game. all the boys are in one team and all the girls are in another team. let’s see which team wins!

give commands, e.g. “boys, put on your scarfs.’’girls, take off your scarfs.’ etc.

vary the game by letting students give commands to their own team or to the opposite team.

refer to student’s book page 40. play the cassette tape for students to follow.

post-task activities:

play a game. the whole class stands up. you will touch a student secretly with a “magic wand’ (ruler) and the student who can feel the magic touch must say loudly “i am a boy/girl.” before he/she is allowed to sit down.

篇5：Unit8 clothes

language focus:

1. using verbs to indicate needs.

language skills:

1. using modeled sentence to communicate with other learners.

materials:

cassette 2a and a cassette player. wallcharts 2a. word and picture cards 2a.

iv. pre-task preparation:

1. show pictures of winter scenes and summer scenes cut from magazines. tell students if they see a picture of winter scene, they should say “put on your coat.” if they see a picture of summer scene, they should say ‘take off your coat.’ gradually quicken the pace to add more excitement.

2. say “may is going to shopping with he daddy. they both need some new clothes. let’s learn their new names!”

v.while-task procedure:

1. put up the wallchart for page 378. tell a story something like this:

one day , may’s daddy took her shopping with him. he need to buy a new belt because the buckle on his old one was broken. may promised to help. when they were in the shop , may found something she like very much. it was a pretty dress. she said to her daddy that she needed a new dress. what do you need?

2. introduce the new vocabulary words “the”, “belt”, ‘sock’ “shirt’, ‘dress” and ‘coat” by point to the corresponding items on the wallchart or using the picture cards. carefully pronounce the words and let the students repeat several times. ask “what is this?” then say the word and ask the students to repeat.

3.point to your own coat and say “it’s cold. i need a new coat.” repeat for students to copy.

4.walk around and ask individual students what’s new clothes they need.

5.open the student’s book to page 38. ask the students to listen to the cassette tape. then, join in to practice the pronunciation when you play the tape again.

vi. post-task activity:

1. show any of the vocabulary picture cards to individual students. have them say : i need a new.

篇6：Unit8 Clothes

let’s act

language focus:

1.using imperatives to give simple instructions.

language skills:

listening:

1.locate specific information in response to simple instructions.

speaking:

1.use modeled phrases to communicate with other learners.

materials:

cassette. cassette player. a puppet.

i.pre-task preparation:

1.ask student to recite the rhyme on page 35 pr have groups of students stand in front of the class to recite and mime the rhyme together.

2.write a list of words about winter on the board. next to it list some words about transport. also make a list of food items students have learned. say “who can read the first list”? the second? the third? let’s read them together.’

ii.while-task procedure:

1.hold up a puppet and say “are you cold? “you only have a shirt. you must wear more clothes. put a coat on the puppet and say “put on your coat.” repeat for students to follow.

2.continue putting toy clothes on the puppet until it has a coat, a scarf, a hat and a pair of gloves. the puppet says “i’m not cold. i’m hot.” start taking off the toy clothes from the puppet and say “take off your hat. take off your scarf. take off your gloves.” repeat for the students to follow.

3.say “put on your coat’and ‘take off your coat.” and ask individual students to follow your instructions.

4.explain the difference between “put on’ and “take off”.

5.open the student’s book to page 37. play the cassette tape to practice the pronunciation. students listen and follow in their books.

6.play the cassette tape again. students listen and repeat several times.

7.ask pairs of students to role-play the twp commands.

iii.post-task activity:

1.extend the task by having the students practice using the two phrasal verbs, but substituting ‘coat’ and “shoes” with other clothing items.

2.select pairs to say and act the modified command to the class.

unit8 clothes(3) 来自本网。

篇7：Unit8 Clothes

let’ s learn

language focus:

using nouns to identify clothing items: e.g. belt

language skills:

listening:

identifying key words in an utterance by recognizing stress.

speaking:

pronounce words properly

learn the names and sounds of the letters “m,m

material:

student’s book 2a page 39. cassette and cassette player.

pre-task preparation:

put up some picture cards from the previous units. under each picture card write three words including the correct one. ask students to come up and circle the right word.

while-task procedure:

introduce the words “tie”, “belt’, “socks”, “shirt”, “dress” and “coat” using the picture and word cards.

play the cassette tape for student’s book page 39.students listen first and then join in to practise the pronunciation when you play the tape again.

on the left side of the broad put up the word cards for all the new words and on the right sight their picture cards but in a different order. ask some students to come up and draw lines between the right pairs.

ask individual students to choose one clothing item on the broad they need and say “i need “

show students the picture card for “moon’ and say moon begins with the sound “m”. show the word card for “moon” and say “m ’moon”. repeat. show alphabet cards “m” and “m”. have students compare the capital letter “m” with the small letter “m”. play the tape for the students to follow in their books.

post-task activities:

show any one of the word cards to a pairs of students. ask one to read the word and the other to find its picture card.

hide any one of the word cards at your back and ask individual students to guess which word?

unit8 clothes(1) 来自本网。

篇8：《Unit8 At the weekend

《Unit8 At the weekends》课堂教学分析

【透视】在陈老师的课堂上，师生配合默契,课堂动静搭配，老师的一个眼神，一个动作，一句口令使整堂课收放自如。学生的每一项活动，每一个细节都是老师预料之中的精彩生成。新课程下的英语课堂需要的是真实、自然、生动、有趣氛围。而这堂课就是如此：教学目的明确，教学过程有序，教学活动设计合理，教学各环节过渡自然，学生思维活跃，语言丰富,活学活用。

【回味】

1，课堂语言――优美

陈老师的教态亲切自然，语言基本功扎实。她自信自然，她机智可爱，她对学生宽容放松，课堂气氛活而不乱。在课堂上，陈老师注重对学生语音的培养，告诉学生什么是“good English”，引导学生说“nice English”.

2，课堂活动――精炼有效

课堂活动是儿童在教师的指导下进行有目的的学习的最基本的方式。在陈老师的课堂中，课堂活动设计精炼，听说读写步步跟上。

课初：Try to say : hello ,boys and girls! I’m a happy _______. I like _______ and _________.

简短的语言训练，有效的训练了学生的表达能力，注重语言的的输出，将以前学过的知识，以这种形式出现，可见学生平时的基本功扎实，更为下面的学习打好铺垫。

课中：师生对话，生生对话，围绕 weekend，谈谈我的周末，说说你的周末，聊聊同学们的周末，学生们说的乐此不彼。

课中：听一听，猜一猜，How does he/ she spend his/her weekends? 从身边的同学说开，和生活密切联系，学生就善于表达，兴趣比较高．

课末：说一说，写一写Colorful weekends,又上升了一个高度，所学语言，学以致用，高质量输出。

学生是课堂真正的.主人，教师是学生学习的合作者，引导者，参与者和促进者。在教学过程中，陈老师重视发挥学生的主体作用，将学生的自主学习和教师的引导有机结合，“以学定教”，给学生足够的平台，足够的空间，更给足够的机会。

3，课堂情境――生活

英语来源于生活，又服务生活。因此，学习英语的最终目的就是在生活中与人交流。小学阶段的英语就是要求学生形成初步用英语进行简单的日常交流的能力。教师把课堂生活化，学生就应把生活英语化。

在陈老师的课堂中，选择本班学生的周末、学生家人的周末，甚至自己家人的周末，贴近学生的生活实际，学生也很乐于去发现，抓住了学生的兴趣与心理特征，教学也更有效。不仅能激发学生学习英语的深层兴趣，更能让学生体会到英语生活化；不仅能充分发挥学生的主动性和积极性，更能让学生准确地了解使用英语的语境。这是培养学生实际运用英语的能力基础，更是提高学生用英语解决生活问题的实际能力。

4，课堂文化――国际

Colorful weekends in different countries ，欣赏美丽的图片，伴着美妙的音乐，多姿多彩的国外周末活动让学生陶醉其中，文化意识的渗透，培养学生的发散思维，把语言知识和文化知识有机地结合起来，让课堂更为丰满。

篇9：unit8 “At the weekend

unit8 “At the weekends”教学反思

从这个单元的教学中，我体会到英语课的教学设计应注意以下几点：

一、因“材”设计

所谓因材设计，就是能根据教材内容来设计教学环节，确立教学的重难点。在“At the weekends”这节课中，重点要求学生熟练掌握句型How do you spend your weekends?及其答句I often…Sometimes I…因此，在具体的教学过程中要始终围绕这个重点来安排教学活动，让活动的每一个环节既精彩又有实效。

例1.“How do you spend your weekends? ”句型和学生刚刚学过的“What do you usually do ？” 联系十分紧密，因此，针对教材的特点，我是先通过复习“What do you usually do on Saturday and Sunday? 这个句型然后自然导入新句型的。这样便显得自然、流畅，利于学生接受新知，也便于学生理解句型，降低了学生回答的难度。

例2.因为“How do you spend your weekends” I often… 这个句子较长，而且里面含有两个生词 “spend 和weekends”。直接操练，学生必会感觉十分枯燥，乏味，失去兴趣。因此，我便设计了一个chant: “spend, spend, spend your weekends. I often spend your weekends”.伴着手拍或脚踏的节奏，学生学习的兴趣立即被激发出来了。

二、因“人”设计

五年级的小学生总体来说是活泼爱动的。据心理学专家研究，小学生的有意注意力保持时间为10分钟左右，然而40分钟一节课，学生是坐不住的，大多数学生是在老师的“威力”下屈服，但却并不情愿。怎么呢？这时，如果我们利用他们活泼好动的特点，带领他们有组织、有目的.的动起来，便会起到意想不到的效果。

例3. 我特地在课伊始的时候，便设计了Simon Says这个游戏，一方面可以帮组学生复习以下刚刚学过的动词词组，为课文学习扫清障碍；另一方面可以有效的激发学生的学习兴趣，集中学生的注意力。

例4. 除此之外，在课中间了插入猜动作、魔力眼等游戏。最后选择了一首学生耳熟能详的歌曲《hobbies》通过替换歌词，改编成歌曲《weekends》,熟悉的旋律，学生不用教就能很快学会，激发学生兴趣的同时达到巩固新学知识点的功效，增强了课堂教学的效果。

三、因“难”设计

“At the weekends”Part A 是课文教学，这里集中了本单元的几乎所有的重难点。10个词汇及2个句型，知识点较散，并且学生又没有学习过B/C部分。此时，教师别具匠心的设计、化难为简的穿插最能显现教师的教学智慧，也将成为整节课的教学亮点。

例5. 对于catch butterflies，这个词组，本是B部分的内容，在A部分显得十分孤立。如单独去教学，势必会破坏课文的整体的教学。因此，在教学时，我是专门做了一些butterflies的贴画，在对学生奖励时呈现。一方面，起到了激励学生，引发兴趣的作用。另一方面，引出butterflies, catch butterflies的教学。这样，整个环节便显得十分的自然，协调，学生的效果也较好。

例6. 同样，对于sport这个词的设计，我也是在出示Beckham的图片，操练“How does he spend his weekends?”时呈现。等等这里不再一一赘述。

争鸣探索5Bunit8教学反思