八年级下册英语新教材分析
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。
新教材强调学习外语的过程是一个积极主动地学习过程，一个不断提高语言运用能力和人文素养的过程。强调学生的参与和体验。通过创设良好的语言环境和提供大量的语言实践的机会，使学生通过自己的体验、感知、实践、参与和交流，形成语感并且在教师的引导下，通过观察、发现和归纳等方式，掌握语言的规律，形成有效的学习策略。
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。 新教材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。
新教材围绕听、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。
新教材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。
教材一方面通过让学生学习中国文化内容，弘扬民族传统文化。另一方面，除英语国家文化外，教材重视介绍其他国家文化，以拓宽学生的国际视野。提高学生跨国度的交际意识。
课后反思
英语教学越来越受到人们的普遍重视。随着时代的发展和社会的进步，英语已从一种工具变成了一种思想，一种知识库。没有掌握英语犹如缺乏一种思想，缺少了一个重要的知识源泉。可以这样说，学会英语，不但多了一双眼睛，一对耳朵，和一条舌头，甚至是多了一个头脑!因为语言是人类思维的工具，认识世界的工具，掌握一种语言也即掌握了一种观察和认识世界的方法和习惯。
从事初中教学工作的我，结合日常工作中的点点滴滴，总结以下几点反思：
反思一、靠持续不断的语言知识，而不是“玩”来培养学生持久的兴趣
初中英语教学是要重视培养兴趣，但单靠唱歌游戏不能培养学生持久的兴趣。新鲜劲儿一过，孩子们就会厌倦。所以，唱歌游戏应该作为初中学生学习英语语言知识、技能的一些手段，而不是培养兴趣的手段。我们可以采用多种手段帮助学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调。在英语学习中，听、说、读、写、译五种能力是可以互补的。真正做到听说先行，读写跟上。光听说不读写，很难收到高效。只靠模仿不培养学习能力，也难减轻学习负担。所以初中学生还是应当认真进行语言学习。
反思二、英语应用能力需要相应的词汇。
“不学习语言规则、不掌握相当数量的词汇，英语应用能力就是空中楼阁”。目前在中学的低年级的英语教学中，不要求学生掌握词汇，而只要求学生能根据提示或图片说出该单词，其本质无非是要学生们死记硬背，鹦鹉学舌。由于学生们没有相应的读音规则训练，不熟悉词汇的拼写规则，单词的音、形、意三者不能有效的结合在一起，因而导致了单词记忆的困难，并成了中学生学英语的瓶颈。
反思三、中学英语教师应有发展意识
一向以来，人们中学英语教师的语言知识能力要求不高，认为中学英语简单，不需要太好的语言功底，只要有良好的教学技能就可以了。其实时代在进步，社会在发展，同样英语作为人们最广泛的交际用语之一，更是随着高科技的迅猛发展而日新月异地变化着。如果我们的英语教师故步自封，不求进取，那么不但自己的语言知识很快陈旧落伍，误人子弟，而且会被时代所淘汰。
“Changing English in the changing world”。现代英语的变化，特别是口语方面的变化可从以下几个方面体现出来：
1、随着人们生活节奏的不断加快，更因为国际互联网的形成，人们之间的交际变得越来越简捷。说话简单快捷，是现代人生活的一大特征。现代英语在这方面的变化表现为“一字多用”。
2、随着现代科学技术的迅猛发展，现代英语词汇急剧增加，并且我们发现，现代英语词汇有相当一部分是取得新义的旧词，如，“input”(输入电子计算机的数据)，“store”(电子计算机的储存器)，“drive”(计算机驱动器)等。
3、英国英语和美国英语之间的距离越来越小。也许是美国对世界政治、经济影响日益强大的原因，美国英语的影响也越来越大，特别是对青少年的影响越来越大，他们以使用美语和发美国音为时髦。
4、口语不断侵入书面语。学过英语的人都知道，英语有正式、非正式、书面语，口语，方言，俚语之分，然而当今它们之间相互渗透的现象越来越普遍。
我们的英语教师不跟上时代的步伐不坚持不断地学习和接受新事物，不了解现代英语发展的现状和趋势，那么，我们所教出来的学生一旦离开学校走向社会，他们会发现他们所学的英语是多么bookish(书呆子气)。而教师自己则可能甚至连小学生们所津津乐道的一些常用语也可能会出现理解性的错误。
反思四、中学英语教师应有文化意识
在中学英语的教学中，因为课文的简单易懂，所含的信息量少的缘故，很多中学英语教师忽视了文化对语言的影响，而导致了一些语言情景的不真实，和虚假的语言的产生。 跨文化交际意识的培养，是英语教学的一个重要组成部分。词汇是文化信息的主要浓缩。对英语词汇的准确理解，和对语言环境的认识和创设和把握，需要对文化的比较深刻的理解。外族文化知识的获得，主要是通过对该族文化历史的研究和学习，通过对该族语言文学作品的研读，通过对该族文化生活习惯、生活方式的了解。而读原版英语经典著作的学习，是达到这三条的捷径。
反思五、中学英语教师应有情感意识
从教育心理学的角度看，学习过程中影响学习效果的最大因素之一是学习者的情感控制。近几十年来，人们越来越意识到在英语学习过程中，学习者的情感因素，包括动机和态度等对英语学习的效果乃至成败起到相当大的作用。如何将素质教育理论引入外语教学是当前外语教学战线的一大课题。英语学习成功的因素中，除了智力因素外，更重要的是那些非智力因素的作用。
英语教师的教学重点是放在教学内容，教学大纲和考试形式上呢，还是将教学注重点转移到学生的性格、兴趣、情绪等方面的培养和控制?这是，现代教育思想转变的重大原则问题。事实证明，认为自己“民主、开放、平静、友好、体贴、乐于助人、聪明、富于逻辑性和快乐”的人，一般来说，其学习英语成功的可能性要大于与上述性格相反或相差极大的学习者。另外，在外语学习过程中，由于外界因素的影响，学习者会出现焦虑沮丧烦躁不安等情况，英语教师作为教学活动的组织者，应注意对外语学习者情感因素的培养和控制。尤其是在中学的低年级阶段，英语教师要培养对学生的亲近感。在课堂教学中英语教师要十分尊重学生，注意激励学生，关注学生学习过程。在当前“减负”工作中，英语教师尤其要注意体察学生在课堂上的心理感受，亲近学生，使学生喜爱英语教师和英语课，从而提高英语课堂教学的效益。
八年级Unit 5 What were you doing when the rainstorm came ?
第四课时 Section B 1a-1d 听说课
Teaching and learning Goals:
一、功能：Talk?about?past?events.
二、词汇和常用表达：Learn to use words and sentences: realize ,wait for, make one’s way to, the school basketball competition
三、学习策略：Learn to?predict?the answer to the question by looking through the?cue .Sum up the sentence patterns and useful expressions in the conversation. Get some listening information from the sentences in 1b and 1c. Role-play the conversation with a partner.
四、情感态度：to beautify their homes, pay close attention to stray animals, form a good habit of punctuality
Teaching and learning steps
Step 1 Preview
一. Put the following into English orally, and then write them down without looking at the book.
1. Write the English for the Chinese.
(1)理解，领会，意识到________ (2) 前往，费力的前进________
(3) 在路边_________ (4)学校篮球赛__________
2. Look at P37 and put the following into English orally. Then write them down without looking at your book.
(1) 昨天学校里发生了什么事情？______________________________
(2) 她意识到她的书包仍然在家里。____________________
(3) 篮球赛开始时，她仍然在去学校的路上。__________________________
二. Revision.
Check the answers with the students .
T: Boys and girls! I’ll give you one star if you can say one sentence. Let’s see which group is the best. OK, now let’s begin .
（设计意图：教师可以更有针对性地教，学生可以更有针对性的学，同时利用学生的争强好胜心理，引入小组间的竞赛，亦能激发学生参与性。）
Step 2 Warm up and lead in
1. T: We all met something happy or unhappy in our lives .Some of these events are impressive and you can remmber them many years later .Do you agree ?
Ss: Yes .
T: OK! Can you think of a time when you were late for class?
Ss: Yes.
T: OK! Who can give us an example ?
When was that?
What did you say to your teacher?
What happened to you?
What did your teacher say to you?
Why do you remember the teacher’s words so clearly?
Then share some students’ stories .
T: Good. Let’s come to 1a .
Think of a time when you were late for or couldn’t go to an event.
What was the event?
What was the reason that you were late or couldn’t go?
Then tell your partner the story .
（设计意图：让学生介绍自己一次难忘的“迟到”导入，一是谈论自己的切身感受，可有效地激发学生的学习兴趣和参与热情，同时又为下面复述故事奠定基础。）
Step 3 Listening Practice
Pre-listening activities
1. T: Look at the picture below . Can you guess what happened to the girl?
Ss: Discuss the picture together and make up a short story .And then have one students to act out their story .
2. T: Well ,after listening our classmate’s story ,now let’s listen to the recording and see what happened to the girl . Let’s come to 1b .
First, look through the questions in1b and guess the main idea of the conversation .
(1)What event happened at the school yesterday?
(2) Who missed the event?
(3)Which team won at the event?
（设计意图：由所给问题对听力内容进行推测，特别是第三个问题可以推导出至少是某种比赛，为后面的听力降低了难度。）
While-listening activities
3. Listening for the general idea.
T: Boys and girls! We’ll listen to a conversation between John and Kate . Can you guess the general idea of the conversation? Let’s listen to the tape and make sure what they said.
The general idea of the conversation is about _______.
A. a basketball competition
B. a lost dog
C. why Kate missed the competition .
4. Listening for the specific ideas.
T: We all know the general idea is about why Kate missed the competition. Now listen and write short answers to the questions.
(1)What event happened at the school yesterday?
(2) Who missed the event?
(3)Which team won at the event?
（设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,所以先帮助学生听出对话的大意再去完成后面对应的细节题。）
5. T: Look at the sentences in 1d , and try to order them by your own ideas .
Then listen and number the events [1-6] in the order they happened.
____ Kate saw a dog by the side of the road.
____ Kate got to the bus stop.
____ Kate called the Animal Helpline.
__1__ Kate left the house.
____ Kate waited for someone to walk by.
____ Kate realized her bag was still at home.
（设计意图：本部分的内容先让学生读句子，并通过自己的推理排序，这样有利于启发学生思考。重在培养学生们听力技能获取、处理和传递所需信息的能力。)
6. Listen again and fill in the blanks.
Kate: What a day I had! _____ I got to the bus stop, I ______ that my bag was still at home! But _____ I ___________ back home, I ____ a dog by the side of the road and it was hurt. I _______ to call the Animal Helpline, but I didn’t have my phone so I had to _______ someone to ________. Then I ____ his phone to call the helpline. Therefore, I didn’t _________ the competition.
（设计意图：本部分的内容先让学生听听力填空，这样有利于发学生抓住听力的关键内容。重在培养学生们听力技能获取、获取关键信息的能力。)
Post-listening activities
1. T: We have known what happened to that girl. Now let’s listen again or read the listening text on Page 102 , and then answer the following questions .
(1) What did she do when she got to the bus stop?
(2) What did she do when she realized her bag was at home?
(3) What did she see while she was running back home?
(4) What did she want to do when she saw the dog?
(5) Why did she wait for someone when she wanted to call the Animal Helpline?
（设计意图：本部分的内容利用一些情节性问题，重在培养学生们关注细节的能力，并引导学生注意when和while的使用，为下面的句子接龙作铺垫。）
2. Talk about why Kate missed the school basketball competition.（Student A begins a sentence with while or when. Student B completes the sentence.
Eg:
A: When the school basketball competition started …
B: When the school basketball competition started, Kate was still making her way to school.
A: When she got to the bus stop, Kate …
B: When she got to the bus stop, Kate realized that her bag was still at home.
A: While she was running back home, …
B: While she was running back home, she saw a dog by the side of the road.
3. Have some students act them out in front of class .
（设计意图：本部分的内容采用多种形式的“句子接龙”，进一步巩固when和while的用法和区别。）
Step 4 Inquiry into knowledge by translation
Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
一、Think of a time when you were late for or could’t go to an event .
_____________________________________
句中think of 意为“ ”，此外，它还相当于think about，有“ ”和“ ”的意思。如：
①请考虑一下什么时候去。
_____________________________________
②你认为那本书怎么样？
_____________________________________
二、Kate waited for someone to walk by .
_____________________________________
to walk by是动词不定式短语，在句中作宾语someone的 。如：
①我有很多作业要做。
_____________________________________
②那时候人们很少有食物吃。
_____________________________________
此外，不定式短语在句中还可以作 、 、 等成分。
（设计意图：让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
Step5课时重点回顾
Step 6 The end-of class test
一、用所给单词的适当形式填空。
1. Which team (win) at the event ?
2. I (miss) the bus yesterday ?
3. I was just making (I) way home when the storm started .
4. The car was in a bad shape in the accident,but (lucky) ,the driver is fine .
5. What was the weather like before the storm (start) ?
二、翻译下列句子。
1.雨重重的敲打着窗户。
_____________________________________
2.我见到他的时候他正在帮妈妈做晚饭。
_____________________________________
3.汤姆兴奋得睡不着了
_____________________________________
4.他早起读英语。
_____________________________________
5.稍等，我马上就到那儿。
_____________________________________
（设计意图：学生先独立完成，然后小组内互相批阅、打分并登记。认识自我，发现不足，以学评教。）
Step 7 Homework
1. Copy and read new words three times. (☆)
2. Make conversations using what were you doing … ? when … ；while … etc. (☆☆)
本节课亮点：
1. 让学生介绍自己一次难忘的“迟到”导入，一是谈论自己的切身感受，可有效地激发学生的学习兴趣和参与热情，同时又为下面复述故事奠定基础。
2.由所给问题对听力内容进行推测，特别是第三个问题可以推导出至少是某种比赛，为后面的听力降低了难度。
3. 利用一些情节性问题，重在培养学生们关注细节的能力，并引导学生注意when和while的使用，为下面的句子接龙作铺垫。
不足之处：
1. 本节课说的内容较多，对后进生的引导不是太好，耽误了时间。
2. 翻译探究环节，在小组讨论时部分后进生只是一种形式。对于这部分同学，下一步我将给他们指定具体而简单的问题。
使用注意事项：
根据学生实际情况，在各个环节，要充分预料后进生的参与情况和用时多少。听后活动可以考虑分层次设置，以满足不同层次学生的需要。
答案：
预习检测：
1. (1) realize (2) make one’s way (3) by the side of the road
(4) the school basketball competition
2. (1)What event happened at the school yesterday ?
(2)She realized her bag was still at home .
(3)When the school basketball competition strated , she was still making her way to school .
翻译探究：
一、想出一个你迟到或没能参加一项活动的时间。
想出，想起 ；考虑 ；认为
①Please think of/about when to go .
②What do you think of/about that book ?
二、凯特等着有人经过。
定语
①I have a lot of homework to do .
②There was little food to eat at that time .
主语 ；表语 ；宾语 ；状语
当堂检测：
一、用所给单词的适当形式填空。
1. won 2. missed 3. my 4. luckily 5. started
二、翻译下列句子。
1. The rain beat heavily against the windows .
2.He was helping his mother make dinner when I saw him .
3. Tom was too excited to fall asleep .
4. He got up early to read English .
5. Just a minute , I’ll be there right away .
评测练习
一、Fill in the blanks according to the given tips, using their proper form.
1. I was busy _____ (look) for my umbrella.
2. My parents were completely _____ (shock).
3. He has trouble in _____ (learn) English.
4. You should tell us the _____ (true).
5. Her mother _____ (cook) at 6:30 yesterday.
6. Robert walked home in _____ (silent).
7. She didn’t go out until the wind was _____ (die) down.
8. When he got home, he found _____ (fall) trees, _____ (break) windows and rubbish everywhere.
9. She also put some candles and _____ (match) on the table.
10. The news was a shock, Robert and his friends were c_____ surprised to hear it.
二、Complete the dialog.
A: 1.___
B: I was flying a kite.
A: 2.___
B: By the river. A lot of children were flying kites there, too.
A: It blew yesterday, didn’t it?
B: 3.___ It was good weather for flying a kite.
A: 4.___
B: Lucy and Lily. They both bought two new kites and got there earlier than I did.
A: Did you enjoy yourselves yesterday?
B: 5.___
三、Choose the best answer from the given choices.
1. Don’t go out, it is raining ___.
A. hardly B. heavily C. heavy D. big
2. He found a key on the ground and ___.
A. pick it up B. pick it out C. picked up D. picked it up
3. She doesn’t ___ staying at home alone.
A. want B. would like C. feel like D. decide
4. You should believe in yourself. Nobody else can___ you.
A.win B. beat C. beats? D. wins
5. The sun ___ in the east.
A. rise B. rises C. raise D. raises
6. He had to give up playing tennis ___ his illness.
A. because B. but C. so D. because of
7. Can you tell me___?
A. where Jim lives B. where does Jim live
C. where Jim live D. where is Jim
8. China has ___ five thousand years’ history.
A. over B. less C. more D. less than
9. —___?
—It’s May 4th.
A. What day is it today? B. What time is it?
C. When is it? D. What’s the date today?
10. Last night, he left home ___ silence.
A. with B. for C. in D. /
四、Choose the best answer according to the short passage.
Sitting at a desk in a classroom all day can be pretty boring. The teachers at a primary school in the US noticed that, so they changed their students’ desks for exercise bikes as part of the Read and Ride program!
This program began six years ago. A special classroom has enough bikes for every student in any class. Teachers bring in their students to read the books while riding the bikes. There’s also one exercise bike in the back of each classroom for students to exercise.
Their teacher Mr. Ertl said many children found it boring when they read books. This program makes reading fun. They feel happy when they read books while riding the exercise bikes. As a result, the school found that students that spent more time reading and riding did better than others in reading tests.
This program not only helps students do better in study, but also helps them keep healthy. Mr. Ertl said many students were fat and it was difficult for them to take exercise. On the bikes, they try their best to exercise at their own level.
1. Teachers changed desks for exercise bikes for the students to ___.
A. make reading fun
B. keep students cool
C. make students study better
D. make PE classes fun
2. Why did students in the program do better in reading tests?
A. They liked reading. B. They worked harder.
C. They learned more words. D. They felt happy when they read.
3. The best title of the passage is ___.
A. Mr. Ertl and His Program
B. Reading Is Fun
C. Bikes in the Classroom Improve Health and Studies
D. US Primary Schools Follow the Read and Ride Program
