Go for it 八年级上unit6第三课时

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Unit6SectionB(1a1e)课件音视频(人教新目标八上Unit6I'mgoingtostu

work harder
learn to play an instrument
make many friends
read more books
…
学习理解类活动
新课标•示范课
1a Match the pictures with the New Year’s resolutions.
5 2
New Year’s Resolutions
I’m going to get lots of exercise.
应用实践类活动
新课标•示范课
I’m going to practice the piano.
I’m going to learn a new language.
应用实践类活动
Practice Tell us your New Year’s resolutions.
language. B : Are you? Great! But foreign languages are not for me.
应用实践类活动
1c Listen and circle the resolutions you hear in 1a.
1. learn to play an instrument 2. make the soccer team 3. get good grades 4. eat healthier food 5. get lots of exercise
When do we make New Year’s resolutions?
At the beginning of a year.
Let’s learn some new words first, then let’s learn how to talk about our resolutions.

新目标英语(Go for it)八年级上Unit 6 教案

新目标英语（Go for it）八年级上Unit 6 教案Unit 6 I’m more outgoing than my sister .Teaching goals :1. Words &phrases:taller,shorter,heavier,funner,calmer,quiet er,morepopular,more outgoing,wilder,longer. 2. Talk about how to compare A with B(谈论如何比较)I′m more outgoing than my sister;He has short hair thanTom;He′s calmer thanSam.3. 了解中外文化的差异.Important and difficult points :1.than 连接的比较状语从句.2I′m more outgoing than my sister; He has short hair thanTom;He′s calmer thanSam.Teaching aids: cards and a tape-recorder .情感、态度与价值观：谈论学生日常生活中如何正确地比较身边的人与事物，以此激发学生的英语学习兴趣，不断增强他们对生活的热爱与信心，新目标英语（Go for it）八年级上Unit 6 教案。

单元教学建议（方法）：积极创设英语场景，采用角色扮演（Role play ）、练习（Practising ）、大声朗读（Reading loudly）、问与答（Asking andansering）等方式组织教学，师生互动、生生互动，团结协作。

以此不断提高学生英语动嘴、动手能力；通过播放英语录音帮助学生进一步熟悉英语听力学习技巧，从而引导他们进一步加强英语学习兴趣，爱学英语，善学英语，最终进一步提高他们的英语听、说、读、写等综合能力。

七年级英语上册(人教新目标Goforit!)Unit6第1课时(SectionA1a2d)说课稿

2.生生互动：设计小组活动，如角色扮演、讨论、竞赛等，鼓励学生相互交流、合作完成学习任务。
3.评价与反馈：组织学生进行自评、互评，培养他们的评价能力和反思意识，同时给予教师反馈，以便调整教学策略。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.利用实物展示：带来一些水果和饮料，如香蕉、苹果、橙子、牛奶、果汁等，让学生直观地看到并猜测它们在英语中的名称。
（二）学习障碍
学生在学习本节课之前，已经掌握了一些基本的英语词汇和语法，能够进行简单的日常交流。但在本节课中，学生可能面临以下学习障碍：
1.对一般疑问句的构成和回答掌握不够熟练；
2.对新词汇的发音和拼写存在困难；
3.在实际情境中，可能难以迅速运用所学知识进行表达。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
2.加强对学生的个别辅导，关注他们的个性化需求；
3.不断丰富自己的教学资源，提高课堂的趣味性和互动性。
1.创设生活化的教学情境，让学生在实际语境中学习英语，提高他们的学习兴趣；
2.设计丰富多样的课堂活动，如小组竞赛、角色扮演等，增强学生的参与度和互动性；
3.针对不同学生的学习需求，给予个性化的鼓励和指导，提高他们的自信心；
4.结合学生的兴趣爱好，引入相关话题，使他们能够更好地将英语学习与实际生活相结合。通过这些策略和活动，激发学生的学习兴趣，提高他们的学习动机。
1.小组活动：让学生分成小组，设计自己的食谱，并用所学句型和词汇进行介绍。
2.课堂游戏：开展“猜猜我喜欢的食物”等游戏，让学生在轻松愉快的氛围中巩固新知。
3.口语练习：组织学生进行两人对话，模拟在餐厅点餐的场景，提高学生的口语表达能力。

新目标英语八年级Go for it下册6-10单元(Units 6-10课文+翻译).doc

Unit 6 How long have you been collecting shells?你已经收集贝壳多久了？Section A 一lbReporter： Alison, how long have you been skating?艾莉森，你已经滑冰多久了？Alison： Fve been skating for five hours.我已经滑冰5 个小时了。

Reporter： Wow! Sam, how long did you skate ?哇！山姆，你滑冰多长时间了？Sam： I sated for four hours. I started at nine o'clock in the morning and stopped at one o'clock in the afternoon. I'm very tired!我滑冰4个小时了。

我早上9点开始滑冰，然后下午1点停下来了。

我非常累。

Reporter：When did you start skating, Victor?你什么时候开始滑冰的呢，维克多？Victor： At nine o'clock.在9 点整的时候Reporter： So you've been skating fbr...所以也就是说你已经滑了.....Victor: I've been skating fbr five hours.维克多：我已经滑了5 个小时。

Reporter： How long did you skate, Celia?你滑了有多久了，西莉亚？Celia： Umm, let's see...I skated for tow hours.嗯，让我想想..... 我滑了两个小时。

2aReporter： Alison, congratulations on winning the skating marathon!艾莉森，祝贺你马拉松滑冰赛获胜了！Alison： Thank you.谢谢。

人教版初中英语八年级上册Unit6作业设计大单元作业设计案例

人教版Go for it八年级上册Unit6I'm going to study computer science.作业设计目录一、单元内容 (3)二、单元教材分析 (3)三、单元学习目标 (4)四、单元作业目标 (4)五、单元作业设计思路 (5)六、课时作业设计 (6)第一课时Section A(1a-2d) (6)第二课时 Section A(Grammar focus-3c) (8)第三课时SectionB(1a-2c) (9)第四课时 Sec tion B(3a-self check) (11)七、单元质量检测作业设计 (13)人教版八年级上册Unit6作业设计一、单元内容二、单元教材分析本单元主题内容为"个人理想和对未来的计划",主要是讨论自己或他人对于未来的计划。

Section A主要是通过谈论未来理想中的职业这一话题引出be going to 结构表将来，并围绕这一话题练习what,when, where,how 引导的特殊疑问句。

对学生们来讲，是时态体系中新的时间概念的建立与学习。

Section B 改为以新年计划为话题，当然这也是要用"be going to"来表达的，这部分的难点是阅读和写作部分。

写作部分主要还是练习"be going to"。

总之，整个单元围绕未来规划，以"be going to"为载体，分层次，通过听、说、读、写使学生逐步掌握本单元的目标语言。

在教学中，教师要注意结合学生已有的知识水平和生活实际，由浅入深。

并巧妙地将知识体系进行串联，结合前面阶段所学习的内容，在知识传授上做到螺旋式上升。

三、单元学习目标根据《义务教育英语课程标准(2011年)版》要求，从语言知识、语言技能、情感态度、学习策略和文化意识等方面对本单元的学习目标进行分析。

四、单元作业目标五、单元作业设计思路课时作业设计思路单元作业设计思路依据单元教材内容和教学课时划分，以课时为单位，每课时分别设计作业，让学生根据自己的能力，选取一样或几样自己有能力完成的题目。

人教版go for it八年级英语上册 Unit 6 Section B (1a-1e)【精品课件】

going to go to a soccer camp. I can play soccer every day there.
1e
Make a list of other resolutions and how you are going to make them work. Then discuss them with your group.
Mike he is going to go to a soccer camp. He can play soccer every day there.
1d
Kim： Did you make a New Year’s resolution this year, Lucy? Lucy： Yes, Kim, I did. Kim： What are you going to do? Lucy: I’m going to learn to play the piano. Kim： Cool. How are you going to do that? Lucy： I'm going to take piano lessons. How about you? Kim： Well, my New Year’s resolution is to get good grades. Lucy： How are you going to do that?
New Year's Resolutions
Next year，I'm going to：
1.learn to play the piano
2
2.make the soccer team
5
3.get good grades
4 4.eat healthier food

goforit8aunit6教案

SECTION AGoals●To learn to use comparatives with -er,–ier,more and both●To talk about personal traits●To compare peopleProceduresWarming up by learning grammarAn adjective is a describing word. When we compare two nouns we use a comparative adjective. An example of this is the use of the endings: -er –est.If you look at these sentences, we are using comparative adjectives to describe size: A pony is small.A cat is smaller.A mouse is smallest.Warming up by looking and sayingJudy and her car Andy and his car$10,000$5,000Hello, everyone!I’m happy to meet you again. Today we shall take up the Sixth unit, Unit 6 “I’m more outgoing than my sister”.Look at these two pictures please. Picture1 shows us Judy and her new car. Picture 2 shows us Andy and his car. Please look at the blackboard and read after me the sentences. When you read, you should pay attention to the new structure of the sentence.OK, now let’s compare students and subjects in our classroom. For example, Mary is taller than Lucy. Lucy is thinner than Mary. Lily’s ruler is longer than Nancy’s. Can you make a sentence with than? Have a try, please.1a Matching wordsLook at the picture on page 31 in your book. What can you see in the picture? That’s right, the twins. Look at these too boys. They are Pedro and Paul. They are brothers. Who is taller, Pedro or Paul? Yes, Pedro is taller. Now repeat after me: Pedro is taller. OK, please look at the blackboard and read these sentences:Please pay more attention to “…er...than...”This structure is used in comparisons. Now look at the words in the box in your book and match each word with the opposite.Pl ease draw lines between the words of the opposite meanings. Now let’s check theanswers.2b Listening and NumberingLook at the picture again. The people in the picture are all twins. Twins are childrenborn at the same time to the same parents. Sometimes they look exactly alike, butnot always. The twins in this picture do not look exactly alike. Please listen tothese three conversations and number the twins. You write the number 1 to 3 in theblanks beside the twins.OK, now, let’s check the answers.Now let’s read the tapescript to find out Comparatives with -er or–ier and thanstructure. Shadow than and blacken -er or–ier.1c DoingpairworkNow practice the conversation in the picture. And then make your own conversationsabout the twins with your partner.I’ll ask some pairs to say your conversations to the class.2a Listening and writingNext we will listen to a conversation about Tina and Tara. Look at the picture onpage 32 in your book. Tina and Tara are talking to the reporter. Listen to the tapecarefully and pay attention to what are they talking about. They are talking aboutthemselves, right? OK. Now look at the two columns and read the headings please:-er, -ier and more . In the conversation, some words they say end in –er or –ier,some words they add more ahead. Listen carefully again and write the –er and –ierwords in the first column and the words that use more in the second column.Now look at the blackboard. Please pay attention to the word “funny”. When a wordends in “y”, the “y” changes to an “i” when you add “-er”. That is “funnier”.And look at thesethree words: athletic, outgoing and serious . What is special aboutthese words? Yes, they have three to five syllables. When you compare things usingwords with three or more syllables, you use the word “more”.2b Listening and writingListen to the recording again. This time write words in theboxes of 2b using the words from the list in activity 2a. Lookat the example “funnier” in the box for Tina, which meansTina isfunnier than Tara.How are Tina and Tara different?Tina is funnier, more outgoing and more athletic than Tara.Tara is more serious, smarter and quieter than Tina.2c doing pairworkJust now we talked about the twins Tina and Tara. Next we are going on talking about Tom and Sam. How are Tom and Sam different? Look at the chart in activity 2c, and work in pairs. You decide which one is A and which one is B. Student A in each pair look at the chart on page 32, and student B look at the chart on page 89. You mustn’t look at your partners’ page.For example, student A read the sample question to the class: “Is Tom smarter than Sam?” Student B looks at the answer on your chart on page 89 and answers: “No, Sam is smarter than Tom.” Student B can ask another question, for example, “Is Sam taller than Tom?” Student A should answer: “Yes, Sam is taller than Tom.” Are you clear? OK, now please continue on your own.The sample dialogue:A: Is Tom smart er than Sam?B:No, he isn’t. Sam is smart er than Tom. Is Sam tall er than Tom?A: Yes, he is. Is Sam more athletic than Tom?B:No, he isn’t. Tom is more athletic than Sam. Is Tom quiet er than Sam?A: Yes, he is. Is Sam thinn er than Tom?B:No, he isn’t. Tom is thinn er than Sam.3a Reading and writingNow we have got to know how different Sam and Tom are. And there are another two pictures of girls on page 33. Do they look alike? Maybe in some ways they look the same. Here is a letter from Liu Li to Isabel. Please read it quickly and tell me what Liu Li tells Isabel. That’s right, Liu Li tells Isabel s omething about her and her twin sister Liu Ying. OK, under the article, six statements are given. Read the article again in details and write T (for true) if the statements are true, F (for false) if the statements are false or DK (for don’t know) if you don’t know the answer and try to give reasons why you write F or DK. Now let’s check your answers.Next please look at these sentences on the board.We are both student. We both have black hair.They are both tall. They both like sports.Please pay attention to the place of the word “both” in the sentences. Does the word “both” come before or after the word “are”? Does the word “both” come before or after the word “have” and the word “like”? Yes, as you see, the word “both” comes after the verb be (are), and before other verbs (have, like). Try to use it correctly.3. Now let’s read the article loudly to the tape sentence by sentence. Try to imitate the pronunciation and intonation of the native reader.Read the article for a second time. While reading underline the useful expressions in the article, blacken the –er,–ier or more and both and shadow the connectives. You should copy the expressions into your notebook after school.Do the exercises by filling in the blanks.3b Doing pairworkAfter reading we come to know there are some things different between Liu Li and Liu Ying, and they have some things in common. Do you have a twin sister or twin brother? Maybe the answers are not. But I think most of you have good friends. And now please tell your partner about things that are the same and different between you and your friends. You should try to use these words and phrases: “in some ways, both, although, be good at, look the same, the same as, in comm on, more than”. First read the sample conversation in the box, and work together for a few minutes to make your own conversation. Then I’ll ask some pairs to say your dialogues to the class.Closing up by playing a game: same or differentNow let’s play a game. Here is a box. Please write your name on a piece of paper and put it in the box. Then take a paper from the box to find a partner. Are you OK? Next I’ll give you three minutes to write down the things that are the sa me and different between you and your partner. Are you ready? Begin!Oh, Time’s up. Let’s stop here, please! Let’s see how many same and different examples you have found, and the pair who has the most examples is the champion. Now I’ll ask some pairs to read your list to theclass. Any volunteers?SECTION BGoals●To learn to use: make me laugh, be good at, do the same things as, popular, best friend, schoolwork, opinion, opposite, really●To learn to talk about what a good friend should be likeProcedures1a Reading and rankingEveryone has friends in his life. Some friends have some things in common with you; some friends are different from you. What kind of things is important in a friend? Here are six descriptions on the page 34. Open your book at page 34 and look at 1a. Read each description loudly. In your opinion, which one is the most important? Please rank the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the second most important thing and so forth. N ow let’s check which things are most important to you. I’ll ask a student to copy these six phrases on the board. Please read them together loudly. Next I’ll ask you some questions. If you agree, hands up please. Mary, could you help me write the results after each phrase on the blackboard? OK, thank you.1b Working with a groupWell, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four. First read the example dialogue, and then make your dialogue about friends using the phrases in activity 1a.2a Listening and writingJust now you gave your opinions about what you think a good friend should be like to your group. Next you will hear an interviewer talking to Holly and Maria. What are they talking about? When I play the recording for the first time, you just listencarefully and give me the answer. Have you got it? Yes, they are talking about their best friends. Now look at the chart, listen to the tape again and write the things that Holly and Maria like about their best friends. You can write only words and phrases. Let’s check your answers.2b Listening and writingWe are both good at sports. Do you agree? OK, listen again. This time please pay attention to the similarities and differences between Holly and Maria and their best friends. Listen carefully and fill in the blan ks. I’ll ask some students to read your answers later on.The answers:As usual, you are asked to read the tapescript. While reading underline the useful expressions in the article, blacken the –er,–ier or more and both and shadow the connectives. You are asked to copy the expressions into your Expressions Book after school.2c Doing pairworkNext we are going to make a conversation in pairs using the information from activities 2a and 2b.Some of you will be asked to present your conversation to the class.3a Reading and underliningAccording to 2a and 2b, we know some friends have opposite views and interests, and some like the same things. Should friends be different or the same? I think everyone has his own idea. Let’s see what these t hree students think, and if you agree with them. First, please look at the photos and read the article to find any words or sentences you don’t understand. I’ll offer you help and you can also settle them by or among yourselves. Second, read the article again, slash / the sentences, underline all the words that describe what people are like and shadow the connectives. I’ll ask some of you to read the text and say which words should be underlined and which should be shadowed.OK, now please read the article as the recorder goes. When you read, you should pay more attention to the pronunciation and intonation. Try to imitate the native reader. 3b Reading and writingOK, now please look at the chart in activity 2a on page34 again. Write some sentences about Holly, Maria, and their best friends. First, read the sample sentences. Then write your own sentences. And I’ll ask two students to write sentences on the blackboard.Now let’s check and make corrections on the board.3c Doing a personalized writingWe have just written something about Holly, Maria and their friends. Now it’s time to write something about you and your friend. First please put down the words and phrases from this unit you can use, and you can put down some other words and phrases you would like to use, too. Second write your own article using these words and phrases.4 Doing pairworkRead the job ad. What are they looking for at the English Study Center? Yes, they are looking for a weekend teacher. And what do they expect of a weekend teacher? Yes, a weekend teacher needs to have good grades, needs to be outgoing, needs tobe good with children and also good at telling jokes. It’s not easy, isn’t it? Who wants to be a weekend teacher? Ok, Ruth and Rose do. Good! They are both outgoing girls. Who do you think should get the job? Give your reasons using comparatives.Now work in pairs. You can choose any two classmates and talk about which classmate is better suited for the job.Closing down by looking and sayingCute, cuddly, and horribly wrong... It's the Happy Tree Friends! They may be sugary sweet but there's no way they'll escape their horrible fate! What chaos will these critters experience next?SECTION CHECKGoals●To revise the description words about personal traits●To practice writing in EnglishProcedures1 Filling and writingPlease open your book at page 36 and look at part 1.in the blanks with the words given. You may change the form of the word if necessary. And you can find the words in the preceding unit.Example:1. Dave is more athletic than his brother.2. He is telling us a funny story.3. My best friend is more outgoing than me.4. Mary is smarter and quieter than most of the kids in her class.2 WritingNow you are middle school students. What did you do two years ago? Do you remember? Yes, you studied in primary school. Do you know what happened to you these two years? Maybe you are taller, smarter and more athletic than before. OK, please look at the questions in part 2 and write about how you are different from before. Example:Two years ago, I was a primary school student. I am taller now. I am smarter than before, too. I’m better at math and good at physics. I try to make more friends with my classmates and be more helpful to them. So I’m more popular and more outgoing than I was in the primary school. I will do my best to be a better student. Just for fun!Let’s sing a song in English.This little piggy went to marketThis little piggy went to market,this little piggy stayed at home,this little piggy had roast beef,this little piggy had none,and this little piggy went wee wee wee weeall the way homePart 2: Teaching resources (第二部分:教学资源)I. Background readings (背景阅读)International Friendship DayAugust 3is International Friendship Day, time to recognize your friends and their contribution to your life. Friendship helps to bring peace and positivity to the globe - another great reason to celebrate!Friendship Day occurs on the first Sunday of August - only once a year - so make the most of it! Friends come in many shapes, sizes and guises: school friends, work colleagues, siblings, partners, parents, pets and neighbors. Pull out all the stops and let your friends know they are truly appreciated!II. Word studies1. bothadj. 两；双 the two; not just one but also the other: Both my parents are still alive. 我的父母仍然活着。

Unit 6 Section B (1a-1e)-八年级英语上册(人教新目标Go For It!)

and get good grades.
B: Sounds like a good plan. I want
听起来像
to get a lot of exercise.
Let’s practice
I want to be a violinist. I ’m going to practice violin very hard.
Lucy, who is good at music, is going to learn to play the piano. She is going to _ta_k_e__p_ia_n__o_l_e_ss_o_n_s_. Kim is going to _g_e_t_g_o_o_d__g_r_a_d_e_s._ .To make it work, she _i_s_g_o_i_n_g_t_o_ study hard and do her homework every day. As for Mike, he is going to _m__a_k_e_t_h_e_s_o_c_c_e_r_t_e_a_m_. He thinks it won’t be easy, so he is going to _p_r_a_c_ti_c_e_r_e_a_ll_y_h_a_r_d_. This summer, he _i_s_g_o_i_n_g_t_o_ a soccer camp. He is going to _p_l_a_y_s_o_c_c_e_r_ every day there.
It’s a decision to make a change in your life for the better.
Brain Storm What’s your New Year’s resolutions?

Go for it!八年级(上)Unit 6 Resolutions阅读课教学设计

计主要从阅读文本处理、技巧渗透、思维品质培养
通过阅读本篇文章，学生能够明确如何有效三个方面着手，使学生在阅读过程中学习、积累并地制订计划，并下定决心互相监督完成计划，从掌握词汇，掌握有效的阅读技能，并能够对阅读内中感悟如何规划自己的生活并树立健康、积极的容进行归纳与总结，最终形成自己的语言积累。在
生活目标。
了解文本的过程中，学生也会意识到、感悟到如何
（二）学情分析
规划自己的生活并与同伴互相督促，树立健康、积
笔者所面对的教对象在经历了一年多的初中极的生活目标。英语学习后，积累了一定量的词汇，也有了一定的具体思路如下：１．引领学生在读前预习中思考、预测将要学习
语言表达能力，但是理解篇幅较长的文章对他们
来说仍有一定的难度，学生解决问题的能力还有的内容，理解并学会ｐｒｅｄｉｃｔｉｎｇ。待提高。２．引领学生通读文本，了解大意，然后进行细
文章内容贴近学生的生活，学生很感兴趣。学读环节，通过特殊疑问词（Ｗｈａｔ，Ｗｈｅｎ，ｈｙｗ，Ｈｏｗ）
二、教学目标
ｒｅｓｏｌｕｔｉｏｎｓ．
在本课结束后，学生能够达到：
【设计意图】让学生细读文章，并围绕Ｗｈａｔｉｓｌｆ
ｅｓｏｌｕｔｉｏｎ？这一话题进行学习，运用ｓｃａｎｎｉｎｇ阅读知识目标：能够听瞳、会读、理解本课词汇、句ｒ

Unit+6第3课时+课本讲解及语法拓展-2022-2023学年八年级英语下册同步精品课堂(牛津上海

We use conjunctions like and, but, so to join two sentences. They make one longer sentence from two shorter sentences.
The car stopped.
The driver got out.
3
S1 Open the window, please. S2 W__h_ic_h__o_n_e_?____________________ S1 T_h_e__w_in_d__o_w_b__e_si_d_e__t_h_e_d_o_o_r_._____
4 S1 Give the letter to the manager. S2 W__h_ic_h__o_n_e_?____________________ S1 T_h_e__s_al_e_s__m_a_n_a_g_e_r_._____________
Sometimes, one person may not know which thing the other person is talking about and needs to ask for more information. Read the following example:
Teacher: I’ll meet you later in the room.
A man and a woman got on a bus. The man was short and the woman was tall.
A Imagine that you are telling a classmate about something new. Work in pairs. Use the pictures below and choose suitable verbs from the box. The first one has been done for you.

人教新目标(Go for it)版八年级英语上册 Unit 3 学情评估卷(含详细解答)

人教新目标(Go for it)版八年级英语上册 Unit 3 学情评估卷(限时: 120分钟满分: 120分)班级：姓名：得分：第一部分听力(共30分)Ⅰ. 听对话, 选答案(共15小题, 计20分)第一节：听下面10段对话, 每段对话后有一个问题, 读两遍。

请根据每段对话的内容和后面的问题, 从所给的三个选项中选出最恰当的一项。

(共10小题, 计10分)()1. A. Laura's. B. Tom's. C. Sam's.()2. A. He has short hair.B. He wears glasses.C. He has white skin.()3. A. Terrible. B. Boring. C. Enjoyable.()4. A. Eliza. B. Alice. C. Both A and B. ()5. A. Because he thinks it's boring.B. Because he thinks it's interesting.C. Because he thinks it's difficult.()6. A. Science. B. Math. C. English.()7. A. It's more beautiful.B. It's cheaper.C. It's smaller.()8. A. Robert's classmate.B. Robert's pen pal.C. Robert's cousin.()9. A. Thirteen. B. Sixteen. C. Seventeen.()10. A. Friends who are like him.B. Friends who are different from him.C. Both A and B.第二节：听下面两段对话, 每段对话后有几道小题, 请根据每段对话的内容和所给的问题, 从三个选项中选出最恰当的一项。

新目标英语八年级上学期Unit6试题精练(Go for it)

新目标英语八年级上学期Unit6试题精练(Go for it)附答案●基础巩固一、根据句意及首字母提示填空,完成下列句子。

( 5分)。

1.B _____Lily and Lucy are outgoing. They have lots of friends.2. Edison showed great i_______________ in science when he was a little boy.3. Nina went to school t ________________she didn’t feel very well today.4. I’m d_________________ from Rick. He is a little calmer than I.5. It’s not polite (礼貌的) to l__________________ at others when they make mistakes (错误).二、用括号中所给词的适当形式填空。

(10分)6.Tom is much ___ than Sam. ( cool )7. My hair is a little ____ than hers. ( short )8. Pedro is _______ than Paul. ( funny )9. Li Ping is a little than me. ( outgoing )10. Which is ____________________ in China, tea or coffee? ( popular)11. Tina is much _______ than Tara. ( athletic )12. Liu Li is a little than her sister. ( quiet )13. Ruth is _____ than any other girl in my class. ( serious )14. Java has hair than Mary. ( curly )15. Paul is than Pedro. ( thin )三、单项选择选出能填入各句中相应空白处的最佳答案。

Unit6-Section-A-(Grammar-)八年级英语上册(人教新目标Go-For-It!)

Grammar Focus
be going to用法
3. be going to的否定形式可用于表示不愿意或拒绝。若主语是you, 则表示不可以或禁止。 We’re not going to pay for it. You’re not going to bring your pet dog here.
Unit 6 I’m going to study computer science.
Section A Grammar Focus-3c
第二课时
Teaching Objectives
01 语言知识: 能熟练使用目标语言谈论个人或他人的计划和打算。
02 学习能力: 掌握一般将来时be going to的用法和句式结构。
8. 我打算读完高中和大学后开始。I’m going to start when I finish
high school and college.
3 Presentation
Presentation
3a Match what these people want to do with what they are
Where are you going to work? I’m going to move to Shanghai. When are you going to start? I’m going to start when I finish high
school and college.
Grammar Focus
going to do.
v. 练习后跟名词，代词或动词-ing
_e__ 1. My friend wants to be engineer.
a. They’re going to practice every day.

九年级英语(Go for it)unit6导学案

Unit 6 I like music that I can dance to.第一课时Section A(1a-2c) 编写:都正善学习目标知识目标：重点单词：prefer, lyric, gentle重点短语：dance to, sing along with, different kinds of, play quiet and gentle songs重点句型：（1）—What kind of music do you like ?—I like music that I can sing along with.(2) I prefer music that has great lyrics.(3) I like musicians who play different kinds of music.能力目标：运用定语从句，学习表达自己或他人对某人某物的偏好。

情感目标：学会谈论自己喜欢的音乐，培养正确的审美情趣。

导入新课向学生介绍定语从句。

（课件展示）一．自主研学，理解新知一）用that或who完成句子。

1.I like music ______ isn’t too loud.2.Carmen likes musicians ______ play different kinds of music.3.Xu Fei prefers groups ______ play quiet and gentle songs.二）句型展示台4.我喜欢我能跟着跳舞的音乐。

I love music _________________________.5.—你更喜欢那种音乐？—What ____________ music do you _______ ?—我更喜欢我能随之唱歌的音乐。

—I ________ music that I can ______________________.6.Rosa 喜欢音乐轻柔的。

初二第一学期(Go for it)八年级英语上册Unit6 训练题及答案

2017秋（Go for it）八上Unit6训练题及答案Unit 6 I'm going to study computer science一、单词拼写1. She has a close (关系) with the Greens.2. Why don't you use your (自己的) computer?3. My (爱好) is collecting stamps. I have collected thousands of stamps.4. I want to (提高) my English.5. They do (身体的) exercises every day.6. My mother always p to buy me a souvenir whenever she goes on a trip.7. We'll have a meeting to d the problem.8. The best way to i your English is to join an English club.9. Today more and more Chinese go to study in f countries.10. But he said it was a p question, and didn't tell me!参考答案1. relationship2. own3. hobby4. improve5. physical6. promises7. discuss8. improve9. foreign 10. personal二、从每小题A、B、C、D中选出一个能填入句中空白处的最佳答案。

( ) 1.—Zhang Xin，is there ________ university in the city?—Yes. My good friend is studying in ________ university now.A．an；an B．a；a C．a；the D．an；the( ) 2.—What's your friend's ________？—She likes to listening to music.A．team B．hobby C．relationship D．education( ) 3. To be a great ______ like Lang Lang，my cousin practices playing the piano every day. A．pianist B．engineer C．violinist D．pilot( ) 4.— I think being a teacher is great.— ________ you want to be a teacher，you must be good with kids.A．But B．If C．So D．And( ) 5. There ________ an important meeting tomorrow afternoon.A．is going to have B．are going to haveC．are going to be D．is going to be( ) 6. When is she singing lessons?A. goes to takeB. go to takeC. going to takeD. goes taking ( ) 7. Where you next September?A. do; to studyB. are; going to studyC. are; studyD. do; going to study( ) 8. --- David, why are you so excited?--- My father has made a that he will take me to Tibet next month.A. faceB. promiseC. mistake( ) 9. The boy is only four years old. He is unable this book.A. readingB. to readC. readsD. to reading ( ) 10. --- It's important (重要的) for us to learn English well.--- I agree you.A. onB. toC. withD. at参考答案1－5CBABD 6—10、CBBBC三、完形填空。

人教版go for it八年级英语上册 Unit 6 Section B (2a-2e)【精品课件】

tomorrow morning. 你必须答应我明天早上早点。
（3）promise sb. sth.答应某人某事 eg：He promised her some flowers for her birthday. 他答应在她生日的时候送给她一些鲜花。
典例 They ___A____ to win the game after years of training.
2c
Read the passage again and match each paragraph [1—3]with its main purpose below. Underline the words and phrases that helped you decide.
____3____To question the idea of making resolutions ____1____ To give the meaning of resolution ____2____ To discuss the different kinds of resolutions
考向2【重点】promise可用作动词，意为“许诺；承诺” （1）promise to do sth.答应做某事 eg：My teacher promised to help us. 我老师答应要帮助我们。（2）promise sb.to do sth.答应某人做某事 eg：You must promise me to be early
4. How can people remember their resolutions？ By writing them down.
5. How many kinds of resolutions does the writer talk about？ Three kinds.

goforit英语八年级上Unit课件

课件2023-11-06CATALOGUE目录•unit1 欢迎回到学校！•unit2 我们的班级•unit3 你的爱好是什么？•unit4 我们的梦想•unit5 家庭规则•unit6 在寒冷的冬天•unit7 假期计划•unit8 保护我们的地球！01unit1 欢迎回到学校！目标语言学习掌握基本问候语，如“Hello”，“Hi”，“Goodmorning/afternoon/evening”等。

学习介绍自己的表达方式，如“My name is…”，“I'm from…”，“Ilike/love/enjoy…”。

掌握基本课堂用语，如“Please sit down”，“Stand up，please”，“What's your name?”。

词汇和语法复习复习学过的单词和短语，如“class”，“teacher”，“student”，“book”等。

学习新的单词和短语，如“desk”，“chair”，“blackboard”等。

复习之前学过的语法知识，如名词、动词、形容词的用法，简单的句子结构等。

学习新的语法知识，如动词的现在时态，形容词的比较级等。

阅读理解练习阅读一篇关于开学第一天的文章，理解文章大意。

根据文章内容回答问题，检验学生对阅读材料的理解程度。

让学生自己写一篇关于开学第一天的文章，要求包含学到的单词和语法知识，锻炼学生的写作能力。

02unit2 我们的班级掌握介绍班级情况的常用表达方式，如“我们班有30个学生”等。

学习如何提出和回答关于班级规模、学生人数、课程设置等问题。

了解如何使用情态动词“c a n ”和“should”表达建议和请求。

目标语言学习词汇和语法复习复习序数词的基本用法，如“第一、第二、第三”等。

学习并掌握情态动词“can”和“should”的用法，如“他们可以带手机上学吗？”、“我们应该为考试做准备”等。

复习表示建议和请求的句型，如“我建议我们……”、“你可以……吗？”等。

新课标人教版Go-for-it-八年级英语教材分析课件

to be a basketball player。（11）学会礼貌地请求允许做某事及写留言以请求他人的帮助
unit10 could you pkease clean your room? （12）学会简单的比较，并表达自己的好恶。what's the best radio
station?
3.学习策略要求
习单元组成。每个单元的内部结构完全不同：分为 section A、 section B、 self-check三部分，并且各有侧重点。 Section A主要是讲重点词汇；呈现新的表达方式；几个循序渐进的操练活动；语法聚焦框，总结本单元使用的语法；互动活动，学生在互相合作中使用目标语言来完成本部分的学习。 Section B在循环section A所呈现的语言的同时引出新的词汇；以活动帮助学生整合新的目标语言和前面学过的语言。 self-check复习所有重点词汇以及新学的语法项目；以图片方式进一步应用了本课的目标语言。
（4）学会谈论出行方式unit 4 how do you get to school? （5）学会用英语礼貌地发出，接受，拒绝，邀请unit 5 can you
come to my party?
（6）学会用英语谈论个性特征unit 6 i'm more outgoing than my sister。
(一) 图文并茂，翻开课本能够在每一页上看到一幅充满情趣，幽默生动的画面，令人眼前一亮。
(二) 实用性强，每个单元的选材都来源于学生的学习和生活，与学生的年龄特征，认知结构，生活经验密切联系。
(三) 注重交际，针对中国学生学英语普遍存在的聋哑病，教材设计了大量听说读写材料。
(四) 词汇量大，第一册由词汇700个左右，第二册有词汇约450个，第三册约450个，第四册约400个，第五册约500个，合计2500个，这一点正好达到《英语课程标准》5级的要求。

人教版新目标(Go for it)初中英语八年级上册全册学案

八年级英语上册学案Unit 1 How often do you exercise？Section A一、教师寄语A bold attempt is half success.（勇敢的尝试是成功的一半）二、学习目标知识目标：Words: always, usually , often, sometimes , hardly , ever, never., once , twice , Phrases: how often three times a week every day. twice a week Sentences:What do you usually do on weekends? I sometimes go to the beach.How often do you eat vegetables? Every day.Most students do homework every day.能力目标:会使用频率副词及短语；能描述课余时间的活动安排；情感目标: 培养学生良好的学习和生活习惯三、教学重、难点频度副词：always, usually, often, sometimes, hardly和never的应用疑问词how的用法四、学习过程1预习导学或自测Ⅰ.Look at the picture (学生识图).What do you usually do on weekends? I sometimes go to the beach..I sometimes去滑板看书看电视做运动购物Ⅱ. 看图写出相应的頻度副词：______ ____ ______ ______ ______2．自主学习Pairwork.How often do you eat vegetables? Every day.3．合作探究Ⅰ.maybe / may be①.The baby is crying she is hungry.②.The woman a teacher .maybe 是副词，意为“大概，可能，或许”，一般用于句首。

Unit 6 I'm going to study computer science教案

一、教材分析：（一）单元内容分析：本单元的话题为“Life goals（生活目标）”，要求学生能简单谈论对未来的打算。

Section A部分主要是谈论未来的理想职业（Dream jobs），而Section B部分则谈论计划（Resolutions），这是一个从远期目标过渡到近期目标的过程，告诉了学生们要先从实现小目标开始，一步步努力，最后实现终极目标的道理。

（二）课时内容分析：本课为八年级上册第六单元第一课时，主要学习用“want to be”谈论未来的理想职业，以及用“be going to do”表述将要做的事情。

作为一个单元的引入课，本课采用听说课型，以求最大化地输入，为本单元后半部分的输出做好准备。

二、学情分析：学生已经掌握了一些关于职业的词汇，和“want to do”结构的用法，本课采用“温故知新”的方式，对关于职业的词汇进行进一步地拓展。

此前学生已经会谈论现在和过去的事情，但并不会谈论将来的事情，因此要用未来的理想职业这一话题引出“be going to”结构，也为下一单元将来时的学习做好铺垫。

三、教学目标：（一）知识目标：1、能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist2、能掌握以下句型及其变式句型：①─What do you want to be when you grow up? ─I want to be a / an …②─How are you going to do that? ─I’m going to ...（二）能力目标：1、能综合运用看、听、说和讨论等有效手段来获取信息。

2、能借助小组活动的机会，积极用英语与其他同学交流，谈论未来的理想职业及计划。

3、能用“be going to do”结构表达将来要做的事情。