人教版新目标英语八年级上全册教案

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人教版新目标英语八年级上册全册教案

备课本人教版八年级上册英语全册教案班级______教师______日期______人教版八年级上册英语全册教案教师_______日期_______Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标：1．Master the vocabulary2．Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to themountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：Where did you go on vacation?Did you go to…？Yes. …/No，…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary：New York City，Central Park，exam．2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．Did you go to the beach？Yes，I did．No, I didn’t．过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。

人教版新目标英语(Go_for_it)八年级上册教案(全册)

Unit 1 How often do you exercise ?Teaching goals:1.Words &phrases: how often , hardly , twice , once ,difference , look after , although ,etc .2.Learn to talk about how often do you do things .3.一些表示频率的副词: always , usually , often , never ,hardly ever , sometimes .4.句子结构: What do you usually do on weekends ?How often ··· ?及回答.Important and difficult points :What does she /he do on weekends ?She often goes to the movies .How often do you shop ?Once a week / Twice a week ··· .Teaching aids : cards , pictures and a tape recorder .Period 1Teaching procedures :Step 1 Leading-in1.Greetings:Talk about something the students did onsummer vacation .Step 2 Pre-taskSB Page 1 , 1a .1.Look at the picture (学生识图). each activity .T: What are they doing ?They are shopping /reading /exercising /watching TV/skateboarding .(Help the students to answer )3.Write the activities on the line .4.Check the answers on the Bb .Correct their ownactivities .5.Practise reading .SB Page 1 , 1c .1.Focus on the conversation in the box .2.Practise reading .3.Pairwork : What do you do on weedends ? I ··· .4.Groupwork :Divide the class into groups of four orfive .Make conversations .First S1 to S2:S1:What do you do on weekends ?S2:I ··· .S1:What does she /he do on weekends ?S2:She /He ··· .5. Act out their own dialogues .Step 3 While-taskSB Page 1 , 1b .1.Look at each picture in 1c.Tell what the person does onweekends .Check the Ss orally.2.Make sure what they will hear and do .3.Read these adverbs and explain.4.Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1.read the activities and the answers of “how often”first .2.Practise reading .3.In 2a we should know the activities you hear .In 2b weshould know the answers of how often he does the activities.4.Play the tape for a first time .Ss only listen .5.Play the tape a second time .Ss do 2a .6.Play the tape a third time .Check the answers .7.Play the tape .Ss do 2b .8.Check the answers .In this part ,we should pay attention to how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1.Focus on the conversation .2.Practice reading .3.Read the activities in the left box .4.Fill in the chart .5.Pairwork: Make conversations .Period 2Teaching procedures :Step 1 Leading-in1.Greetings2.Drills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step 2 Pre-taskSB Page 2 ,Grammar Focus .1.Review the grammar box .Ss say the questions andanswers .2.Practise reading .Step 3 While-taskSB Page 3 , Part 3 .1.Call attention to the survey .Make sure the Ss understandthe chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them help .2.Review the information in the green box with Ss .3.Read the article first by the Ss .4.Read it to the class .5.Look at the survey and fill in the blanks in the article .6.Finish the activity individually .7.Check the answers .8.Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1.T: What can you do to improve your English ?(e.g. readEnglish books, practice reading and speaking ) How often do you ··· ?2.Think of more things you can do to improve your English andwrite them here .3.Ask several Ss each question .4.See: Who is the best English students in the classHomework:Revise the new words .Period 3Teaching procedures :Step 1 Leading in1.Greetings & free talk .2.Practise reading the article in Page3.3.Check the homework.Step 2 Pre-taskSB Page4 , 1a .1.Point out the five phrases .2.Ss read after the teacher .3.Make sure the Ss understand what do they mean .4.Call attention to the pictures .Say something about thepictures .5.Match the words with the pictures .6.Check the answers .7.Practice reading .Step 3 While-taskSB Page 4 , 1b .1.pay attention to the conversation in the box on theright .2.Read it to the class .3.Explain : “be good for” means :有益于…，对…有好处.4.Pairwork. Choose a new partner .Use the words in Activity1a to make conversations .5.Share the students’ conversations.SB Page 4 ,2a&2b .1.T : Now you will hear a reporter interview twopeople ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2.Read the questions in 2a .3.Listen to the tape carefully twice .Circle “yes” , “no”or “I don’t know” in the chart .4.Before we check the answers in 2a,we’ll read throughthe questions in 2b .Pay attention to Katrina’s and Bill’s answers .5.Play the tape again .This time ,if we have heard onequestions and we have a pause .Make sure Katrina’s and Bill’s answer.6.From the answers in 2b ,we can tell who is healthy Billor Katrina ?Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 isinterview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.Unit 2 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.4.文化欣赏，中国文化.Important and difficult points:1.words .2.How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.T :How many parts of the body can you name ?What’s this ?(head , mouth etc.)Today we’ll learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Pre-task1.Read the new words by the Ss first .2.Then check the Ss if they can read the new words bythemselves 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 thewords you remembered just now on the blackboard .5.Page7,1a.Do this part by the Ss first. Write the correctletter after the name of each body part on the list .6.Check the answers .7.Play a game .All the Ss close your books ,we’ll havea instructor to say :Touch your nose /head /rightear … .Let’s see which student do it correctly andquickly .First all the Ss do this game .Then havecompetitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you arewrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .SB Page 8, 2a .1.Point out the eight items in this activity .Read the itemto 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.Play the tape twice .5.Check the answers .Step 4 Post-task同桌之间设计一个医生与病人之间的对话.Step 5 Homework1.Remember the name of your body part .2.Write conversations between the doctor and the patient .Period 2Teaching procedures :Step 1 Leading in1.Free talk .2.Revise playing the game .3.Practice reading the dialogues .Step 2 Pre-taskSB Page 8, 2b .1.Pay attention to the four pictures .Each of thesepictures illustrates one of the conversations .2.Play the tape ,write the missing words on the blanklines .3.Play the tape again and check the answers .4.Pairwork .Practice reading the dialogues in thepictures .Take turns having the problem and giving the advice .5.Practice reading the dialogue in 2c ,and make their onwconversations .6.Act out the dialogue .Step 3 While-taskSB Page 9, 3a .1.Point out the picture and ask Ss to describe it .(Thereis 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 thedialogue .3.Fill in the blanks in the conversation .4.Go over the answers.5.Practice reading the dialogue with a student, then workin pairs .Step 4 Post-taskSB Page 9 , 3b .1.Look at the picture with activity .A: What’s the matter ?B: I’m not feeling well . I have a toothache /fever/sorethroat /sore back .2.Pairwork.Make your own dialogues setting 3a as an example .3.Act out the dialogue .Ask some pairs to come to the frontto act out their onw dialogues .SB Page 9, Part 4.1.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 anillness ,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 frontand mime an illness .Step 5 Homework1.When you had some problems.please remember what thedoctor said .2.Remember the new words .Period 3Teaching procedures :Step 1 Leading in1.Free talk .2.Play the game :One student mimes an illness , the otherstudents guess the illness and give advice .What’s the matter? Do you have a sore throat ?Step 2 Pre-taskSB Page 10 ,1a .1.Look at the picture .Point out the four new words andexpressions .Say each word and ask Ss to repeat .2.The first picture .Explain something about it using oneof 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 themeaning of the words .Step 3 While-taskSB 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 answers .SB Page 10 ,2a & 2b .1.First ,make sure the Ss understand what they will hear .2.Then read the four names3.Listen and write the problems on the bland lines .Ifpossible ,write what each person “should” and “shouldn’t” do for their problem.4.Check the answers .Step 4 Post-taskSB 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 .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you shoulddo . Check the answers .2.3b .Let the Ss read the paragraph and fill in theblanks .Check the answers .SB Page 11 ,Part 4.Play the gameStep 5 SelfcheckSB 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 Homework1.Remember the words in this unit .2.Do the exercises on Pages 6-8of the workbook .Unit 3 What are you doing for vacation ?Teaching goals :1.Words & phrases: babysit ,get back , fishing , rent ,think about , decide(on) , tourist etc.2.How to talk about future plans .3.现在进行时表示将来计划或行动.4.特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ?I’m watching TV .When are you going ?I’m going … .How long are you staying ?We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in1.Free talk .2.Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ).Ss repeat .Ss: I’m staying home on Saturday .T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1.Look at the picture carefully and tell what you see inthe picture .2.Write the activities from the pictures in the box andadd some more .3.Practice reading .Step 3 While-tasking the activities we write in 1a to makeconversations .For example :What are you doing forvacation ? I’m visiting my uncle .2.Pairwork .Practice in pairs .3.用第三人称练习对话.4.Groupwork . Divide the Ss into groups of four orfive .Make conversations .5.Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1.First ,read the names of the people .2.Play the recording and let Ss fill in the chart .3.Check the answers .Step 4 Post-taskSB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1.如果没填完上面的表格回去接着做完.2.记单词.Period 2Teaching procedures :Step 1 Leading in1.Free talk .2.Revise : Make conversations with the setences what areyou doing for vacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1.Call attention to the sentences together .Read them bythe Ss .Ask a student to say the question using the word he and then again using a boy’s name .2.Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1.Read the conversation by the Ss and practice reading .2.Listen and fill in the chart .3.Check the answers .SB Page 15, 3b .1.Look at the conversation in the box .2.Practice reading .3.Pairwork . Make conversations using the information in3b .4.Act out your conversations .Step 4 Post-taskVacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .Period 3Teaching procedures :Step 1 Leading in1.Free talk .2.Check the homework :Ask one or two Ss to say somethingabout their dream vacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1.Say each phrase and ask Ss to repeat .2.Call attention to the pictures .Say something about thepictures .Match each phrase with a picture .3.Check the answers .Step 3 While task1.Make conversation. Work with your partner .Talk aboutwhat you would like to do on vacation .2.Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .2. Play the recording and check the answers .Step 4 Post-task1. Find a new partner .Student A is the reporter .Student B is He Yu . A interview B .2. Read the conversation in 2c and with the help of thelistening .Step 5 Homework1. Remember the new words .2. Write the conversations about your interview .Period 4Teaching procedures :Step 1 Leading in1.Greetings .2.Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1.Ask each other ,write down their answers .2.One student to present his /her exercise .Step 3 While-taskSB Page 17 , 3a .1.Read the article about Ben Lambert’s vacation plans bythe Ss .Tick out the new words .2.Read the article to the class .3.Explain the new words .4.Play the tape .Ss listen and repeat .5.Point out the five numbered pictures .Ss identify theitems .6.Check the answers .7.Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read theparagraph to the class ,saying blank each time when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 HomeworkComplete the Selfcheck .Unit 4 How do you get to school?Teaching goals :1.Words & phrases: get to , how far , bicycle , subway ,minute , mile , bus stop .2.Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3.how引导的特殊疑问句，表示乘坐何种交通工具的方式.howfar ,how long 引导的特殊疑问句.4.复习基数词及时间的表示方法.5.了解中外文化的差异.Important and difficult points :1.how /how far /how long 引导的特殊疑问句.2.乘坐交通工具的表示方法.3.It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free talk .3.T: How do we get to school ? Some students walk ,somestudents take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .Explain : get toStep 2 While-taskSB Page19 ,1a&1c .1.Write down how you get to school .2.Look at the picture .Write down how the students get toschool.3.Make dialogues with the phrases .4.Groupwork: Divide the students into groups of three orfour .Practice reading the dialogues.5.Act out their dialogues .SB Page 19 , 1b .Listening1.Make sure the Ss know what ot do .Give them an exampleorally if possible .2.Read the names .3.Play the tape and check the answers .SB Page 20 , 2a&2b .1.Revise the numbers .2.Teach the new word :minute .3.Play the tape for the students to finish 2a&2b .Then playagain and check the answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .Period 2Teaching procedures :Step 1 Leading in1.Greetings .2.Check the homework .3.Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1.Review the grammar box .Ask students to say thestatements and responses .2.Practice reading .3.Explain the usage of “take” in “take the train” and“take sb some time to do sth” .Step 3 While-taskSB Page 21,3a .1.Pay attention to the speech bubbles .Read the questions .2.Read the passage by the Ss. Find the answers to thequestions and write the answers on the lines .3.Check the answers .SB Page 21, 3b .1.Show Ss the example in the box .Two students read it tothe class .2.Pairwork: Make your own conversations using theinformation in the left box.3.Ask some pairs to present the conversations to the classStep 4 Post-taskSB Page 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite two conversations in 3b in the exercise books .Period 3Teaching procedures :Step 1 Leading in1.Greetings and free talk .2.Check the homework.3.Go over the passage in 3a Page 21 .Step 2 Pre-taskSB Page 22 ,1a .1.Say the four new phrases and Ss repeat .2.Match the words with the pictures .3.Check the answers .Step 3 While-taskSB Page 22,2a&2b .1.Play the tape for the students to finish them .2.Point out the two sets of pictures with a blank line infront of each .3.Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-taskSB Page 23, 3a .1.Read the instructions to the class and read through thestatements abut the article .2.Read the article again by the Ss .Write if the statementsare true or false in your exercise books.3.Do the activity individually and check the answers .SB Page 23 ,3b .Read the article and fill in the blanks .Check the answers.Selfcheck Part 2 .1.Look at the picture .Make sure what the people in thepicture doing .2.Finish the conversation .3.Practice reading .Step 5 Homework1.Write a newspaper article .2.Go over this unit .Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1.vocabubary: lesson , hey , baseball game ,test , piano ,guitar , aunt , concert , party .2.Patterns: Can you come to my party ?zSure, I’d love to .Sorry ,I can’t . I have to … .3.能力目标:学会邀请别人以及回答的方式.4.情感目标:培养学生礼貌用语的习惯.Teaching procedures :Step 1 leading inPlay the song : Happy birthday .Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?Ask students to say .Step 2 Pre-taskPage 25 ,1a ,1b .Ask ,Can you come to my party ?Ask some students to answer .Ask the students who say I can’t go to say why .Call attention to the words in Activity 1a. Read together . Say ,look at the picture .Ask Ss to tell what they see in each scene .Match the words with the picture and check the answers . Say ,now listen to the recording .Write the name of each person next to his or her picture .Play the recording .Ask Ss to complete the activity individually .Correct the answers .Step 3 While-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners .Ask some groups to act .Game:One student invite some students to his/her party .The other students answer .SB Page 26, 2a .Point to the five sentences .Say ,listen to each conversation and then circle the word that makes the sentences correct .Play the recording .Check the answers .SB Page 26 ,2b .Call attention to the five sentences in activity 2a ,aska student to read these sentences to the class saying thecorrect word “can” or “can’t” .Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .Ask students to make their own conversation like theexample .As students work ,move around the room and monitor .Ask some students to present their dialogue .Step 5 HomeworkPractice :Invite your friends to come to your party .Write down their answers .Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1.vocabulary : whom , start , join , practice , math test ,mall , calendar .2.Patterns : Can you go to the mall this week ?Can she/he/they go to movies ?3.能力目标:学会写请贴，会制做日程表.4.情感目标:学会人际交往的基本常识.Teaching procedures :Step 1 Leading inAsk :How many people did you invite yesterday ?What did they say ?Ask one student to show his answer .Step 2 Pre-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions and answers .Talk about the two ways people give reasons for saying no to an invitation .Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”Step 3 While-taskSB Page 27 , 3a .Call attention to the invitation .Ask questions about it .eg.What kind of invitation is it ?Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come toa blank line .Ask students to fill in the blanks according to theinvitation .Check the answers .SB Page 27 , 3b .Ask two students to act the conversation you justcompleted .Call attention to the blank invitation card .Complete this card .Ask some pairs to present their conversations to the class .Step 4 Post-taskSB Page 27 ,Part 4 .Read the instructions for this activity to the class .Read the dialogue with a student .Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class .Step 5 Homework1.Make your own calendar .2.Make an invitation .Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1.vocabulary:Sunday ,Monday ,Tuesday ,Wednesday ,Thursday ,Friday ,Saturday ,tomorrow .2.Pattern: Can you play tennis with me ?What’s today ?3.能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB Page 28 ,1a , 1b .Show the days of the week in a large monthly calendar .Point out the days of the week at the top of the calendar and ask a student to read these words aloud .Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date .Complete activity 1a ,check the answer .Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books .Step 3 While-taskSB Page 28, 1c .Call attention to the example in the box .Ask two students to read it to the class .Ask Ss to work in pairs .Ask :What do you want to do on Monday , Tuesday … ?Write down your answers .Make some conversations with your partner .Ask some Ss to present their conversations .SB Page 28, 2a, 2b .Point to the picture .Listen to the conversation .Can Vince play tennis with Andy ?Circle “yes” or “no” .Play the recording .Ask what can Vince do today .Pay attention to the list of five activities ,and the three lettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB Page 28, 2c .Help student find partners .Say ,one student is Andy ,the other is Vince .Ask the pairs to practice for a few minutes like theexample.Ask some pairs to present their conversation .Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1.vocabulary: e-mail message , invitation , science ,match ,whole ,come over to ,till2.Patterns: Thank you for your invitation. I’m sorry Ican’t . I have to … .3.能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail的写作法.4.情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .Say ,there is another e-mail message .Ask a student to read it to the class .Call attention to the blank calendar .Say ,Now read it again .Then complete Sonia’s calendar .Check the answers .Step 3 While-taskSB Page 29 ,3b .Point out the e-mail message .Ask a student to read it aloud .Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own .Ask some Ss to present the answers to the class .SB Page 29 ,3c .Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish .As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class .Step 4 Post-taskSB Page 29 ,Part 4 .Read the instruction to the class.Complete the calendar on Page 88 .Say ,now go around the class .Ask Ss if they can come to your party at the time you are free .Step 5 ExerciseSelfcheckThen ask some students to present their answers .Check the answers .Unit 6 I’m more outgoing than my sister .Period 1Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .Teaching goals :1.vocabulary : outgoing , more , than , calm , wild ,athletic , twin ,tall , short , thin .2.Pattern: He has shorter hair than Sam .。

人教版新目标英语(Go for it)八年级上册教案(全册)

人教版新目标英语(Go for it)八年级上册教案(全册)Unit 1 How often do you exercise ?Teaching goals:1. Words &phrases: how often , hardly , twice , once , difference , lookafter , although ,etc .2. Learn to talk about how often do you do things .3. 一些表示频率的副词: always , usually , often , never , hardly ever ,sometimes .4. 句子结构: What do you usually do on weekends ?How often ··· ?及回答.Important and difficult points :What does she /he do on weekends ?She often goes to the movies .How often do you shop ?Once a week / Twice a week ··· .Teaching aids : cards , pictures and a tape recorder .Period 1Teaching procedures :Step 1 Leading-in1. Greetings:Talk about something the students did onsummer vacation .Step 2 Pre-taskSB Page 1 , 1a .1. Look at the picture (学生识图).2. Name each activity .T: What are they doing ?They are shopping /reading /exercising /watching TV/skateboarding .(Help the students to answer )3. Write the activities on the line .4. Check the answers on the Bb .Correct their own activities .5. Practise reading .SB Page 1 , 1c .1. Focus on the conversation in the box .2. Practise reading .3. Pairwork : What do you do on weedends ? I ··· .4. Groupwork :Divide the class into groups of four orfive .Makeconversations .First S1 to S2:S1:What do you do on weekends ?S2:I ··· .S1:What does she /he do on weekends ?S2:She /He ··· .5. Act out their own dialogues .Step 3 While-taskSB Page 1 , 1b .1. Look at each picture in 1c.Tell what the person does on weekends .Checkthe Ss orally.2. Make sure what they will hear and do .3. Read these adverbs and explain.4. Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1. read the activities and the answers of “how often” first .2. Practise reading .3. In 2a we should know the activities you hear .In 2b we should know theanswers of how often he does the activities.4. Play the tape for a first time .Ss only listen .5. Play the tape a second time .Ss do 2a .6. Play the tape a third time .Check the answers .7. Play the tape .Ss do 2b .8. Check the answers .In this part ,we should pay attention to how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1. Focus on the conversation .2. Practice reading .3. Read the activities in the left box .4. Fill in the chart .5. Pairwork: Make conversations .Period 2Teaching procedures :Step 1 Leading-in1. Greetings2. Drills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step 2 Pre-taskSB Page 2 ,Grammar Focus .1. Review the grammar box .Ss say the questions and answers .2. Practise reading .Step 3 While-taskSB Page 3 , Part 3 .1. Call attention to the survey .Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them help .2. Review the information in the green box with Ss .3. Read the article first by the Ss .4. Read it to the class .5. Look at the survey and fill in the blanks in the article .6. Finish the activity individually .7. Check the answers .8. Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1. T: What can you do to improve your English ?(e.g. read English books,practice reading and speaking ) How often do you ··· ?2. Think of more things you can do to improve your English and write themhere .3. Ask several Ss each question .4. See: Who is the best English students in the classHomework:Revise the new words .Period 3Teaching procedures :Step 1 Leading in1. Greetings & free talk .2. Practise reading the article in Page3.3. Check the homework.Step 2 Pre-taskSB Page4 , 1a .1. Point out the five phrases .2. Ss read after the teacher .3. Make sure the Ss understand what do they mean .4. Call attention to the pictures .Say something about the pictures .5. Match the words with the pictures .6. Check the answers .7. Practice reading .Step 3 While-taskSB Page 4 , 1b .1. pay attention to the conversation in the box on the right .2. Read it to the class .3. Explain : “be good for” means :有益于…，对…有好处.4. Pairwork. Choose a new partner .Use the words in Activity1a to makeconversations .5. Share the students’ conversations.SB Page 4 ,2a&2b .1. T : Now you will hear a reporter interview twopeople ,Katrina &Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2. Read the questions in 2a .3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don’tknow” in the chart .4. Before we check the answers in 2a,we’ll read through the questions in2b .Pay attention to Katrina’s and Bill’s answers .5. Play the tape again .This time ,if we have heard one questions and wehave a pause .Make sure Katrina’s and Bill’s answer.6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ? Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.Unit 2 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.4. 文化欣赏，中国文化.Important and difficult points:1. words .2. How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.T :How many parts of the body can you name ?What’s this ?(head , mouth etc.)Today we’ll learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Pre-task1. Read the new words by the Ss first .2. Then check the Ss if they can read the new words by themselvescorrectly .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 rememberedjust now on the blackboard .5. Page7,1a.Do this part by the Ss first. Write the correct letter afterthe name of each body part on the list .6. Check the answers .7. Play a game .All the Ss close your books ,we’ll have a instructor tosay :Tou ch 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-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .SB Page 8, 2a .1. Point out the eight items in this activity .Read the item to the class .Ssrepeat .2. There are different conversations .Listen carefully . people are talkingabout health problems they have and getting advice .3. Match the problems with the advice .4. Play the tape twice .5. Check the answers .Step 4 Post-task同桌之间设计一个医生与病人之间的对话.Step 5 Homework1. Remember the name of your body part .2. Write conversations between the doctor and the patient .Period 2Teaching procedures :Step 1 Leading in1. Free talk .2. Revise playing the game .3. Practice reading the dialogues .Step 2 Pre-taskSB Page 8, 2b .1. Pay attention to the four pictures .Each of these pictures illustratesone 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 thepictures .Take turnshaving the problem and giving the advice .5. Practice reading the dialogue in 2c ,and make their onw conversations .6. Act out the dialogue .Step 3 While-taskSB Page 9, 3a .1. Point out the picture and ask Ss to describe it .(There isa boy sittingon 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 4 Post-taskSB Page 9 , 3b .1. Look at the picture with activity .A: What’s the matter ?B: I’m not feeling well . I have a toothache /fever/sore throat /sore back .2. Pairwork.Make your own dialogues setting 3a as an example .3. Act out the dialogue .Ask some pairs to come to the front to act out theironw dialogues .SB Page 9, Part 4.1. 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 guesswhat the illness is .4. Ask one student to give advice .5. Give several students an opportunity to come to the front and mime anillness .Step 5 Homework1. When you had some problems.please remember what the doctor said .2. Remember the new words .Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. Play the game :One student mimes an illness , the other students guessthe illness and give advice .What’s the matter? Do you have a sore throat ?Step 2 Pre-taskSB Page 10 ,1a .1. Look at the picture .Point out the four new words and expressions .Sayeach word and ask Ss to repeat .2. The first picture .Explain something about it using one of the four wordsand 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 thewords .Step 3 While-taskSB 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 answers .SB Page 10 ,2a & 2b .1. First ,make sure the Ss understand what they will hear .2. Then read the four names3. Listen and write the problems on the bland lines .Ifpossible ,write whateach person “should” and “shouldn’t” do for their problem.4. Check the answers .Step 4 Post-taskSB 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 .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you should do . Check the answers .2.3b .Let the Ss read the paragraph and fill in theblanks .Check the answers .SB Page 11 ,Part 4.Play the gameStep 5 SelfcheckSB 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 Homework1. Remember the words in this unit .2. Do the exercises on Pages 6-8of the workbook .Unit 3 What are you doing for vacation ?Teaching goals :1. Words & phrases: babysit ,get back , fishing , rent , think about ,decide(on) , tourist etc.2. How to talk about future plans .3. 现在进行时表示将来计划或行动.4. 特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ?I’m watching TV .When are you going ?I’m going … .How long are you staying ?We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in1. Free talk .2. Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .Ss: I’m staying home on Saturday .T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1. Look at the picture carefully and tell what you see in the picture .2. Write the activities from the pictures in the box and add some more .3. Practice reading .Step 3 While-task1. Using the activities we write in 1a to makeconversations .Forexample :What are you doing for vacation ? I’m visiting my uncle .2. Pairwork .Practice in pairs .3. 用第三人称练习对话.4. Groupwork . Divide the Ss into groups of four or five .Make conversations .5. Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1. First ,read the names of the people .2. Play the recording and let Ss fill in the chart .3. Check the answers .Step 4 Post-taskSB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1. 如果没填完上面的表格回去接着做完.2. 记单词.Period 2Teaching procedures :Step 1 Leading in1. Free talk .2. Revise : Make conversations with the setences what are you doing forvacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1. Call attention to the sentences together .Read them by the Ss .Ask astudent to say the question using the word he and then again using a boy’s name .2. Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1. Read the conversation by the Ss and practice reading .2. Listen and fill in the chart .3. Check the answers .SB Page 15, 3b .1. Look at the conversation in the box .2. Practice reading .3. Pairwork . Make conversations using the information in 3b .4. Act out your conversations .Step 4 Post-taskVacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. Check the homework :Ask one or two Ss to say something about their dreamvacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1. Say each phrase and ask Ss to repeat .2. Call attention to the pictures .Say something about the pictures .Matcheach phrase with a picture .3. Check the answers .Step 3 While task1. Make conversation. Work with your partner .Talk about what you would liketo do on vacation .2. Share their conversations.SB Page 16 , 2a&2b .1. Read the reporter’s questions together .2. Play the recording and check the answers .Step 4 Post-task1. Find a new partner .Student A is the reporter .Student B is He Yu . A interview B .2. Read the conversation in 2c and with the help of thelistening . Step 5 Homework1. Remember the new words .2. Write the conversations about your interview .Period 4Teaching procedures :Step 1 Leading in1. Greetings .2. Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1. Ask each other ,write down their answers .2. One student to present his /her exercise .Step 3 While-taskSB Page 17 , 3a .1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick outthe new words .2. Read the article to the class .3. Explain the new words .4. Play the tape .Ss listen and repeat .5. Point out the five numbered pictures .Ss identify theitems .6. Check the answers .7. Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank eachtime when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 HomeworkComplete the Selfcheck .Unit 4 How do you get to school?Teaching goals :1. Words & phrases: get to , how far , bicycle , subway , minute , mile ,bus stop .2. Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.howfar ,how long 引导的特殊疑问句.4. 复习基数词及时间的表示方法.5. 了解中外文化的差异.Important and difficult points :1. how /how far /how long 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1. Greetings and free talk .3. T: How do we get to school ? Some students walk ,some students take thebus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .Explain : get toStep 2 While-taskSB Page19 ,1a&1c .1. Write down how you get to school .2. Look at the picture .Write down how the students get to school.3. Make dialogues with the phrases .4. Groupwork: Divide the students into groups of three or four .Practicereading the dialogues.5. Act out their dialogues .SB Page 19 , 1b .Listening1. Make sure the Ss know what ot do .Give them an example orally if possible .2. Read the names .3. Play the tape and check the answers .SB Page 20 , 2a&2b .1. Revise the numbers .2. Teach the new word :minute .3. Play the tape for the students to finish 2a&2b .Then play again and checkthe answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .Period 2Teaching procedures :Step 1 Leading in1. Greetings .2. Check the homework .3. Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1. Review the grammar box .Ask students to say the statements and responses .2. Practice reading .3. Explain the usage of “take” in “take the train” and “take sb sometime to do sth” .Step 3 While-taskSB Page 21,3a .1. Pay attention to the speech bubbles .Read the questions .2. Read the passage by the Ss. Find the answers to the questions and writethe answers on the lines .3. Check the answers .SB Page 21, 3b .1. Show Ss the example in the box .Two students read it to the class .2. Pairwork: Make your own conversations using the information in the leftbox.3. Ask some pairs to present the conversations to the classStep 4 Post-taskSB Page 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In eachgroup ,one is A,who look at Page 21.One is B,who look at Page85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite two conversations in 3b in the exercise books .Period 3Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. Check the homework.3. Go over the passage in 3a Page 21 .Step 2 Pre-taskSB Page 22 ,1a .1. Say the four new phrases and Ss repeat .2. Match the words with the pictures .3. Check the answers .Step 3 While-taskSB Page 22,2a&2b .1. Play the tape for the students to finish them .2. Point out the two sets of pictures with a blank line in front of each .3. Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-taskSB Page 23, 3a .1. Read the instructions to the class and read through the statements abutthe article .2. Read the article again by the Ss .Write if the statements are true orfalse in your exercise books.3. Do the activity individually and check the answers .SB Page 23 ,3b .Read the article and fill in the blanks .Check the answers.Selfcheck Part 2 .1. Look at the picture .Make sure what the people in the picture doing .2. Finish the conversation .3. Practice reading .Step 5 Homework1. Write a newspaper article .2. Go over this unit .Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1. vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt ,concert , party .2. Patterns: Can you come to my party ?zSure, I’d love to .Sorry ,I can’t . I have to … .3. 能力目标:学会邀请别人以及回答的方式.4. 情感目标:培养学生礼貌用语的习惯.Teaching procedures :Step 1 leading inPlay the song : Happy birthday .Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?Ask students to say .Step 2 Pre-taskPage 25 ,1a ,1b .Ask ,Can you come to my party ?Ask some students to answer .Ask the students who say I can’t go to say why .Call attention to the words in Activity 1a. Read together .Say ,look at the picture .Ask Ss to tell what they see in each scene . Match the words with the picture and check the answers .Say ,now listen to the recording .Write the name of each person next to his or her picture .Play the recording .Ask Ss to complete the activityindividually .Correct the answers .Step 3 While-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners . Ask some groups to act .Game:One student invite some students to his/her party .The other students answer .SB Page 26, 2a .Point to the five sentences .Say ,listen to each conversation and then circle the word that makes the sentences correct .Play the recording .Check the answers .SB Page 26 ,2b .Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t” . Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .Ask students to make their own conversation like the example .As students work ,move around the room and monitor .Ask some students to present their dialogue .Step 5 HomeworkPractice :Invite your friends to come to your party .Write down their answers .Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1. vocabulary : whom , start , join , practice , math test , mall , calendar .2. Patterns : Can you go to the mall this week ?Can she/he/they go to movies ?3. 能力目标:学会写请贴，会制做日程表.4. 情感目标:学会人际交往的基本常识.Teaching procedures :Step 1 Leading inAsk :How many people did you invite yesterday ?What did they say ?Ask one student to show his answer .Step 2 Pre-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions andanswers .Talk about the two ways people give reasons for saying no toan invitation .Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”Step 3 While-taskSB Page 27 , 3a .Call attention to the invitation .Ask questions aboutit .eg.What kind of invitation is it ?Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line .Ask students to fill in the blanks according to theinvitation .Check the answers .SB Page 27 , 3b .Ask two students to act the conversation you just completed .Call attention to the blank invitation card .Complete this card .Ask some pairs to present their conversations to the class .Step 4 Post-taskSB Page 27 ,Part 4 .Read the instructions for this activity to the class .Read the dialogue with a student .Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87. Ask students to make conversations.Discuss the answer with the class .Step 5 Homework1. Make your own calendar .2. Make an invitation .Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1. vocabulary:Sunday ,Monday ,Tuesday ,Wednesday ,Thursday ,Friday ,Saturday ,tomorrow .2. Pattern: Can you play tennis with me ?What’s today ?3. 能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB Page 28 ,1a , 1b .Show the days of the week in a large monthly calendar .Point out the days of the week at the top of the calendar and ask a student to read these words aloud .Ask a student to point out today’s date ,tomorrow’sdate ,the day after tomorrow’s date and yesterday’s date .Complete activity 1a ,check the answer .Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books . Step 3 While-taskSB Page 28, 1c .Call attention to the example in the box .Ask two students to read it to the class .Ask Ss to work in pairs .Ask :What do you want to do on Monday , Tuesday … ?Write down your answers .Make some conversations with your partner .Ask some Ss to present their conversations .SB Page 28, 2a, 2b .Point to the picture .Listen to the conversation .Can Vince play tennis withAndy ?Circle “yes” or “no” .Play the recording .Ask what can Vince do today .Pay attention to the list of five activities ,and the threelettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB Page 28, 2c .Help student find partners .Say ,one student is Andy ,the other is Vince . Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation .Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1. vocabulary: e-mail message , invitation , science ,match ,whole ,comeover to ,till2. Patterns: Thank you for your invitation. I’m sorry I can’t . I haveto … .3. 能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法.4. 情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .Say ,there is another e-mail message .Ask a student to read it to the class .Call attention to the blank calendar .Say ,Now read it again .Then complete Sonia’s calendar .Check the answers .Step 3 While-taskSB Page 29 ,3b .Point out the e-mail message .Ask a student to read it aloud .Say ,Fill in the blanks in the e-mail message ,use“I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own .Ask some Ss to present the answers to the class .SB Page 29 ,3c .Say ,now write your own e-mail message to a friend .say why you can’t visit next w eek , give some reasons you wish .。

新目标人教版八年级上册英语教案

新目标人教版八年级上册英语教案一、教学目标。

1. 语言知识目标。

- 学生能够正确拼写和使用本单元重点单词，如anyone, anywhere, wonderful, few, most等。

- 掌握并能运用重点短语，如go on vacation, stay at home, go to the mountains等。

- 学会运用一般过去时描述过去的经历，包括规则动词和不规则动词的过去式形式。

2. 语言技能目标。

- 听：能听懂有关过去经历的简单对话和短文。

- 说：能够用英语谈论自己或他人的过去经历。

- 读：能读懂描述假期活动等内容的短文。

- 写：能够根据提示写出自己的假期经历，正确使用一般过去时。

3. 情感态度目标。

- 通过分享假期经历，增进学生之间的了解和交流，培养学生积极参与课堂活动的意识。

- 激发学生对旅游和探索不同地方文化的兴趣。

4. 文化意识目标。

- 了解不同国家和地区的旅游景点和特色文化。

二、教学重难点。

1. 教学重点。

- 一般过去时的用法，特别是不规则动词的过去式。

- 重点单词和短语的记忆与运用。

2. 教学难点。

- 一般过去时的疑问句和否定句的构成及回答。

- 能够根据不同情境准确地使用一般过去时描述过去的经历。

三、教学方法。

1. 情景教学法：创设各种与假期经历相关的情景，帮助学生理解和运用所学知识。

2. 任务驱动法：布置各种任务，如小组讨论、对话练习、写作等，让学生在完成任务的过程中提高语言能力。

3. 交际教学法：鼓励学生之间用英语交流假期经历，提高口语表达能力。

四、教学过程。

1. 导入（5分钟）- 展示一些著名旅游景点的图片，如长城、埃菲尔铁塔、泰姬陵等，问学生是否去过这些地方或者想去这些地方，引导学生用简单的英语回答，如“Yes, I have.”或者“No, but I want to go there.”从而引出本节课的话题——假期经历。

2. 知识讲解（15分钟）- 呈现新单词：通过图片、实物或者简单的英语解释来教授本单元的重点单词，如展示一个空的盒子说“few apples in the box”来解释“few”的意思。

人教版新目标英语(Go_for_it)八年级上册教案(全册)

人教版新目标八年级上册英语优质课教案全册教案教学设计

人教版新目标八年级上册英语优质课教案全册教案教学设计U n i t1-10(总57页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标：1． Master the vocabulary2． Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to the mountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following s entences：Where did you go on vacation?Did you go to…Yes. … /No，…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary：New York City，Central Park，exam．2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．Did you go to the beach？ Yes，I did．No, I didn’t．过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。

(完整版)新人教版新目标英语八年级上册优秀公开课教案全册导学案教学设计

语法归纳Unit 4教学札记形容词的比较级和最高级（二）1. 形容词的比较级和最高级的用法（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。

than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。

另外，在上下文明确时，形容词比较级也可以单独使用。

例如：This room is smaller than that one (is). 这个房间比那个房间小。

He is younger than I(am). 他年纪比我小。

His English is better than his brother 's (is). 他的英语比他哥哥的好。

1.形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。

最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。

Of后面一般接表示同类的名词，in接表示范围的名词。

例如：He is the tallest of all. 他是所有人中最高的。

Li Hua is the best student in his class. 李华是他班上最好的学生。

2.比较级与最高级的区别与联系（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句：（A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。

(B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。

【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。

句(B)中玛丽是这些女孩之一，所以用最高级。

（2）比较级可以用来表示最高级的含义。

人教版新目标八年级英语上册全套教案

学期教学计划一. 指导思想注重素质教育，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，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、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

为学生的充分发展创造条件，为继续学习打下基础。

二. 教材分析《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A部分和B部分。

新课通过听、说、读、写的全面训练，培养学生全面发展的能力。

配以适量练习，及时对所学内容进行复习巩固。

教材突出几个方面：1．语言功能项目（Functions）：Talk about how often you do things; Your health, give advice;Future plans; How to get to places;Make,accept and decline invitations; obligations;Personal traits; compare people; Describe a process; follow instructions; Events in the past; Famous people;Future intentions; Make polite requests; ask for permission;Discuss preferences; make comparisons.2．语法项目：形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用“be going to +动词原形”表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。

三. 提高教学质量的措施1．遵循英语教学规律，寓思想教育于语言教学中；2．精讲多练，着重培养交际运用英语的能力；3．听、说、读、写全面训练，不同阶段有所侧重；4．尽量使用英语，适当使用母语；5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；6．对学生进行因材施教，全面提高学生素质；7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣；8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。

新目标英语最新八年级上全册教案及教学反思

一、教案示例Part 1 Teaching DesignStep 1 Lead-inAsk students questions to activate their prior knowledge about school life and summer vacation.1. What did you do during your summer vacation?2. Did you enjoy your summer vacation? Why or why not?3. Are you excited to go back to school? Why or why not?Step 2 ListeningThis step aims to improve students' listening skills by listening to a conversation about returning to school.1. Play the audio recording of the conversation.1. Who are the two people talking in the conversation?2. Why is the girl excited to go back to school?3. What is the boy worried about?Step 3 SpeakingThis step aims to improve students' speaking skills by engaging them in a conversation about their own feelings towards going back to school.1. Ask students to work in pairs or small groups and discuss the following questions:- Are you excited or worried about going back to school? Why?- What are you looking forward to in the new school year?2. Have students share their thoughts and ideas with the whole class.Step 4 Reading and VocabularyThis step aims to improve students' reading and vocabulary skills by reading a passage about a student's first day of school.1. Ask students to read the passage individually or in pairs.Step 5 WritingThis step aims to improve students' writing skills by having them write a short paragraph about their own first day of school.1. Provide a writing prompt for students, such as "Describe your first day of school. What did you do? How did you feel?"Part 2 Teaching Reflection- The lead-in activity was effective in engaging students and activating their prior knowledge about school life and summer vacation. It encouraged them to share their thoughts and experiences with the class.- The writing activity allowed students to practice their writing skills and express their thoughts and ideas in English. It was a good opportunity for students to reflect on their own experiences and improve their written expression.。

最新初中人教版新目标英语八年级上册精品教案全册名师优秀教案

初中人教版新目标英语八年级上册精品教案全册初中人版新目标英标八年标上精品案教册教全册Unit 1: How often do you exercise?Part 1: Teaching Design第一部分教学标标:FunctionsTalk about how often you do thingsStructuresWh –questions: What do…How often…? Adverbs of frequency: ,All/most/some/noneTarget —What do you usually do on weekends? —I sometimes go to the nguage—How often do you eat vegetables? —Every day.—Most students do homework every day.Vocabularalways, usually, often, sometimes, hardly ever , never, How often, once, twice, ythree times a week, every day, milk, junk food, health, unhealthy, habitLearning Using context;strategiesTransforming information, Listening and SpeakingPeriod 1: Listing (Page 1)(What do you usually do on weekends?)Objectives?,To learn to understand and use wh –questions: What do…How often…? and adverbs offrequency: all/most/some/none?To talk about what you usually do on weekendsProcedures?Warming up by going over all the verbs from Go for it! 7A/7B Good morning, class. I am happy to see you. Before we begin Unit One, we will go over the allthe verbs from Go for it! 7A/7B. Now look at this table and readafter me the verbs one by one.第 1 标共 132 标Verbs from Go for it! 七年标上册are, is, it’s = it is, am, meet, answer, look, excuse, thank, do, spell, watch, where’s = where is, they’re =they are, don’t =do not, know, ask, can, bring, have, does, doesn’t =does not, let, let’s, play, sound, watch, has, play sports, like, have, eat, run, list. help, want, come, buy, afford, see, sell, have a look, go, go to a movie, find, think, learn, join, dance, swim, sing, paint, speak, can’t= can not, draw, go to school, get, take a shower, work, brush, go to work, get, love, listen, go to bed, do homework, go home, start, write, tell, wish, askVerbs from Go for it! 七年标下册live, dislike, pay, excuse, turn, enjoy, visit, have fun, arrive, pass, hope, sleep, relax, give, wear,躺talk, clean, read, wait, rain, snow, cook, study, lie, describe, improve, stop, remember, say,would, stay, practice, spend, change, sit, see, cry, make, feel, decide, discuss, stand, mind, show, put, fight, have to, wash 1a. Looking and listingOpen your book at page 1. Let’s look at 1a. Each thought bubble shows something a person does on weekends. Now please look at thepicture carefully and describe it.Name each activity:S 1: A girl is shopping.S 2: Another girl is reading.S 3: A boy is exercising.S 4: Another boy is watching TV.S 5: These girls are skateboarding.T: Good. Please look at the picture again and list all theactivities. If you finish it first, write the answer on the board. Now let’s check the answers on the blackboard together.1. go skateboarding2. watching TV3. reading4. exercising5. shopping1b Listening and writingGood. Next, please listen to the conversation. The people aretalking about what they do on weekends. First listen to the tape carefully and find how often they do on weekends.Next listen again and write the letter of one activity after the word in the list. For example, on the recording someone says, “I alwaysgo shopping.” Shopping is letter a in the picture in activity 1a. Soyou put an a after the word always in this list.Then listen to the tape the third time and check the answers.Finally you are to read the tapescript, underlining all the expressions and circle all the wh –questions.always: a usually: c often: e sometimes: d hardly ever: d never: a 第 2 标共 132 标Now go to page 85 to read the tapescript and copy all the useful expressions in yournotebook.Useful expressions from the conversationon weekends, usually exercise, always go shopping, never go shopping, can’t stand shopping,often go skateboarding, sometimes watch TV, hardly ever watch TV,love reading, just likebooksNow let’s talk as they do in the conversation. We are going to talk in imitation of theconversation we have just heard and read.1c Pairing and speakingNow in pairs ask your partner about the people in the picture.Whatdo they do on weekends?A: What does she do on weekends?B: She often goes to the movies.C: She always goes shopping.D. She often goes skateboarding.E. She hardly ever watches TV. She loves reading.orA: What does he do on weekends ?B: He never goes shopping.C: He usually exercises.D: He sometimes watches TV.Period 2: Listening and Speaking (Page 2)(How often do you watch TV?)Objectives?,To learn to understand and use wh –questions: What do…How often…? and adverbs offrequency: all/most/some/none?To listen and speak about how often you do a certain thingProcedures ?Warming up by studying the grammar focusTo begin with let’s turn to page 2 to learn to use wh –questions: What do…? , How often…? andadverbs of frequency: all/most/some/none.What do you usually do on weekends?I usually play soccer.第 3 标共 132 标What do they do on weekends?They often go to the movies.What does he do on weekends?He sometimes watches TV.How often do you shop?I shop once a month.How often does Cheng watch TV?He watches TV twice a week.2a Listening and numberingNow let’s go to page 2. Listen to the t ape and number theactivities you hear.This is an interview about what a boy named Cheng usually does. Listen to the recording and number the activities in the order they talk about them in the interview. The first thing they talk about is watching TV, so you put a number in front of watching TV. You must pay more attention to the activities.Now you read the list on page 2 and listen to the tape to write a number in front of each activity.ActivitiesHow oftena. 3 go to the moviesevery dayb. 1 watch TVonce a weekc. 5 shoptwice a weekd. 4 exercisethree times a weeke. 2 readonce a monthtwice a monthFinally let’s turn to page 85 to read the tapescript, copying all the useful expressions and underline all the wh –questions.Useful expressions from the conversationwatch TV, about twice a week, read every day at school, go to the movies, let's see, once a month, do you exercise, about three times a week, twice a month.The wh –questions from the conversation—How often do you watch TV? —How often do you read? —How often do you go to themovies?—How often do you exercise? —How often do you shop?Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2b Listening and matchingListen again and match each activity with how often Cheng does that activity. While listening, pay attention to the heading How often…? in the chart.Keys: a. He goes to the movies once a month b. He watches TV twice a week c. He shops twice a month He exercises three times a week e. He reads every day2c Pairing and speakingHow often do you do the activities? Look at the chart.第 4 标共 132 标Zhang Li: Can you read the list of activities to the class.Zhang Li: Yes. go to the movies, watch TV, shop, exercise, read.T: Good. Do you know the meaning of the vocabulary?S: Yeah.T: OK. How often do you do these activities? Now fill in thechart.ActivitiesHow oftenwatch TV every daysurf the internettwice a weekread English booksoftengo to the moviesonce a monthexercisetimes a weekAfter finishing the chart, make conversations like this with your partner. A: How often do you watch TV? B: I watch TV every day.A: How often do you surf the internet? B: I surf the internet twicea week.A: How often do you read English books? B: I often read English books.A: How often do you go to the movies? B: I go to the movies once a month.A: How often do you exercise? B: I exercise three times a week.Period 3: Reading and Speaking (Page 3)(What do students do at Green High School?)Objectives?,To learn to understand and use wh –questions: What do…How often…? and adverbs offrequency: all/most/some/none?To read and speak about what you do at schoolProcedures?Warming up by telling about what you do at schoolHello, class. We are going to have a school activities survey first. What do you usually do atschool? No write down as many activities as possible.What do you usually do at school?I exercise in the morning. I take the morning classes. I take the afternoon classes. I take theevening classes. I read in the library. I read online in the computer room. I clean the classroom.I watch news on TV. …To learn more about what students usually do at school, turn to page 3.第 5 标共 132 标3a Reading and completingWe are going to read the article on page 3. First we shall go over the information in the boxes together. Please pay attention to the definitions and the percentages. T: What activity do ninety-five percent of Green High School students do every day?S: Do homework.T: Right. Ninety-five percent of Green High School students do homework every day. Now, let’s read and complete the article on page 3 with the information from the boxes.Go over the article again to copyall the useful expressions.Useful expressions from the textthe results of the student activity survey, exercise three or four times a week, very active, as forhomework, do homework, three or four times a week, do homework once or twice a week, watch TVNow read the text again to turn it into a conversation.4 GROUPWORK Who’s the best English student?English is difficult, but it can be easy if you have some good methods. How do you study English? How often do you study English? Please work in groups of four and talk about how you learn English. Complete the chart on page 3 with information from your group.. How often do once a weektwice a weekthree times a twice a month youweekread English Zhang LILin YingLi LiZhao Yanbooks?listen to music Li LiZhang LIZhao YanLin Yingdiscuss English Lin YingLi LiZhang LIZhao Yanproblems withyour classmates.sing the English Li LiZhao YanLin YingZhang LIsongswrite more and Zhang LILin YingZhao YanLi Limore e-mail inEnglishtalk to native Zhao YanLi LiZhang LILin Yingspeakers at thefirst opportunityPeriod 4: Speaking and Listening (Page 4)(How often do you exercise?)Objectives第 6 标共 132 标?,To learn to understand and use wh –questions: What do…How often…? and adverbs offrequency: all/most/some/none?To listen and speak about how often you do something at home and at school Procedures?Warming up by asking and answeringGood morning, class. Look at the pictures. Let’s talk about the activity you often do. Please workin pairs, using as many wh– questions as possible.A: How often do B: I exercise every day.you exercise?A: How often do you watch TV? B: I watch TV once a week.A: How often do you shop? B: I shop once a month.A: How often do you go to movies? B: I sometimes go to movies.A: How often do you read? B: I hardly ever read.A: How often do you get online? B: I never get online.A: How often do you read? B: I hardly ever read.1a Looking and matchingTurn to page 4. Let’s look at the pictures first. Now please match each word with a picture by writing a letter on the line in front of the correct word.1.b junk food2.a milk3.d fruit4.c vegetable5.e coffee1b Pairing and speakingDo you often talk about the food with your classmates? Now work with a partner, and make your own conversation out of the words in activity1a as done in the following. Then report it to the class.A: How often do you drink milk, Liu Fang? B: I drink milk every day.A: Do you like it?B: No. But my mother wants me to drink it. She says it's good for my health.T: Who wants to present his own dialogue to the class? Sun Li and Han Fang, please.Sun Li: How often do you eat junk food, Han Fang?Han Fang: I sometimes eat.Sun Li: Do you like it?Han Fang: Yes. But my mother doesn’t want me to eat it. She saysit's not good for my health.第 7 标共 132 标2a Listening and circlingT: Now you will hear a reporter interviewing two people, Katrina and Bill. Before listening, tell me what being healthy is. If I never exercise and never eat any junk food, am I healthy?S: No.T: If I eat lots of fruits and vegetables and drink milk, am I healthy?S: Yes.T: Now listen to the recording and decide if Bill and Katrina are healthy. Circle your answer to each question. The first time, you only listen. The second time, circle Yes, No, or I don't know.T: Let’s check the answers.Is Bill healthy? NoIs Katrina healthy? YesNow turn to page 85. Read the conversation and underline all the useful expressions. Copy themin your notebook after class.Useful expressions from the conversationthanks for …, come in for …, every day, hardly ever, eatvegetables and fruit, ten or eleventimes a week , eat fruit every day, twice a week, need lots of sleep, drink milk, can't stand milk, drink … every day, junk food Go over the conversation on page 85 again to write down all the wh- questions and their answersWh- questions and their answers —How often do you exercise? —Every day—How often do you eat vegetables and fruit? —I eat vegetables ten or eleven times aweek and I eat fruit every day.—So how many hours do you sleep every night? —Nine. I need lots of sleep.—How often do you drink milk? —Never. I can't stand milk. It's awful.—What about junk food? How often do you eat it? —I eat it three or four times a week.2b Listening and fillingWe have got to know about Katrina and Bill’s healt h. Listen again and fill in the blanks in the survey about how often they do the things.QuestionsKatrinaBill1. How often do you exercise?Every dayHardly ever2. How often do you eat Ten or eleven times a weekTwice a weekvegetables?3. How often do you eat fruit?Every dayNever4: How many hours do you sleep NineNineevery night?5. How often do you drink milk?Every dayNever6. How often do you eat junk food?Two or three times a weekThree or four times a week7. How often do you drink coffee?第 8 标共 132 标2c Pairing and speakingLook at the conversation example in the box on page 4. Tian Ling and Guo Bin, read it to theclass, please.Now work with your partner. Student A is the interviewer. Student Bi is Katrina. Ask andanswer questions. Then change roles. Student A will be Bill, and Student B will be the interviewer. Ask and answer, using as many wh-questions as possible.Period 5: Reading, Writing and Speaking (Page 5)(I exercise every day.)Objectives?,To learn to understand and use wh –questions: What do…How often…? and adverbs offrequency: all/most/some/none?To read, write, and speak about how to keep healthyProcedures?Warming up by talking about how to learn English—How often do you exercise? I often exercise.—How often do you watch TV? I sometimes watch TV.—How often do you surf the Internet? I hardly ever surf the Internet.—How often do you read English books? I read English books every day.—How often do you go to the movies? I go to the movies once a week. —How often do you play the guitar? I usually play the guitar.—How often do you go skateboarding? I go skateboarding three times a week.—How often do you shop? I shop once a month.—How often do you play football? I never play football.3a Reading and answeringWe are going to read a letter on page 5. First we shall read aloud the letter together. Now read the letter carefully. While reading try to cut/ the sentence into thought groups, study allthe predicates, circle all the linking words and underline all the expressions.第 9 标共 132 标Then we are going to read the letter again and write the answers to the questions. 1. How often does she exercise? She exercises every day.2. How often does she drink milk? She drinks milk every day.3. Does she eat junk food very often? She only eats junk food once a week because junk food isn’t good for health.4. Do you think she has a healthy lifestyle? Why or why not? Yes, I do. Because she has somegood habits.5. Is her lifestyle the same as yours or different? What are the differences? Most of them are thesame. But I only sleep six hours every night.3b Reading and fillingHere is another letter from Bill. But it is finished. Now I’d like someone to read the letter to the class. Li Hong, would have a try? While reading, please say “blank” each time you come to a blank. Li Hong, please. All the others are to fill in blank with the correctwords. …and I think I’m kind of unhealthy. I hardly ever exercise. I eat vegetables twice a week, but Inever eat fruit. And I don’t like to drink m ilk. Yuck! I love junk food and eat it three or four timesa week. I love to drink coffee, too. So maybe I’m not very healthy, although I have one healthy habit. I sleep for nine hours every night.3c Thinking and writingNext I’d like to know how healthy you are. Think and write about your own habits. Do you exercise? How often do you exercise? Finish the writing by yourself. Then read your article to the class.I think I’m very healthy. I usually exercise every day. My eating habits are good. I eat fruit every day. I never drink coffee. I try to drink milk every day. I sleep eight hours every night. I love junk food, but I only eat it three times a week.I am quite healthy. I get up early and go to bed early, too. I take three meals a day. I drink a lot of water every day. I don’t smoke. But I drink some wine sometimes. I like to eat fruit. But I don’t eat meat.I never exercise at home. I only swim I like swimming very much.4 SURVEY Who is the healthiest?Let’s look at the survey on page 81 and read th e first three questions. Then write your own questions in line 4 to 8.1. How often do you exercise?2. What sports do you play?3. How often do you eat vegetables?4. How often do you eat fruit?5. How often do you drink milk?6. How often do you eat junk food?7. How often do you drink coffee?第 10 标共 132 标8. How many hours do you sleep every night?Now write five more questions to be asked in your survey. Please work in groups of three. Thenask each other questions about healthy and unhealthy habits to find out who the healthiest personis in your groupQuestionsLi LIHan FangSong Ji1. How often do you exercise?SometimesEvery dayHardly ever2. What sports do you play?Ten or eleven Twice a weekOnce a weektimes a week3.How often do you eat OftenHardly everEvery dayvegetables?4. How often do you eat fruit?Every daySometimesOften5. How often do you drink milk?Every dayEvery dayOften6. How often do you eat junk Oncea weekSix times a weekTwice a weekfood?7. How often do you drink coffee?Three times a Twice a weekOnce a weekweek8. How many hours do you sleep NineSevenSixevery night?SELF CHECK1 Filling in the blanksThere are five sentences in the box. First use the words given to you to fill in the blanks.Then check the answers.1. Mum wants me to get up at 6:00 and play ping-pong with her.2. Grandpa is pretty healthy because he exercises every day.3. A lot of vegetables help you to keep in good health.4. You must try to eat less meat.5. Do you have a healthy life style?Can you make up sentences with these words above? Now please make sentences with these words. I’ll ask some of you students to write their answerson board.1. He wants you to see him in his office tomorrow.2. I must exercise more to improve my health3. Please help me to lift this heavy box4. I must try to get it finished tonight5. I have something to tell you.2 Writing about famous personsT: Who is your favorite star? Maybe it's a sports star or a singer. It also can be a dancer or a第 11 标共 132 标businessman. Please collect information about his or her personality, hobby, eating habit and so on. Then introduce this person to the class.Jay Chou is a famous Chinese singer. He usually starts the day with breakfast. He often has eggs for breakfast. He practices singing every day because he loves music and his fans love his songs very much. Helikes eating vegetables. He usually exercises in the afternoon so he hardly ever goes to see the doctor. Jay Chou is too busy to visit his family. He calls his mother three times a week. As for health, he never eats junk food. In his opinion, health is the most important.Unit 2 What’s the matter?Part 1: Teaching Design第一部分,标标教学FunctionsTalk about your health; Give adviceStructuresHave for talking about health problems; Modals hould/shouldn’tTarget —What’s the matter? —I have a headache.language—You should drink some tea. —That sounds like a good idea.—I have a sore back. —That’s too bad. I hope you feel better soon.Vocabularhead, nose, eye, ear, tooth, neck, stomach, back, leg, arm, foot, Throat, thirsty, ystressed out, cold, fever, headache, toothache, stomachache, sore throat, dentist, lie,rest, honey, water, illness, advice, should, shouldn’tLearningUsing what you know; Inferring contentstrategies, Listening and SpeakingPeriod 1: Looking (Page 7)(What’s the matter, Sarah?)Objectives?To learn to talk about your health and give advice?To learn to understand and use have for talking about health problems第 12 标共 132 标Procedures?Warming up by discussingHello, everyone! Can you name the parts of your body? How many parts of the body can you name? Let’s look at the doll and name the parts of the body. arm, back, ear, eye, foot, hand, head, leg, mouth, neck, nose, stomach, toothNow let’s read the words together.arm, back, ear, eye, foot, hand, head, leg, mouth, neck, nose, stomach, toothKeeping healthy is very important. So today we will talk about being healthy. Let’s go to Unit 2 What’s the matter?1a Looking and writingNow open your books and turn to page 7. Please look at the picture and read the name of the body parts.OK. Now look at the picture of the students numbered 1 through 5. Several body parts are marked with the letters a to m. Write the correctletter after the name of each body part on the list. You must complete the activity individually.Let’s check the answer, please.k arm c back g ear i eye m foot a handl head b leg f mouth d neck j nose h stomach e tooth1b Listening and numberingCan you tell what part of your body doesn’t feel good? Now let’s learn the new words in the picture. Please read after me.matter sore have cold have a cold throatGood. Let’s listen to the recording. There are conversations about each of these five students. Look at the picture and find the people that are being talked about. Listen to the tape and write the number next to them in the picture next to their names. The first one has been done for you. Let’s check the answers, please.Nancy=3 Sarah=1 David=2 Ben=5 Judy=4And finally let’s go to page 85 to read th e tapescript to copy all useful expressions. Useful expressions from the conversation have a cold, have a stomachache, have a sore back, have a toothache, have a sore throatNow let’s talk as they do in the conversations. That is to say: we are going to talk in imitation of the conversations we have just heard and read.第 13 标共 132 标1c Pairing and speakingWork in pairs. Make your own conversations out of the picture on page 7. Then present your conversations to the class, using have for talking about health problems.A: What's the matter? B: I have a sore throat.A: What's the matter? B: I have a cold.A: What's the matter? B: I have a stomachache.A: What's the matter? B: I have a sore back.A: What's the matter? B: I have a toothache.Period 2: Listening and Speaking (Page 8)(You should drink lots of water.)Objectives?To learn to talk about your health and give advice?To learn to use have for talking about health problems and modal should/shouldn’t for givingadviceProcedures?Warming up by studying the grammar focusTo begin with, let’s go to page 8 to learn to use have for talking about health problems and give advice using modal verbsshould/shouldn’t.—I have a headache.—You should go to bed.—He has a stomachache.—He shouldn’t eat anythin g.—She has a toothache.—She should see a dentist.Act out the dialogues in pairs.2a Listening and matchingTaking care of your friends or family members is very important. Now please turn to page 8. Read the eight items in the box.1.toothache / a. lie down and rest2.sore throat/ b. hot tea with honey3.stomachache/ c. see a dentist4.fever/ d. drink lots of water Then listen to the recording of four different conversations. People are talking about health第 14 标共 132 标problems they have and are getting advice from others. Draw lines to match the problems with the advice.The first time, you only listen. The first one has been done for you. The boy has a toothache and the advice is to see a dentist. The second time, you draw lines to match the problems and the advice.fever ? drink lots of water; sore throat? hot tea with honey; stomachache? lie down and rest; toothache? see a dentistNow turn to page 85. Read the conversations and underline all the useful expressions. Copy themin your notebook after class.Useful expressions from the conversationhave a fever, look well, drink lots of water, have a sore throat, drink some hot tea with honey, sound like a good idea, have astomachache, too bad, lie down and rest, not eat anything for two hours, have a toothache, see a dentistNow let’s talk as they do in the conversations. That is to say we are going to talk in imitation of the conversations we have just heard and read.2b Listening and fillingLook at the pictures on page 8. Now listen again and fill in the blanks. Write the missing words on the blank lines.1. I have a sore throat.2. You should drink some hot tea with honey.3. I have a toothache.4. You should see a dentist.5. I have a stomachache.6. You should lie down and rest.7. I have a fever. 8. You should drink lots of water.Now read the tapescripts on page 85 again. Find out all example sentences with modal should/shouldn’t.2c Pairing and speakingNow let’s look at the conversation on page 8. Who want to read itto the class? You two, please.A: What’s the matter? B: I have a toothache.A: Maybe you should see a dentist. B: That’s a good idea.Good. You are going to make a conversation of your own in pairsusing the information from activities 2a and 2b.Take turns having problems and giving advice.A: What’s the matter? B: I have a sore throat.A: Maybe you should drink some hot tea with honey. B: That’s a good idea.A: What’s the matter? B: I have a sore leg.A: Maybe you should sit down and have a rest. B: That’s a good idea.A: What’s the matter? B: I have a sore back.第 15 标共 132 标A: Maybe you shouldn’t lie down. B: That’s a good idea.Period 3: Filling and Speaking (Page 9)(I’m not feeling well.)Objectives?To learn to talk about your health and give advice?To learn to use have for talking about health problems and modal should/shouldn’t for givingadviceProcedures?Warming up by telling about going to see a doctor同标～小到大一定有生病的标标～生病的标候一定不舒服。

人教版新目标英语八年级上全册公开课教案

2017年人教版新目标英语八年级上全册教案Unit 1 Where did you go on vacation?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself能掌握以下句型：①—Where did you go on vacation? —I went to the mountains.②—Where did Tina to on vacation? —She went to the beach.③—Did you go with anyone? —Yes, I did./No, I didn’t.2) 能了解以下语法：—复合不定代词someone, anyone, something, anything等的用法。

—yourself, myself等反身代词的用法。

3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。

2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点1. 教学重点：1) 用所学的功能语言交流假期去了什么旅行。

2) 掌握本课时出现的新词汇。

2. 教学难点：1) 复合不定代词someone, anyone, something, anything等的用法。

2) yourself, myself等反身代词的用法。

三、教学过程Ⅰ. Lead-in1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。

Ⅱ. Presentation1. Show some pictures on the big screen. Let Ss read the expressions.2. Focus attention on the picture. Ask: What can you see? Say: Each picture showssomething a person did in the past. Name each activity and ask students to repeat:Stayed at home, Went to mountains, went to New York City 6. Went to the beach,visited my uncle, visited museums, went to summer camp3. Now, please match each phrase with one of the pictures next to the name of theactivity，point to the sample answer.4. Check the answers. Answers: 1. f 2. b 3. g 4. e5. c6. a7. dIII. Listening1. Point to the picture on the screen.Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.Ask: What did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4. Check the answers.IV．Pair work1. Point out the sample conversation. Ask two Ss to read the conversation to the class.2. Now work with a partner. Make your own conversation about the people in the picture.3. Ss work in pairs. As they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations.V. Listening1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.2. Let Ss read the phrases in the chart of 2b.3. Play the recording the first time. Ss listen and fill in the chart.4. Play the recording a second time for the Ss to check “Yes, I did.”or “No, I didn’t. ”5. Check the answers with the Ss.VI. Pair work1. Let two Ss read the conversation between Grace, Kevin and Julie.2. Let Ss work in pairs and try to role-play the conversation.3. Ask some pairs to act out their conversations.VII. Role-play1. First let Ss read the conversation and match the people and places they went.2. Let Ss act out the conversations in pairs.3. Some explanations in 2d.Homework:用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。

人教版新目标go for it英语八年级上全册教案

希望这些教案对你有一定的帮助！！！Unit 1 Where did you go on vacation?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself能掌握以下句型：①—Where did you go on vacation? —I went to the mountains.②—Where did Tina to on vacation? —She went to the beach.③—Did you go with anyone? —Yes, I did./No, I didn’t.2) 能了解以下语法：—复合不定代词someone, anyone, something, anything等的用法。

—yourself, myself等反身代词的用法。

3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。

2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点1. 教学重点：1) 用所学的功能语言交流假期去了什么旅行。

2) 掌握本课时出现的新词汇。

2. 教学难点：1) 复合不定代词someone, anyone, something, anything等的用法。

2) yourself, myself等反身代词的用法。

三、教学过程Ⅰ. Lead-in1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。

Ⅱ. Presentation1. Show some pictures on the big screen. Let Ss read the expressions.2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer.4. Check the answers. Answers: 1. f 2. b 3. g 4. e5. c6. a7. dIII. Listening1. Point to the picture on the screen.Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4. Check the answers.IV．Pair work1. Point out the sample conversation. Ask two Ss to read the conversation to the class.2. Now work with a partner. Make your own conversation about the people in the picture.3. Ss work in pairs. As they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations.V. Listening1. Tell Ss they will hear a conversation about three students’ conversations. Listen forthe first time and fill in the chart. Then listen again and check Yes, or No.2. Let Ss read the phrases in the chart of 2b.3. Play the recording the first time. Ss listen and fill in the chart.4. Play the recording a second time for the Ss to check “Yes, I did.”or “No, I didn’t. ”5. Check the answers with the Ss.VI. Pair work1. Let two Ss read the conversation between Grace, Kevin and Julie.2. Let Ss work in pairs and try to role-play the conversation.3. Ask some pairs to act out their conversations.VII. Role-play1. First let Ss read the conversation and match the people and places they went.2. Let Ss act out the conversations in pairs.3. Some explanations in 2d.Homework:用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。

人教版新目标八年级上册英语全册教案集

人教版新目标八年级上册英语全册教案集Unit 1How often do you execisePage 1. Section A 1a~1cI. Teaching Aims and Demands1.Knowledge Objects:Names of activities; Adverbs of frequency.What do you usually do on weekends I often go to the movies. 2.Ability Objects:Writing and listening skills; Communicative competence.3.Moral Object:Keep a diary every day in English.II.Teaching Key Pointswatching TV , reading , shopping , skateboarding , exercising. III.Teaching Difficulties1.always , usually , often , sometimes , hardly ever , never ;2.What does she do on weekendsShe often goes to the movies. IV.Teaching MethodsDiscovering, listening and writing methods; Pairwork.V.Teaching AidsA tape recorder; Large monthly calendar showing the days of the week;A projector.VI.Teaching ProceduresStep IGreet the classT : Good morning, boys and girls.(S : Good morning.)I’ll introduce myself first. My name’s …,I’ll be your English teacher this term. Do you like English(S: Yeah.)Now let’s begin. This class we’ll learn Unit 1.How often do you exercisePlease open your books at page 1 .Step II 1aFirst look at the picture . Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends.Then name each activity. Ask students to repeat each one.One girl is shopping . Another girl is reading. This boy is exercising. Another girl is watching TV. These girls are skateboarding.Point out the sample answer. Then ask students to list all the activities in the thought bubbles. If they don’t know how to write the activities, use bilingual dictionaries.Then ask the student who finishes first to write the answers on theboard.Check the answers and ask students to correct their own activities.Step III1bShow six new words on the screenalwaysusuallyoften sometimeshardly ever never总是通常经常有时难得从不Teach new words. Read the new words to students. Ask them to repeat. Tell students these words are adverbs of frequency. Point to each scene in Activity 1a . Ask students to look at each picture and tell what the person does on weekends.Listen to the recording and write the letter of one activity (a through e ) after the word in the list.Then check the answers with the whole class.Step IV 1c PairworkDisplay a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.Ask two students to read the example dialogue in speech bubbles.What do you usually do on weekends I often go to the movies.Now work with a partner. Make your own conversations about the people in the picture. For example,Picture a : What does she do on weekendsShe often goes shopping.Then have students work in pairs. Make their own converwations about the people in the picture. Then ask some pairs to present their conversations to the class.Picture b :What does she do on weekendsShe often does reading.Picture c :What does he usually do on weekends He often doesexercise.Picture d : What does he usually do on weekends He often watches TV.Picture e : What do they usually do on weekendsThey often skateboard.Step VSummary and HomeworkThis class we’ve learnt some names of activities.And we also learnt someadverbs of frequency.Now homework: write a weekend diary what you do on weekend. If necessary. I’ll ask you to read your diaries to the class.StepVIBlackboard DesignUnit 1.How often do you execisewatching TV readingskateboardingexercisingshoppingWhat does she do on weekendsShe often goes shopping.Step VII Teaching reflection:Unit 2 What’s the matterPage 8Section A2a~2cGrammar FocusI . Teaching Aims and Demands1.Knowledge Objects:New words; Some advice; Grammar Focus.2.Avility ObjectsListening, reading and writing skills. Communicative competence.3.Moral Object :II. Teaching Key Pointstoothachefevershouldn’tlie down and resthot tea with honey see a dentist drink lots of waterIII.Teaching DifficultiesWhat’s the matterI have a toothache.Maybe you should see a dentist.That’s a good idea.He has a stomachache.He shouldn’t eat anything.IV.Teaching Methods:Listening,reading and writing methods. Pairwork.V.Teaching Aids :A tape recorder;A projector.VI.Teaching ProceduresStep IGreet the class .Show the new words on the screen.Read the new words to students and ask them to repeat.Talk about the Chinese meanings.feverlieresthoneydentistwater shouldn’tStep II 2aNow open your books at Page 8. First read the eight items to students and ask them to repeat.toothache sore throatstomachachefeverlie down and resthot tea with honey see a dentist drink lots of waterListen to the recording . Please pay attention to the first one has been done for you . The boy has a toothache and the advice is to see dentist.Then check the answers on the blackboard.Step III2bFirst look at the four pictures. Each picture illustrates one of the conversation.Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blank lines.(Play the recording one time only)Then check the answers.Step IV 2c PairworkFirst I’ll have two students read the dialogue in the box .A: What’s the matterB: I have a toothache.A: Maybe you should see a dentist.B: That’s good idea.Now practice the conversation in Activity 2b. Take turns having the problems and giving advice.Ask students to work in pairs. After they practice a while, haveseveral pairs of student present their conversations to the class.Step V Grammar Focus(Show on the screen)I have a headache.He has a toothache.You should go to bed.He shouldn’t eat anything.She should see a dentist.shouldn’t = should notStep VI SummaryThis class we’Step VII Homework:Practice the conversations and review the Grammar Focus.Step XBlackboard DesignUnit 2 What’s the mattertoothache lie down and restsore throathot tea with honeystomachachesee a dentistfeverdrink lots of waterStep XITeaching reflection:Unit 3 What are you doing for vacationPage 16 Section B 1a~2cI.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Oral practice.2.Ability Objects:Listening, speaking, reading and writing skills;Communicative competence.3.Moral Object :Take walks and keep healthy.II.Teaching Key Points1.Key vocabulaygo bike riding , go sightseeing , take walks , go fishing , rent videos.2.Target languageWhere are you going for vacationWhat’s it like thereWhat are you doing thereWho are you going withHow long are you stayingIII.Teaching Difficulty :Oral practice.IV. Teaching MethodsListening, speaking, reading and writing methods;Pairwork.V.Teaching Aids:A tape recorder;A projector.VI.Teaching ProceduresStep I Greet the class .Step IISection B1aShow five pictures on the screen, ask students to read the five phrases.go bike riding , go sightseeing , take walks , go fishing , rentvideos.Call attention to the first picture. For example, Look at this girl. She ’s happy . She ’s fishing. Repeat. She ’s fishing . Students repeat. Do this for all the five pictures.Then ask students match the words and check the answers.Step III 1bNow work with a partner. Talk about what you would like to do on vacation.Talk about the activities in 1a and other activities you know.Help students to find partners.Then havethe class listen to one student ask another about each activity.Step IV 2a and 2bLook at the picture, please. Listen to the conversation carefully. Put a checkmark next to the questions you hear the reporter asks. Then listen again. This time write He Yu answers to the questions.Then check the answers.Step V 2c PairworkFirst ask two students to read the conversation in the box.A: Hello, He Yu . Can I ask you some questions about your vacation plansB: Yes .A: What are you doing…Now work in pairs.Student A you are the reporter. Student B you are He Yu .Ask and answer questions about He Yu’s vacation. Then change roles.As students work, move around the classroom, offering language support if needed.Then ask pairs of students to present their conversations to the class.Step VIISummaryThis class we’ve learnt key vocabulary and target language. And also we’ve done an oral practice.Step VIIHomeworkAfter class, ask classmates about the vacation plan and fill in a chart.(Show the chart on the screen.)Step VIII Blackboard DesignUnit 3 What are you doing for vacationgo bike riding ,go fishing ,go sightseeing ,rent videos, take walks .Step X Teaching reflection :Unit 4How do you get to schoolPage 19 Section A 1a ~1cI. Teachig Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Oral practice.2.Ability Objects:Listening and writing skills; Communicative competence.II. Teaching Key PointsKey vocabulary: walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parent’s car.III.Teaching DifficultiesTarget language :Hey, Dave. How do you get to schoolI walk. How about you , SallyI ride my bike.How does Bob get to schoolHe takes the train.IV. Teaching Methodsistening and writing methods; Pairwork.V . Teaching Aid : A tape recorder;A projector.VI. Teaching ProceduresStep IGreet the class and show the screen:(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.Use finger to trace a path from the house to the school.Ask students, How do you get to school Do you walk Do you ride a bicycle (For example, if you ask , How do you get to school and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.)Say, Today we’re talking abot how you go from one place to another.Step IISection A 1aFirst ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.Hey, Dave. How do you get to schoolI walk. How about you, SallyI ride my bike.Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.Read the phrases to them and ask them to repeat. Then ask them towrite them in the box and add other ways to get to school.Then check the answers.Step IV 1bFirst point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to schoolThen, use these persons to make a dialogue like this:A: Hey, Bob. How do you get to schoolB: I take the train. How about you, MaryA: I take the subway.Ask students to complete the activity individually.Then check the answersStep V 1c PairworkAsk two students to read the dialogue in the box to the class.A: How does Bob get to schoolB: He takes the train.Now work with a partner. Make your own conversations about how the people in the picture get to school.Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.) As they talk , move around the room, offering language or pronunciation support as needed.Step VISummary and HomeworkThis class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school Next class I’ll ask some students to tell me the answers.Step VII Blackboard DesignUnit 4 How do you get to schoolwalksubwaytraintake the subway/train go in a parent’s carHow do you get to school I walk.How does he get to schllo He walks.Step VIIITeaching reflection:Uint 5 Can you come to my partyPage 26 Section2a~2cI.Teachig Aims and Demands1.Knowledge ObjectsKey vocabulary; Target language; Grammar focus.2.Ability ObjectsListening skill and communicative competence.3.Moral ObjectIt’s polite to refuse one’s invitation if you can’t go.II.Teaching Key Points1.Key vocabulary:hey, baseball game , too much homework2.Target languageHey, Dave,can you go to the movies on SaturdayI’m sorry, I can’t . I have too much homework this weekend.I have to help my mom.I’m playing soccer.I have to go to my guitar lesson.I’m going to the movies.I have to visit my aunt.III.Teaching Difficulties:Grammar focus;Pairwork.IV.Teachig MethodsListening and speaking methods;Communicative approach; Pairwork.V.Teaching Aids:A tape recorderVI.Teaching ProceduresStep IGreet the class.Step II 2aFirst ask students to look at the sentences to the class twice. The first time say can and the second time say can’t .Listen to the conversations carefully and then circle the word “can〞or “can’t 〞.Check the answers with the whole class.Step III 2bAsk a student to read the five sentences in Activity 2b.Listen to the recording again and fill in the three numbers as they listen.Step IV 2c PairworkAsk students if they can give other reasons besides the lists in Activity 2b.(Possible answers : not feeling well, have to babysit, going on a trip.)Look at the sample conversation in the book. Ask a pair of students to read it to the class.A : Hey, Dave,can you go to the movies on SaturdayB : I’m sorry, I can’t . I have too much homework this weekend.A : That’s too bad. Maybe another time.B : Sure, Joe. Thanks for asking.Now work with a partner. One of you is student A and one of you is student B. Student A, invites your partner to do something with you. Student B, say you can’t do it and give a reason.Then change roles.Then ask some pairs of students to present their dialogues to theclass.If some pairs do well, give them little presents to praise them.Step VSummary and HomeworkToday we’ve learnt how to say “no〞to someone’s invitation and give a reason. After class practice the concersations with you partner.Step VIBlackboard DesignUnit 5 Can you come to my partyhas tohave toShe ____play basketball. He_____study.They _____go to party. I_____study for a test.Step VIITeaching reflcetion:Unit 6I’m more outgoing than my sister.Page 31Section A1a~1cI.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary; Targe language; Oral practice.2.Ability Objects:Listening and speaking skills; Communicative competence.3.Moral Object:Learn to play a musical instrument.II. Teaching Key Points1.Key vocabularyTall, short, thin, heavy, long hair, short hair, calm, wild, more than.2.Target LanguageIs that SamNo, that’s Tom. He has shorter hair than Sam.Is that TaraNo, it isn’t. It’s Tina .Tara’s shorter than Tina.III.Teaching Difficulty:Oral practice using the target language.IV.Teaching MethodListening and speaking methods; Communicative approach.V. Teaching AidsA tape recorder; A projector; Some objects.VI.Teaching ProceduresStep IGreet the class.Step IIMake a simple drawing of a boy and a girl on the board. Make the boy tall and make the girl a little taller than the boy. Write the name Lucyunder the girl and the name Bob under the boy. Then compare Lucy and Bob and ask studets to repeat the sentences.Bob is tall. Lucy is tall. Lucy is taller than Bob.Then bring out two rulers of different length. Say ,This is a ruler. It’s Bob’s ruler.(longer) This is Lucy’s ruler.(long)Bob’s ruler is longer than Lucy’s.Step III Show some new words on the screen.more than calm wildRead the new words to students and ask them to repeat.Step IV 1aT : Now please open your books at page 31. First, look at the picture. How many people are there in the pictureS: Nine .T: Good, please tell me their names.S: Pedro and Paul. Ton and Sam. Tara and Tina.T: Great! Who is taller, Pedrl or PaulS: Pedro.T: That’s right. Pedro is taller .Ss: Pedro is taller.Then ask students to repeat the following sentences:Tina is wilder than Tara. Tara is calmer than Tina.Sam is wilder than Tom. Sam has longer hair than Tom.Tom is calmer than Sam. Tom has shorter hair than Sam.Pedro is heavier than Paul. Paul is thinner than Pedro.Tell students to draw lines between the words of the opposite meanings . For example, tall and short.Step V 1bFirst tell students what the twins are. Twins are children born at the same time to the same parents. Sometimes they look exactly alike, but not always. The twins in this picture do not look exactly alike.Listen to the conversation carefully and number the pairs of twins (1~3)in the picture. Then check the answers.Step VI 1cPairworkFirst ask two students to read the sample conversation to the class.A: Is that TaraB: No, it isn’t .It’s Tina.Tara’s shorter than Tina.Then have students work with a partner. Make converwations aboutthe other twins.Ask some pairs of students to say one or more of their conversations to the class.Step VIISummary and HomeworkToday we’ve learnt the twins are having a concert. We’ve learnt how to compare people. After class, give more practice, compring your school things. Next class I’ll ask some of you to say your conversations.Step VIII Blackboard DesignUnit 6I’m more outgoing than my sister.BobLucyLucy is taller than Bob.Bob is shorter than Lucy.Step XTeaching reflection:Unit 7How do you make a banana milk shakePage 41Section A1a~1cI.Teaching Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Writing practice.2.Ability Objects:Listening, sequencing, writing and cooperating skills.1.Moral Objects:Knowing that it is not easy to be a chef.There is a lot of fun in cooking.II. Teaching Key Points1.Key vocabulary:Turn on , cut up, peel, pour, put, drink, blender2.Target languageHow do you make a banana milk shakeFirst, peel the bananas and cut it up.Then put the milk into the blender…III. Teaching MethodsWatching, listening and writing methods; Pairwork.IV. Teaching Aids:A tape recorder ; A projector.V. Teaching ProceduresStep IGreet the class.Step IILearn the following new words with the help if the pictureswhile showing them on the screen.blender milk bananaPoint to the pictures and the names of all items and ask students to repeat.Step IIISection A 1aShow the pictures with the blanks on the screen as shown on students’book.Ask students to tell what they see in the picture.Point out the blank lines in the picture.Ask students to write the names of the actions on the blank lines.Give one sample answer. Then ask students to fill in the blanks on their own.Ask a student who finishes first to write the answers on the blackboard.Check the answers on the blackboard and ask students to correct their own answers.Step IV 1bListen and put the instructions in the correct order.Point out the actions in the picture and the list if actions in Activity 1b.Ask different students to look at the picture and tell what is happening .Ask others to read the list of actions in Activity 1b.Listen to the conversation and ask the students to complete the activity on their own. Then check the answers.Step V 1cPairworkPoint out the instructions in Activity 1b.Ask a student to read the instructions in the correct order.Now work with your partner.Cover the instructions in 1b and tell your partner how to make a banana milk shake.Point out the example in the speech bubble and say, You can start like this, if you want to .Ask one or two students to say the list of instructions to the class without looking at the book.Step VISummaryToday we have learned some names of food. And we also learned how to make a banana milk shake.After class if you want to drink something you could make a special one. Not by your mother or father, but by you.You could make it anytime. And we know it is not easy to be a chef. But still there is a lot of fun in cooking.Step VII HomeworkWrite a sequence of making an apple milk shake.Step IX Blackboard DesignUnit 7 How do you make a banana milk shaketurn on cut uppeel pour put drinkblenderSequence of making milk shake:peel …cut up ………Step XTeaching reflection:Unit 8 How was your school tripPage 47Section A1a~1cI.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary; Target language.2.Abiklity ObjectsListening, speaking, writing and cooperating skills.1.Moral ObjectWhat you do today is what you do tomorrow.II.Teaching Key Points1.Key vocabularyaquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.2.Target languageDid you go to the zooNo, I didn’t. I went to the aquarium.Were there any aharksNo, there weren’t any sharks, but there were some really smart seals.III. Teaching Difficulty:Spoken practice.IV. Teaching MethodsOral practising, listening, writing, asking and answering methods; Pairwork.V. Teaching ProceduresStep I Greet the class.Step IIToday we are going to learn Uint 8 How was your school tripDuring this unit we will learn more ways to talk about things that happened yesterday, last week or last year. Now I’d like to ask some questions about things you did yesterday or last week.Warming – up:Ask different students questions about things they did yesterday or last week using verbs they have already studied.Ask the students to give the short answers, Yes, I did . No, I didn’t .Yes, I was. No, I wasn’t. Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Review the present and past of some verbs students have already studied. Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.Step IIIShow new words on the screenaquarium shark seal souvenirLead the students read the words above and add some more words needed to teach.Step IV Section A 1aAak students to make separate lists.Ask students to read their lists to the class. On the board, make a list of all the activities students talk about using a past verb and the activity. Point to the items and ask different students to read theitems to the class.Step V 1bPoint out the picture and the list of activities. Read the instructions.Listening carefully and circle only the things you hear on the recording .Check the answers.Step VI 1c PairworkAsk students to look at the picture in Activity 1a. Then point out the sample comversation in Activity 1c. Ask two students to read it to the class.Say, Now work with a partner. Make your own conversations about the people in the picture.Ask several pairs to present one or more of their converwations to the class.Step VII GameDivide the class into two teams. Name one team “past〞and the other “present〞. The “past 〞team will talk about things that happened last week or last year. The “present〞team will talk about things that happen every day. The “past 〞team starts by saying a sentence. The “present〞team has to change the sentence into a “present〞sentence. For example,I went swimming yesterday becomes I go swimming every day. The “present〞team to change. Each team gets one point for changing a sentence correctly.Step VIII SummaryToday we have learned how to talk about what you didon your last school trip. This is about something happened in the past. And now we know how to say it in English. We have to work hard every day then we could make progress every day.Step IX HomeworkReview the Activity 1a. Practice the Activity 1b with yout partner.Step X Blackboard DesignUnit 8 How was your school tripDid you go to the zooNo, I didn’t. I went to the aquarium.Were there any aharksNo, there weren’t any sharks,but there were some really smart seals.Step XITeaching reflection:Unit 9 When was he bornPage 56Section B1a~2cI.Teaching Aims and Demands1.Knowledge Objects: Key vocabulary; Target language; Writing practice.2.Ability Objects : Listening, writing and speaking skills.1.Moral Object: Working hard makes a man.II.Teaching Key Points1.Key vocabularytalented, loving, outstanding, unusual, beautiful, creative, kind, famous.2.Target languageA: Who’s MidoriB: She’s a famous violinist.A: When was she bornB: She was born in 1971.A: When did she tour the U.S.III.Teaching Difficulty: Target language.IV. Teaching MethodsListening, writing and speaking methods; Pairwork; Groupwork.V. Teaching Aids: A tape recorder; A projector.VI.Teaching ProceduresStep I Greet the class .Step II Lead- in and IntroductionToday we start to learn to talk more about people.They are different but just common like us.Show the new words on the screen.talented loving outstanding unusual creative grandchildviolinist skating skater becomePoint to them and lead the students to learn them.Step III Section B 1aFirst learn the words in the yellow bar at the top of the page. Write them on the board. Then point to the words one by one and ask students to say what they mean. Have students explain the words, or use the words in several sentences to show what they mean. For example , T: Talented. A talented person can do something very well. Deng Yaping is a talented table tennis player, Sun Yanzi is a talented singer. Who else is talentedS: Carlos is a talented soccer player.Read the instructions and point out the pictures. Ask a student to read the names of the people in the pictures. Help him if he has some difficulties in pronunciation of the names.Ask students to write one or orwo words from the list under each person’s picture. Give students an example to help them understand how a possible answer is.Step IV 1b GroupworkPoint to the different people in the pictures in Activity 1a.Ask several students to read to the class the words they wrote under each picture.Read the sample sentences: A: Arthur is a loving frandfather.He spends all his free time with his grandson.Say, Now work with a group. Make your own statements about the people in the pictures using the words you wrote in your book.Ask students to tell the class what they said about some of the people.Step V 2aRead the instructions and point out the words in the list in Activity 1a. Say, Listen to the boy and girl talking about people the admire. Circle the words you hear.Check the answers.Step VI 2bShow the eight sentences on the book’box. Stuents read.Check the answers.Step VII 2c PairworkPoint out the sample conversation. Ask two studnts to read it to the class.Then lead the class to read the sample conversation toghther.Have students work in pairs. Ask some pairs of students to say a conversation to the class.Step VIII SummaryToday we have learned to talk about people with words talented, loving, outstanding, unusual, beautiful, creative, kind, famous.And we listened to a story about Midori and Laura. Both of them became very famous when they were very young. Working hard makes a man. You are young, you have chances to prepare and go.Step X Blackboard DesignUnit 9When was he borntalentedlovingoutstandingunusualbeautiful creativekind famousA: Who’s MidoriB: She’s a famous violinist.A: When was she born B: She was born in 1971.。

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四面城九年一贯制学校中学部备课簿

年级八年一班学科英语授课人强艳双

2015 - 2016 学年度第 1 学期 Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d)

一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ① —Where did you go on vacation? —I went to the mountains. ② —Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. 3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. 2. Play the recording the first time. 3. Play the recording a second time. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. 2. Now work with a partner. Make your own conversation about the people in the picture. 3. Ss work in pairs. As they talk, move around the classroom and give any help . 4. Let some pairs act out their conversations. V. Listening 1. Tell Ss they will hear a conversation about three students’ conversations. 2. Play the recording the first time. Ss listen and fill in the chart. 3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ” 4. Check the answers with the Ss. VI. Pair work 1. Let two Ss read the conversation between Grace, Kevin and Julie. 2. Let Ss work in pairs and try to role-play the conversation. 3. Ask some pairs to act out their conversations. VII. Role-play 1. First let Ss read the conversation and match the people and places they went. 2. Let Ss act out the conversations in pairs. 3. Some explanations in 2d. Homework: 用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。 A: Where did you go…？ B: I went to… A: Did you see… B: Yes, I did. / No, I didn’t. 板书设计：

教学反思： Section A (1a-2d) anyone, someone, everyone, something, anything, everything yourself, myself Where did you go on vacation? Did you do anything special? I went to New York City. Did you go anywhere interesting? Where did she go on vacation？ most of the time She went to the mountains. Period 2 Section A (Grammar focus-3c)

一、教学目标： 1. 语言知识和能力目标： 1) 复习所学的重难点句型及句式结构。 2）总结学习anyone, someone, everyone, something等不定代词的用法。 3）能练习运用所学的句型及句式结构。 2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 复习运用本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) 阅读填空能力的提高。三、教学过程 Ⅰ. Warming- up and revision Ⅱ. Grammar focus. 1. 学生阅读Grammar Focus中的句子，然后做填空练习。 Ⅲ. Try to Find 一、复合不定代词总结：二、学生们读上面的探究试题，并合作探究完成。三、看大屏幕，校对答案。 Ⅳ. Practice Work on 3a: 1. Let Ss look at the conversation in 3a. First let one student read the words in the box. 2. Tell Ss to read the conversation and fill in the blanks. 3. 方法指导： Work on 3b: 1. Tell Ss to fill in the blanks in the e-mail message with the words in the box. 2. 方法指导： Ⅴ. Group work 1. Work on 3c: Ask your group questions about their vacation. Then tell the class your results. 2. Fill in the blanks according to the answers. 3. Try to make a report in each group. Then let one student read the report to the class. Ⅵ. Exercises 1. If time is enough, do some more exercises on big screen.

Homework 1. 背诵Grammar focus 部分。 2. 复习复合不定代词及反身代词的用法。板书设计

教学反思： Section A Grammar focus-3c anyone, someone, everyone, something, anything, nothing Did you go out with anyone? No. No one was here. Everyone was on vacation. Did you buy anything special? Yes, I bought something for my father. No, I bought nothing. How was the food? Everything tastes good.

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