人教版新目标八年级英语上册 Unit 1 How often do you exercise. 知识点总结

合集下载

人教版新目标八年级英语上册1、2、3、4单元知识点总结材料

新目标八年级英语上册第一单元Unit 1.How often do you exercise?I. 重点短语归纳：on weekends 在周末1. go to the movies 去看电影2. look after=take care of 照顾、照看3. surf the internet 上网4. healthy lifestyle 健康的生活方式5. go skateboarding 去滑滑板watch TV看电视6. keep healthy=stay healthy = keep in good health 保持健康keep + 形容词表保持某种状态do some reading 阅读7. exercise= take/do (much) exercise=do sports锻炼8. eating habits 饮食习惯9. take more exercise 做更多的运动10. the same as 与什么相同11. once a month一月一次12. be different from 不同13. twice a week一周两次.three times a week一周三次14. make a difference to 对什么有影响As teachers, you must believe that you can make a difference to the li ves of your students. 身为教师，你们必须坚信你们能够影响学生的一生。

A false step will make a great difference to my future.错走一步对我的前程来说会产生很大影响。

15.how often 多久一次，询问动作发生的频率一般用once a week ，twice a month ,every day ,sometimes等回答。

八年级英语上册unit 1 how often do you exercise 人教新目标版

八年级英语Unit 1 How often do you exercise? 人教新目标版【本讲教育信息】一. 教学内容：Unit 1 How often do you exercise?［学习过程］一. 单元内容：How often do you exercise?二. 单元目标：1. Wh- 问句2. How often……？问句3. 表示频率的副词4. 不定代词all, most, some, none的用法。

三. 重点单词：always adv. 总是usually adv. 通常often adv. 经常sometimes adv. 有时hardly ever 几乎不曾；很少never adv. 从不exercise v. 锻炼n. 练习shop v. 购物n. 商店skateboarding n. 溜滑板运动once adv. 一次twice adv. 两次three times a week 一周三次every day 每天milk n. 牛奶junk food 垃圾食品drink v. 喝. n. 饮料四. 重点短语how often 多长时间一次 a lot of 许多look after 照料try to do sth 尽力去做某事start with 以……开始as for 至于make a difference 有重要性do exercise 做运动surf the internet 上网五. 重点句子1. What do you usually do on weekends?周末你通常做什么？I usually play soccer.我经常踢足球。

2. What do they do on weekends?他们周末干什么？They often go to the movies.他们经常去看电影。

3. What does he do on weekends?他周末干什么？He sometimes watches TV.他有时候看电视。

浙江省绍兴县杨汛桥镇中学人教版八年级英语上册 Unit1《How often do you exer

—How often do you read English books? I read English books every day
教学
后记
附件1：律师事务所反盗版维权声明
附件2：独家资源交换签约学校名录（放大查看）
学校名录参见：
板书
设计
—How often do you exercise? I often exercise.
—How often do you watch TV?Isometimes watch TV.
—How often do you surf the Internet? I hardly ever surf the Internet.
"某某省某某县杨汛桥镇中学人教版八年级英语上册Unit1《How often do you exercise》教案（1）人教新目标版"
教学
目标
What do you usually do on weekends?
Isometimes go to the beach.
How often do you eat vegetables?Every day.
Whatdo youusuallydoonweekends?
Iusuallyplay soccer.
Whatdo theydoon weekends?
Whatdoes hedoon weekends?
Theyoftengo to the movies.
Hesometimeswatches TV.
How oftendo youshop?
Today we shall take up the first unit in this new term:Unit1How often do you exercise?Please open your books at page 1. Look at the picture and answer my question.

新目标英语八年级上册unit1教学设计

八年级上Unit 1 How often do you exercise?Section B（3a—4）课堂教学设计◆教材分析：下面我要说的内容是人教版八年级上Unit 1 Section B(3a--4) Page 5，本单元以“How often do you exercise ?”为话题展开教学活动。

首先让学生学会恰当地使用频率副词及短语(always, usually, often, sometimes, hardly ever, never) 再学会描述自己或他人的生活方式。

通过复习已学习过的动词及短语(shop, exercise, read, go to the movies, watch TV, ,eat vegetables/fruit/junk food, ect)，使学生积极参与，主动合作，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，从而培养学生运用英语的能力。

本单元的Section A部分，已初步认识和使用了频率副词，为进一步使用频率副词及动词短语做语言知识上的准备。

本课时主要在此基础上培养学生对语言知识点的综合运用能力，让学生学会阅读、学会写作，学会调查，让学生在体验中内化语言知识，从而培养学生对频率副词以及how often句型的使用能力。

◆教学目标：1、知识目标(1)掌握以下词汇：habit, try, lifestyle, grade, better, same, as, different, maybe, although, for,of course, look after, good—better—best, healthy—healthier—healthiest(2)掌握并会运用下列重要短语和句型：look after = take care of the same as try to do sth. get good grades－How often do you exercise? －I exercise every day.－How often does she drink milk? －She drinks milk every day.2、能力目标读：通过学习本课时的短文，能读懂介绍个人生活方式的文章。

新目标八年级英语上册Unit 1 How often do you exercise？讲解与练习

新目标八年级英语上册Unit 1 How often do you exercise？讲解与练习姓名班级讲解【重要词组】◆ how often 多久一次◆ as for至于，关于◆ junk food垃圾食品◆ eating habit饮食习惯◆ of course 当然◆ look after照顾，照看◆ go shopping去购物◆ go to the movies去看电影◆ once a week每周一次◆ hardly ever很少几乎从来不◆ twice a week每周两次◆ three times a week每周三次◆ watch TV看电视◆ on weekend在周末◆ do homework做作业◆ a lot of许多◆ try to do试图（努力）做某事◆ help sb (to) do sth.帮助某人做某事◆ the same as和……相同◆ keep in good health保持身体健康【重要词句详解】1. Let’s look at the followi ng words and their usage（让我们看看下面的这些词及其用法）.always一直，总是; usually 通常; often 经常 sometimes; 有时候hardly eve很少，几乎没有 ; never 从不这些词都是表示频率的副词, 但是在程度上有差别。

通常用于一般现在时。

如：I always have some milk for my breakfast. 我早餐总是喝牛奶。

He usually gets up at 6:30 in the morning. 他通常早上6：30起床。

He often does homework before dinner time. 他经常晚餐前做作业。

He sometimes goes to movies on Friday evening. 他有时周五晚上去看电影。

人教新目标八级英语上册UnitHowoftendoyouexercise学案

人教新目标八年级英语上册Unit 1 How often do you exercise?- 学案Unit 1 第一课时课前预习学案【预习内容】：Section A 1a~1C 【预习重点】：1. 试读下列单词：(1) exercise (2) skateboard (3) hardly (4) ever2. 理解短语的意义及用法：go to the movies3. 朗读下列句子：A: What do you usually do on weekends ?B: I often go to the movies. 【预习练习】1. ______ 完成下列词汇并写出汉语意义。

___x _ rc __ se ( ) sk t b d ( )h _______ dl _____ ( ) ________ e ___ r_ ( )2. 根据句子和汉语意思，完成句子。

1) ________ 她在周末作什么？What she on weekends ?她总是去购物。

She always _____ _____ .课堂导学学案【学习内容】Section A 1a~1c 【学习目标】：1. 掌握下列单词：Exercise 。

skateboard 。

hardly 。

ever2. 掌握句型：What do you do on weekends ? I often go to the movies. 【学习重点】：频度副词的用法【学习过程】：一、值日报告：二、旧知回顾Task ：展示预习作业1、三、新知呈现：T: Do you like reading on Sunday ? S1: Yes, I do.T: S2, do you often go shopping ? S2: No, I don ' t.T: What do you do then ?S: I ofte n exercise.四、自主学习：Taskl :小组对话练习句型：---What do you do on weeke nds ?---1 always do some readi ng .Task2 :完成1a。

新目标英语8年级上册1-5单元知识点

最新（2013秋）人教版八年级上册英语知识点Unit 1 Where did you go on vacation?（谈论假期生活，一般过去时）Unit 2 How often do you exercise?（谈论生活习惯，一般现在时）Unit 3 I'm more outgoing than my sister（谈论事物对比，形容词比较级）Unit 4 What's the best movie theater?（谈论事物比较，形容词最高级）Unit5 Do you want to watch a game show?（谈论内心想法，一般现在时）Unit6 I’m going to study computer science.(谈谈生活的目标，一般将来时)Unit7 Will people have robots?(对将来生活的预言，一般将来时)Unit8 How do you make a banana milk shake?(描述进程，祈使句)Unit9 Can you come to my party?(学习邀请，作出、接受和拒绝邀请，学习表请求的句子) Unit10 If you go to the party, you’ll have a great time.(作出决定，学习if的条件状语从句)①复习一般过去时②复合不定代词的用法③反身代词的用法④系动词的用法⑤动词后的to do和doing 的区别⑥ed形容词和ing形容词的区别⑦“近义词”的区别⑧本单元中的主谓一致现象⑨动词过去式的构成及不规则动词表⑩用同义短语转换同义句时谓语动词形式一致性的培养。

⑾感叹句的结构和连词的选择。

Unit1 Where did you go on vacation?重点短语1. go on vacation去度假at home 待在家里to the mountains 去爬山4. go to the beach 去海滩 5. visit museums 参观博物馆6. go to summer camp 去参加夏令a few 相当多for 为……而学习out 出去of the time 大部分时间11. taste good 尝起来很好吃 a good time 玩得高兴13. of course 当然like 给……的感觉；感受到shopping 去购物the past 在过去17. walk around 四处走走18. because of 因为19. one bowl of… 一碗……20. the next day第二天21. drink tea 喝茶22. find out 找出；查明23. go on 继续photos 照相25. something important 重要的事26. up and down 上上下下27. come up 出来28. buy sth. for sb. / buy sb. sth. 为某人买某物29. taste + adj. 尝起来…… 30. look+adj. 看起来………but+动词原形除了……之外什么都没有+（to be）+ adj. 看起来…… 33. arrive in+大地点/ arrive at+小地点到达某地to do sth. 决定去做某事35. try doing sth. 尝试做某事/ 36. try to do sth. 尽力去做某事37. forget doing sth. 忘记做过某事/ 38. forget to do sth.忘记做某事39. enjoy doing sth. 喜欢做某事40. want to do sth. 想去做某事41. start doing sth. 开始做某事42. stop doing sth. 停止做某事43. have a good time=enjoy oneself=have fun(doing sth.)玩得痛快44. keep doing sth. 继续做某事45. Why not do. sth.? 为什么不做……呢46. so+adj.+that+从句如此……以至于…… 47. tell sb. (not) to do sth. 告诉某人（不要）做某事三、重点句子：1. Where did you go on vacation? 你去哪儿度假的？2. Long time no see. 好久不见。

[新目标八年级版] Unit 1 How often do you exercise参考答案

How about you, John?
M: I don't like it, so I never eat it. I like
junk food.
What does, like
Part Three. A. 41—45 DBDCC 46—50 DBDBA
B. 51. As for 52. Of course 53. a lot of 54.
are the same as 55. keep in good health
Part Four. A. 56—60 BABCA
61—65 DADDC
[新目标八年级版] Unit 1 How often do you exercise?参考答案
作者：佚名文章来源：英语辅导报
点击数：400 更新时间：2009-10-16 12:31:29
basketball with her students. She says good food
and exercise help her to work better.
Jeff?
M: I like coffee and I drink it three times a
week.
B. I. 21. about / almost 22. Maybe 23. milk
24. active 25. habits
II. 26. health 27. exercises 28. differences
week. Some students watch TV four times a week.
Some students have sports every day. Some

八年级英语上册《Unit1_How_often_do_you_exercise？》SectionA课件_人教新目标版[1]

I hardly ever play football. He always plays football. I sometimes go to KFC.
She never goes to KFC.
-- What do you usually do on weekends? --I usually… • watch TV
surf the Internet
Do you know their difference?
• sometime • some time • sometimes • some times 某个时间一段时间有时几次
I sometimes go to school by bus. I will go to America sometime this year. I have been to the Great Wall for some times. I watched TV for some time last night.
根据提示完成下面问题。
1. We drink milk every day.
How often do you drink milk? (对划线部分 _________
提问。)
2. ---How often do you play football?
--- _________. （选出正确答案）
A. Once a week C. Very well B. In the evening D. Twice
Let’s try!
• 根据汉语提示完成句子．每空词数不限．
• １．你多长时间看望一次祖父母？ How often your grandparents • __________ do you see ________________? • ２．他的爷爷每天都做运动． exercises every day • His grandpa ______________________. • ３．我每周购物两次． twice a week • I shop _________________. • ４．我喜欢读书．我每天都读英语． reading read English • I like __________. I _____________every day. • ５．－周末你通常做什么？网上冲浪． do you usually do on weekends What _______________? _________________. Surf the Internet •

人教版初二英语上课文翻译

人教新目标八年级英语上册一单元课文翻译：Unit 1 How often do you exercise?SECTION A图片周末你通常做什么？我经常去看电影。

1c 她在周末做什么？她经常去看电影。

2a 你多久看一次电视？每周两次。

2c 你多久看一次电视？我每天看电视。

你最喜欢什么节目？《动物世界》。

你多久看一次？Grammar Focus你周末通常做什么？我通常踢足球。

他们周末做什么？他们经常去看电影。

他周末做什么？他有时看电视。

你多久购物一次？我每月购物一次。

程多久看一次电视？他每周看两次电视。

3 格林中学学生做什么？大多数学生每周锻炼三或四次。

一些学生每周锻炼一两次。

一些学生非常活跃，每天都锻炼。

至于家庭作业，大多数学生每天都做家庭作业。

一些学生每周做三或四次家庭作业。

没有学生每周做一两次作业。

关于“看电视”的结果很有趣。

一些学生每周看一两次电视，一些学生每周看三或四次电视。

但大多数学生每天都看电视。

4谁是最好的英语学生？你能做什么来提高你的英语水平？你多久读一次英语书？我每周读两次英语书。

SECTION B1a 垃圾食品牛奶水果蔬菜睡觉咖啡1b 刘芳，你多久喝一次牛奶？我每天喝牛奶。

你喜欢牛奶吗？不喜欢，但我妈妈想让我喝。

她说牛奶对我的健康有益。

2c 你多长时间运动一次？我每天都运动。

你多长时间⋯⋯一次？3a ⋯⋯但是我非常健康。

我每天都锻炼，通常是在我放学回家的时候，我的饮食习惯非常好。

我尽量多吃蔬菜。

我每天都吃水果，每天都喝牛奶。

我从不喝咖啡。

当然了，我也喜欢垃圾食品，我每周吃二或三次。

噢，还有，我每天晚上都睡九个小时。

所以你看，我爱惜我身体。

我的健康的生活方式帮助我取得了好的成绩。

好的食品加上运动帮助我更好地学习。

3b 我认为我有点不健康。

我几乎不锻炼。

我每周吃两次蔬菜，但我从不吃水果。

并且我不喜欢喝牛奶。

啐！我喜欢垃圾食品，每周吃三到四次。

我也喜欢喝咖啡。

因此或许我不是很健康，尽管我拥有一个健康的习惯。

八年级英语上册 unit1 How often do you exercise 教案人教新目标版

Once or twice 一两次
4.time ，时间，倍数，次数
﹙1﹚作不可数名词“时间，时刻” Time is money.时间就是金钱。
作可数名词，“倍数，次数”Your house is 3 times as large as mine.
拓展：on time 按时
Ata time 一次，一度
A: Do you like it ?
B:No. But my mother wants me to drink it. She says it’s good for my health.
注意：Health 名词健康Healthy 形容词健康的
Keep healthy= keep in good health
1. What do you usually do on weekends？ I usually surf the Internet.
2. How often do you surf the Internet？ I surf the Internet twice a week.
3. What does he do on weekinds？ He often watches TV.
辨析：hardly 与hard 区别：
hardly 不是hard 的副词形式，
hard 作形容词为“困难的，硬的”，做副词意为“努力地，猛烈地”
3.once
做副词，“一次”I see him once every month.我每周见他一次。
做副词，“昔日，曾经”I once lived in New York.我曾经在纽约住过。
What does he usually do on weekends? He usually does his homework.

八年级英语上unit1说课稿

新目标英语八年级上Unit 1 How often do you exerciseSection A（1a ---1c）尊敬的各位评委老师，大家早上好！今天我说课的内容是人教版新目标英语八年级上册Unit 1 How often do you exercise？第一课时（1a---1c）,我将从以下五个方面完成我今天的说课内容。

一、教材分析：教材的地位与作用：本单元以“课余时间的活动”为话题展开教学活动。

引导学生学会恰当地使用频率副词和短语以及描述课余时间的活动安排和基本饮食结构。

本单元是刚从七年级升到八年级的学生学习的第一个单元也是第一节课，所以我对教材进行了一些处理适当降低了难度，通过复习七年级学习过的动词短语来引入对目标语言的学习，通过听力训练，各种方式的口语交际活动等，使学生积极参与，合作，从而培养学生的综合语言运用能力。

依据课程标准以及对教材的理解，我确定本课的目标如下：A：知识：恰当使用always usually often 等频率副词掌握句型：What do you usually do on weekends? I often go to the movies.What does she do on weekends ？She often goes to the movies.B：能力：学习描述课余时间的活动安排，初步培养学生的语言综合运用能力。

C：情感：培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。

根据教学大纲的要求，及本课在教材中的地位及作用。

我确定以下重点、难点：教学重点：核心句型：What do you usually do on weekends?I often go to the movies.教学难点：第三人称单数谓语动词在此核心句型中的运用。

二、学情分析本课教学对象为刚从七年级升入八年级的学生。

这是他们在八年级学习的第一节英语课，所谓良好的开端就成功了一半。

人教版新目标(Go for it)初中英语八年级上册全册学案

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

英语：unit 1《how often do you exercise》句型汇总(人教新目标八年级上).doc

英语：Unit 1《How often do you exercise》句型汇总（人教新目标八年级上）你多久运动一次？1.她每月上一次网。

3．他弟弟几乎不玩滑板。

4．我妈妈每周看两次她最喜欢的节目。

5．请看格林高中学生活动调查的结果。

6．对于作业来说，没有一个学生每周做2-3次作业的。

7．当然了，喝牛奶对我的身体有好处。

8．你每天夜晚睡多少个小时？9．我们尽力照顾好采访者们。

10．也许，我健康的生活方式帮助我拿到好分数。

11．虽然我的饮食习惯不健康，但是我学习地更好。

12．当你少吃巧克力的时候，你就可以保持好的身体状况。

13．美国的鞋子和中国的鞋子一样，但是美国的价格和中国的价格不一样。

14．和。

一样15．和。

不同16．某人身体好17．保持健康18. 想让某人做某事19. 做某事对某人有好处某人有帮助1. How often do you exercise?2. She surfs the Internet once a month.3. His brother hardly ever skateboards.4. My mother watches her favorite program twice a week.5. Here are the results of the student activity survey at Green High School.6. As for homework, no students do homework two or three times a week.7.Of course, it is good for my health to drink milk.8.How many hours dou you sleep every night?9.We try to look after the interviewers.10.Maybe my healthy lifestyle helps me get good grades.11.Although my eating habits are unhealthy, I study better.12.When you eat less chocolate, you can keep in good health.13.The shoes in America are the same as the shoes in China, but the prices are different from the prices in China.14. be the same as15. be different from16. be healthy = be in good health17. keep healthy = keep in good health18. want sb to do sth19. It is good for sb to do sthbe helpful to sb。

人教版英语新八年级上册第一单元知识点总结

Unit1 How often do you exercise?重难点讲解及练习1. How often do you shop? 疑问词how的用法(1)怎样，用什么手段，方法/交通工具How are you? / How is she?How did he do it? / I don’t know how to swim.How do you come to school?(2) 情况如何（指身体健康状况）How are you?(3) how many，how much表示“多少”how many后接可数名词复数，how much接不可数名词。

How many times do you go to the park?How many pens do you want?How much water do we drink every day?How much are those pants?(4) how often是对动作发生的“次数”提问,询问的是频率“多久一次”回答可以是：Every day. / Once a week. / Three times a week. / Often. / ...How often do you play tennis?How often do you surf the Internet.(5) How old...? 询问年龄How old are you? I am five.(6) How about…? ……如何？……怎么样？How about going to the movies?练习：选择how, how many, how much, how old, how about, how often填空。

(1). ________ is your mother? She’s fine, thanks.(2). _________ do you watch TV?(3). _________ apples do you have? Three.(4). _________ are these pants? They’re two dollars.(5). I’m free this afternoon. ________ going for a walk?2. Some students do homework three or four times a week.time表示不可数名词，意为“时间”。

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.。