新目标英语八年级上册全套教案

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。

Unit 1 How often do you exercise?I. Teaching article(课题): Unit OneII. Teaching aims and demands(教学目的和要求):What do you usually do on weekends?I sometimes go to the beach.How often do you eat vegetables?Every day.Most of the students do homework every day.III. Teaching importance and diffcult(教学重难点):Talk about how often you do things.IV. Teaching ways(教学方法):Revision, Learning, Practice and Reading.V. Teaching tools(教学工具):Tape-recorder and Lattern.V. Teaching time(教学时间):Six periodsVI. Teaching procedure(教学过程):The first periodI. Teaching Aims and Demands1. Knowledge objectsName of activities.Aderbs of frequency.What do you usually do on weekends?I often go to the movies.2. Ability objectsWriting skill.Listening skill.Communicative competence3. Moral objectKeep a diary every day in English.II. Teaching Key PointsWatching TV, reading, shopingSkateboarding, exercisingIII. Teaching DifficultiesAlways, usually, often, sometimes Hardly, ever, neverWhat does she do on weekends? She often goes to the movies. IV. Teaching MethodsDiscover method. Listening and writing methods；Pairwork.V. Teaching AidsA tape recorder. Large monthly calendar showing the days of the week.A projectorVI. Teaching ProceduresStep 1 Greet the classT: I’ll introduce myself first. I’ll be your English teacher this term. Do you like Engl ish? I hope we’ll get along very well. I’m not only your teach er, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.Step 2 Section A 1aFirst look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.Then mae each activity. Ask students to repeat each one.One girl is shopping.Another girl is reading.This boy 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 to write the activities, use bilingual dictionaries. Then ask the students who finishes first to write the answers on the board. Check the answers on the board and ask students to correct their own activities. Step 3Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.Then show three new words.How often 多久一次Hardly adv. 几乎不；几乎没有Ever adv 曾；曾经Step 4 1c PairworkFirst ask two students to read the sample 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.Step 5 SummaryThis class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step 6 HomeworkNow homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.Step 7 Blackboard DesignUnit 1 How often do you exercise?Watching TV reading Skateboarding exercising Shopping What does she usually do on weekends?She often goes shopping.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsAdverbs of frequency.Name of activities.Wh-question and answers.2. Ability ObjectsListening skill. Reading skill. Writing skill. Communcative competence.3. Moral objectsDo more exercise and keep healthy.II. Teaching Key PointsEvey day , once a week, twice a week, three times a week,once a month, twice a monthWatch TV, surf the Internet, read English books, go to the moviesIII. Teaching DifficultiesHow often do you watch TV? ----Twice a week.What does he do on weekends? ----He sometimes watched TV.How often does Chung watch TV? ----He watches TV twice a week.IV. Teaching MethodsDiscover method Listening and reading methods. Communicative qpproach. V. Teaching AidsA tape recorder. Some color paper for an activity.VI. Teaching ProceduresStep 1 Greet the class.Step 2 Learn some new wordsStep 3 2aNow please look at the list of activities and read after me.Wacth TVExercise -------ReadStep 4 2bNow please look at the heading. How often? In the chart in Activity 2a.Ever day Once a week Twice a week Three times a weekOnce a month Twice a monthStep 5 2c PairworkFirst ask a student to read the list of activities to the class.Watch TV Surf the Internet Read English books Go to the moviesExerciseNow tell me how often do these activities. You can write your answers under the list of How often.Step 6 An activity: How oftenGive students some color paper and ask them to write five statements about howoften they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.Step 7 Grammar FocusStep 8 Summary and HomeworkThis class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game.Step 9 Blackboard DesignUnit 1 How often do you exercise?Twice twice a week Once once a month three times a week TimeSurf the InternetThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsNew words.A magazine article.How often do you read English books?I like reading. I read English books about twice a week.2. Ability ObjectsReading and writing skills. Communicative competence.3. Moral ObjectStudy hard and to be a good student.II. Teaching Key points1. New words2. How often do you read English books? I read English books about twice a week. III. Teaching DifficultyA magazine article.IV. Teaching MethodsReading method. Writing method Groupwork. Commnicative approach.V. Teaching AidA projector.VI. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.Step 3Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.Step 4 Group workWhat can you do improve your English?Collect the answers on the blackboard. For exampleRead English books Sing English songs See English moviesHow often do you do the things?Step 5 An activityAsk students to talk about how often their family members do things. For example, My mother cooks dinner every day. We eat in a restaurant once a week.My father goes to the United States once a year.Step 6 SummaryThis class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you. Step 7 HomeworkIf time isn’t enough, leave the exercises of workbook as homework.Step 8 Blackboard DesignUnit 1 How often do you exercise?How often do you …?Read English books Sing English books. See English moviesOnce a week twice a week once a monthStudents’ names Who’s the best English student?The fourth periodI. Teaching Aims and Demands1. Knowledge objectsNew words. Ask and answer questions.2. Ability objectsListening skill. Reading skill. Writing skill. Communicative competence.3. Moral object Exercise every day and keep healthy.II. Teaching Key PointsJunk, food, milk, fruit, vegetables, sleep, intervier, healthyIII. Teaching DifficultiesHow often do you drink milk? ----I drink milk every day.How often do you exercise? ----I exercise every day.How many hours do you sleep every night? ----Nine.IV. Teaching methodsListening and speaking methods. Listening and writing methods. Pairwork.V. Teaching AidsA tape recorder. A projector.VI. Teaching Procedures.Step 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.Step 3 Section B 1aNow open your books at page 4. Look at Activity 1a. First I’ll read each word. Junkfood Milk Fruit Vegetables SleepThere are vegetables on the plate.Step 4 1b PairworkAsk some pairs to present some questions and answer to the class.Step 5 2aNow you’ll hear a reporter interview two people. Katraina and Bill.Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.Step 6 2bFirst read the questions in the chart to the class.How often do you exercise? How often do you eat vegetables?How often do you eat fruit? How many hours do you sleep every night? How often do you drink? How often do you eat junk food?Step 7 2c PairworkRead the sample in speech bubbles to the class first.Inteviewer: How often do you exercise?Katrina: I exercise every day.Interviewer: And How often do you …?Step 8 Summary and HomeworkThisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.Step 9 Blackboard DesignUnit 1 How often do you exercise?How often…?Katrina Bill1. every day hardly ever2. 10 or 11 times twice a week3. every day never4. nine nine5. every day never6. 2 or 3 times a week 3 or 4 times a weekHealthy UnhealthyThe fifth periodI. Teaching Aims and Demands1. Knowledge objectsNew wordsRead a letter from Katrina.Fill in the blanks in Paul’s letter.Write about your own habits.2. Ability ObjectsReading skill. Writing skill. Survey skill.3. Mora ObjectForm a good eating habit.II. Teaching Key PointsEating habit, of couse, look after Make a different, healthy, unhealthy Although Read a letter Fill in a letterIII. Teaching MethodsReading and writing methods. Survey methods.IV. Teaching Aid A projector.V. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.Step 3 3aOpen your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.Step 4 3bThis is Bill’s letter. I’ll read the lett er to you. (say blank each time when coming to a blank line.)Ask students to work individually.Step 5 3cAsk students to finish the writing individually. Then ask some students to read their paragraphs to the class.Or ask students to say some sample sentences first.Step 6 Survey Who is the healthiest?Now please turn to page 90.There are three questions.1. How often do you exercise?2. What sports do you play?3. How often do you eat vegetables?Step 7 Summary and HowmworkThis class we’ve read two le tters. We know what healthy things are and unhealthy things are.Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.Step 8 Blackboard DesignUnit 1 How often do you exercise?Exercise Eat vegetablesDrink milkEat junk foodSleepEat fruitThe sixth periodI. Teaching Aims and Demands1. Knowledge objectsVocabulary in this unit. Writing practice Just for fun.2. Ability ObjectsReading skill. Writing skill. Drawing skill. Communicative competence.3. Moral ObjectTo be a successful person.II. Teaching Key PointVocabulary in this unit.III. Teaching DifficultyWriting practice using the target language in this unit.IV. Teaching MethodsWriting method. Reading method. Practice method Communicative Approach. V. Teaching AidA picture of a famous people.V. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Shelf Check 1There are five sentence in the box.1. Mum me to get up at 6:00 and run with her.2. Grandpa is pretty healthy because he every day.3. A lot of vegetables you to keep in good health.4. You must to eat less meat.5. Does it a big difference if you eat fruit every day?Step 3 2Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.Often every day Usually three times a week Sometimes once a week Always once a month Hardly ever neverStep 4 Just for fun!Ask students to read the cartoon to themselves. Then expain it.This activity provides reading practice with the target language.Step 5 Workbook Section BUnscramble these questions. Then answer them. Use the words in parenthese. Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit and done some exercises.Step 7 HomeworkIf time doesn’t permit, leave some exercises of workbook as homework.Unit 2 What’s the matter?I. Teaching article: Unit TwoII. Teaching aims and demands:What’s the matter?I have a headache.You should drink some tea. That sounds a like a good idea.I have a sore back.III. Teaching importance and diffculty:Talk about your health. Make suggestions.IV. Teaching ways:Revision, Learning, Practice and Reading.V. Teaching tools: Tape-recorder and Lattern.V. Teaching time:Six periodsVI. Teaching procedure:The first periodI. Teaching Aims and Demands1. Knowledge Objects.Body names. Illness. What’s the matter?I have a cold.2. Ability Objects.Listening skil, recognizing skill.3. Moral Objects.Exercise every day and keep healthy and strong.II. Teaching Importance and DifficultyWhat’s the matt er? --I have a cold.III. Teaching MethodsRecognizing method. Listening method. Discover method. Pairwork.IV. Teaching AidsA tape recorder. A doll for teaching the names of the body. A Projector.V. Teaching ProceduresStep I Greet the class and check the homework.Step II Section A 1aBring out a doll. Teach the words of body parts.Read the words to students and ask them to repeat.Now open your books and turn to page 7. Please look at the picture, I’ll ask a student to read the list of thirteen names of body parts.Step III 1bAct out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.Step IV PairworkTeach students more words of illness. For example,Have a cold, have a fever, headache, stomachache, headachetoothache, have a sore back , have a sore throatStep V An activityPlay the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.Step VI An activityNow please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. Please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?Step VII HomeworkWrite down the new words in your exercise book and read them for several times Step VII I Blackboard DesignUnit 2 What’s the matter?Tooth ——teeth(pl.) Foot ——feet(pl.)Toothache Stom-ach-acheEyes nose mouth earsThe second periodI. Teaching Aims and Demands1. Knowledge ObjectsNew words. Some advice. Grammar Focus.2. Ability ObjectsListening skill, reading skill, writing skill, communicative competence.3. Moral ObjectTo be a doctor and serve the people heart and soul.II. Teaching Importance and DifficultyWhat’s the matter? --I have a toothache.Maybe you should see a dentist. --That’s a good idea.III. Teaching MethodsListening method, reading and writing methods, pairwork.IV. Teaching AidsA tpae recorder, a projector.IV. Teaching ProceduresStep I Greet the class and check the homework.Step II Show the new words on the screen.Read the new words to students and ask them to repeat.Step II I 2aNow open your books and turn to page 8.First read the eight items to students and ask them to repeat.Toothache Sore throat Stomachache Fever Lie down and rest Hot tea with honey See a dentist Drink lots of waterStep IV 2bFirst look at the four pictures. Each picture illustrates of the conversations. Nowwe’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.Step V 2c PairworkFirst I’ll have two students read the dialogue i n the box. OK. You two please. Sa: What’s the matter?Sb: I have a toothache.Sa: Maybe you should see a dentist. Sb: That’s a good idea.Ask students to work in pairs.Step VI Grammar FocusI have a headache. He has a stomachache.She has a toothache. You should go to bed.He shouldn’t eat anything for 24 hours.She should see a dentist.Step VII HomeworkThis class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game.Step VII I Blackboard DesignUnit 2 What’s the matter?Problems Advice… …The third periodI. Teaching Aims and Demands1. Knowledge ObjectsReading and writing materials. Oral Practice.2. Ability ObjectsReading skill, writhing skill, communicative competence.3. Moral ObjectGive good advice when someone needs your help.II. Teaching Importance and DifficultyReading practice. Oral practice.III. Teaching MethodsReading and writing methods, pairwork, groupwork.IV. Teaching AidsWorkbook exercises.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II 3aNow open your books at page 9.Now look at the conversation on the left.A: What’s the matter?B: I’m not feeling well. I have a 1 .A:When did it start? B: About 2 ago.A: Oh, that’s too bad. You should 3 .Step II I 3b PairworkNow let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,What’s the matter?He has a toothache. She has a sore throat.He has a sore back.She has a stomachache.Step IV 4 GroupworkFirst look at the dialogue on the left. Read it to the class.What’s the matter?Do you have a sore throat? No, I don’t.Do you have a sore throat? No, I don’t.Do you have a cold? Yes, I do.You should drink some hot tea.Step V An Optional ActivityWrite the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness. Step VI SummaryThis class we’ve learnt some advice and done some reading, writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.Step VII HomeworkFinish off the exercises of workbook.Step VII I BlackboardUnit 2 What’s the matter?What’s the matter?He has a toothache.… a sore back.…a sore throat.…a stomachache.The Fourth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary, reading practice, oral practice.2. Ability ObjectsListening skill, reading skill, writhing skill, practice skill, communicative competence.3. Moral ObjectAsk for help when you have problem.II. Teaching Importance and DifficultyKey vocabulary. Reading practice. Oral practice.III. Teaching MethodsReading and writing methods, understanding method, pairwork, listening method. IV. Teaching AidsA tape recorder.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Section B 1aNow open your books at page 10. First I’ll read the words to you.Tired Hungry Thirsty Stressed outStep III 1bNow read the four sentences after me.Eat an apple. Drink some water. Listen to music.Step IV 2aFirst let s tudents look at the chart. Then tell students they’ll listen to the recording. There are four conversations.Write the problems in the blanks after each person’s name.Play the recording the first time. Students only listen. Then play the recording a second time.Step V 2bAsk one or two to write their answers on the blackboard. Then correct the answers with the whole class.Gina: should go to bed earlyShouldn’t go to the party tonightTony: should listen to musicShouldn’t studyAlan: should eat an appleShouldn’t play soccer before dinnerStep VI 2c PairworkAsk two students to read the conversation in speech bubble.What’s the matter with Gina?She’s tired.Well, she should go to bed early. She shouldn’t go to the party.Step VII HomeworkAfter class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?Step VIII Blackboard DesignUnit 2 What’s the matterGina: should do …Shouldn’t do …Tony: …Julie: …Alan: …The Fifth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Reading material. Group work.2. Ability ObjectsReading skill. Writhing skill. Communicative competence.3. Moral ObjectGreat Chinese culture.II. Teaching Importance and DifficultyKey vocabulary. Reading practice. Writing exercise. Groupwork.III. Teaching MethodsReading and writing methods. Groupwork. Communicative approach.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II New wordsOpen your books and turn to page 118. We’ll leant the new words of page 11. Show a picture on the blackboard. Explain yin and yang in Chinese.Step III 3aRead the article to the class.Now let students read the article and and underline each thing they should do. Step IV 3bRead the paragraph to the class, saying blank each time when come to a blankline.Are you tired?Eveyone gets tired sometimes. When you’re tired, you shouldn’t 1 . You should 2 for a few nights and you should 3 to stay healthy. You should also eat 4 and other healthy foods. You shouldn’t 5 when you are tired.Step V 3cFirst read the instructions.And then ask students to say some things to do when they have a cold.Then ask some students to read their paragraphs to the class.Step VI 4 GroupworkAsk students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.Step VII HomeworkWrite down the sentences about w hen you’re tired in your exercise book.Step VIII Blackboard DesignUnit 2 What’s the matter? Stuents’ names Best adviceThe Sixth periodI. Teaching Aims and Demands1. Knowledge ObjectsVocabulary in this unit. Writing practice. Just for Fun.2. Ability ObjectsReading skill. Writhing skill. Communicative competence.3. Moral ObjectGive your help to who needs one.II. Teaching Importance and DifficultyVocabulary in this unit. Writing practice.III. Teaching MethodsReading and writing methods. Self check method.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Step III Self Check 1First ask students to fill in the blanks with the word given. Then check the answers.Then ask students to make their own sentences with the words.Step IV 2This activity provides writing individually. Ask some of them to read their advice to the class.Step V Just for Fun!Ask the students to repeat.T: What’s the matter with the snowman, do you know?S: He’s stressed out.T: Why is he stressed out? Well, because of the sun. He’s melting.T: Can the boy help him? What does he do?S: Yes. He puts him into the fridge.T: OH, great! You ‘re quite right. Is the snowman stressed out now?S: No, he isn’t.Step VI WorkbookStep VII SummaryThis class we’ve reviewed key vocabulary in this unit. And we’ve read a letter from Sally and written back to give her some advice. Also we’ve read the proble m of the snowman. I hope other all of you can help other people who need your help. Step VIII Homework: Finish off the workbook exercises.Step IX Blackboard DesignUnit 2 What’s the matter?Sally’s Problem Advice snowman sun melt fridge saveUnit 3 What are you doing for vocation?I. Teaching article: Unit ThreeII. Teaching aims and demands:What are you doing for vocation? I’m spending time with my friends..What are you going? I’m going n ext week.How long are you staying? We’re staying for two weeks.III. Teaching importance and diffculty:Talk about further plans.IV. Teaching ways:Revision, Learning, Practice and Reading.V. Teaching tools:Tape-recorder and Lattern.V. Teaching time:Six periodsVI. Teaching procedure:The first periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Talk about further plans. Oral practice.2. Ability ObjectsListening skill. Reading skill. Writhing skill.3. Moral ObjectLearn to make plans for tomorrow.II. Teaching Importance and DifficultyWhat are you doing for vocation?--I’m babysitting my sister.III. Teaching MethodsDiscover teaching method.Listening and speaking methods.Pairwork.IV. Teaching AidsA tape recorder. A large wall calendar. A projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Section A 1aT: Now open your books at page 13.Look at the vocation activities in the picture, please.Can you tell me what you see in the picture?Sa: Camping. Sb: Babysitting. Sc: Watching TV. Sd: Playing basketball. Step III 1bListen to the recording and write a conversation number from 1 to 3 in each box.Conversation:Girl 1: What are you doing for vocation, Akilo?Akilo: I’m spending time with my friends.Girl 1: That sounds like fun!Step IV 1c PairworkRead the dialogue in 1c to students.What’s she doing for vacation?She’s babysitting her sister.Ask some pairs to ask and answer the question as the rest of the students listen. Step V Show an exercise on the blackboardAsk students to read the question. For each answer, type in the correct form of the subject and verb.Step VI Summary and HomeworkThis class we’ve learnt some key vocabulary and d one an oral practice. You learn to make plans for tomorrow. Your work will be well done.Now, homework. Preview the next page.Step VII BlackboardUnit 3 What are you doing for vacation?babysit babysitterThe second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Grammar Focus.2. Ability ObjectsListening skill. Writhing skill. Oral practice.3. Moral ObjectGo out for camping when you’re free.II. Teaching Importance and DifficultyGrammar Focus.What are you doing for vocation?I’m visiting my grandmother.III. Teaching MethodsListening and speaking methods. Writing method. Groupwork.IV. Teaching AidsA tape recorder. A projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II 2a and 2bFirst ask students to look at the chart. There are three columns: who, what and when questions.We’ll hear a conversation. On the recording Hector, Susan and Molly are talking。