八年级英语上册教案全集(精品)人教版
人教版八年级英语上册全册教案(超详细)

人教版八年级英语上册教案汇编Unit 1Where did you go on vacation?本单元教材以Where did you go on vacation?为中心话题,围绕着描述“过去发生的事情”展开,学习和运用一般过去时态的一般疑问句Did you go/see/buy...?和特殊疑问句Where/What/How...?询问过去的事件,让学生学会谈论和分享过去发生的事件。
本课教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交流。
在学习活动中,学生通过交换对过去发生的事情的描述及看法,促进学生之间和师生之间的情感交流,增进情谊。
Section A的主要学习内容是:复习一般过去时态和动词的规则与不规则变化,学习一般过去时态的一般疑问句:Did you...?及不定代词的用法。
Section B安排了许多听、说、读、写的任务活动,教师在教学中可以灵活运用这些活动,将其中的一些活动进行变化或整合,充分调动学生参与的积极性,提高学生的听说读写能力。
第一课时Section A(1a-2d)Teaching Goals【教学目标】Key words & phrases:anyone,anywhere,wonderful,few,most,quite a few,go on vacationKey sentences:1.Where did you go on vacation?I went to the mountains/New York City/summer camp/the beach.2.Did you...?Yes,I did./No,I didn't.Teaching Key Points【教学重点】The vocabulary:New York City,Central Park,few,most,quite a few,on vacationTarget language:Where did you/they/he/she go on vacation?I/They/He/She went to the mountains/New York City/summer camp/the beach. Did you...?Yes,I did./No,I didn't.Teaching Difficult Points【教学难点】Use the target language above to talk about past events.Teaching Aids【教学工具】An English textbook,a tape recorder,CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inGreet the class and introduce what to learn in this period.Teacher:Welcome back to school!Did everyone have a good time during the summer vacation?Today we'll begin to learn the topic where you went on vacation.Teacher:Where did you go on vacation?Students:______.①I went to the mountains.②I visited museums.…★Step 2Pre-taskPage 1,1a & 1b.1.Look at the picture.2.Match each activity.3.Check the answers in 1b.4.Practice reading.Page 1,1c.1.Focus on the conversation in the box.2.Practice reading.3.Pairwork:Where did you go on vacation?I...4.Groupwork:Divide the class into groups of four or five. Make conversations.First S1 to S2:S1:Where did you go on vacation?S2:I...S1:Where did she/he go on vacation?S2:She/He...★Step 3While-taskPage 2,2a & 2b.1.Play the recording for the first time. Students complete the chart in 2a.2.Check the answers.(Point to one student who raises his or her hand.)3.Play the recording a second time and say:There are three conversations. The people talk about where they went on vacation. Listen to the recording and check(√)Yes,I did or No,I didn't for each question.4.Correct the answers.★Step 4Post-taskPage 2,2c & 2d.1.Focus on the conversation in 2c & 2d.2.Practice reading. Make students scan the conversations first.3.Teach and then make students role-play the conversation in pairs.4.Have a group of students present their conversation to the class.★Step 5Homework1.Practice the conversation on Page 2,2d.2.Do the exercises on Page 1 in students' book.Board Design板书设计Unit 1Where did you go on vacation?The first period Section A(1a-2d)1.Key vocabulary:anyone,anywhere,wonderful,quite a few,go on vacation 2.Target language:A:Where did Tina go on vacation?B:She went to the mountains.第二课时Section A(GF-3c)Teaching Goals【教学目标】Key words:something,nothing,everyone,myself,yourself,someone,seem,bored,diaryKey phrases:go out,have a good time,of course,keep a diaryKey sentences:1.Where did you go on vacation?I went to New York City.2.Did you go out with anyone?Did you buy anything special?3.How was the food?How was your vacation?Teaching Key Points【教学重点】The vocabulary:something,nothing,everyone,myself,yourself,someone,seem,bored,diary,go out,have a good time,of course,keep a diary,on vacation Target language:How was the food?Everything tasted really good!Did you go shopping?Of course!Did everyone have a good time?Oh,yes. Everything was excellent.Teaching Difficult Points【教学难点】e the target language above to talk about past events.2.The usage of someone,anyone,everyone,no one,something,anything,everything,nothing.Teaching Aids【教学工具】An English textbook,CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in(T—teacher S—student)T:Where did you go last weekend?S:I went to the beach.T:Did you go there with anyone?S:Yes. I went to the beach with my brother.T:Did you have a good time there?S:...★Step 2Pre-taskPage 3,Grammar Focus.1.Review the grammar box. Work in pairs. One asks and the other answers.2.Practice reading the sentences in the chart.★Step 3While-taskPage 3,3a & 3b.1.Teach these new words:anyone,something,anything,everything,nothing,everyone,no one.2.Call students' attention to the conversation in 3a. Make students complete it individually.3.Choose a student to give his or her answers. Write the answers on the board.4.Correct the answers.5.Lead students to read this conversation.6.Have students work in pairs and role-play the conversation. As they talk,move around the classroom monitoring their work. Offer language or pronunciation support as needed.7.Make students complete the blanks in the e-mail message in 3b with the words in the box.8.Check the answers and then make students practice reading it.★Step 4Post-taskPage 3,3c.Complete the task in 3c.Ask your group questions about their last vacation. Then tell the class your results.★Step 5Homework1.Review the indefinite pronouns learned in this period.2.Do the exercises on Page 2 in students' book.Board Design板书设计Unit 1Where did you go on vacation?The second period Section A(GF-3c)1.The vocabulary:something,nothing,everyone,someone,myself,yourself,go out,of course2.Target language:①A:Where did you go on vacation?B:I went to New York City.②A:Did you buy anything special?B:Yes,I bought something for my father.3.Structure:something special4.Answers to 3a and 3b.第三课时Section B(1a-1e)Teaching Goals【教学目标】Key words:delicious,exciting,terrible,expensive,cheap,boringKey sentences:1.Where did Lisa go on vacation?2.Did she do anything special there?Did she buy anything for her best friend?Did Lisa like her vacation?3.How was/were...?Teaching Key Points【教学重点】The vocabulary:delicious,exciting,terrible,expensive,cheap,boringTarget language:Where did Lisa go on vacation?Did she do anything special there?Did she buy anything for her best friend?How was/were...?Teaching Difficult Points【教学难点】1.询问去过何地以及感受(评价)Where did you go?I went to the beaches. How was it?It was exciting.2.Use the target language to talk about your past events.Teaching Aids【教学工具】An English textbook,a tape recorder,CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1.Greetings.2.T:Where did you go on vacation?S:I went to summer camp.T:Did you do anything special there?S:Yes,I...T:Did you buy anything for your parents or friends?S:Yes,I bought...for.../No,I bought nothing.T:How was/were...?S:It was/They were...★Step 2Pre-taskPage 4,1a & 1b.1.Look at the six pictures.2.Match the words with the pictures.3.Students complete the task in 1b individually.4.Check the answers.★Step 3While-taskPage 4,1c & 1d.1.Make students scan the questions in 1c.2.Play the recording for the first time. And say:Listen to the tape. Lisa is talking about her vacation. Complete the four questions.3.Play the recording a second time. Students complete the task in 1d.4.Correct the answers.★Step 4Post-taskPage 4,1e.Ask 3 or 4 students to answer questions about Lisa's vacation. You can begin your questions with:Where did...?What did...?Did she...?How was...?How were...?★Step 5Homework1.Review these sentences:Where did...?Did...?How was/were...?2.Do the exercises on Page 3 in students' book.Board Design板书设计Unit 1Where did you go on vacation?The third period Section B(1a-1e)1.Words:delicious,exciting,terrible,expensive,cheap,boring2.Sentences:①Where did Lisa go on vacation?②Did she buy anything special?③Did she buy anything for her best friend?④Did Lisa like her vacation?3.Answers to Activity 1a:1—5f a c e b dAnswers to Activity 1b:wordsdeliciousexcitingcheapwordsterribleexpensiveboring第四课时Section B(2a-2e)Teaching Goals【教学目标】Key words:activity,decide,try,bird,bicycle,building,trader,wonder,difference,top,wait,umbrella,wet,below,enough,hungry,asKey phrases:feel like,because of,go to the beach,a lot of,a little,take the train,too many,what aboutKey sentences:1.I wonder what life was like here in the past.2.What a difference a day makes!3.We waited over an hour for the train because there were too many people.Teaching Key Points【教学重点】Learn Jane's diary entries about her vacation.1.The vocabulary:activity,decide,try,wonder,difference,wait,below,enough,hungry,as,feel like,because of2.Target language:I wonder what life was like here in the past. We waited over an hour for the train because there were too many people.Teaching Difficult Points【教学难点】1.because and because of2.What a difference a day makes!3.Learn to write a diary.Teaching Aids【教学工具】An English textbook,CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1.Greetings.2.Introduce what to learn in this period,especially the articles in 2b,Jane's diary entries. Teacher begins like this:Today we'll focus on two diary entries about Jane's vacation. Through the learning you'll know how to write a diary. Let's begin now.★Step 2Pre-taskPage 5,2a & 2b.1.Review and discuss the questions in 2a box with your partner.2.Project these new words on the screen or write them on the board and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.activity n.活动;decide v.决定;try v. & n.尝试,设法;wonder v.想知道;difference n.差异;top n.顶部;wait v. & n.等待;umbrella n.伞;below prep.& adv.在……下面;enough adj.充足的;hungry adj.饥饿的3.Make students scan the articles first. Ask students to put a mark in contents that are unfamiliar to them. Then the teacher lead students to learn these two articles sentence by sentence. Pay attention to these points:(1)decide v.决定;decide to do sth.决定做某事;(2)try v.尝试;try doing sth.尝试做某事;try to do sth.尽力做某事;(3)below prep. & adv.在……下面;(4)feel like 给……的感觉;(5)because and because of;(6)wonder v.想知道4.Practice reading.★Step 3While-taskPage 6,2c & 2d.1.Make students read Jane's diary entries again. Fill in the chart in 2c.2.Students complete the conversation in 2d using the information in Jane's dairy entries.3.Choose 3 or 4 students to give their answers.4.Correct the answers.5.Have students work in pairs. Student A will be Anna and student B will be Jane. Act the conversation out.★Step 4Post-taskPage 6,2e.1.Make students complete the blanks in 2e.2.Ask one student to write his or her answers on the board.3.Check the answers together with the class.4.Practice reading.★Step 5Homework1.Write a diary.2.Do the exercises on Page 4 in students' book.Board Design板书设计Unit 1Where did you go on vacation?The fourth period Section B(2a—2e)1.Key vocabulary:decide,try,wonder,difference,top,wait,below,enough,hungry,as,feel like,because of,too many2.Sentences:①I wonder what life was like here in the past.②And because of the bad weather,we couldn't see anything below.第五课时Section B(3a-Self Check)Teaching Goals【教学目标】Key words & phrases:duck,dislike,take photos,Tian'anmen Square,the Palace Museum,bring back,shopping center,have a fun time,school trip,come upKey sentences:1.How did you feel about the trip?2.It was so beautiful that we forgot about the last five hours!Teaching Key Points【教学重点】The vocabulary:dislike,take photos,Tian'anmen Square,the Palace MuseumTarget language:What did you like best?Did you dislike anything?How did you feel about the trip?Teaching Difficult Points【教学难点】Write a travel diary.Teaching Aids【教学工具】An English textbook,CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1.Greetings.2.T:Beijing is the capital of our country. It's famous for its long history and places of interest,such as Tian'anmen Square,the Palace Museum,the Summer Palace and so on. And Beijing duck is very delicious. Have you ever been to Beijing?Tell your travel to us.★Step 2Pre-taskPage 7,3a.1.Look at the three pictures.2.Use the words and phrases in the box to complete the blanks in the article.3.Check the answers.★Step 3While-taskPage 8,Self Check.Complete the tasks in Self Check.1.Have students complete the task of Part 1.Then Choose 2 or 3 students to give their answers. Check the answers.2.Induct students to complete the passage of Part 2.Check the answers.3.Practice reading.★Step 4Post-taskPage 7,3b & 3c.1.Make students answer the questions in 3b and take notes.2.Teach students how to write a travel diary.3.Students write a travel diary like Jane's on Page 5 using the notes in 3b.4.Choose 2 or 3 students' diaries. Make students read them out. Point out the weakness and induct the students to correct their diaries.★Step 5Homework1.Write a travel diary.2.Do the exercises on Page 5 in students' book.Board Design板书设计Unit 1Where did you go on vacation?The fifth period Section B(3a-Self Check)1.Key vocabulary:dislike,Tian'anmen Square,the Palace Museum,have a fun time,come up2.Sentences:①Did you dislike anything?②How did you feel about the trip?③My legs were so tired that I wanted to stop.Unit 2How often do you exercise?本单元的教学内容围绕“多久做一次运动”这一话题展开。
人教版英语八年级上册教案:Unit3 SectionB(2a-2e)

人教版英语八年级上册教案:Unit3 SectionB(2a-2e)一、教学目标1. 知识目标:学生能够掌握本部分的重点词汇和短语,如“talented”“truly”“care about”等;理解课文内容,掌握比较级和最高级的用法。
2. 技能目标:提高学生的阅读理解能力,能够准确地回答问题和完成任务;培养学生的口语表达能力,能够用英语描述人物的特点和品质。
3. 情感目标:引导学生学会欣赏他人的优点,培养学生的合作意识和竞争意识。
二、教学重点与难点1. 教学重点:掌握重点词汇和短语,理解课文内容,掌握比较级和最高级的用法。
2. 教学难点:如何引导学生用英语准确地描述人物的特点和品质;如何让学生在合作学习中提高英语表达能力。
三、教学方法1. 情景教学法:通过创设真实的情景,让学生在情景中学习英语。
比如,可以让学生扮演课文中的人物,进行对话表演。
2. 合作学习法:将学生分成小组,让他们共同完成任务。
比如,可以让小组讨论课文中的问题,然后派代表进行汇报。
3. 任务驱动法:给学生布置具体的任务,让他们在完成任务的过程中学习英语。
比如,可以让学生根据课文内容写一篇短文,介绍自己的好朋友。
四、教学过程(一)导入上课铃响,同学们都坐好后,老师微笑着说:“同学们,咱们今天先来一起看个有趣的小视频咋样?”说完,老师打开多媒体设备,播放一段与朋友之间的不同性格和爱好相关的英文短视频。
视频里,两个好朋友一个喜欢安静地看书,一个喜欢热闹地参加派对,他们虽然性格不同,但感情却特别好。
视频播放完后,老师问:“嘿,同学们,你们觉得视频里的两个好朋友为啥关系那么好呀?”有同学回答:“因为他们能接受彼此的不同。
”老师点头称赞:“非常棒!那咱们今天就来继续学习关于朋友的话题,看看课本里的人是怎么看待朋友的。
”(二)知识讲解1. 背景介绍“同学们,咱们今天要学的这部分内容啊,是关于不同的人对朋友的看法。
在这个部分呢,我们会遇到一些新的单词和语法,别担心,老师会带着大家一起攻克它们。
新人教版八年级上册英语全册教案(51页) 全册

单元课题Unit 4 What’s the best movie theatre?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。
八年级上册英语教案人教版5篇

八年级上册英语教案人教版5篇八年级上册英语教案人教版篇1一、教材内容分析本课是人教版八年级上册英语第一单元第三个话题的第一课时,主要谈话讨论如何给别人提出建议,并给予适当的评论。
二、教学目标(知识,技能,过程与方法情感态度、价值观)1、知识与技能(1)掌握Why don’t you get her a scarf ? That’s too boring .这种句型,并认识新单词。
(2)运用新句型熟练的进行小组对话。
(3)进行听力练习。
2、过程与方法(1)能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程,掌握英语说听的基本方法;(2)能够通过两两说和综合说体验合作学习的过程和方法;(3)能够仔细倾听老师和同学的发言,有语言表达和与同学交流的愿望。
(4)能够通过观看图片激发说话的欲望。
3、情感态度与价值观(1)培养学习英语的兴趣;(2)在学生两两交流和小组合作交流中,培养孩子合作意识和合作精神,能够相互配合完成一段通顺流畅的说话训练;(3)使学生学会礼貌待人。
三、学习者特征分析1、学生是八年级的学生。
2、学生已经学习了camera、hat,flowers 等物品的词。
3、学生对 great,interesting,boring 这些评论性的词非常熟悉。
4、学生好奇心强,对送什么礼物很感兴趣。
5、学生善于表现自己,乐于交际。
6、学生的听力能力不够强。
四、教学策略选择与设计1、谈话策略:运用谈话法引入新课。
2、自主听读策略:学生通过自主听读拓展材料,在完成课标要求的基础上训练听说能力,积累和丰富英语词汇和句式。
3、角色扮演法:让学生通过扮演不同角色,小组对话练习熟练地掌握重点句型。
五、教学环境及资源准备1多媒体教室。
2 本课教材,课件。
六、教学过程教学过程教师活动学生活动设计意图及资源准备Step1: Greeting Hello , cliass! How are you! Are you happy ... Greeting. 拉近教师和学生的距离。
有关八年级英语教案人教版5篇

有关八年级英语教案人教版5篇八班级英语教案人教版精选篇1本节课讲授的内容是仁爱版教材八班级英语(上册)第三单元Topic I Section A。
这一单元描述hobbies,每个话题基本上与同学日常生活息息相关的内容。
第一话题I love collecting stamps 不单是谈论有关集邮方面的爱好,还有听音乐、做运动等。
这极大地丰富了同学们的业余生活,通过谈论彼此的爱好爱好,既学到了学问,又加深了师生之间的感情。
一、指导思想:从新课标的理念动身,贯彻面对全体同学,以同学的终身进展为本的指导思想。
对原教材内容重新加以处理。
力求对教学过程细心设计,接受任务型教学途径,全方位调动同学学习英语的乐观性,培育他们的综合语言运用力气。
二、教学目标1、学问与技能目标:①学会关于爱好、爱好方面的词汇②能够运用语言谈论自个儿及他人的爱好和爱好。
2、情感目标:有爱好听英语、讲英语、唱歌曲、做玩耍,乐于仿照,敢于开口,乐观参与,团结协作。
3、学习策略目标:能热忱地与他人合作。
共同完成学习任务;主动向老师和同学请教;留意力集中;乐观地运用所学英语进行表达和交际。
三、教学重点及难点1、教学重点:同学能够运用各种方式谈论爱好、爱好、并初步熟识感叹句2、教学难点:used to的用法四、教学过程1、课前热身,师生同唱一首歌:(调动同学的乐观性,拉近师生的距离)2、复习love,like,prefer,enjoy+v-ing结构,为新课作预备①老师简介家人的爱好爱好My sister likes dancing,but she doesn`t love singing,My brother enjoys skating.He also prefers swimming②师生对话谈论宠爱做的状况,反复应用What do you lovelikeenjoyprefer doing?巩固用法,增进师生间了解.3、导入:依照对话内容,老师表达Swimming is A’s hobby.Singing is B’s hobby. Reading is my hobby.老师拿出部分收集的邮票,边让同学看,边表达,Collecting stamps is my hobby, too. I love collecting stamps.导入Topic 1标题。
八年级英语上册教案全集(精品)人教版

英语人教版八年级上册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 ··· ?及答复.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 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 or five .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引起的特别疑问句及答复.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-i1.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 Activity 1a to makeconversations .5.Share the students’ conversations.SB Page 4 ,2a&2b .1.T : Now you will hear a reporter interview two people ,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 “Idon’t know〞 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,写出答案并做比拟.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.文化观赏,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 th is ?(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 :Touch 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 the pictures .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 is a 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 .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 .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 .If possible ,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 the blanks .Check theanswers .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方案或行动.4.特别疑问句〔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-tasking the activities we write in 1a to make conversations .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 .Makeconversations .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 y ou 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 the listening . 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 the items .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 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 (谈论出行方法)take the bus /subway /train /taxi , ride a bike /walk .3.how引导的特别疑问句,表示乘坐何种交通工具的方法.how far ,how long 引导的特别疑问句.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 引导的特别疑问句.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 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 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:学会邀请别人以及答复的方法.4.感情目标: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 student s 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 ,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.感情目标:学会人际交往的根本常识.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 to a blank line .Ask students to fill in the blanks according to the invitation .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’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 tothe 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 con versation .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 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.感情目标: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 .。
人教版八年级英语上册-Unit1-教案

人教版义务教育教科书◎英语八年级上册Unit1Wheredidyougoonvacation?教材解读本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。
因此“Wheredid yougoonvacation?〞“Didyougotothebeach?Yes,Idid/No,Ididn’t.〞等是教学的重点。
通过对本单元的学习,学生能掌握本单元出现的地点名词,用于询问和答复过去发生的事情的短语和句型。
单元目标一、知识与技能1.词汇:NewYorkCity,CentralPark,exam,were,rainy,delicious,expensive, inexpensive,crowded,flew,kite,later,felt,little,corner,discuss,etc.2.句型:Wheredidyougoonvacation?Iwenttosummercamp.DidshegotoCentralPark?Yes,shedid.No,shedidn.’t3.语法:一般过去时的特殊疑问句、一般疑问句及肯、否认答复。
4.能力目标:能用一般过去时熟练谈论假期发生的事。
二、过程与方法灵活运用教材,从所教学生的实际水平和语言能力出发,调整和取舍教学内容,合理安排本单元的课时数,设计好每课时的教学内容。
三、情感、态度与价值观1.通过描述假期发生的事,增进同学间的了解,增进感情。
2.通过图片和视频欣赏优美的风景,培养热爱祖国大好河山的思想感情,提高学生的环保意识。
3.了解自己的能力,培养情操4.培养学生们对英语的兴趣。
教法导航1.以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。
2.在教学中创设切实可行的任务型教学活动、突出交际性。
3.教师为主导、学生为主体、任务为根底,注重实用性。
4.引趣激趣策略,创设情景调节气氛,引发激发学生兴趣。
1教师备课系统──多媒体教案学法导航多读善思,小组合作、探究、学习、交流。
人教版八年级上册英语全册教案

【能力目标】能够使用skimming和scanning阅读技巧找出文章的主要内容,并完成任务。
【情感目标】培养学生的阅读能力和语言表达能力,陶冶情操。
教学一般过去时态的各种句式。
重难点教学过程◆Step 1Leading inT:Good morning,class.Today we will learn Section B(1a-2e).First,let’s review what we learnedyesterday.Now let’s have a free talk.教学过程T:Where did you go on vacation?S:I went to summer camp.T:Did you do anything special there?S:Yes,I...T:Did you buy anything for your parents or friends?S:Yes,I bought...for.../No,I bought nothing.T:How was/were...?S:It was/They were...设计意图让学生做到温故知新。
◆Step 21a1.Look at the six pictures.2.Match the words with the pictures.3.Students complete the task in 1b individually.4.Check the answers.(见课件)◆Step 31bNow class,look at the words in 1a again.Which words do you think describe good things and which ones not.Let’s have a try.Try to write words on the left.Write words on the right.Check the answers.(见课件)◆Step 4 1c & 1d1.Ask students to scan the questions in 1c.2.Play the recording for the first time.And say:Listen to the tape.Lisa is talking about her plete the four questions.Unit 3 I’m more outgoing than my sister.Unit 4What’s the best movie theater?。
人教版八年级上册英语全册教案设计(2022年10月修订)

人教版八年级上册英语全册教案设计(2022年10月修订)新目标英语八年级第一学期教材分析一、解读课标要求基础教育阶段英语课程目标的各个级别均以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合行为表现为基础进行总体描述。
本册教学内容属于英语课程标准中的四级目标部分,以培养学生的综合语言运用能力为总体目标;以培养学生语言技能、语言知识、情感态度、学习策略和文化意识等素质为具体目标;以促进学生个性发展为根本目标。
在教学中的主要任务是培养学生的学习兴趣、培养语言综合运用能力、培养创新能力和培养跨文化意识。
针对本册重难点内容,将课程标准要求解读为:听力技能:听懂正常语速、熟悉话题的语段,识别主题,获取主要信息;能根据连续的指令完成任务;能听懂广播、电视中初级英语教学节目。
口语技能:能根据提示给出连贯的简单指令;能引出话题并进行几个回合的交谈;能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历;能在教师的指导下参与角色扮演等活动;能在上述口语活动中使用正确的语音、语调。
阅读技能:能连贯、流畅地朗读课文;能读懂说明文等应用文体的材料;能从简单的文章中找出有关信息,理解大意;能根据上下文猜测生词的意思;能理解并解释图表提供的信息;能理解简易读物中的事件的发生顺序和人物行为;能读懂简单的个人信件;能使用英汉词典等工具书帮助阅读理解;除教材外,课外阅读量应累计达到10万词以上。
技能:能正确使用标点符号;能用词组或简单句为自己创作的图片写出说明;能写出简短的文段,如简单的指令、规则;能在教师的帮助下或以小组讨论的方式起草和修改作文。
编写者根据教学内容有机地渗透了学习策略、情感态度以及文化意识的培养。
学习策略主要包括:认知策略、调控策略、交际策略、资源策略。
情感态度主要体现在培养学生的学习兴趣;学习动机与目的;学习自信心;克服学习上的困难;在英语交际中理解并尊重他人情感;合作精神。
文化意识包括文化知识、文化理解和跨文化交际能力。
2024年人教版八年级英语上册教案全册完整版

2024年人教版八年级英语上册教案全册完整版一、教学内容Unit 1 Where did you go on vacation?Unit 2 How often do you exercise?Unit 3 I'm more outgoing than my sister.Unit 4 What's the best movie theater?Unit 5 Do you want to watch a game show?二、教学目标1. 掌握并运用一般过去时、频率副词、形容词比较级和最高级等语法知识。
2. 提高学生的听说读写能力,尤其是日常对话和描述性句型的运用。
3. 培养学生的团队合作精神和批判性思维。
三、教学难点与重点1. 教学难点:一般过去时与频率副词的运用,形容词比较级和最高级的区分。
2. 教学重点:日常对话的听说读写能力,描述性句型的构建。
四、教具与学具准备1. 教具:PPT、录音机、黑板、教学卡片。
2. 学具:课本、练习本、彩笔。
五、教学过程1. 导入:通过展示学生感兴趣的旅游景点或活动图片,引发学生对Unit 1话题的兴趣。
2. 新课内容展示:讲解一般过去时,举例说明,引导学生进行对话练习。
3. 例题讲解:针对Unit 1的语法点,给出例题,并讲解解题过程。
4. 随堂练习:分组练习,让学生相互提问并回答假期经历。
6. 课堂延伸:以类似方式教授Units 25,注意结合各单元特点进行教学。
六、板书设计1. 板书八年级英语上册教案2. 板书内容:Unit 1: 一般过去时,频率副词Unit 2: 形容词比较级Unit 3: 形容词最高级Unit 4: 描述性句型Unit 5: 日常对话七、作业设计1. 作业题目:Write a short passage about your last vacation using the simple past tense.Compare two movie theaters in your city and explain which one is better.Make a survey about how often your classmates exercise and present the results.2. 答案:见附件。
人教版八年级上册英语备课教案

人教版八年级上册英语备课教案人教版八年级上册英语备课教案1 教材分析1.本节内容就是为了进一步巩固主句为一般过去时的宾语从句,是对上一节课的巩固,并为以后的学习做了铺垫。
这节课学的知识是本册书的重点之一。
学情分析1,通过练习发现学生宾语从句并不是很懂,做起题来很蹩脚。
2,由于宾语从句是新学的语法项目,学生在日常学习中也接触,但是由于在语文中并不涉及,这为英语中宾语从句的学习设置了障碍。
因此学生学起来有一定的难度。
教学目标知识与能力目标:1,学习新单词和主句为一般过去时的宾语从句;2,继续谈论时装表演,了解各民族服装;3,通过本课学习,使学生对中国服装文化能有更深刻的了解。
过程与方法:让学生在反复练习的基础上,能很自然的掌握宾语从句。
情感态度和价值观:通过対本课的学习,让学生了解民族服装文化,加强对民族服装文化的了解,增进民族感情。
教学重点和难点主句为一般过去时的宾语从句教学过程(本文来自优秀教育资源网斐.斐.课.件.园)Step 1. Review the object clauses of which the main clauses are in the past simple tense..Step 2. Lead in the new lesson and learn new words.Step 3.Presention:1.Listen to the tape and pay attention to the pronunciation. Read 1a in different ways to learn it2. Let the students answer some questi___. And then fill in blanks according to 1a.Step 4. PracticeLead into Part 2and practice the object clauses of which the main clauses are in the past simple tense.Step 5.C___olidation :Step 6.Homework:教学环节一,复习二,导入三,呈现四,练习五,巩固六,作业复习宾语从句,然后利用宾语从句引入新课,并展示图片,学习生词,进而学习少数民族服装,处理第三部分。
新人教版八年级上册英语教案(全册)

新人教版八年级上册英语教案(全册) Unit 1 School lifeLesson 1 Where's the post office?Teaching objectives- Learn and master the new words: post office, bookstore, hotel, cinema, restaurant- Learn and master the new sentence pattern: Where is the post office?- Train the students' listening and speaking ability.Key points and difficult points- Key points: The usage of new words and sentence pattern.Teaching methods- Demonstration method.- Task-based language teaching method.Teaching aids- Multimedia courseware.Teaching procedures1. Warm-up.2. New lesson.3. Listening practice.4. Speaking practice.5. Summary and homework.Unit 2 Personal informationLesson 1 My name's Gina.Teaching objectives- Learn and master the new words: name, family name, given name, spell- Learn and master the new sentence pattern: What's your name? My name is Gina.- Train the students' listening and speaking ability.Key points and difficult points- Key points: The usage of new words and sentence pattern.Teaching methods- Situational method.- Task-based language teaching method.Teaching aids- Multimedia courseware.Teaching procedures1. Warm-up.2. New lesson.3. Listening practice.4. Speaking practice.5. Summary and homework.Lesson 2 Where are they from?Teaching objectives- Learn and master the new words: country, Australia, England, China- Learn and master the new sentence pattern: Where are you from? I'm from Australia.- Train the students' listening and speaking ability.Key points and difficult points- Key points: The usage of new words and sentence pattern.- Difficult points: How to ask and answer questions about where people are from.Teaching methods- Situational method.- Task-based language teaching method.Teaching aids- Multimedia courseware.Teaching procedures1. Warm-up.2. New lesson.3. Listening practice.4. Speaking practice.5. Summary and homework. ......。
初中英语人教版八年级上册英语教案

初中英语人教版八年级上册英语教案篇1一、教学目标1. 学生能够掌握课本中的重点词汇和短语,如“be interested in”“take part in”等,并且能够正确运用它们进行造句。
2. 学生能够理解并熟练运用课本中的重点句型,例如“What are you going to do this weekend?”“I'm going to...”等,进行日常交流。
3. 学生通过阅读课文,能够提高阅读理解能力,理解文章的主旨大意和细节信息。
4. 培养学生的听说读写综合能力,让学生在英语学习中更加自信和积极。
二、教学重点与难点重点:1. 重点词汇和短语的掌握与运用。
2. 重点句型的理解和运用。
难点:1. 一些复杂句子的理解,比如含有宾语从句的句子。
2. 如何让学生在实际情境中自然地运用所学知识进行交流。
三、教学方法1. 情景教学法:通过创设各种真实的生活场景,让学生在情境中学习和运用英语。
比如,设置一个周末活动的场景,让学生用所学句型讨论自己的周末计划。
2. 任务驱动法:给学生布置具体的任务,让他们在完成任务的过程中学习英语。
比如,让学生分组制作一份英语手抄报,介绍自己喜欢的活动。
3. 多媒体教学法:利用图片、视频等多媒体资源,激发学生的学习兴趣,帮助他们更好地理解教学内容。
比如,播放一段英语电影片段,让学生从中找出所学的词汇和句型。
四、教学过程(一)导入上课铃响了,同学们都陆续回到座位上。
老师微笑着走进教室,对同学们说:“嘿,孩子们,今天咱们先来看个好玩的视频咋样?”同学们一听,立刻来了精神。
老师打开多媒体设备,播放了一段有趣的英语短视频。
视频里有可爱的小动物们用英语对话,还有欢快的音乐。
同学们看得津津有味,时不时发出笑声。
视频播放完后,老师问:“咋样呀,同学们?这个视频有趣不?”同学们纷纷点头。
老师接着说:“那你们在视频里听到了哪些英语单词呀?”同学们七嘴八舌地回答起来。
老师把同学们说的单词写在黑板上,然后说:“今天呀,咱们就来学习这些单词和相关的英语知识。
八年级英语上册-人教版-Unit 9 教案

八年级英语上册-人教版-Unit 9 教案一. 教材分析人教版八年级英语上册Unit 9主要围绕着“节假日”这一主题展开,通过学习本单元,学生能够掌握关于节日的词汇和表达方式,了解不同国家的节日习俗,提高听说读写的能力。
本单元包括两个阅读文本,分别是关于春节和西方节日的介绍。
二. 学情分析八年级的学生已经具备了一定的英语基础,能够听懂并运用简单的日常英语进行交流。
但部分学生在阅读和写作方面还存在一定的困难,对一些文化背景知识了解不足。
因此,在教学过程中,需要关注学生的个体差异,调动他们的学习积极性,提高他们的综合语言运用能力。
三. 教学目标1.知识目标:学生能够掌握关于节日的词汇和表达方式,了解不同国家的节日习俗。
2.能力目标:学生能够听懂、说清、读懂并写出一个关于节日的短文。
3.情感目标:培养学生对不同文化的尊重和理解,提高他们的跨文化交际意识。
四. 教学重难点1.重点:掌握关于节日的词汇和表达方式,了解不同国家的节日习俗。
2.难点:能够运用所学知识,编写一个关于节日的短文。
五. 教学方法1.任务型教学法:通过完成各种任务,激发学生的学习兴趣,提高他们的实践能力。
2.情境教学法:创设真实的语境,让学生在实践中学习,提高他们的语言运用能力。
3.文化教学法:介绍节日背后的文化背景,培养学生对不同文化的尊重和理解。
六. 教学准备1.教师准备:备好相关节日的教学材料,如图片、视频、阅读文本等。
2.学生准备:预习相关节日的词汇和表达方式,了解自己国家的节日习俗。
七. 教学过程1.导入(5分钟)教师通过提问方式引导学生谈论自己喜欢的节日,从而引出本课主题。
2.呈现(10分钟)教师展示与节日相关的图片和视频,引导学生用英语描述图片内容。
3.操练(15分钟)教师学生进行角色扮演,模拟节日场景,让学生在实际语境中运用所学知识。
4.巩固(10分钟)教师给出一个关于节日的句子,要求学生用所学的词汇和表达方式进行改写。
人教版英语八年级上全册精品教案【全套】

备课本人教版八年级上册英语全册教案班级______教师______日期______人教八英语八年级上册教学计划一、指导思想以“英语课程标准”为宗旨,适应新课程改革的需要,面向全体学生,提高学生的人文素养,增强实践能力和创新精神。
正确把握英语学科特点,积极倡导合作探究的学习方式。
培养学生积极地情感态度和正确的人生价值观,提高学生综合素质为学生全面发展和终身发展奠定基础。
二、学生基本情况分析:大多数学生已能听懂有关熟悉话题的语段和简短的故事。
能与教师或同学就熟悉的话题交换信息。
能读懂短篇故事,能写便条和简单的书信。
但由于各种因素的影响,学生发展参差不齐。
有少数学生因为基础不够好,学习很吃力而自暴自弃,有的因此扰乱课堂次序,这给教学带来不少困难。
十来个学生根本没有学习目标,完全放弃学习,但学生的纪律总体还是不错,这样为学生的学习打下良好的基础。
另外,学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。
例如:很多学生不能明确学习英语的目的,没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯,不能做好课前预习、课后复习,学习没有计划性和策略性;不善于发现和总结语言规律,不留意知识的巩固和积累。
三、教材分析人教版《新目标英语》八年级(上册),本套八年级教材共分十个单元,每单元分Section A和Section B以及Self-check三部分。
Section A : 1a呈现本单元的重点单词,语法结构与功能;1b呈现任务型听力练习;1c结对练习核心对话;2a,2b是多种听力练习;2c呈现不同的任务。
Grammar Focus 呈现语法功能重点;3a-3c提供多种课堂活动。
Section B: 1a词会扩展;1b新旧知识综合运用,同时在原有基础上有所扩展;2a,2b为听力练习;3a-4提供各类练习形式,随着所学内容的加深,逐步扩展成阅读和写作练习。
八年级英语上册全册教案(人教版)

八年级上册英语教学设计(全册)一Unit1 Where did you go on vacation教学设计Unit 2 How often do you exercise?教学设计(单元教案)Unit3 I’m more outgoing than my sister单元教案Step 3. Section B1aStep 4. Gro upw orkStep 5. Listen ing. T: All of you have good friends,right? Well , Can you tell me thesame and di fference betweenyou and your friends?S1: He is quiter than me.S2: We are both tall.S3: Her hair is longer than mine.T: Great! And what do you thinkthe most important things are tobe your friends?Statements your friends usingthe phrases in 1a.In this activity, first ask thestudents to look at the names andthe first column of the table.Tell students they will hear abinterviewer talking to Molly andMary. They are t alking about whatthey like about their best friends.SpeakingGroupworkListening主题内容。
小组操练,培养集体协作能力。
以便学生能抓住其精髓。
教学环节教学活动设计意图教师活动学生活动Step6 Discussion Step 7. Home work 1 Who would you like to makefriends with? (Ron, Hermoine,or Harry Porter) Why?2 Introduce your new friend to usWrite five statements about w hatis important in a friend.Discussion本部分的讨论活动是对前面片段的总结, 主要目的是激发学生用所学的句子结构发表自己的意见板书设计Unit3 I’m more outgoing than my sister..has cool clothesis popular in school.likes to do the same things as me. ( has the same interests)is good at sports ( athletic)is good at schoolwork.makes me laugh. ( funny)教学反思英语教学提倡体验、实践、参与、交流与合作的学习方式,要使学生尽可能亲身感受和直接体验语言A goodfriend。
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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英语人教版八年级上册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). 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 or five .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-i1.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 Activity 1a to makeconversations .5.Share the students’ conversations.SB Page 4 ,2a&2b .1.T : Now you will hear a reporter interview two people ,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 :Touch 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 the pictures .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 is a 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 instr uctions 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 .If possible ,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 the blanks .Check theanswers .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 ). Ssrepeat .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-tasking the activities we write in 1a to make conversations .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 .Makeconversations .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 n ame.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 e xercise 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 the listening . 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 Lamb ert’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 the items .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.how far ,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 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 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 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 ,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 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 to a blank line .Ask students to fill in the blanks according to the invitation .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’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 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.P atterns: 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 agai n .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 .Is Tom smarter than Tim ?3.能力目标:能对人物的外表进行描绘,个性进行比较.Teaching procedures:Step 1 Leading inAsk a student to introduce herself/himself .Step 2 Pre-taskSB Page 31 , 1a .Show some pictures to Ss .Say ,They are stars .Ask Ss to tell what they see .Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3 While-taskSB Page 31 , 1c , 1b .Call attention to the picture .Point out the sample conversation in activity 1c .Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations .Then listen to the recording .Ask Ss to number the twins .Check the answers .SB Page 32 ,2a .。