(Go for it)新目标八年级英语上册教案Unit1-Unit3
学期教学计划
一. 指导思想
注重素质教育，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。为学生的充分发展创造条件，为继续学习打下基础。
二. 教材分析
《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A部分和B部分。新课通过听、说、读、写的全面训练，培养学生全面发展的能力。配以适量练习，及时对所学内容进行复习巩固。
教材突出几个方面：
1．语言功能项目（Functions）：
Talk about how often you do things; Your health, give advice;
Future plans; How to get to places;
Make,accept and decline invitations; obligations;
Personal traits; compare people; Describe a process; follow instructions;
Events in the past; Famous people;
Future intentions; Make polite requests; ask for permission;
Discuss preferences; make comparisons.
2．语法项目：
形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用―be going to +动词原形‖表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。
三. 提高教学质量的措施
1．遵循英语教学规律，寓思想教育于语言教学中；
2．精讲多练，着重培养交际运用英语的能力；
3．听、说、读、写全面训练，不同阶段有所侧重；
4．尽量使用英语，适当使用母语；
5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；
6．对学生进行因材施教，全面提高学生素质；
7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣；
8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。
Unit 1 How often do you exercise?
I. Teaching article(课题): Unit One
II. Teaching aims and demands(教学目的和要求):
What do you usually do on weekends?
I sometimes go to the beach.
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
III. Teaching importance and diffcult(教学重难点):
Talk about how often you do things.
IV. Teaching ways(教学方法):
Revision, Learning, Practice and Reading.
V. Teaching tools(教学工具):
Tape-recorder and Lattern.
V. Teaching time(教学时间):
Six periods
VI. Teaching procedure(教学过程):
The first period
I. Teaching Aims and Demands
1. Knowledge objects
Name of activities.
Aderbs of frequency.
What do you usually do on weekends?
I often go to the movies.
2. Ability objects
Writing skill.
Listening skill.
Communicative competence
3. Moral object
Keep a diary every day in English.
II. Teaching Key Points
Watching TV, reading, shoping
Skateboarding, exercising
III. Teaching Difficulties
Always, usually, often, sometimes Hardly, ever, never
What does she do on weekends? She often goes to the movies.
IV. Teaching Methods
Discover method. Listening and writing methods；Pairwork.
V. Teaching Aids
A tape recorder. Large monthly calendar showing the days of the week.
A projector
VI. Teaching Procedures
Step 1 Greet the class
T: I‘ll introduce myself first. I‘ll be your English teacher this term. Do you like English? I hope we‘ll get along very well. I‘m not only your teacher, but can be your friends. We‘ll be happy together. Now let‘s begin. This class we‘ll learn Unit1. How often do you exercise? Please open books at page1.
Step 2 Section A 1a
First look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.
Then mae each activity. Ask students to repeat each one.
One girl is shopping.
Another girl is reading.
This boy is watching TV.
These girls are skateboarding.
Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don‘t know to write the activities, use bilingual dictionar ies.
Then ask the students who finishes first to write the answers on the board.
Check the answers on the board and ask students to correct their own activities.
Step 3
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.
Then show three new words.
How often 多久一次Hardly adv. 几乎不；几乎没有Ever adv 曾；曾经
Step 4 1c Pairwork
First ask two students to read the sample in speech bubbles.
What do you usually do on weekends?
I often go to the movies.
Now work with a partner. Make your own conversations about the people in the picture. For example.
Step 5 Summary
This class we‘ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.
Step 6 Homework
Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.
Step 7 Blackboard Design
Unit 1 How often do you exercise?
Watching TV reading Skateboarding exercising Shopping
What does she usually do on weekends?
She often goes shopping.
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Adverbs of frequency.
Name of activities.
Wh-question and answers.
2. Ability Objects
Listening skill. Reading skill. Writing skill. Communcative competence.
3. Moral objects
Do more exercise and keep healthy.
II. Teaching Key Points
Evey day , once a week, twice a week, three times a week,once a month, twice a month Watch TV, surf the Internet, read English books, go to the movies
III. Teaching Difficulties
How often do you watch TV? ----Twice a week.
What does he do on weekends? ----He sometimes watched TV.
How often does Chung watch TV? ----He watches TV twice a week.
IV. Teaching Methods
Discover method Listening and reading methods. Communicative qpproach.
V. Teaching Aids
A tape recorder. Some color paper for an activity.
VI. Teaching Procedures
Step 1 Greet the class.
Step 2 Learn some new words
Step 3 2a
Now please look at the list of activities and read after me.
Wacth TV
Exercise -------Read
Step 4 2b
Now please look at the heading. How often? In the chart in Activity 2a.
Ever day Once a week Twice a week Three times a week
Once a month Twice a month
Step 5 2c Pairwork
First ask a student to read the list of activities to the class.
Watch TV Surf the Internet Read English books Go to the movies
Exercise
Now tell me how often do these activities. You can write your answers under the list of How often. Step 6 An activity: How often
Give students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year. Step 7 Grammar Focus
Step 8 Summary and Homework
This class we‘ve leant some adverbs of frequency: every day, once a week, once a mo nth, twice a month. And we leant to talk about how often people do things. And also we has a game.
Step 9 Blackboard Design
Unit 1 How often do you exercise?
Twice twice a week Once once a month three times a week
Time
Surf the Internet
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
New words.
A magazine article.
How often do you read English books?
I like reading. I read English books about twice a week.
2. Ability Objects
Reading and writing skills. Communicative competence.
3. Moral Object
Study hard and to be a good student.
II. Teaching Key points
1. New words
2. How often do you read English books? I read English books about twice a week.
III. Teaching Difficulty
A magazine article.
IV. Teaching Methods
Reading method. Writing method Groupwork. Commnicative approach.
V. Teaching Aid
A projector.
VI. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat. Step 3
Now please open your books at page 3. Look at 3 first. I‘ll read each line of the survey to you. Step 4 Group work
What can you do improve your English?
Collect the answers on the blackboard. For example
Read English books Sing English songs See English movies
How often do you do the things?
Step 5 An activity
Ask students to talk about how often their family members do things. For example,
My mother cooks dinner every day. We eat in a restaurant once a week.
My father goes to the United States once a year.
Step 6 Summary
This class we‘ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.
Step 7 Homework
If t ime isn‘t enough, leave the exercises of workbook as homework.
Step 8 Blackboard Design
Unit 1 How often do you exercise?
How often do you …?
Read English books Sing English books. See English movies
Once a week twice a week once a month
Students‘ names Who‘s the best English student?
The fourth period
I. Teaching Aims and Demands
1. Knowledge objects
New words. Ask and answer questions.
2. Ability objects
Listening skill. Reading skill. Writing skill. Communicative competence.
3. Moral object Exercise every day and keep healthy.
II. Teaching Key Points
Junk, food, milk, fruit, vegetables, sleep, intervier, healthy
III. Teaching Difficulties
How often do you drink milk? ----I drink milk every day.
How often do you exercise? ----I exercise every day.
How many hours do you sleep every night? ----Nine.
IV. Teaching methods
Listening and speaking methods. Listening and writing methods. Pairwork.
V. Teaching Aids
A tape recorder. A projector.
VI. Teaching Procedures.
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.
Step 3 Section B 1a
Now open your books at page 4. Look at Activity 1a. Firs t I‘ll read each word. Junk food Milk Fruit Vegetables Sleep
There are vegetables on the plate.
Step 4 1b Pairwork
Ask some pairs to present some questions and answer to the class.
Step 5 2a
Now you‘ll hear a reporter interview two people. Katraina and Bill.
Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don‘t know.
Step 6 2b
First read the questions in the chart to the class.
How often do you exercise? How often do you eat vegetables?
How often do you eat fruit? How many hours do you sleep every night?
How often do you drink? How often do you eat junk food?
Step 7 2c Pairwork
Read the sample in speech bubbles to the class first.
Inteviewer: How often do you exercise?
Katrina: I exercise every day.
Interviewer: And How often do you …?
Step 8 Summary and Homework
Thisclasswe‘ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.
Step 9 Blackboard Design
Unit 1 How often do you exercise?
How often…?
Katrina Bill
1. every day hardly ever
2. 10 or 11 times twice a week
3. every day never
4. nine nine
5. every day never
6. 2 or 3 times a week 3 or 4 times a week
Healthy Unhealthy
The fifth period
I. Teaching Aims and Demands
1. Knowledge objects
New words
Read a letter from Katrina.
Fill in the blanks in Paul‘s letter.
Write about your own habits.
2. Ability Objects
Reading skill. Writing skill. Survey skill.
3. Mora Object
Form a good eating habit.
II. Teaching Key Points
Eating habit, of couse, look after Make a different, healthy, unhealthy Although
Read a letter Fill in a letter
III. Teaching Methods
Reading and writing methods. Survey methods.
IV. Teaching Aid A projector.
V. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.
Step 3 3a
Open your books at page 5. Look at Activities 3a. This is the part of Katrina‘s letter to a pen pal. I‘ll read it to you first.
Step 4 3b
Th is is Bill‘s letter. I‘ll read the letter to you. (say blank each time when coming to a blank line.) Ask students to work individually.
Step 5 3c
Ask students to finish the writing individually. Then ask some students to read their paragraphs to the class.
Or ask students to say some sample sentences first.
Step 6 Survey Who is the healthiest?
Now please turn to page 90.
There are three questions.
1. How often do you exercise?
2. What sports do you play?
3. How often do you eat vegetables?
Step 7 Summary and Howmwork
This class we‘ve read two letters. We know what healthy things are and unhealthy things are.
Don‘t forget to keep your diaries. Next class I‘ll ask you to read your diaries.
Step 8 Blackboard Design
Unit 1 How often do you exercise?
Exercise Eat vegetables
Drink milk
Eat junk food
Sleep
Eat fruit
The sixth period
I. Teaching Aims and Demands
1. Knowledge objects
V ocabulary in this unit. Writing practice Just for fun.
2. Ability Objects
Reading skill. Writing skill. Drawing skill. Communicative competence.
3. Moral Object
To be a successful person.
II. Teaching Key Point
V ocabulary in this unit.
III. Teaching Difficulty
Writing practice using the target language in this unit.
IV. Teaching Methods
Writing method. Reading method. Practice method Communicative Approach.
V. Teaching Aid
A picture of a famous people.
V. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Shelf Check 1
There are five sentence in the box.
1. Mum me to get up at 6:00 and run with her.
2. Grandpa is pretty healthy because he every day.
3. A lot of vegetables you to keep in good health.
4. You must to eat less meat.
5. Does it a big difference if you eat fruit every day?
Step 3 2
Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.
Often every day Usually three times a week Sometimes once a week
Always once a month Hardly ever never
Step 4 Just for fun!
Ask students to read the cartoon to themselves. Then expain it.
This activity provides reading practice with the target language.
Step 5 Workbook Section B
Unscramble these questions. Then answer them. Use the words in parenthese.
Step 6 Summary
This class we‘ve reviewed vocabulary and abverbs of requency in unit 1. And we‘ve reviewed the target language in this unit and done some exercises.
Step 7 Homework
If time doesn‘t permit, leave some exercis es of workbook as homework.
Unit 2 What‘s the matter?
I. Teaching article: Unit Two
II. Teaching aims and demands:
What‘s the matter?I have a headache.
You should drink some tea. That sounds a like a good idea.
I have a sore back.
III. Teaching importance and diffculty:
Talk about your health. Make suggestions.
IV. Teaching ways: Revision, Learning, Practice and Reading.
V. Teaching tools: Tape-recorder and Lattern.
V. Teaching time: Six periods
VI. Teaching procedure:
The first period
I. Teaching Aims and Demands
1. Knowledge Objects.
Body names. Illness. What‘s the matter?I have a cold.
2. Ability Objects.
Listening skil, recognizing skill.
3. Moral Objects.
Exercise every day and keep healthy and strong.
II. Teaching Importance and Difficulty
What‘s the matter? --I have a cold.
III. Teaching Methods
Recognizing method. Listening method. Discover method. Pairwork.
IV. Teaching Aids
A tape recorder. A doll for teaching the names of the body. A Projector.
V. Teaching Procedures
Step I Greet the class and check the homework.
Step II Section A 1a
Bring out a doll. Teach the words of body parts.
Read the words to students and ask them to repeat.
Now open your books and turn to page 7. Please look at the picture, I‘ll as k a student to read the list of thirteen names of body parts.
Step III 1b
Act out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them. Step IV Pairwork
Teach students more words of illness. For example,
Have a cold, have a fever, headache, stomachache, headache toothache, have a sore back , have a sore throat
Step V An activity
Play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.
Step VI An activity
Now please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. Please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?
Step VII Homework
Write down the new words in your exercise book and read them for several times
Step VIII Blackboard Design
Unit 2 What‘s the matter?
Tooth ——teeth(pl.) Foot ——feet(pl.)
Toothache Stom-ach-ache
Eyes nose mouth ears
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
New words. Some advice. Grammar Focus.
2. Ability Objects
Listening skill, reading skill, writing skill, communicative competence.
3. Moral Object
To be a doctor and serve the people heart and soul.
II. Teaching Importance and Difficulty
What‘s the matter? --I have a toothache.
Maybe you should see a dentist. --That‘s a good idea.
III. Teaching Methods
Listening method, reading and writing methods, pairwork.
IV. Teaching Aids
A tpae recorder, a projector.
IV. Teaching Procedures
Step I Greet the class and check the homework.
Step II Show the new words on the screen.
Read the new words to students and ask them to repeat.
Step III 2a
Now open your books and turn to page 8.First read the eight items to students and ask them to repeat.
Toothache Sore throat Stomachache Fever Lie down and rest
Hot tea with honey See a dentist Drink lots of water
Step IV 2b
First look at the four pictures. Each picture illustrates of the conversations. Now we‘ll listen to the conversations again. This time listen for the missing words. Write the missing words on the
blackboard.
Step V 2c Pairwork
First I‘ll have two students read the dialogue in the box. OK. You two please.
Sa: What‘s the matter?Sb: I have a toothache.
Sa: Maybe you should see a dentist. Sb: That‘s a good idea.
Ask students to work in pairs.
Step VI Grammar Focus
I have a headache. He has a stomachache.
She has a toothache. You should go to bed.
He shouldn‘t eat anything for 24 hours.
She should see a dentist.
Step VII Homework
This class we‘ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we‘ll play a game.
Step VIII Blackboard Design
Unit 2 What‘s the matter?
Problems Advice
……
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Reading and writing materials. Oral Practice.
2. Ability Objects
Reading skill, writhing skill, communicative competence.
3. Moral Object
Give good advice when someone needs your help.
II. Teaching Importance and Difficulty
Reading practice. Oral practice.
III. Teaching Methods
Reading and writing methods, pairwork, groupwork.
IV. Teaching Aids
Workbook exercises.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 3a
Now open your books at page 9.Now look at the conversation on the left.
A: What‘s the matter?B: I‘m not feeling well. I have a 1 .
A:When did it start? B: About 2 ago.
A: Oh, that‘s too bad. You should 3 .
Step III 3b Pairwork
Now let students look at the picture. Have students ask and answer what‘s the matter with the people in the picture.Write the answer on the blackboard. For example,
What‘s t he matter? He has a toothache. She has a sore throat.
He has a sore back.She has a stomachache.
Step IV 4 Groupwork
First look at the dialogue on the left. Read it to the class.
What‘s the matter?Do you have a sore throat? No, I don‘t.
Do you have a sore throat? No, I don‘t.
Do you have a cold? Yes, I do.
You should drink some hot tea.
Step V An Optional Activity
Write the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness.
Step VI Summary
This class we‘ve learnt some advice and done some reading, writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.
Step VII Homework
Finish off the exercises of workbook.
Step VIII Blackboard
Unit 2 What‘s the matter?
What‘s the matter?He has a toothache.
… a sore back.…a sore throat.…a stomachache.
The Fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary, reading practice, oral practice.
2. Ability Objects
Listening skill, reading skill, writhing skill, practice skill, communicative competence.
3. Moral Object
Ask for help when you have problem.
II. Teaching Importance and Difficulty
Key vocabulary. Reading practice. Oral practice.
III. Teaching Methods
Reading and writing methods, understanding method, pairwork, listening method.
IV. Teaching Aids
A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section B 1a
Now open your books at page 10. First I‘ll read the words to you.
Tired Hungry Thirsty Stressed out
Step III 1b
Now read the four sentences after me.
Eat an apple. Drink some water. Listen to music.
Step IV 2a
First let students look at the chart. Then tell students they‘ll listen to the recording. There are four conversations.
Write the problems in the blanks after each person‘s name.
Play the recording the first time. Students only listen. Then play the recording a second time. Step V 2b
Ask one or two to write their answers on the blackboard. Then correct the answers with the whole class.
Gina: should go to bed early
Shouldn‘t go to the party tonight
Tony: should listen to music
Shouldn‘t study
Alan: should eat an apple
Shouldn‘t play soccer before dinner
Step VI 2c Pairwork
Ask two students to read the conversation in speech bubble.
What‘s the matter with Gina?She‘s tired.
Well, she should go to bed early. S he shouldn‘t go to the party.
Step VII Homework
After class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?
Step VIII Blackboard Design
Unit 2 What‘s the matter
Gina: sho uld do …
Shouldn‘t do …
Tony: …
Julie: …
Alan: …
The Fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading material. Group work.
2. Ability Objects
Reading skill. Writhing skill. Communicative competence.
3. Moral Object
Great Chinese culture.
II. Teaching Importance and Difficulty
Key vocabulary. Reading practice. Writing exercise. Groupwork.
III. Teaching Methods
Reading and writing methods. Groupwork. Communicative approach.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II New words
Open your books and turn to page 118. We‘ll leant the new words of page 11.
Show a picture on the blackboard. Explain yin and yang in Chinese.
Step III 3a
Read the article to the class.
Now let students read the article and and underline each thing they should do.
Step IV 3b
Read the paragraph to the class, saying blank each time when come to a blankline.
Are you tired?
Eveyone gets tired some times. When you‘re tired, you shouldn‘t 1 . You should
2 for a few nights and you should
3 to stay healthy. You should also eat
4 and other healthy foods. You shouldn‘t
5 when you are tired.
Step V 3c
First read the instructions.And then ask students to say some things to do when they have a cold. Then ask some students to read their paragraphs to the class.
Step VI 4 Groupwork
Ask students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.
Step VII Homework
Write down the sentences about when you‘re tired in your exercise book.
Step VIII Blackboard Design
Unit 2 What‘s the matter?Stuents‘ names Best advice
The Sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
V ocabulary in this unit. Writing practice. Just for Fun.
2. Ability Objects
Reading skill. Writhing skill. Communicative competence.
3. Moral Object
Give your help to who needs one.
II. Teaching Importance and Difficulty
V ocabulary in this unit. Writing practice.
III. Teaching Methods
Reading and writing methods. Self check method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Step III Self Check 1
First ask students to fill in the blanks with the word given. Then check the answers.
Then ask students to make their own sentences with the words.
Step IV 2
This activity provides writing individually. Ask some of them to read their advice to the class. Step V Just for Fun!
Ask the students to repeat.
T: What‘s the matter with the snowman, do you know?
S: He‘s stressed out.
T: Why is he stressed out? Well, because of the sun. He‘s melting.
T: Can the boy help him? What does he do?
S: Yes. He puts him into the fridge.
T: OH, great! You ?re quite right. Is the snowman stressed out now?
S: No, he isn‘t.
Step VI Workbook
Step VII Summary
This class we‘ve reviewed key vocabulary in this unit. And we‘ve read a letter from Sally and written back to gi ve her some advice. Also we‘ve read the problem of the snowman. I hope other all of you can help other people who need your help.
Step VIII Homework: Finish off the workbook exercises.
Step IX Blackboard Design
Unit 2 What‘s the matter?
Sally‘s Pro blem Advice snowman sun melt fridge save
Unit 3 What are you doing for vocation?
I. Teaching article: Unit Three
II. Teaching aims and demands:
What are you doing for vocation? I‘m spending time with my friends..
What are you going? I‘m going next week.
How long are you staying? We‘re staying for two weeks.
III. Teaching importance and diffculty:
Talk about further plans.
IV. Teaching ways:
Revision, Learning, Practice and Reading.
V. Teaching tools:
Tape-recorder and Lattern.
V. Teaching time:
Six periods
VI. Teaching procedure:
The first period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Talk about further plans. Oral practice.
2. Ability Objects
Listening skill. Reading skill. Writhing skill.
3. Moral Object
Learn to make plans for tomorrow.
II. Teaching Importance and Difficulty
What are you doing for vocation?
--I‘m babysitting my sister.
III. Teaching Methods
Discover teaching method.
Listening and speaking methods.
Pairwork.
IV. Teaching Aids
A tape recorder. A large wall calendar. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section A 1a
T: Now open your books at page 13.Look at the vocation activities in the picture, please.Can you tell me what you see in the picture?
Sa: Camping. Sb: Babysitting. Sc: Watching TV. Sd: Playing basketball.
Step III 1b
Listen to the recording and write a conversation number from 1 to 3 in each box. Conversation:
Girl 1: What are you doing for vocation, Akilo?
Akilo: I‘m spending time with my friends.
Girl 1: That sounds like fun!
Step IV 1c Pairwork
Read the dialogue in 1c to students.
What‘s she doing for vacation?
She‘s babysitting her sist er.
Ask some pairs to ask and answer the question as the rest of the students listen.
Step V Show an exercise on the blackboard
Ask students to read the question. For each answer, type in the correct form of the subject and verb.
Step VI Summary and Homework
This class we‘ve learnt some key vocabulary and done an oral practice. You learn to make plans for tomorrow. Your work will be well done.
Now, homework. Preview the next page.
Step VII Blackboard
Unit 3 What are you doing for vacation?
babysit babysitter
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Grammar Focus.
2. Ability Objects
Listening skill. Writhing skill. Oral practice.
3. Moral Object
Go out for camping w hen you‘re free.
II. Teaching Importance and Difficulty
Grammar Focus.
What are you doing for vocation?
I‘m visiting my grandmother.
III. Teaching Methods
Listening and speaking methods. Writing method. Groupwork.
IV. Teaching Aids
A tape recorder. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 2a and 2b
First ask students to look at the chart. There are three columns: who, what and when questions. We‘ll hear a conversation. On the recording Hector, Susan and Molly are talking about what and when they‘re doing for vacation.
Step III 2c Groupwork
Now read the dialogue. I‘ll ask two students to read it. Who would like to read? OK. You two, please.
A: What are you doing for vacation, Li chen? B: I‘m going camping.
A: That sounds nice. Who are you going with? B: I‘m going with my parents.
Step IV Grammar Focus
Review the grammar box.. Ask students to say the questions and answers.
Step V Summary and Homework
This class we‘ve done guided listening and writing exercises. And we‘ve leant grammar rulers. Go out to camping with your family in your spare time. Learn to relax ourthemselves.
Today‘s homework. Are you camping in the weekend? Please write down your plans for it.
Step VI Blackboard Design
Unit 3 What are you doing for vacation?
Name Vacation plans
Li Chen He‘s going… with his parents
………
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Listening, speaking, reading and writing practice.
2. Ability Objects
Listening and speaking skill. Reading and writing skills
Communicative competence.
3. Moral Object
Imagine what ever you want to be in future.
II. Teaching Importance and Difficulty
Where are they going? How long are they staying?
What is Dave doing for vacation?
III. Teaching Methods
Listening and speaking methods. Reading and Writing method. Pairwork.
IV. Teaching Aids
A projector. A big paper bag.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Teach students the new words. Read the new words and ask students to repeat.
Step III 3a
Now open your books and turn to page 15. Look at 3a first.
Then ask students to look at the chart. There are two questions in the chart.
Where are they going? How long are they staying? What is Dave doing for vacation?
Step IV 3b Pairwork
Ask two students to read the example in the speech bubble.
Sa: What is Dave doing for vacation? Sb: He‘s going to his cousin‘s house.
Sa: How long is he staying? Sb: He‘s staying for a week.
Step V 4 Vacation Dreams!
There is a note about a dream vacation. Now I‘ll ask a student to re ad it to the class.
S: I‘m going to Hawaii for vacation. I‘m going in December, and I‘m staying for three weeks.
T: What is your dream vacation? Where are you going? When are you going, and how long are you staying?
Step VI Optional Activity
Collect the person and read some of the papers to the class. Ask students to guess who wrote each paper. See who can make the most correct guesses.
Step VII Summary
This class we‘ve learnt key vocabulary and target language. And we‘ve done listening, speaking, reading and writing practice.
Step VIII Homework
Finish off the exercises of workbook.
Step IX Blackboard Design
Unit 3 What are you doing for vacation?
Sample conversation in 3b
The fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral practice.
2. Ability Objects
Listening and speaking skill. Reading and writing skills,
Communicative competence.
3. Moral Object
Take walks and keep healthy.
II. Teaching Importance and Difficulty
Where are you going for vacation? What‘s it like there?
What are you doing there? Who are you going with?
How long are you staying?
III. Teaching Methods
Listening and speaking methods. Reading and Writing method. Pairwork.
IV. Teaching Aids
A tape recorder. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show some pictures on the blackboard to learn the key vocabulary.
Step III Second B 1a
First ask students to read the five phrases. Then ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct phrase.
Step IV 1b
As students talk, move around the class, offering language or pronunciation support if needed. Then have the class listen to one student ask another about each activity.
Step V 2a and 2b
Look at the picture, please. The reporter is interviewing an actress named He Yu.
Now look at the chart. There are reporter‘s question and the actress‘ answer s.
Step VI 2c Pairwork
Ask two students to read the conversation in the speech bubbles.
Hello, He Yu. Can I ask you some questions about your vacation plans?
Yes.
What are you doing … ?
Step VII Summary
This class we‘ve learnt key vocabulary and target language. And also we‘ve done an oral practice. Step VIII Homework
Get brochures from a travel agent of find vacation advertisements in newpaper and magazines. Next class we‘ll do report on how much various vacation cost. You can ask or find the price for various vacation.
Step IX Blackboard Design
Unit 3 What are you doing for vacation?
Other activities students know
The fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. An article. Writing practice. Survey.
2. Ability Objects
Reading skill. Writing skill. Communicative competence.
3. Moral Object
Make National Day‘s trip plan for your family in English.
II. Teaching Importance and Difficulty
Writing practice. Survey.
III. Teaching Methods
Reading and Writing method. Practice method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework
Step II Show the new words on the blackboard.
Teach the new words. &Read the new words and ask students to repeat.
Step III 3a
Ask students to read the article again. One of the things Ben is going to do is taking walks. Which of the item in the picture does he need for a walk? Hiking boots. Right.
Let students work individually or in pairs. Then check the answers.
Step IV 3b
Read the paragraph to the class , saying blank each time coming to a blank line.
Now ask students to read the paragraph themselves and fill in the blanks. Tell students the answer will vary.
Step V 3c
We‘ve read about Vanessa‘s vacation and Pierre‘s vacation. What kind of vacation would you like? Tell me please.
Step VI Survey Weekend Plans!
Ask students to look at the chart on page 83. Ask them to read the header. Find someo ne who is … and the list of phrases below. Review the meaning of each item to the chart.
Step VII Summary and Homework
This class we‘ve learnt key vocabulary and the target language. We‘ve learnt to survey someone‘s weekend plans.
National Day is coming. Can you make a plan for it? I think your parents will be happy to see your trip plans in English. This is your homework.
Step VIII Blackboard Design
Unit 3 What are you doing for vacation?
Names of vacation students like
Camping
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects:
Review key vocabulary in this unit. Writing practice.
2. Ability Objects:
Revision skill. Writing skill.
Go for it! Starter Unit 1 Good morning! 一、说教材 Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人 为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言 目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过 的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶 段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。 Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学 习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日 常用语。 本单元的教学内容为：学习Aa---Hh 8个字母。 学习hi、hello、good、morning、afternoon、evening、fine、OK、 thanks等词汇。 学习不同时间见面时的问候语及其回答。 二、教学设计思路 在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数 安排，也没有分课时的教学内容安排。所以，对教师来说，这是一个灵活运用教材的机会， 任何教学内容的调整和取舍，都是合理的。但这也是挑战，教师必须从所教学生的实际水平 和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。 所以，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。 Starter Unit 1的教学重点：Aa----Hh的字母教学 相互问候：Good morning/afternoon/evening, Alice! Hello, Frank!
英语教学设计 年级 学科 授课人 学年度第学期 Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。
三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. 3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. 2. Play the recording the first time. 3. Play the recording a second time. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. 2. Now work with a partner. Make your own conversation about the people in the picture. 3. Ss work in pairs. As they talk, move around the classroom and give any help . 4. Let some pairs act out their conversations. V. Listening 1. Tell Ss they will hear a conversation about three students’conversations. 2. Play the recording the first time. Ss listen and fill in the chart. 3. Play the recording a second time for the Ss to check “Yes, I
新人教版八年级英语下册各知识点归纳总结 Unti1 what’s the matter? 短语归纳 1.too much 太多 2.lie down 躺下 3.get an X-ray 做个X光检查 4.take one ’s temperature 量体温 5.put some medicine on ......在....上敷药 6.have a fever 发烧 7.take breaks /take a break 休息 8.without thinking twice 没多想 9.get off 下车 10.take sb to the hospital 送某人去医院11.wait for等待12.to one’s surprise 使.......惊讶的thanks to多亏于；由于 14.in time及时 15.think about 考虑 16.have a heart problem患有心脏病 17.get into the trouble 遇到麻烦 18.do the right thing做正确的事情事情19.fall down 摔倒 20.put ...... on sth把...放在某物上 21.get hit/sunburned 摔伤/烧伤 22.be interested in 对.....感兴趣 23.be used to 习惯于.... 24.take risks/take a risk 挑战 25.lose one’s life 失去生命 26.because of 因为 27.run out of 用完 28.cut off 切除 29.get out of 从...出来 30.make a decision/decisions 做决定31.be in control of 掌管；管理 32.give up 放弃 用法归纳 1.need to do sth .需要去做某事 2.see sb doing sth 看见某人正在做某事 3.ask sb sth 询问某人某事 4.expect sb to do sth 期望某人做某事 5.agree to do sth 想要做某事 6.help sb (to) do sth 帮助某人做某事 7.want to do sth 想要做某事 8.tell sb to do sth 告诉某人做某事 9.have problems(in) doing sth 做某事有困难 https://www.doczj.com/doc/a95083686.html,e sth to do sth用某物去做某事11.be/get used to doing sth 习惯于做某事 12.seem to do sth 好像做某事 13.keep on doing sth 继续做某事 14.mind doing sth 介意做某事 语法点
Unit 1 Where did you go on vacation? New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains． Did she go to Central Park？Yes，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1．Master the vocabulary 2．Master the key patterns: Where did you go on vacation? I went to the mountains ? Did she go to Central Park？Yes，she did．No, she didn’t 单元教学重难点 1．Vocabulary and Expressions 2. Grammar Focus：Where did you go on vacation？I went to the mountains. Did she go on Central Park？Yes, she did． No, she didn’ t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences： Where did you go on vacation? Did you go to…？Yes. …/No，… Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的 生活，They are all interested in talking about it. Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabulary：New York City，Central Park，exam． 2. Master and use：Where did you/ they /he / she go， vacation? I / They /He /She went to the mountains＼New York City＼beach＼ summer camp． Did you go to the beach？Yes，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过 去时态。 教学重、难点及教学突破重点 l. The vocabulary：New York City, Central Pads，exam． 2. Language： Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ N ew York City/ beach /summer camp Did you go to the beach? Yes，I did. No, I didn’t. 难点 Use the language to talk about past events． Language: Where did you go on vacation?及答语的学习
新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
Unit one My name is Gina. 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。 4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m G ina. Nice to meet you. Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: Step 1:Greetings. Step 2: Words: Learn the new words A: first, listen to the recorder, the students read after the recorder. B: read the new words after the teacher. Step 3: 1a Write English words for the things in the picture. How many things do you know?
Unit 1 What’s the matter? 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：foot, knee, neck, stomach, throat... 2) 能掌握以下句型What’s the matter?I have a headache. You should drink some tea. That sounds a like a good idea. I have a sore back. 二、教学重难点:1) Talk about your health. 2) Make suggestions. 三、教学方法：Revision, Learning, Practice and Reading. 四、教学辅助：Tape-recorder and Lattern. 五、课时：Six periods 六、教学过程： Period 1(Section A1a-2d) I. Teaching Aims and Demands 1. Knowledge Objects. Body names. Illness.What’s the matter? I have a cold. 2. Ability Objects. Listening skill. Recognizing skill. 3. Moral Objects. Exercise every day and keep healthy and strong. II. Teaching Importance and Difficulty What’s the matter?I have a cold. III. Teaching Methods Recognizing method Listening method. Discover method. Pairwork. IV. Teaching Aids A tape recorder. A doll for teaching the names of the body. A Projector. V. Teaching Procedures Lead-in Name the parts of the body by pictures. Step 1 Read a chant about the body. Step 2 Enjoy a song. Step 3 Play a game. Say and draw the part of body. Step 4 Activity 1a. Let Ss to look at the picture and write the correct letter [a-m] for each part of the body. Step 5 Judge their problems based on every picture. Step 6 Activity 1b. Listen and look at the picture. Then number the names [1-5]. Step 7 Act it out with their partner. Step 8 Listen again and complete the table. Step 9 Activity 1c. Pair works. Make conversations according to pictures.
四面城九年一贯制学校中学部备课簿 年级八年一班 学科英语 授课人强艳双 2015 - 2016 学年度第 1 学期
Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions.
新人教版初中英语八年级英语下册重点句型·短语归纳整理全册 Unit 1 What’s the matter? 一、重点短语 1. have a fever 发烧 2. have a cough 咳嗽 3. have a toothache 牙疼 4. talk too much 说得太多 5. drink enough water 喝足够的水 6. have a cold 受凉;感冒 7. have a stomachache 胃疼 8. have a sore back 背疼 9. have a sore throat 喉咙痛 10. lie down and rest 躺下来休息 11. hot tea with honey 加蜂蜜的热茶 12. see a dentist 看牙医 13. get an X-ray 拍X 光片 14. take one’s temperature 量体温 15. put some medicine on sth. 在……上面敷药 16. feel very hot 感到很热 17. sound like 听起来像 18. all weekend 整个周末 19. in the same way 以同样的方式 20. go to a doctor 看医生 21. go along 沿着……走 22. on the side of the road 在马路边 23. shout for help 大声呼救 24. without thinking twice 没有多想 25. get off 下车 26. have a heart problem 有心脏病 27. to one’s surprise 使....... [京讶的 28. thanks to 多亏了；由于 29. in time 及时 30. save a life 挽救生命 31. get into trouble 造成麻烦 32. right away 立刻；马上 33. because of 由于 34. get out of 离开;从……出萍 35. hurt oneself 受伤 36. put a bandage on sth. 用绷带包扎 37. fall down 摔倒 38. feel sick 感到恶心 39. have a nosebleed 流鼻血 40. cut his knee 割伤他的膝盖 41. put her head back 把她的头向后仰 42. have problems breathing 呼吸困难 43. mountain climbing 登山运动44. be used to doing sth. 习惯做某事 45. run out (of) 用完;用尽 46. so that 以便 47. so. . . that 如此……以至于… 48. be in control of 掌管;管理 49. in a difficult situation 在闲境屮 50. keep on doing sth. 继续或坚持做某事 51. make a decision 做出决定 52. take risks 冒险 53. give up 放弃 二、重点句型 1. What’ s the matter? What’ s the matter with you? = What’s the trouble with you? = What’ s wrong with you? 你怎么了？ 2. What should she do? 她该怎么办呢？ Should I take my temperature? 我应该量一下体温吗？ 主语+ should/shouldn’t + 动词原形. .. ①You should lie down and rest. 你应该躺下休息一会儿。 ②You shouldn’t go out at night. 你晚上不应该出去。 3. Do you think it comes from a newspaper or a book?你认为它是来自报纸还是书呢？ 4. I think I sat in the same way for too long without moving.我想我以同样的姿势一动不动地坐得太久了。 5. She said that the man had a heart problem and should go to the hospital Unit 2 I’ll help to clean up the city parks. 一、重点短语 1. Clean-Up Day 清洁日 2. an old people’s home 养老院 3. help out with sth. 帮助解决困难 4. used to 曾经…过去_ 5. care for 关心;照顾 6. the look of joy 快乐的表情 7. at the age of 在......岁时 8.clean up 打扫(或清除)干净 9. cheer up (使)变得更高兴;振雀 10. give out 分发;散发 11. come up with 想出；提出 12. make a plan 制订计划
◇总第1课时 Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen.
人教版八年级英语上册全套教案UNIT1-UNIT12 教案正文随堂记录Unit 1 How often do you exercise ? Teaching goals: 1.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc . 2.Learn to talk about how often do you do things . 3.一些表示频率的副词: always , usually , often , never , hardly ever , sometimes . 4.句子结构: What do you usually do on weekends ? How often ··· ?及回答. Important and difficult points : What does she /he do on weekends ? She often goes to the movies . How often do you shop ? Once a week / Twice a week ··· . Teaching aids : cards , pictures and a tape recorder . Period 1 Teaching procedures : Step 1 Leading-in 1.Greetings:Talk about something the students did on
summer vacation . Step 2 Pre-task SB Page 1 , 1a . 1.Look at the picture (学生识图). https://www.doczj.com/doc/a95083686.html, 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 .Make conversations .First S1 to S2: S1:What do you do on weekends ?
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation. 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。Step6. Work on 1a. 看1a图并写出图中人物名字，看有什么规律。这部分内容培养了学生的观察能力。
Unit 1 Can you play the guitar？ 重点难点 I．复习词汇：can，play，want 2.词汇：guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar 3．句型：Can you/he/she/you dance? Yes，I/he/she/we can．／No，I/he/she/we can’t． Can Bill play the guitar? Yes，he can，but he can’t sing．语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成 Section A 教学内容 Section A(教材P59～61) 教学目标 知识与能力 Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。 过程与方法 采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、 情感态度价值观 Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。 教学重、难点及教学突破 重点 学习询问和谈论彼此的能力和特长； 语法难点 情态动词can的构成和使用。 教学突破 Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。 教学准备 教学步骤 一、第一教学环节：情景创设，导入新课 教师活动学生活动 Section A的主要内容是运用情态动词Can“询问和谈论能力”。在导入新课时，可采取演绎导人法和视听导入法。1．出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"?But I can’t dance／swim／sing／...等，学习表达活动的动词短语。 2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说．I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。 3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。