八年级英语上册Module 12 Unit1教学设计教案

Module 12Help主题内容及学习目标主题范畴：人与自然子主题：自然灾害与防范措施，人身安全与自我保护1. 语言知识：学习和掌握一些急救单词、短语和知识点，能够听懂关于急救的话题，读懂相关的阅读材料，给出关于急救的方法。

2. 文化知识：了解应对突发事故的方法和措施，增强防范意识和能力。

3. 语言技能：掌握用祈使句给别人提出指令的方法；掌握用情态动词表示推测的用法。

4. 学习策略：了解如何进行急救。

Unit 1What should we do before help arrives?课前预习单词和短语重点单词名词1. 玻璃glass•(n.)眼镜glasses2. (pl.)楼梯stairs•(adj.)楼上的(ad v.)往楼上Upstairs3. 救助；帮助aid4. 底部；下端bottom5. 问题；烦恼；困难trouble•(短语)处于困境中be in trouble6. 训练；培训training动词7. 想象，设想imagine•(adj.)富于想象力的；创新的imaginative8. 使落下；投下drop•(过去式) dropped9. 盖；盖上cover形容词10. 破碎的broken•(v.)打破(记录)；打碎break11. 医学的；医疗的medical•(短语)医疗救助medical help•(短语)医疗培训medical training12. 有害的harmful•(短语)对……有害be harmful to …兼词13. (adj.)有毛病的；错误的(ad v.)不正确地；错误地wrong•(短语)出错；出故障go wrong14. (v.)举起；抬起；提起(n.)电梯lift根据语境或提示，完成句子。

1. We need to learn something about first aid(急救)．2. Loud noise is h armful to the ear.3. Pay attention to the b roken bottle on the floor.4. We may face lots of t rouble in our daily life, but please be strong.5. Amy fell off the s tairs this morning and hurt badly.6. It is difficult to i magine what life will be like in the future.7. Daming, what's w rong with you?8. If you want to be a doctor, you need to learn lots of m edical knowledge.佳句仿写1. A boy is lying at the bottom of the stairs.2. First of all, find out what's wrong with him.3. But he could have trouble hearing you or speaking to you.4. Make sure he's warm.5. That's such good advice that you could be a doctor, Betty!句子仿写瓶子的底部有个名字。

Unit 1 You must wait and open it later.本单元以 Traditional life 为话题，设计教课内容。

旨在经过单元教课使学生学会商论不一样国家和地域的民俗习惯；认识英国的民俗；学会表达“应当与不该当做的事情”；能就中国的民俗习惯进行写作；能给外宾供给一些建议，使他们认识中国的民俗习惯。

Unit 1听录音，比较图片学习一些物件的名称，听录音并读对话，从送礼物引出不一样国家的不一样的民俗习惯，初步认识must, mustn ’t, can, can’t 的用法。

Listening and vocabulary 中活动 1、 2 经过图片标号、配对的形式学习单元词汇。

3 是对于不一样国家民俗习惯的对话。

4、 5 依据对话内容达成判断、填空等任务。

Pronunciation and speaking 中 6 学习含有 must 句型的赌法。

7、8依据所给情形列举自己一定做或不一样意做的事并讲给小组内伙伴听。

教课目的一、知识与能力目标：1、能听懂介绍中国民俗的听力资料。

2、能讨论某地的民俗习惯或规章制度。

3、能正确朗诵含有must的特别疑问句及其答语。

4、能就自己的家规、校规作表述。

5、掌握目口号言：(1)词汇： chess chopsticks purse soap chat immediately acceptwrap lucky break receive custom hang on do some cleaning stopdoing give sb sth wrap sth in red paper cut one’ s hair(2)相互沟通中运用的句型：You can open it. Get a move on. In China you must wait and open itlater.When someone gives you a present, you must open it immediately.When you accept a present, you must use both hands.You mustn’t break anything. You can’t cut your hair.(3)语法功能：能使用 must，mustn’t ，can, can ’t 表述某地的民俗习惯或规章制度。

Module12 Help一、教学内容：Unit 1What should we do before help arrives?二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组： broken, glass, medical, imagine,bottom, at the bottom of…, wrong, What’s wrong with …?, trouble, lift up, drop, make sure, have trouble doing sth., cover…with…, No, that could be harmful….2、能够正确使用情态动词must, can, could表示推测。

3、能够听懂谈论急救话题的听力材料。

4、能够谈论突发事故及应采取的相应措施。

四、教学重难点：1、能够听懂谈论急救话题的听力材料。

（重点）2、能够谈论突发事故及应采取的相应措施。

（难点）五、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。

本课指导学生通过听说获取信息，培养学生的听说技能。

在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。

因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品六、教学过程：七、板书设计：Module 12 HelpUnit1. What should we do before help arrives? imagine, imagine doing sth. e.g. I often imagine flying in the sky.bottom, at the bottom of… e.g. Shall we have a picnic at thebottom of this mountain?wrong, What’s wrong with …? e.g. What is wrong with you? trouble, have trouble doing sth. I have trouble finishing the homework by myself.make sure Make sure it’s safe to stay here. cover… with…, Can you cover the boy with a coat? No, that could be harmful.达标训练题一．用所给词的适当形式填空：1. Look! The boy is _________(lie) on the floor.2.The little girl has trouble __________ ( speak).3. It is ______( harm) to read in the sun.4. The students made their teacher ____________.(angry).5. What could we do before help ___________(arrive)?二、选择正确的答案：( ) 1.—What’s ________ with you ?— I have a bad cold.A. problemB. matterC. troubleD. wrong( ) 2. The boy is hurt badly. He is _____ pain.A. inB. onC. atD. of( ) 3. That’s such good advice that you ________ be a doctor.A. couldB. shouldC. willD.would ( ) 4. We should shout ____________ when we are in danger.A. of helpB. to helpsC. for helpD. at help ( ) 5. —Look at the light! Someone ______ be at home.— Yes, you’re right.A. canB. mustC. can’tD. mustn’t。

【人教版】新目标八年级英语上册：Unit 1 单元教学设计一. 教材分析人教版新目标八年级英语上册Unit 1主要围绕“How do you get to school?”这一主题展开，通过引入不同交通工具的图片和情景对话，让学生掌握一般现在时的表达方式，以及询问和回答他人如何去学校的句子结构。

教材通过丰富的语言材料，旨在培养学生的听说读写技能，提高他们的语言运用能力。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们在学习过程中需要更多的实际语境和实践机会来提高语言运用能力。

此外，学生对于新事物的接受能力较强，但部分学生可能对英语学习缺乏兴趣，需要教师通过有趣的教学活动来激发他们的学习热情。

三. 教学目标1.知识目标：学生能够掌握一般现在时的表达方式，学会用英语询问和回答他人如何去学校。

2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高听说读写技能。

3.情感目标：培养学生热爱生活，关注环保的价值观。

四. 教学重难点1.重点：一般现在时的表达方式，以及询问和回答他人如何去学校的句子结构。

2.难点：如何运用所学知识进行实际交流，提高语言运用能力。

五. 教学方法采用任务型教学法，通过引入真实情境，让学生在实际交流中掌握知识点。

同时运用分组合作、角色扮演等教学手段，激发学生的学习兴趣，提高他们的参与度。

六. 教学准备1.教材：人教版新目标八年级英语上册。

2.教具：多媒体设备、图片、卡片等。

3.教学资源：网络资源、相关视频等。

七. 教学过程1.导入（5分钟）利用多媒体展示不同交通工具的图片，引导学生谈论自己如何去学校。

教师通过提问学生，激发他们的学习兴趣。

2.呈现（10分钟）教师通过展示教材中的情景对话，让学生听懂并理解对话内容。

随后，引导学生跟读对话，纠正发音。

3.操练（10分钟）将学生分成小组，让他们模拟对话情景，进行角色扮演。

教师巡回指导，纠正错误，并给予鼓励。

外研版英语八年级上册单元教案Module 12HelpUnit 1What should we do before help arrives?Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To listen and understand the conversation about first aid.2．To talk about safety and first aid.3．To know about something about first aid and learn how to protect ourselves.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictation1．Show some pictures of the new words.2．Learn the new words with the pictures and read the new words.Step 2：Ask and answer1．Give some questions to the students and ask the students to talk about safety and first aid.2．Talk freely according to the questions with the words in the box in Activity 1.accident，broken，dangerous，furniture，glass，kitchen，stairs For example：What happened after class?What's wrong with the girl?…Step 3：Listening1．Listen to the tape and check what the pictures are about，then finish Activity 2.2．Play the tape again and read the listening material after the tape.Step 4：Listening and reading1．Get the class to read the dialogue.Then ask them to act out in pairs.2．Read it again and read these first aid suggestions and decide if they are good ideas or bad ideas.3．Let them share their ideas and check the answers.4．Underline all the points which are important with the partner.5．Show the points to the class，and the teacher explains some difficulties to them.6．Work in pairs and act out the conversation.Step 5：Everyday EnglishWhat can we do to…？How do we do that?How can we do that?Step 6：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1What should we do before help arrives?New words：broken，glass，stairs，first aid，medical，imagine，at the bottom of，trouble，lift up，harmful，drop，training，make sure，coverKey points：1．情态动词must，can，could表示推测，后接动词原形2．祈使句表示建议和指导，它的肯定式和否定式用法3．at the bottom of指“在……底部，底端”4．find out 表示“查明，发现，找到”5．have trouble doing sth./have trouble with sth.表示“做……有困难，有问题”第二课时(Activity 4－Activity 6)Step 1：Have a dictationGet the students to write the words and phrases in Unit 1，then check the answers to see if they have grasped the usages of the points.Step 2：Answer the questions1．Read the conversation in Activity 3 again.2．Answer the questions in Activity 3.(1)What's this morning's class about?(2)How can we shout for help if we have trouble?Step 3：Practice1．Read the words in the box in Activity 4.bottom，Cover，drop，harmful，imagine，lift，medical，pain 2．Complete the passage with the words in the box.Let's (1)________you see a boy lying at the (2)________ of the stairs.What should you do？Call for (3)________help immediately.Do not (4)________the boy up and sit him on a chair.This could be (5)________for him.Even worse，you might (6)________him while you are moving him！That would cause a lot of (7)________．(8)________ him with a coat and make sure he is warm.Then wait for the doctors to arrive.3．Read the passage and check the answers.Step 4：Pronunciation1．Listen and underline the words the speaker stresses.(1)Let's imagine an accident.(2)What can we do to help him?(3)Find out what's wrong with him.(4)Make sure he's warm.(5)Cover him with a coat.2．Listen again and repeat.Step 5：Speaking1．Work in pairs.Ask and answer questions.Student A：You are a teacher of basic medical training.Student B：You are a student of basic medical training.—What do you do if someone's hurt?—Ask him/her what happened…2．Let them act in front of the class.Step 6：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1What should we do before help arrives?Answers：(1)It's about first aid，and giving someone basic medical help.(2)We can call 120.Activity 4：(1)imagine(2)bottom(3)medical(4)lift(5)harmful(6)drop(7)pain(8)Cover—What do you do if someone's hurt?—Ask him/her what happened…Unit 2Stay away from windows and heavy furniture.Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To learn about usages of modal verbs—must，can，could.2．To write instructions on self－protection in disasters or accidents.3．To learn how to protect themselves.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Warming up and lead－in1．Help students to revise what was learnt in Period 1 of this module.2．Show them some pictures about accidents.3．Have the students talk about how to deal with the accidents.Step 2：Pre－reading1．Work in pairs.Look at the pictures and ask and answer the questions.For example：(1)Where are the people?(2)What are they doing？Why?2．Let students share their answers.3．Look at the title of the passage and think about what to do in an earthquake.Step 3：Reading1．Get the students to read the passage once or twice quickly，then check their answers to Activity 2.Get the class to read the passage again.2．Ask and answer：(1)What should we do if we are inside a building when the earthquake happens?(2)What should we do if we are outside a building when the earthquake happens?3．Let someone share the answers.4．Read the passage after the tape.Then read by themselves.Step 4：Explain1．Students find the difficulties while reading.If necessary，ask the teacher for help.2．The teacher explains some useful expressions and grammar points.Step 5：Homework1．Read the words and the passage.2．Copy the words and expressions.3．Finish some exercises in workbook.Blackboard DesignUnit 2Stay away from windows and heavy furniture.New words：earthquake，warn，inside，keep clear of，calm，brave，helpful，powerKey points：jump out of 跳出warn sb.about sth.警告某人注意某事in short 总之be careful of sth.小心某事keep calm保持镇静stay away from 远离第二课时(Activity 4－Activity 7)Step 1：Review1．Ask and answer about the passage in Activity 3：(1)What should we do if we are in a car during the earthquake?(2)What should we do if we are in a room during the earthquake?2．Let them share their answers.Step 2：Have a dictationGet the students to write the words and phrases in Unit 2，then check the answers to see if they have grasped the usages of the points.Step 3：Practice1．Read the sentences.Decide if the following actions are right or wrong.When the earthquake started…(1)…I hid under a table.(2)…Sam sat on his desk.(3)…Alice ran out of the building.(4)…Peter and Helen stayed in their car.(5)…my family and I moved away from the beach.2．Let the students share their answers like this：I think hiding under the table is right.…3．Read the words and expressions in the box.brave，inside，keep，calm，power，lines，street，lights，warn 4．Use them to answer the questions below：(1)What is difficult to do before an earthquake?(2)Where should you stay before the ground stops shaking?(3)What should you do when you are with other people?(4)What shouldn't you stand near or under in the street?5．Let them answer the questions.Step 4：Writing1．Work in pairs.Do the following research.Inside your schoola list of safe places and dangerous places at your school if an earthquake happens.where the nearest stairs and doors to the outside of the school buildings are.Outside your schoola list of places near your school.Note if they are safe or dangerous.where the streets go，and where street lights and power lines are.2．Write some instructions about what to do in an earthquake.For example：Go out and meet on the playground.Do not use the lift.3．Work in pairs.Check and share the instructions.Step 5：Homework1．Revise the key points in Unit 2.2．Finish the workbook.Blackboard DesignUnit 2Stay away from windows and heavy furniture.Key words：brave，inside，keep，calm，power lines，street lights，warnAnswers to Activity 5：(1)To warn people about the earthquake.(2)Hide under the table.(3)Keep calm，be brave and be helpful.(4)We shouldn't stand near street lights or under power lines.Unit 3Language in useⅠ.Teaching modelRevision and applicationⅡ.Teaching aims1．To summarize and consolidate the use of modal verbs—must，can，could.2．To write instructions on self－protection in disasters or accidents.3．To develop the ability of protecting themselves during an accident.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching steps第一课时(Activity 1－Activity 5)Step 1：Warming upAsk and answer the questions about first aid：1．Can we stay near the heavy furniture when the earthquake happens?2．What should you do when you are with other people in an earthquake?Step 2：Language practice1．Read the sentences and fill in the blanks with the proper words.(1)That________ be harmful!(2)Betty，you________ know!(3)________ ________ ________ windows and heavy furniture.(4)Do not ________ near street lights ________ under power lines.2．Check the answers and read the sentences aloud.Step 3：Grammar review1．Read the sentences in Activity 1.(1)It is dangerous.You ________keep out!(2)These stairs are not safe.You ________use them.(3)The rocks are falling down.You________ get hit.(4)The river is too deep.You ________swim in it.(5)Betty ________know what to do because she did some basic medical training.2．Complete the sentences with could，must or mustn't.3．Read and sentences again and check the answers.Step 4：Practice1．Read the sentences in Activity 2.2．Underline the correct words to complete the first aid instructions.3．Read out the sentences and check the answers.4．Look through the words and expressions in Activity 3.5．Use them to complete the poster.(1)________from the windows.(2)________a table.(3)________ the lift.(4)________the building quickly when the ground stops shaking.(5)________calm.6．Read the poster to check the answers.7．Read the words and expressions in the box in Activity 4.chance，Cover，in pain，in trouble，medical8．Use the words and expressions to complete the conversation.9．Act out the conversation to check the answers.10．Read the words in the box in Activity 5.clear，inside，power，rock，trouble，warn11．Complete the news report with the correct form of the words in the box.Information is coming in that there could be (1)________because of heavy rain in the north.The government is (2)________ people about falling (3)________．Some roads have a lot of rocks on them，but people are trying to (4)________them quickly.In some places there is no (5)________．And people must stay (6)________to keep away from falling rocks.12．Read the report and check the answers with the class.13．Read the report again and check the true sentences.14．Then share their answers.Step 5：HomeworkFinish the workbook in this unit.Blackboard DesignUnit 3Language in useAnswers：1．(1)must(2)mustn't(3)could(4)mustn't(5)must3．(1)Stay away(2)Hide under(3)Don't use(4)Leave(5)Keep4．(1)chance(2)in trouble(3)in pain(4)Cover(5)medical5．(1)trouble(2)warning(3)rocks(4)clear(5)power(6)inside第二课时(Activity 6－Activity 11)Step 1：Listening1．Before listening，read the sentences in Activity 6 carefully.(1)We were having ________at home when the earthquake happened.(2)The room started to________.(3)Father shouted to everyone to get under the________.(4)We could not get out of the room because the ________would not open.(5)My father called for help on his________.(6)People came to help us and we left our________.2．Play the tape and let them listen and complete the sentences.3．Listen again and check the answers.4．Read the listening materials after the tape.Step 2：Reading1．Read the passage for the first time，then complete the questions in Activity 7.2．Ask some students to show the answers and check the answers.3．Play the tape，then let students read after it.4．Work in pairs and find the difficulties in the passage.If necessary，ask the teacher for help.5．Explain the difficulties to the students.Step 3：Around the worldSpecial buildings in Japan1．Get the students to read this passage，before reading，teach then the key words and phrases.2．Then ask a few students to read it，and translate it into Chinese at last.3．Solve the problems which the students meet in reading.Step 4：WritingMaking a poster about preventing accidents at school.1．Make a list of accidents that can happen at school.2．Work in groups.Choose an accident from the list in Activity 8 and give instructions about what to do.3．Make a poster about preventing accidents at school using must/mustn't.4．Present the posters to the class.Step 5：Homework1．Finish the workbook.2．Revise all the check points.Blackboard DesignUnit 3Language in usea ten－year－old girlby＋doingstart to do sth.be proud ofIt is very lucky that…。

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.。

外研版八年级上册Module 12 Help Unit 1 What should we do before help arrivesListen again and check (√) or (×).1 Ask the boy what is wrong.2 Get help.3 Shout so the boy can hear you.4 Move the boy to a more comfortable place.5 Make sure the boy is warm.把学生分成三组，抢答问题六、小组活动 1.播放课文动画，强调学生注意语音语调2.要求学生做角色表演跟课文动画读对话角色表演小组到教室前表演提高学生语音语调，加强英语运用能力，加强学生社交技能。

七、知识延伸学习课本之外更多的急救知识模拟事故场景，让学生根据场景作讨论学生看图片，讨论不同场景的急救知识知识源于课本，高于课本。

让学生在充分理解课文知识的情况下，再增加额外技能，达到i+1的教学目的。

八、总结 1.教师问：What have we learnttoday?2. 教师等学生回答之后，在PPT上展示：1. the new words and expressions2. injuries in daily life3. first aid knowledge of accidents 学生回答：newwords, accidents,first aid.将整节课程的线索和脉络清晰的再现给学生，使学生对本节课的教学内容有全面系统的了解，同时使主要知识在学生头脑中留下清晰完整的印象。

九、情感升华教师展示：“Life is valuable. But life belongs tous only once.”学生读，并且了解意思。

在学习急救知识之后，情感上让学生得到教育：生命是很可贵的，但是生命只有一次，我们应该多掌握急救知识，以便随时帮组救助自己和他人十、课后作业Talk the first aid about the earthquake.十一、课后评价将三组学生的得分进行比较，并给获胜组颁发“最佳表现奖”。

Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标：1．Master the vocabulary2．Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to the mountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following 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。

Unit1 精品教案【教学目标】●Knowledge objective1.To understand the conversation in relation to accidents.2.To get specific information from the listening material.3.To talk about and understand the imperative sentences.●Ability objectiveEnable students to listen to and talk about things that could/can/must happen.●Moral objectiveGet the students to know about how to deal with the accidents.【教学重点】New words and expressionsLearn the usage of imperative sentences.【教学难点】Grasp the phrases and important sentences.【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look at the pictures and fill in what we can do when we see someone in danger. Step 2 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say the new words as quickly as possible.Step 3 Talk in pairsLet Ss look at the pictures and talk about the pictures by using the words and expressions in the box to help you.Step 4 ListeningListen and check what the pictures are about.Step 5 TalkingLook at the picture and talk about it in groups.Step 6 ListeningListen to the dialogue and answer the questions.1.Where is the boy lying?2.Do they lift him up?Step 7 Read the dialogue and answer the questions1. Could he have trouble hearing or speaking?2. Is it good idea to shout for help or call 120?3. How does Betty cover the boy?Step 8 Read these first aid suggestions and decide if they are good ideas or bad ideas Read the passage carefully and tell if they are good or bad ideas and draw answers from the Ss.Step 9 Complete the passage with the words in the boxRead the passage to get the main idea and then choose the right words, at last use the correct form of the words to fill in the blanks.Step 10 Everyday EnglishWhat do we do to ...?How do we do that?How can we do that?Step 11 Language pointsLet Ss master the main points of the passage.Step 12 Listening1.Listen and underline the words the speaker stresses.2.Now listen again and repeat.Step 13 ReadingRead the conversation in Activity 5 aloud in pairs.Step 14 GrammarThe use of the imperative sentence.Step 15 Summary重点短语、句型。