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《Unit 1 Where did you go on vacation》一．教学目标（teaching aims）1)知识目标（knowledge aims）1.掌握本单元的重点单词：anyone, anywhere, wonderful, few, most, decide, try,difference…2.掌握本单元的重点短语：go to summer camp, go out, qu ite a few, most of time…3.掌握本单元的重点句型：a.Where did you go on vacation?b.Did you do anything special last month?c.Long time no see.d.I just stayed at home most of time to read and relax.2）能力目标（abilities aims）1.听能目标: 关于“旅游（holiday）和度假（vacation）的听力训练。
2.说能目标：能够流利的谈论“度假”3.写能目标：能够写一篇关于旅行的文章。
3）过程与方法目标（process and method aims）借助图片与对话反复操练“Where did you go on vacation?”这个句型。
4）情感态度与价值观通过谈论假期生活，使学生加强交流.沟通，并学会劳逸结合，更好的投入到学习当中。
二．教学工具多媒体，录音机三．教学重难点教学重点：1）熟练掌握本单元的重点单词、句型2）不定代词及一般过去时的用法教学难点：熟练运用一般过去时和不定代词四．教学过程（teaching proceduces）Section AStep1. 课前预习（1）教师通过师生自由交流，导入本节课的话题。
T: What did you do on vacation?S: I went hiking…T：Where did you go on vacation?S: I went to the mountains…(2) Match the picture 1aStep2 课堂呈现1)Where did you go on vacation?on vacation 意为“在度假，在假期中”eg She is on vacation now.vacation(n、)意为“假期，休假”go on vacation 去度假take a vacation at/in 在……度假2）…go with anyone?……和别人去的吗？anyone 不定代词，相当于anybody.用于肯定句当中，意为“任何人”，用于否定句和疑问句中时，意为“有人”，作主语时，谓语动词用单数形式。
八年级上册英语unit1教案一、教学目标。
1. 语言知识目标。
- 学生能够正确拼写、朗读和运用本单元的重点单词，如anyone, anywhere, wonderful, few, most等。
- 掌握并能运用重点短语，如go on vacation, quite a few, of course等。
- 熟练运用一般过去时描述过去的经历。
2. 语言技能目标。
- 听：能听懂有关旅游经历的简单对话和短文。
- 说：能够用英语谈论自己或他人的旅游经历，包括去了哪里、做了什么等。
- 读：能读懂关于旅游的文章，理解文章大意并获取关键信息。
- 写：能够根据提示写出自己的旅游经历或他人的旅游故事，正确运用一般过去时。
3. 情感态度目标。
- 激发学生对旅游的兴趣，拓宽国际视野，了解不同地方的文化和风俗习惯。
- 鼓励学生积极分享自己的经历，增强自信心和表达能力。
二、教学重难点。
1. 教学重点。
- 一般过去时的用法，包括be动词和实义动词在一般过去时中的变化形式。
- 本单元重点单词和短语的记忆与运用。
- 能够运用所学知识描述旅游经历。
2. 教学难点。
- 一般过去时中不规则动词的过去式的记忆与正确使用。
- 如何引导学生在描述旅游经历时，使内容丰富、有条理。
三、教学方法。
1. 情景教学法。
通过创设旅游的情景，让学生仿佛置身于旅游场景中，更直观地学习和运用英语。
2. 任务驱动法。
布置各种任务，如对话练习、短文写作等，让学生在完成任务的过程中提高语言运用能力。
3. 交际教学法。
鼓励学生之间进行英语交流，分享旅游经历，提高口语表达能力。
四、教学过程。
1. 导入（5分钟）- 展示一些著名旅游景点的图片，如长城、埃菲尔铁塔、自由女神像等，然后提问学生：“Have you ever been to these places? Where did you go on vacation last year?”引导学生用简单的英语回答，从而引出本单元的话题——旅游经历。
人教版八年级英语上册第一单元教案教学目标- 通过本单元的研究，学生能够掌握以下知识点：- 学会介绍自己的姓名、年龄和家庭成员；- 学会用英语进行日常问候和告别；- 掌握一些日常用语，如感谢、对不起等；- 学会用英语进行简单的自我介绍。
教学重点- 学会用英语进行日常问候和告别；- 学会介绍自己的姓名、年龄和家庭成员。
教学准备- 教学课件；- 学生教材及练册；- 彩色粘纸；- 彩色笔。
教学过程导入新课1. 利用图片或课件引导学生对英语问候和告别进行讨论，激发学生的兴趣。
研究新知2. 分小组让学生彼此进行问候和告别的练，引导正确的语音和语调。
新知讲解3. 通过课件或黑板，向学生介绍并教授以下句型：- What's your name? My name is [name].- How old are you? I'm [age] years old.- Who's this? This is my [family member].合作练4. 学生分组进行角色扮演练，模拟真实生活中的日常对话，并互相评价。
拓展延伸5. 让学生用英语进行简单的自我介绍，以加强他们的口语表达能力。
巩固练6. 学生根据教材中的练完成相关练题，巩固所学内容。
作业布置7. 布置学生的课后作业，包括完成学生教材的练和准备下节课的内容。
教学反思本节课通过多样化的教学方法，如导入新课、学习新知、合作练习等，让学生在积极参与中学习和巩固了英语问候和介绍自己的知识点。
同时，通过角色扮演和互相评价，培养了学生的口语表达能力和团队合作意识。
我将继续关注学生的学习情况，及时调整教学策略，使他们对英语学习更加感兴趣和自信。
牛津译林版八年级下册英语Unit 1教案一、教学内容本课教材为牛津译林版八年级下册英语，Unit 1的主题是“Why don’t you talk to your parents?”。
本课将学习一般现在时的肯定句、否定句和疑问句，以及如何运用一般现在时描述习惯和经常发生的动作。
同时，学生还将学习如何用一般现在时表达喜欢和不喜欢的活动。
二、教学目标1. 学生能够听懂、会说、会读本课的生词和短语，如“often, sometimes, usually, rarely, never, brush your teeth, watch TV”等。
2. 学生能够运用一般现在时描述自己的习惯和经常发生的动作。
3. 学生能够在适当的情境中，用英语进行简单的交流，如询问和描述他人的习惯。
三、教学难点与重点重点：一般现在时的肯定句、否定句和疑问句的构成和运用。
难点：一般现在时态的运用，如何用英语描述自己的习惯和经常发生的动作。
四、教具与学具准备教具：多媒体课件、黑板、粉笔。
学具：课本、练习册、文具。
五、教学过程1. 情景引入：教师通过展示一幅图片，图片中有一个男孩在刷牙，一个女孩在看电视，引发学生对日常习惯的讨论。
2. 新课导入：教师引导学生学习一般现在时的肯定句、否定句和疑问句，并通过例句和练习让学生掌握一般现在时的构成和运用。
3. 课堂实践：教师设计一些情境，让学生运用一般现在时进行角色扮演和小组讨论，如描述自己的日常习惯，询问和描述他人的习惯等。
4. 随堂练习：教师给出一些练习题，让学生独立完成，检验学生对一般现在时的掌握程度。
六、板书设计板书内容：一般现在时肯定句：主语 + 动词原形否定句：主语 + don't/doesn't/does not + 动词原形疑问句：Do/Does/Doesn't + 主语 + 动词原形？七、作业设计1. 作业题目：用一般现在时描述你的日常习惯，并写一篇短文介绍你的朋友。
人教版八年级英语上册Unit1 教案人教版八年级英语上册Unit1 教案【教案一】Section A(1a － 1c)◆学习目标1．重点短语： stay at home，go to the mountains，go to summer camp2．重点句式：—Where did Tina go on vacation ?—She went to the mountains.◆学习重点1．重点短语和句型2．一般过去时态的特殊疑问句和陈述句◆学习难点一般过去时态的特殊疑问句和陈述句◆自主学习一、认真预习1a—1c，找出下列短语和句型。
1．待在家里 ____________________2．去山区 ____________________3．去夏令营 ____________________4．去纽约城 ____________________5．—蒂娜去哪里度假了？___________________________________________________________ _____—她去山区了。
___________________________________________________________ _____________◆课堂导学Step 1情景导入Teacher:Hello，everyone.Glad to see you again.Did you have a good time during the vacation? Did you go anywhere interesting with your parents? Did you do anything special there? Can you tell us where you went on vacation ?环节说明：以学生假期旅行为话题开始本节课的教学，引起了学生的学习兴趣和用英语表达的欲望。
人教版八年级下册英语教案unit1就英语教学过程而言,英语教案要充分体现开放性和动态生成性,从而赋予课堂教学以灵活性和多元性品格;下面是小编为大家精心整理的人教版八年级下册英语教案unit1，仅供参考。
人教版八年级下册英语教案unit1范文课题：Unit One What’s the matter? Period 1 Section A (1a-2d)一、Teaching date:二：学情及教学内容分析:主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。
本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。
此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。
本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。
主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。
教学目标:三：教学目标：1. 语言知识目标：1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist,2) 能熟悉以下句型：What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”2. 情感态度价值观目标：教会学生关心他人，培养同学间团结、友善的精神。
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.。
Unit1 Playing sportsTopic1 I’m going to play basketball.SectionB 优质课教案I. Material analysis本节课是八年级上册第一单元第一个话题的Section B本课重点活动是1a、1c和1d。
学生通过谈论自己最爱的运动、运发动以及梦想职业，进一步了解一般将来时be going to的用法。
同时通过对梦想职业的向往，鼓励学生努力学习，互相帮助，实现梦想。
Ⅱ. Teaching aims1. Knowledge aimsJobs: Scientist, musician, pilot, policeman, Policewoman, postman, fisherman Phrases: grow up, in the futureNew sentences:(1) —What are you going to be when you grow up?—I’m going to be a...(2) —What’s your favorite sport, Maria?—Basketball, of course.(3〕—Who’s your favorite player?—LeBron James.Go on learning future tense with “be going to + do〞:2. Skill aimsTalk about the favorite sports, players and dream jobs.3. Emotional aimsEncourage students to study hard and help each other to achieve their dreams.Ⅲ. The key points and difficult points1. Key pointsUse the target language correctly.2. Difficult pointsUse “be going to〞to describe their dream jobs correctly.Ⅳ. Teaching aids多媒体，图片，卡纸，便签纸。
八年级上册英语第一单元教案八年级上册英语第一单元教案精选篇1课题 Unit VII 授课班级 Class Grade VII课型 REVISION 教师学习内容 Unit VII学习目标知识与技能：1. 识别和掌握购物相关用语、部分服务用语。
2. 学会英语中有关服装名称等等。
过程与方法：通过听、读、说、写等活动培养良好的学习能力；通过复习，学会正确读写相关知识与技能。
情感态度与价值观：通过复习进一步使学生更还好地掌握英语学习方法。
重点难点重点1. Can I help you？Yes,please.What can I do for you ？I need a T-shirt.What color do you want? I want a yellow one.How much is it？It’s thirty dollars.How much are these apples? They are ten yuan.What’s the price of this jacket? It’s 45 dollars.难点：真实购物交际运用的掌握。
学具准备学案,习题学习形式教师导学，学生学习学习过程一、提出复习要求。
二、宣布复习内容本课时我们将归纳复习Unit VII内容。
词汇与短语：clothes socks T-shirt shorts sweater trousers shoes skirt big small short long woman women man men need take store buy sale price how much a pair of have a look (at) clothes store the price of dollar ten 十 eleven 十一 twelve 十二thirteen 十三fourteen 十四fifteen 十五sixteen 十六seventeen 十七 eighteen 十八 nineteen 十九twenty 二十 thirty 三十 forty 四十 fifty 五十sixty 六十 seventy 七十 eighty 八十 ninety 九十基本句型：Can I help you？Yes,please.What can I do for you ？I need a T-shirt.What color do you want? I want a yellow one.How much is it？It’s thirty dollars.How much are these apples? They are ten yuan.What’s the price of this jacket? It’s 45 dollars.三、练习与检测《同步轻松练习》（omitted）四、2e on page 38五、写作训练Example： Mr Cools Clothes StoreCome and buy your clothes at our great sale!We sell all our clothes at very good prices.Do you like sweaters?We have green sweaters for only $15! Yellow sweaters are only $12!Do you need trousers?For boys,we have black trousers for only $22.And shorts are only$16!For girls,we have skirts in purple for only $28.Socks are only$2 for three pairs!Come to Mr.cools Clothes Store now!Mr Cools Clothes SaleCome to Mr Cools Clothes Store!We sell pants for only ￥30.Do you like sweaters?We have sweaters at a very good price‐only ￥20!We sell socks for only ￥3 each!For boys,we have T‐shirts in white and yellow for only ￥15.For girls,we have hats for only ￥12!We sell shorts for only ￥18 each. Come and see for yourself at Mr Cool Clothes store!彼得的服装店（Peters Clothes Store）开张了，请用下列词语帮彼得写一则广告，至少写六句。
人教版新目标初二英语八年级上册Unit1 单元教案XXX knowledge and create interest in the topic.XXX1a。
The teacher can show pictures of XXX and ask the students to identify them。
Then。
the teacher can introduce the new words - anyone。
anywhere。
wonderful。
quite a few。
most - and explain their meanings.1b。
The teacher can ask the students to work in pairs and ask each other where they went on n。
They can use the target language - "Where did you go on n?" "I went to the XXX" - to practice.2a。
The teacher can ask the students to listen to a XXX。
XXX.Step III。
PracticeXXX can ask the students to work in groups and share their own n experiences using the target language and new words they have learned。
The teacher can also encourage them to ask follow-up XXX.Step IV。
nXXX can ask the students to write a short paragraph about their favorite n using the target language and new words。
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。
八年级英语上册-人教版-Unit 1 教案一. 教材分析本单元的主题是“My school”，主要介绍学校的基本情况和学校生活。
通过本单元的学习，学生能够掌握有关学校的基本词汇，如classroom, teacher, student等，同时能够运用这些词汇进行简单的英语交流。
二. 学情分析八年级的学生已经掌握了基本的英语语法和一定量的词汇，对英语学习有了一定的兴趣和基础。
但部分学生在英语学习中还存在一定的困难，如口语表达能力和听力理解能力。
因此，在教学过程中，需要关注学生的个体差异，因材施教。
三. 教学目标1.知识目标：学生能够掌握有关学校的基本词汇和句型，如“This is myclassroom. This is my teacher.”等。
2.能力目标：学生能够用英语简单介绍自己的学校和生活，提高口语表达能力和听力理解能力。
3.情感目标：培养学生对学校生活的热爱和珍惜，激发学生学习英语的兴趣。
四. 教学重难点1.重点：掌握有关学校的基本词汇和句型。
2.难点：能够用英语进行简单的交流和描述。
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，提高学生的参与度。
2.情境教学法：创设各种真实的学校情境，帮助学生理解和运用所学知识。
3.小组合作学习：鼓励学生相互交流、讨论，提高学生的合作能力和团队精神。
六. 教学准备1.教学素材：准备相关的图片、视频、课件等，以便在课堂上进行展示和教学。
2.教学工具：准备黑板、粉笔、多媒体设备等。
3.学生活动准备：学生提前预习教材，了解本节课的基本内容。
七. 教学过程1.导入（5分钟）利用图片或视频展示学校的场景，引导学生谈论学校的基本情况，如“This is my school. This is my classroom.”等，激发学生的学习兴趣。
2.呈现（10分钟）展示本节课的主要词汇和句型，如“This is my teacher. This is my student.”等，并用课件或板书进行解释和展示。
八年级英语上册unit1教案有一个很好的英语教案,其英语课程的效果才能会明显。
这是店铺整理的八年级英语上册unit1教案，希望你能从中得到感悟!八年级英语上册unit1教案(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。
八年级英语上册unit1教案(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。
八年级英语上册unit1教案(三)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 showssomething 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 camp3. Now, please match each phrase with one of the pictures next to the name of theactivity，point to the sample answer.4. Check the answers. Answers: 1. f 2. b 3. g 4. e5. c6. a7. dIII. Listening1. Point to the picture on the screen.Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.Ask: What did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4. Check the answers.IV.Pair work1. Point out the sample conversation. Ask two Ss to read the conversation to the class.2. Now work with a partner. Make your own conversationabout the people in the picture.3. Ss work in pairs. As they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations.V. Listening1. Tell Ss they will hear a conversation about three students’conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.2. Let Ss read the phrases in the chart of 2b.3. Play the recording the first time. Ss listen and fill in the chart.4. Play the recording a second time for the Ss to check “Yes,I did.” or “No, I didn’t. ”5. Check the answers with the Ss.VI. Pair work1. Let two Ss read the conversation between Grace, Kevin and Julie.2. Let Ss work in pairs and try to role-play the conversation.3. Ask some pairs to act out their conversations.VII. Role-play1. First let Ss read the conversation and match the people and places they went.2. Let Ss act out the conversations in pairs.3. Some explanations in 2d.。
八年级英语第一课教案课题：Greetings and Introductions教学目标：1. 学生能正确使用英语打招呼和进行自我介绍。
2. 学生能理解和运用一些日常用语和表达方式。
3. 学生能在实际生活中应用所学的知识。
教学方法：任务型教学法教学步骤：Step 1: Warm-up / Review (5 minutes)1. Greet the students and ask them how they are doing.2. Review the greetings and introductions from previous lessons.3. Ask a few students to demonstrate the correct way to greet someone in English.Step 2: Presentation (10 minutes)1. Introduce new greetings and introductions vocabulary: hello, hi, good morning, good afternoon, good evening, how are you?, I'm fine, thank you, and you?, nice to meet you.2. Write the new vocabulary on the board and ask students to repeat after you.3. Model the correct pronunciation and intonation for each phrase.Step 3: Practice (15 minutes)1. Divide the students into pairs or small groups.2. Have the students practice greeting each other and introducing themselves using the new vocabulary.3. Circulate around the classroom and provide assistance as needed.4. Call on a few pairs or groups to demonstrate their conversations to the class.Step 4: Consolidation (10 minutes)1. Have students form a circle.2. Toss a ball or a stuffed animal to a student and ask them to say a greeting or introduction phrase.3. The student then tosses the object to another student and the process repeats.4. Encourage students to use different greetings and introductions each time.Step 5: Extension Activity (10 minutes)1. Ask students to create their own dialogue using the greetings and introductions they have learned.2. Have students perform their dialogues in front of the class.3. Provide feedback and praise for their efforts.Step 6: Homework (5 minutes)1. Assign students the task of practicing greetings and introductions with a family member or friend outside of class.2. Encourage students to report back on their experiences in the next lesson.教学资源：1. PPT或黑板。
初中八年级英语第一课教案Objectives:1. To learn how to greet people and introduce oneself in English.2. To practice the use of present tense in describing one's age, nationality, and hobbies.3. To develop listening, speaking, reading, and writing skills.Materials:1. Textbook: English 8A2. Teacher's Manual3. Worksheets4. Flashcards5. Audio recording of the dialogueProcedure:1. Warm-up (5 minutes)a. Teacher asks students to write down three sentences about themselves (name, age, hobby).b. Students read their sentences to the class and introduce themselves.2. Introduction (10 minutes)a. Teacher introduces the new lesson topic: Greetings and Introductions.b. Teacher shows flashcards of different people and asks students to guess their names, ages, and nationalities.c. Students practice introducing themselves using the present tense (e.g., I am 14 years old, I am from China, I like playing soccer).3. Listening (15 minutes)a. Teacher plays the audio recording of the dialogue and asks students to listen carefully.b. Students answer the following questions:1. Who are the two speakers?2. Where are they from?3. How old are they?4. What are their hobbies?4. Speaking (10 minutes)a. Students role-play the dialogue in pairs, using the present tense to introduce themselves.b. Teacher asks volunteers to perform their role-plays in front of the class.5. Reading (10 minutes)a. Teacher hands out the worksheets and asks students to read the passage about greetings and introductions.b. Students complete the exercises on the worksheet, including fill-in-the-blanks, true/false, and matching.6. Writing (10 minutes)a. Teacher asks students to write a short paragraph about themselves, including their name, age, nationality, and hobbies.b. Students share their paragraphs with the class and read them aloud.7. Summary (5 minutes)a. Teacher reviews the main points of the lesson, including how to greet people and introduce oneself in English.b. Students ask any questions they have.8. Homework (5 minutes)a. Teacher hands out the homework assignment, which includes practicing the dialogue, completing additional exercises, and preparing for the next lesson.b. Students take the assignment home and complete it for homework.Note: This lesson plan can be adjusted according to the level and needs of the students.。
探索八年级英语上册Unit 1：打造活力四溢的英语课堂**Introduction**As we embark on the journey of teaching and learning English in Grade 8, Unit 1 presents an exciting opportunity to ignite students' passion for the language. This unit, centered around various aspects of life in a new school environment, offers ample opportunities for students to engage actively and creatively. The focus of this article is to explore an outstanding lesson plan for Unit 1 that fosters a dynamic and engaging learning environment.**Lesson Plan Overview****Topic:** Getting to Know You – Exploring the New School Environment**Objectives:*** To introduce students to the new school environment and its various components. * To develop students' speaking and listening skills through interactive activities. * To enhance students' vocabulary and grammar knowledge related to school life. * To foster a positive learning attitude and team spirit among students.**Materials Used:*** Textbook * Multimedia presentation * Role-play cards * Vocabulary cards * Group work sheets**Procedure:****1. Introduction (5 minutes)**Begin with a brief introduction of the unit topic and objectives. Use a multimedia presentation to show images of a new school environment, triggering students' curiosity and excitement. Ask students to share their thoughts and experiencesof starting a new school year.**2. Vocabulary Building (10 minutes)**Present new vocabulary related to the school environment, such as "classroom," "library," "playground," etc. Use vocabulary cards with pictures and definitions to aid students' understanding. Have a quick quiz to test their knowledge.**3. Listening Comprehension (10 minutes)**Play a recording of a conversation between two students discussing their new school. Ask students to listen and answer questions related to the content. This activity helps improve their listening skills and understanding of school-related dialogue.**4. Role-Play Activity (15 minutes)**Divide students into pairs and distribute role-play cards. Each card has a scenario related to the new school environment, such as introducing themselves to a new classmate or asking fordirections to the library. Students are encouraged to act out the scenarios using the new vocabulary and language structures they have learned. This activity is designed to enhance their speaking and creative thinking skills.**5. Group Work (15 minutes)**Divide students into groups and assign them a worksheet with tasks related to the school environment. Tasks may include creating a school map, listing school rules, or writing a short story about their first day at the new school. This activity promotes teamwork and encourages students to use their imagination and creativity.**6. Presentation and Discussion (10 minutes)**Each group presents their worksheet to the class. The class discusses the different approaches and ideas presented. This activity fosters critical thinking and encourages students to appreciate the diversity of perspectives.**7. Conclusion and Homework (5 minutes)**Summarize the key points learned in the lesson and assign homework related to the school environment, such as writing an essay about their favorite part of the school or preparing a short presentation on school traditions.**Conclusion**By following this lesson plan, teachers can create a dynamic and engaging learning environment that fosters students' interest in English. The activities promote active participation, creativity, and teamwork among students, ensuring that they not only learn the language but also enjoy the process. By making learning fun and relevant, teachers can inspire students to excel in their English journey.。
新人教版八年级英语下册《Unit 1》教案一. [话题](Topic)health二.[重点词组](Key Phrases)have a cold患感冒stressed out 紧张的，有压力的bean sprout豆芽get tired感觉疲惫stay healthy保持健康at the moment此刻，现在on the other hand另一方面get a cold患感冒see a dentist看牙医go to the party去参加聚会make sick使某人不舒服(患锁病)have a sore throat嗓子痛have a fever发烧，发热have a toothache牙痛have a backache背痛have a headache头痛三.[交际用语]1 关心别人：你怎么啦？What’s the matter?What’s the matter with you?What’s wrong?What’s wrong with you?2 关心别人：你是不是得……（病）了呀？Do you have a fever?Are you hungry?3 关心别人：你应该……，你最好……，为什么……？You should go to bed early.You shouldn’t eat anything for 24 hours.You’d better go to bed early.You’d better not eat anything for 24 hours.Why not go to bed early?Why don’t you go to bed early?4 关心自己：我不舒服，我病了，我饿了I’m not fe eling well.I have a headache.I am hungry.四. [重点难点释义](Language Points)1．What's the matter, Judy?朱迪，你哪里不舒服？（你怎么了？）matter n.问题，麻烦，事件，通常与介词“with”连用：What's the matter with him?他怎么了？这个句型可以与下面这两个句子互换：What's wrong with him?What's the trouble with him?wrong是形容词，前面没有“the”; matter和trouble都是名词，前面应有“the”, trouble前还可以用形容词性的物主代词。
初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 八年级英语教案编订：XX文讯教育机构八年级英语Unit 1 教案教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中八年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
牛津版八年级英语unit 1 教案friendslanguage functions and focus1. use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: she has short hair.her hair is short.2. use comparatives to compare two people /thingse.g.: sandy’s hair is longer than millie’s hair.3. use superlatives to compare three or more people thingse.g.: he is the tallest boy in my class.4. use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: millie is as tall as kitty.5. use adjectives to describe someone’s physical features and appearancee.g.: sandy is tall and has long hair.language skillslistening1. identify main ideas to obtain information about a friend2. interpret information to obtain a general understanding of the people in a conversation3. identify specific and relevant information to complete letters about teenagers’ future plansspeaking1. use questions and answers to talk about people’s appearance and personality2. use everyday expressions to show agreement and confirm informationreading1. guess general meaning from keywords and context2. skim text for overall meaning and scan for details3. identify specific information about different people from their friends’descriptionswriting1. collect information and organize ideas to describe the appearance and personality of a friend2. produce a particular text-type for an audience using a given modelstudy skillslook for main points and keywords to help understand and remember a passage more easilybackground informationbook 8a continues the story about the lives and experiences of the six central characters introduced in book 7a. here, the characters are grade 8 students. your students will be able to identify with the different situations and contexts. language is presented through real-life experiences, exposing students to real communication.overview of the unitthe main topic of this unit is describing the appearance and the qualities ofa good friend. students learn to talk about their friends and their future plans.unit openingbackground informationthe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (eddie and hobo). this opening page introduces the idea of friendship and sharing.warm-up activities1. read the conversation between eddie and hobo. check understanding of ‘kind’and ‘share’. ask,e.g.: what does eddie give hobo? (he gives him some cake and milk.)is there anything else in the fridge? (no, there isn’t.)what does hobo want? (he wants to share eddie’s pizza in the bowl.)2. introduce the idea of sharing and friendship. ask,e.g.: are eddie and hobo good friends? (yes, they are. they share things.)who do you like more? why? ( i like eddie because he shares his food with hobo.) ask two more able students to role-play the conversation in front of the class.welcome to the unitobjectives1. to revise vocabulary and expressions to describe people2. to guess meaning from context3. to generate ideas about people’s appearance and personalities4. to categorize adjectives to describe important qualities of a friend according to personal preferencesbackground informationthis section introduces students to the unit topic about different personalities of friends. students answer some questions in a magazine about the qualities of a best friend. it also preteaches some useful words and expressions.teaching procedures1. ask more able studentse.g.: do you have a special friend? what makes him/her special?accept all reasonable answers. (he/she helps me with my homework. i can always talk to him/her about my problems, etc.)2. ask students to look at part a and explain that they will be reading an advertisement in “teenagers’ magazine. they have to match the qualities with the questions. for weaker classes, go through the words and phrases on the left. then ask each question at a time and invite students to say the correct word or phrase. then ask the class to write the correct letters on their own.3. go around the class to check that students have written the correct letters.4. ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. write the words and phrases on the board.5. read the list of words in part b and chick that students understand their meanings. check also understanding of ‘quite important’ and ‘very important’.6. on the board, write ‘what qualities of a good friend are important to you?’. ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. encourage students to work on their own. then ask them to compare their answers with a partner. ask individual students to tell the rest of the class about their own choice and their partner’s choice ofqualities. write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.extension activityyou can copy the table. more able students can add more adjectives describing qualities of a good friend. students can also interview several classmates using this table. they should write tally marks instead of ticks in the table. then they can compare their results with a partner or in class to find out which qualities are the most popular.gameask each student to write three adjectives or phrases to describe a classmate on a piece of paper. remind students to write his or her name as well. encourage them to work on their own and not to show their choice of words to other students. then collect the pieces of paper and put them together. draw one at a time and read each description. invite the class to guess whom it describes.readingobjectives1. to guess general meanings from keywords and context2. to skim text for overall meanings and scan for details3. to identify specific information about different people form their friends’descriptions4. to use adjectives to describe people’s appearance and characteristics5. to recognize the use of comparatives and superlativespart abackground informationthis section presents three letters about ‘best friends’for a writing competition held by ‘teenagers’ magazine. the context invites students to think about qualities in their friends.teaching procedures1. review key vocabulary according to the general ability of the class. tell the class about a friend or relative. if possible, show his/her photo. say,e.g.: my best friend is small and thin with long hair. she is very smart and helpful.then ask questions to check understanding. (is my friend tall? is her hair shortor long? is she willing to help?)2. divide the class into three groups and allocate one article to each group. while students skim the text on their own, ask them to underline the words they do not know. then go through the words students have underlined.3. on the board, write the headings ‘appearance’ and ‘personality’. ask each group to go through their letter again and find words or expressions to match each heading. invite students from each group to come forward and write their words and expressions under the correct heading.4. write the following questions on the board for students to copy in their books.what does he/she look like? (for appearance)what kind of person is he/she? (for personality)what does he/she do or want to do in the future? (for future plan)invite students from each group to ask and answer these questions and describe the teenager in each article.part bteaching procedure1. explain the context and check that students understand what an editor of magazine or newspaper does. then review the adjectives and nouns in the box in part b1. ask students to find the words in the articles on page4.2. ask students to do part b1 on their own. tell them that they need to look for specific details, which fit each of the persons described in the articles. encourage students to check their answers with a partner. then ask students to read out the completed captions one at a time.3. explain the context of part b2 and ask students to find each description in the corresponding letter. point to the photos in part b2 and ask more able students to briefly describe each person. for weaker classes, read the sentences to the students and ask them to match them with the correct photos. students could work individually or in pairs.game1. cut out some pictures of people of different height and appearance. number the pictures or give familiar names to each person in the pictures (mary, tom, peter, ect.). stick the pictures on the board. describe one of the people without pointingor even liking at his/her photo. invite students to guess the person you have described. (that’s picture number five./ that’s mary.) then ask individual students to do the same while the rest of the class guess the person.2. alternatively, you can divide the class into three or four competing teams. each team can work out description for the other teams to guess. give a score only for the first correct guess.part cteaching procedures1. explain the context of part c1 and read the six sentences for weaker classes. depending on students’ abilities, set this activity either as an individual activity or as a quiz.2. if you use it as a quiz, divide the class into teams of 4-5 students. set a time limit. the team who gets all the correct answers first is the winner.3. alternatively, you can ask students to close their books while you are reading each sentence. give a score to the team who gives the first correct answer.4. ask students to correct the false sentences.5. ask more able students to do the extra sentences in part c1. you can also ask them to correct the false sentences.6. explain the context of part c2 and check that students understand the idea of voting for somebody or something. if time allows, organize a class vote. name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. write all the qualities suggested by the students on the board. for weaker classes, provide this table with the adjectives.then ask the students to vote for each quality. before each vote, invite more able students to explain why they will vote or not vote for that particular quality. accept all reasonable answers, e.g.: i will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. for weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. then ask ‘who will amy/ simon/ sandy vote for?’ to check the answers.8. divide students into pairs and ask them to vote for one of the ‘best friends’described in the articles on page4. write down the number of votes for each personon the board.extension activityorganize a class vote for a ‘best friend’. on a piece of paper, ask students to write a brief description about a person they consider to be a best friend. invite 6-7 students to put up their descriptions on the board. then read the descriptions one at a time and ask the class to vote for one of them. ask individual students why they have voted for that particular person.vocabularyobjectives1. to use adjectives to describe people’s physical features2. to use adjectives to describe general appearance of people3. to select and use adjectives that are appropriate to describe the appearance of boys and girlsbackground informationthis section develops the use of adjectives to describe people’s appearance. students should be encouraged to develop their range of adjectives as much as possibleusing the tasks on the page as a starting point.as students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. in turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves.teaching procedures1. explain the context of the tasks. ask students to study the pictures and words. for weaker classes, go through the words and preteach unknown words. ask students to do part a on their own first and then compare answers with a partner. ask several students to read their answers to check correct use of adjectives.2. go through the words in the box in part b. less able students are not likely to know the adjectives which are only suitable to describe males or females. you may need to give them some hints. ask students to use the words in sentences to check that they understand the meanings and use of words. then ask students to complete the lists in groups of 4-5. check answers orally with the class.extension activities1. ask students to find more adjectives for each category of the adjectives used in part a. draw this table on the board and brainstorm as many words as possible.go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. invite some students to show their illustrations to the rest of the class.provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. fay an adjective and ask students to find a picture illustrating it.2. ask students to select and write suitable adjectives to describe themselves on a piece of paper. invite some students to come forward and read the adjectives. make sure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. for stronger classes, encourage them to use any adjectives.game1. bring some pictures of people into the classroom or ask students to being pictures. these can be magazine or newspaper cuttings or photos. divide students into groups of five. give a picture to only one student in each group and ask him/her not to show it to the other students. give blank pieces of paper to the other students. the student with the picture describes the features of the person in the picture while the other students draw the person. on the board, display the drawings together with the original picture. for stronger classes, invite students to find out the mistakes. for weaker classes, ask students to vote for the best drawing which resembles the picture.2. alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, e.g., ‘is your person a boy/ a man/ a woman/ tall /small /fat /thin? is his/ her face square/ round?’ the student looking at the picture is only allowed to say ‘yes.’ or ‘no.’.grammarobjectives1. to use an adjective before a noun or after a linking verb to describe someone/something2. to use comparatives to compare two people/ things3. to use superlatives to compare three or more people/ things4. to compare two people/ things using ‘(not) as’+ adjective+ ‘as’background informationthis section further develops the use of adjectives already introduced in the reading and vocabulary sections. the story moves on from describing best friends for a magazine competition to describing classmates at beijing sunshine secondary school. daniel wants to write to his e-friends about his classmates. we already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. most adjectives are familiar so that students are able to focus on using them accurately in sentences. the use of ‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.part ateaching procedures1. tell students that we use adjectives to describe people and things. explain that we can put an adjective before a noun or after a linking verb. read the examples on the page and invite students to think of more examples. prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. for weaker classes, read the linking verbs in the tip box and check understanding. for stronger lasses, elicit the verbs.3. for less able students, go through the words in part a to check understanding. ask students to rearrange the words on their own. then invite several students to read out their complete sentences to check the answers.4. give less able students some extra words to rearrange and form complete sentences. you can use the additional items on the page. for stronger classes, divide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. make sure students include adjectives in their sentences. to make the activity meaningful, tell students to describe friends, classmates or other familiar people.part bteaching procedures1. it is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. for example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘jacky is taller than andy. andy is thinner than jacky. andy is more handsome than jacky.’ make sure you use both short and long adjectives. write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. then we add ‘than’ after the comparatives.2. add one or two more pictures of pop/sports stars to elicit examples with superlative forms. write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’to short adjectives and use ‘most’ for long adjectives. then we add ‘the’ before the superlatives.3. for stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘themost pleased’; ‘more real’, ‘the most real’.4. the table shows the change of form of adjectives when ‘-er’/ ‘-est’ or ‘more’/ ‘most’ are added. it also includes some irregular forms. go through it with students. check understanding by asking students to form comparatives and superlatives with other adjectives. you can use the additional examples on the page. invite students to write the examples on the board to check the correct spelling.5. for stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. then ask them to look at the table to check if they have formulated the correct rules. give more able students the irregular forms of ‘old’ and ‘far’.6. ask students to complete the table in part b1 on their own. remind less able students to refer to the table at the top of the page. then invite students to compare answers in pairs. go through the exercise again with the whole class.7. ask students to complete ‘work out the rule!’ at the top of page 10. for less able students, ask them to refer to the rules on page8 and the table on page9.part b2background informationpart b2 is a problem-solving task. students must work out the answers form the information given in the table. although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.teaching procedures1. for more able students, ask them to complete the sentences on their own and compare answers with a partner.2. for less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. check answers orally with the class.extension activitydivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. students can include ‘height’, ‘weight’, ‘running’, ‘maths test’, etc. tell students not to worry about the accuracy of their scores but to include approximate figures. then ask them to writea group profile using sentences 1-9 as models.part cteaching procedures1. use the information collected by students to introduce the new structures in part c. if you have not done the extension activity, use the information in the table in part b2. prompt the students to complete the sentence to elicit the new structure.2. invite students to make their own sentences based on the information in their table or the table on the page. write the sentences on the board. elicit the rule form more able students. for less able students, read the explanation at the bottom of the page.3. before starting part c1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. elicit the nouns by pointing at the pictures in the table. invite students to think of other outdoor activities.4. elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. list things, people, phenomena or activities and ask whether they canbe dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. explain the context to students. point out that the table in part c1 is another way of presenting information of a survey. encourage students to use this as a model for presenting survey results about their own classmates.6. give students enough time to study the table carefully. encourage students to ask questions to clarify or confirm meanings of specific details.7. for weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. ask students to work in pairs to complete the conversation. as this is a problem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. check answers orally with the whole class.10. if time allows, role-play the conversation. check for correct pronunciation.11. in part c2, ask students to complete the last column of part c1 expressing their own opinions about the different outdoor activities included in the table.12. in pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. for less able students, tell them to use the conversation on the page as a model. ask pairs of more able students to come forward and talk about what they think about the activities.extension activityif there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. then make a display of the group surveys.you can also draw the table without the information about millie, sandy, daniel and simon for students’ use. students can add the names of the students in their group to the table.integrated skillspart aobjectives1. to listen for and identify specific information2. to interpret information and obtain a general understanding of the people involved in a conversation.3. to respond to written text and information obtained from listening.4. to select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.background informationin this section, millie and sandy are each writing about their own hopes for the future to mr. zhou, the editor of ‘teenagers’ magazine. before writing their respective letters, they discuss their future plans with their friends, amy and kitty.teaching procedures1. ask less able students to read the list of future plans before playing the recording. check understanding. encourage more able students to guess the meaningof phrases.2. invite students to talk about their own and their partners’ future hopes.3. play the recording. students listen to the recording and put a tick next to each correct phrase as they hear it. ask them to read the phrases they have ticked to check the correct answers.4. if many students have got wrong answers, play the recording again. stop the recording after each phrase listed in part a1 if necessary.5. for stronger classes, ask students to read millie’s letter addressed to mr. zhou, the editor, on their own. for weaker classes, read the letter together with the students. check general understanding of the letter and explain words and phrases if necessary. ask students to read the list of phrases in part a1 again and use the information to complete the letter.6. read the completed letter or ask a student to read it to check the correct answers.7. for stronger classes, play the recording for part a3 and ask students to complete sandy’s letter on page 13 on their own. for weaker classes, go through thelist of phrases in the table on page 12 again before playing the recording. read the incomplete letter and check that students understand all the words.8. for weaker classes, you may want to ask students to close their books and listen to the recording. then check general comprehension of the conversation by asking questions such as “are sandy and kitty going shopping this weekend? why not? what’s sandy doing to do next month? what does she love doing? what does she hope to become when she grows up?” then play the recording again and ask students to complete sandy’s letter. allow less able students to check spelling of words in the table on page 12.9. read the completed letter or ask a student to read it to check the correct answers.extension activities1. divide students into pairs and invite them to talk about their own future hopes and/ or plans. write down some useful questions for students to ask each other, e.g., ‘what would you like to be/do?’, ‘what do you hope to become when you grow up?’, ‘what kind of person would you like to be?, ect.2. if time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. add the letters to the display of group survey.pat bobjectives1. to use adjectives to describe friends and young people2. to formulate questions about people’s personalities3. to respond to questions about people’s appearance and personalities4. to show agreement and confirm information5. to interact with others in a familiar contextbackground informationexplain the common context of introducing and describing friends to other people while showing their photos. sandy and her cousin helen are looking at sandy’s photo album with photos of her friends. helen is asking sandy questions about her friends and sandy is describing them.teaching procedures。
