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课时：1课时年级：八年级教材：《牛津初中英语》教学目标：1. Knowledge objective：学生能够掌握本节课的生词和短语，理解课文内容。
2. Ability objective：学生能够运用所学词汇和句型进行简单的对话和写作。
3. Emotional objective：培养学生对英语学习的兴趣，增强自信心。
教学重点：1. 生词和短语的学习。
2. 课文内容的理解。
教学难点：1. 语法结构的运用。
2. 对话和写作能力的提高。
教学准备：1. 多媒体课件。
2. 生词卡片。
3. 课堂练习题。
教学过程：一、导入（5分钟）1. 播放与课文内容相关的英文歌曲或视频，激发学生的学习兴趣。
2. 用简单的英语进行自我介绍，让学生对教师产生亲切感。
二、新课导入（10分钟）1. 展示本节课的生词和短语，让学生朗读并跟读。
2. 通过图片或实物展示，帮助学生理解生词和短语的意义。
3. 邀请学生举例说明生词和短语在句子中的用法。
三、课文学习（15分钟）1. 学生自读课文，理解课文内容。
2. 教师引导学生分析课文结构，讲解重点句型。
3. 邀请学生朗读课文，纠正发音和语调。
四、语法讲解（10分钟）1. 讲解本节课的语法知识点，如时态、语态等。
2. 通过例句和练习题，帮助学生掌握语法规则。
3. 学生进行语法练习，教师巡视指导。
五、对话练习（10分钟）1. 教师组织学生进行对话练习，巩固所学知识。
2. 学生分组进行角色扮演，提高口语表达能力。
3. 教师点评学生的对话，指出不足之处。
六、写作练习（10分钟）1. 学生根据所学内容，进行写作练习。
2. 教师提供写作指导，如句子结构、段落组织等。
3. 学生完成写作任务，教师批改并给予反馈。
七、课堂小结（5分钟）1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生回顾所学知识，提出疑问。
3. 教师解答学生的疑问，巩固所学知识。
八、作业布置（5分钟）1. 学生完成课后练习题，巩固所学知识。
版初中英语教案全英文【优秀8篇】最新初中英语教案篇一一、教学目标在本节课结束时，学生将能够：用正确的语言谈论如何学习；用by+ doing的结构描述自己的学习方式；能够就英语学习与他人进行简单的口语交流。
知识与能力：通过本课学习，用目标语言谈论如何学习英语，就英语问题进行简单的沟通，同时在与他人的合作与交流中帮助他人，树立自己学习的信心。
过程与方法：采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略，利用视频、PPT和制作课件等来展开课堂教学环节等，进行“询问和谈论学习方法、解决困惑” 的课堂教学和练习。
本单元的教学法建议：短语教学——采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学——让学生进行听对话并跟读听力材料；口语教学——采取对话练习和角色互换对学生进行教学；听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导；口语教学——通过创设情境让学生进行对话练习和角色互换活动，来进行语言的输出。
情感态度与价值观：通过参与课题教学活动，增进同学之间的了解和友情，并在交流中了解英语学习的方法，建立学习英语的自信。
二、教学重难点教学重点：学习并掌握How do you study...? I study...by ....等相关句型和词汇。
学习并掌握用by + doing 结构表达方式方法。
教学难点：学习并用丰富的语言描述英语学习的方式和方法。
三、教学策略短语教学——采取视频引入话题然后进行启发式教学，并在对话中运用；语音教学——让学生跟读听力材料进行模仿式操练；口语教学——采取pair work 和Role- play问答式的口语交际活动或小组活动互相操练；听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习，在教师的纠正中培养正确的by + doing 的结构意识。
初中英语公开课教案篇二课前准备教师：准备游戏时所用的图片(食物、蔬菜、动物)。
初中英语全英万能教案模板Grade Level: 7th GradeSubject: EnglishObjective:At the end of the lesson, students will be able to:1. Understand the importance of effective communication skills.2. Identify and practice different communication skills such as listening, speaking, reading, and writing.3. Develop their ability to express ideas clearly and concisely.4. Collaborate effectively in group discussions.Materials:1. Handouts with communication skills scenarios.2. Flashcards with different communication skills.3. Whiteboard and markers.4. Timer.Procedure:1. Introduction (5 minutes)a. Greet the students and ask them to take out their notebooks.b. Write the topic "Effective Communication Skills" on the whiteboard and ask students to brainstorm what they know about communication skills.c. Record their ideas on the whiteboard.2. Importance of Communication Skills (10 minutes)a. Explain to the students that effective communication skills are essential in both personal and professional life.b. Provide examples of situations where communication skills are important, such as job interviews, presentations, and everyday conversations.c. Discuss the benefits of having good communication skills, such as improved relationships, increased confidence, and better understanding.3. Identifying Communication Skills (10 minutes)a. Hand out the flashcards with different communication skills (e.g., listening, speaking, reading, writing) to the students.b. Ask students to work in pairs and practice identifying the different communication skills mentioned in the scenarios.c. Encourage students to ask questions and clarify their understanding.4. Group Discussions (15 minutes)a. Divide the class into small groups of 3-4 students.b. Hand out the handouts with communication skills scenarios to each group.c. Instruct each group to practice the scenarios and discuss the communication skills required in each situation.d. Encourage students to take turns speaking and listening.5. Role-Plays (10 minutes)a. Ask each group to choose one scenario from their handouts and perform a role-play in front of the class.b. Provide each group with a timer and instruct them to complete the role-play within 2 minutes.c. Encourage students to focus on using clear and concise language, maintaining eye contact, and using appropriate body language.6. Feedback and Reflection (5 minutes)a. Provide feedback to each group, highlighting their strengths and areas for improvement.b. Ask students to reflect on their own communication skills and identify areas they want to work on.c. Encourage students to practice their communication skills both in and outside of the classroom.7. Closure (5 minutes)a. Summarize the importance of effective communication skills.b. Remind students to continue practicing their communication skills in all aspects of their lives.c. Thank the students for their participation and dismiss the class.Assessment:1.观察学生在角色扮演中的表现，评估他们的听说能力以及沟通技巧的运用。
初中英语全英教案Grade: Middle SchoolLevel: IntermediateObjective:1. Students will be able to read and understand an informational text about the environment.2. Students will learn new vocabulary related to the environment.Materials:- Printed copies of the informational text, "Taking Care of Our Environment"- Whiteboard or blackboard- Markers- Chart paper- Colored markersProcedure:1. Warm-up (5 minutes):- Begin the lesson by asking students what they know about the environment. Write their responses on the board.- Show pictures related to the environment, such as polluted rivers, deforestation, and recycling, and ask students to discuss how they feel about these issues.2. Pre-reading Activity (10 minutes):- Write the words "environment" and "recycling" on the board.- Ask students to brainstorm words and phrases they associate with these two words. Write down their responses onthe board.- Discuss the meanings and importance of these words, and explain that the text they will read is about taking care of the environment.- Explain any new vocabulary words that may be unfamiliar to students, such as pollution, conservation, and renewable resources.3. Reading the Text (15 minutes):- Distribute copies of the text, "Taking Care of Our Environment" to each student.- Instruct students to read the text silently.- Monitor students' progress and provide assistance when needed.- After students have finished reading, ask them to summarize the main ideas of the text in their own words.4. Vocabulary Activity (10 minutes):- Select some of the vocabulary words from the pre-reading activity.- Write each word on the chart paper using different colored markers.- Ask students to suggest definitions for each word.- Discuss and confirm the meanings of the words as a class.- Write the definitions next to each word on the chart paper.- Instruct students to read the questions and write their answers.- Collect the worksheets when students have finished.6. Discussion (10 minutes):- Encourage students to share their thoughts and opinions about the environment as well.- Ask students how they can contribute to taking care of the environment in their daily lives.7. Wrap-up (5 minutes):- Summarize the main points discussed during the lesson.- Ask students to reflect on what they have learned and how they can make a difference in protecting the environment.Optional Extension Activities:- Divide the class into small groups and assign each group a specific topic related to the environment, such as deforestation or climate change. Ask the groups to research and prepare a short presentation to share with the class.。
教案标题：初中英语全英课程教学设计一、教学目标1. 知识目标：（1）学生能够掌握常用的英语问候语、介绍自己的基本信息、询问他人信息等基本交际用语。
（2）学生能够理解简单的英语句子，具备基本的阅读理解能力。
（3）学生能够运用所学知识，进行简单的英语写作和口头表达。
2. 能力目标：（1）学生能够听懂、说出一日常生活中的基本交际用语。
（2）学生能够通过阅读简单的英语文章，获取相关信息。
（3）学生能够运用英语进行简单的写作和口头表达。
3. 情感目标：（1）激发学生学习英语的兴趣，培养良好的学习习惯。
（2）提高学生自信心，培养团队合作精神。
二、教学内容1. 教材：《新目标英语》初中第一册。
2. 教学主题：日常生活中的人际交往。
3. 教学重点：问候语、介绍自己、询问他人信息等基本交际用语。
4. 教学难点：一般现在时的运用。
三、教学方法1. 任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中，运用所学知识，提高语言实际运用能力。
2. 情境教学法：创设各种真实的语境，让学生在语境中自然地学习和使用英语。
3. 分组合作学习：将学生分成小组，进行合作学习，培养学生的团队合作精神和沟通能力。
四、教学步骤1. 热身活动（5分钟）：教师与学生用中文进行简单的问候，然后引导学生用英语进行问候。
引导学生谈论自己的姓名、年龄、年级等基本信息。
2. 课堂导入（10分钟）：教师用英语讲解本节课的主题，然后用中文解释，让学生明白本节课要学习的内容。
3. 新课教学（20分钟）：教师用英语讲解一般现在时的用法，并用中文解释。
让学生通过观察、模仿、实践等方式，掌握一般现在时的构成和用法。
4. 练习与巩固（15分钟）：教师设置各种练习题，让学生运用一般现在时进行回答。
同时，教师可引导学生进行分组练习，相互提问，巩固所学知识。
5. 课堂总结（5分钟）：教师用中文总结本节课所讲内容，让学生明确自己所学知识。
6. 课后作业（课后自主完成）：让学生运用一般现在时，写一篇关于自己家庭成员的短文。
初中全英教案范本Subject: EnglishGrade: 7Objectives:1. To be able to understand and use basic words and phrases related to verbal and non-verbal communication.2. To be able to describe and interpret different forms of communication.3. To develop the ability to listen actively and respond appropriately.4. To enhance awareness of the importance of effective communication in daily life. Materials:1. Flashcards with pictures and words related to communication.2. Handout with a role-play scenario.3. Whiteboard and markers.4. Digital audio player or smartboard.Procedure:1. Introduction (5 minutes)a. Begin the class with a short conversation about how students usually communicate with their friends and family.b. Show the flashcards one by one and ask students to guess the meaning of each picture. Encourage them to use the vocabulary words they have learned.2. New Vocabulary and Sentences (10 minutes)a. Introduce new words and phrases related to verbal and non-verbal communication (e.g., speak, listen, gesture, smile, nod, etc.).b. Practice forming simple sentences using the new vocabulary words.3. Role-Play (15 minutes)a. Give each student a handout with a role-play scenario. The scenario should involve a situation where communication is important, such as ordering food at a restaurant or asking for directions.b. Pair students up and have them practice the role-play. Encourage them to use the new vocabulary words and phrases they have learned.4. Group Discussion (10 minutes)a. Divide students into small groups and give them a list of questions to discuss related to communication (e.g., "What are some ways to show respect when communicating with someone from another culture?").b. Allow each group some time to discuss the questions and then have them share their answers with the class.5. Listening Activity (10 minutes)a. Play a short audio clip or use the smartboard to present a text about a person's experience with communication.b. After listening or reading, ask students to summarize the main points of the story and discuss how effective communication helped or hindered the person in the scenario.6. Conclusion (5 minutes)a. Summarize the main points of the lesson and emphasize the importance of effective communication in daily life.b. Encourage students to practice their communication skills outside of the classroom, such as by having conversations with their family or friends in English.Assessment:1. Observe students' participation in role-plays and group discussions.2. Assess students' understanding of new vocabulary words and phrases through a short written quiz or口头测试.3. Evaluate students' listening comprehension skills through the listening activity.。
初中英语全英教案
第一课：问候与介绍
目标
学生能够掌握以下内容：
- 用英语进行问候和介绍
- 理解常见的英语问候语和介绍语
教学方法
- 呈现图片和视频，帮助学生认识英语问候语和介绍语的使用场景
- 组织情境对话，让学生能够在实际情境中使用所学内容
- 把学生分成小组，互相介绍，并转述对方介绍的内容，加强对所学内容的理解和记忆
教学步骤
步骤一：呈现英语问候用语
- 导入图片和视频，把常见的英语问候语和介绍用语呈现给学生
- 帮助学生理解这些语句的意思和使用场景
- 分组讨论，让学生模拟在现实情境中使用这些语句
步骤二：组织情境对话
- 呈现场景图片和情境描述，模拟日常对话情境
- 分组演练，让学生在情境中运用所学内容
- 老师示范，引导学生如何用英语正确地进行问候和介绍
步骤三：小组介绍转述
- 把学生分成小组，互相介绍并转述
- 强调转述对方介绍内容的重要性，加强学生的听力、口语和理解能力
作业
- 让学生撰写一篇话题为“我的家庭”的短文，并在短文中运用所学的问候和介绍用语
- 鼓励学生在家庭中使用所学内容
总结
- 本课程旨在帮助学生掌握英语基础问候和介绍语
- 通过图片、视频、情境对话和小组互动等教学方法，让学生在实际情境中运用所学内容并加深理解
- 作业和家庭使用帮助学生更好地掌握所学内容。
初中英语优秀教案模板全英一、教学目标1.知识目标：学生能够掌握和运用本课所学的英语知识点。
2.能力目标：培养学生的听、说、读、写能力，提高学生英语综合运用能力。
3.情感目标：培养学生对英语学习的兴趣，积极参与课堂活动。
二、教学重点和难点•重点：掌握本课的重点单词和短语，能够流利表达相关话题。
•难点：能够熟练运用所学知识进行口语表达，形成自己的思路。
三、教学准备1.课件：准备PPT或者板书等教学辅助工具。
2.教学道具：如图片、实物等辅助教学。
3.教材：准备本课所需教材及相关练习。
四、教学过程第一部分：导入1.利用图片或实物引入本课话题，激发学生兴趣。
2.通过问答等方式，带入本课内容，引导学生思考。
第二部分：新课讲解1.介绍本课的重点单词和短语，帮助学生掌握。
2.灵活运用例句，让学生理解词汇的用法。
3.利用互动问答等方式，帮助学生巩固知识点。
第三部分：语言实践1.设计小组活动或角色扮演等形式，让学生进行口语练习。
2.引导学生自主探究，参与课堂讨论，加强互动。
第四部分：巩固练习1.布置相关练习，让学生进行书面练习。
2.点评学生作业，澄清学生疑问，巩固所学知识。
第五部分：作业布置1.布置相应的复习作业，加强对知识的巩固。
2.鼓励学生多做口头练习，提高口语表达能力。
五、教学反思1.总结本节课的教学过程，分析教学中表现优点与不足。
2.根据学生反馈及课堂实况，对下节课进行调整和完善。
六、教学素材提供一些实用英语学习素材，供学生课后复习使用。
七、课后延伸鼓励学生积极参与课后延伸活动，拓展英语学习的范围。
以上是初中英语课程的优秀教案模板，希望能够帮助老师们更好地开展教学工作，激发学生学习英语的兴趣。
英语教案初中优秀教案全英文Objective:To improve students' listening, speaking, reading, and writing skills through a fun and engaging activity.Materials:Flashcards with pictures of common items found in a classroomHandout with sentences describing the itemsProcedure:1. Warm-up (5 minutes)o Start the class with a simple greeting and ask students how they are doing.o Ask students to name three things they use in class everyday.2. Introduction (5 minutes)o Explain that today's lesson will be about describing objects in a classroom.o Show students the flashcards with pictures of common items found in a classroom (e.g., pen, book, desk, chair, etc.).o Ask students to guess what the items are and correct their answers.3. Activity 1: Sentence Writing (10 minutes)o Hand out the handout with sentences describing the items (e.g., "I have a red pen. It is on the desk.")o Ask students to write their own sentences describing the items on the flashcards.o Encourage students to use adjectives and adverbs to make their sentences more interesting.4. Activity 2: Group Work (10 minutes)o Divide students into groups of three or four.o Give each group a set of flashcards and ask them to create a short dialogue describing the items.o Encourage students to use the sentences they wrote in Activity 1 as a starting point.5. Activity 3: Presentations (10 minutes)o Ask each group to present their dialogue to the class.o Encourage students to speak clearly and use proper pronunciation.6. Cool-down (5 minutes)o Ask students to reflect on what they learned today and share their thoughts with a partner. o Encourage students to practice describing objects in their daily lives to improve their English skills.Assessment:The teacher will assess students' participation in group work and their presentations. The teacher will also collect and review students' written sentences to assess their understanding of the lesson.Note: This lesson plan can be adjusted to suit different levels of English proficiency and can be used with students of different ages.。
Subject: English Language ArtsGrade Level: 8Duration: 30 minutesObjective:1. To enhance students' listening skills through comprehending and answering questions based on a short dialogue.2. To practice and improve speaking skills by mimicking and creating new dialogues using given vocabulary.3. To introduce and reinforce the usage of past simple tense in context.Materials Needed:- Interactive whiteboard or projector with connected computer- PowerPoint presentation with images and dialogue- Handouts with vocabulary and exercises- Headphones or speakers for audio clipsLesson Outline:I. Introduction (5 minutes)1. Greeting: Begin with a friendly greeting and ask students to introduce themselves in English.2. Warm-up: Play a short English song or a fun activity to engage students and get them ready for the lesson.II. Presentation (10 minutes)1. Show the PowerPoint slide with the main topic and introduce the dialogue.2. Read the dialogue aloud, emphasizing the pronunciation of new vocabulary.3. Use images to help illustrate the context of the dialogue.III. Listening Practice (10 minutes)1. Play the audio clip of the dialogue for the first time.2. Pause after each sentence or phrase and ask students to predict what will be said next.3. Play the audio clip again and ask students to answer comprehension questions about the dialogue.- Example questions:- Who are the speakers?- What is the main topic of the dialogue?- What do they do in the dialogue?IV. Speaking Practice (5 minutes)1. Divide the class into small groups and assign each group a role in the dialogue.2. Instruct students to practice the dialogue with their groups.3. Encourage students to use the vocabulary and structure from the dialogue in their own dialogues.V. Vocabulary Review (5 minutes)1. Show the PowerPoint slide with new vocabulary words and their meanings.2. Ask students to repeat the words after you.3. Provide examples of how to use each word in a sentence.VI. Homework Assignment (5 minutes)1. Hand out a worksheet with exercises related to the lesson.2. Instruct students to complete the worksheet at home.3. Assign a short written assignment where students create their own dialogue using the new vocabulary and past simple tense.VII. Conclusion (5 minutes)1. Review the main points of the lesson with the class.2. Ask students to share their thoughts on the lesson and anydifficulties they may have encountered.3. Conclude with a positive remark and encourage students to practice their English outside of class.Assessment:- Evaluate students' participation and engagement during the lesson.- Check the completion of the homework assignments.- Observe the students' performance in the speaking and listening activities.Additional Notes:- Ensure that the lesson is interactive and engaging.- Provide opportunities for students to ask questions and clarify doubts.- Adapt the lesson plan to suit the needs and abilities of the students in your class.。
Be Careful with Numbers inListening Class: Class 12,Senior TwoDate: May16,2007 Teacher:Ni YazhenSchool: Zhi Yuan Senior HighSchool Teaching Material: P75 S2BOxford English;Additional material(The new Star Wars movie, Be Carefulwith Numbers)Teaching Objectives: Knowledge objectives:To enable students to listen and complete some exercisesAbility Objectives:To encourage the students to have basic skills of listening.Emotion objectives:To cultivate the cooperation through peer interactionTeaching aids: Multi-mediaTeaching and learning method: Guiding for learningTeaching Procedures:I. PresentationToday we’ll have a class on listening practice “Be careful with numbers in listening”:First we’ll play a game. Then, we’ll practice.Lead-in A game onnumber II. Performance:Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addresses, prices, temperatures, time and dates all closely linkedwith the use of numbers .Besides, numbers also play a very important part in broadcastprogrammes such as reports Now let’s listen to some advice from experts.Task 1 Be Careful with Numbers (Play the recorder Twice)Individual work→pair work(check the answer with yourpartner)→Group work(Underline the important se ntences. e.g.The differences between million and billion, “-teen’s” and“-ty’s” are …..“Seventeen point five million.”…)Whole class read the key sentences.Well-done!Numbers are all around us. Let us practice with numbers and learn to be good at numbe rs.(First read out the following numbers… Watch the screen)Task 2 Listen to some statements about the briefhistory of films and TV.First check the answers in groups. If you havedifferent opinion , please raise your hands.Judgement: (First students give themselves a judge.Then teacher does it)It seems no challenge. Now, We’ll do challengeexercise. So pay special attention to thenumbers in the passage and select the correct answerfrom the choices listed below.First teach the students new words in listeningmaterial. Then ask students to read out the numbers in StarWars.III. Promotion: Challenge exercise Star WarsListen to the tape twice →Check the answersIV. Conclusion: What we learned today is “Be careful with numbers in numbers.”Remember the following points when you are doing listening tasks:1. Take great care with the spelling of names and with addresses and phones numbers,2.prices, time and dates...3. To find the right answer, you may need to do simple calculations or combine two sets4.of data.5. Listen carefully for words and phrases such as these:6. half / twice as expensive as…it’s shorter / cheaper /quicker than… the lightest /heaviest / newest not as long/ cheap / good as…Some useful abbreviations and symbols for note taking( See PPt.)V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers2.Collect some information on listening skillsTeaching PlanBe Careful with Numbers in ListeningClass: Class 12, Senior TwoDate: May16,2007 Teacher:Ni YazhenSchool: Zhi Yuan Senior HighSchool Teaching Material: P75 S2BOxford English;Additional material(The new StarWars movie, Be Careful with Numbers)Teaching Objectives: Knowledgeobjectives:To enable students to listen and complete some exercisesAbility Objectives:To encourage the students to have basic skills of listening.Emotion objectives:To cultivate the cooperation through peer interaction Teaching aids: Multi-mediaTeaching and learning method: Guiding for learning Teaching Procedures:I. PresentationToday we’ll have a class on listening practice “Be careful with numbers in listening”:First we’ll play a game. Then, we’ll practice.Lead-in A game onnumber II. Performance:Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addresses, prices, temperatures, time and dates all closely linkedwith the use of numbers .Besides, numbers also play a very important part in broadcastprogrammes such as reports Now let’s listen to some advice from experts.Task 1 Be Careful with Numbers (Play the recorder Twice)Individual work→pair work(check the answer with yourpartner)→Group work(Underline the important sentences. e.g.The differences between million and billion, “-teen’s” and“-ty’s” are …..“Seventeen point five million.”…)Who le class read the key sentences.Well-done!Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)Task 2 Listen to some statements about the briefhistory of films and TV.First check the answers in groups. If you havedifferent opinion , please raise your hands.Judgement: (First students give themselves a judge.Then teacher does it)It seems no challenge. Now, We’ll do challengeexercise. So pay special attention to thenumbers in the passage and select the correct answerfrom the choices listed below.First teach the students new words in listeningmaterial. Then ask students to read out the numbers in StarWars.III. Promotion: Challenge exercise Star WarsListe n to the tape twice →Check the answersIV. Conclusion: What we learned today is “Be careful with numbers in numbers.”Remember the following points when you are doing listening tasks:7. Take great care with the spelling of names and with addresses and phones numbers,8.prices, time and dates...9. To find the right answer, you may need to do simple calculations or combine two sets10.of data.11. Listen carefully for words and phrases such as these:12. half / twice as expensive as…it’s shorter / cheaper /quicker than… the lightest /heaviest / newest not as long/ cheap / good as…Some useful abbreviations and symbols for note taking( See PPt.)V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers 3.Collect some information on listening skillsTeaching Plan----Yang XuefenContent: Unit 4 He said I was hardworking. <<Go ForIt>>, Grade 8(Ⅱ) Time: March 12th, the 1st period,Place: Class 6, Grade 8Teaching goals:13. Knowledge goal:4. Vocabulary: hard-working, be mad at, not---anymore5. Patterns: What did Marcia say? She said she was she was having a party for Lanna.22. Ability goal:Learn to report what someone said correctly33. Moral goal:To teach students not to report wrong message or they may cause trouble.To be an honest and good kid, report what someone said correctly.Teaching aids: multi-mediaTeaching procedures:Step 1: Leading in by free talking with the students: Ask severalSs what they are goingto do after school .Write their sentences on the Bb. How are you?How is your mother?What are you doing? What is your mother doing?What do you do in the morning? What about your mother?What are you going to do after school? What is your mother going to do after work?I’m fine.My mother is fine.I’m having a class.My mother is working.I have lessons in the morning? My mother works in the morning.I am going to play sports after school My mother is going to cook after work.Step 2: Pre-taskT: Now I’m going to report what xx said to you: xx said he wasfine. And he said his mother was fine, too. He said he was having aclass and his mother was working. He saidhe had lessons in the morning and his mother worked in themorning. He said he was going to play sports after school. He saidhis mother was going to cook after work. Step 3: While-task14. Observe the sentences on the blackboard, find out what isdifferent in my report He/ She said--------.6. SBp26/1a: Write the words soap opera on the board. Point to the picture and ask students what they think a soap opera is. Point outthe TV screens in the picture. Ask one student to read what the personsays in the first picture .Then ask another student: What did she/hesay? Help to answer: She/He said she/he was having a surprise party for Lana on Friday night.23. Repeat with the other pictures.SB Page 26 , 1b . Listen and Numberthe pictures. SB Page 27 , 2a & 2b .34. Ask some individuals to readthese sentences. 2. Play therecording .Ss circle their answer.3. Check theanswers. Step 5:Grammar Focus1. Review the grammar box. Ask Ss to say the statements.2. Explain: In each case, the direct speech talks about present situations and the reported speech talks about past situations .Step 6: Practice:1. Pass on What MsYang said one to another, then the last onetell the whole class: I love my students. Ms Yang saidshe loved her students.I can speak English. Ms. Yang said she could speak English.I want to be a writer. Ms. Yang said she wanted to be a writer.I am playing games with my students. Ms. Yang said she wasplaying games with her students.2.What can you do? What are you going to be when you grow up? Howare you going to do that?----------Report: xxx said he/she could---. He/She was going to be a/an----.She/ He was going to----Xxx said ------I hope -----Step 7: HomeworkGrammar FocusSection AStep1 Lead-in15. Ask students: What year is this year?16. Show students the picture of twelve animals in Chinese horoscope, and tell them17.different namesTell them this year is in the year of the Rat.18. Ask students:How old are you? When were you born? (What year were you born in?)What is your animal sign?What characters do you think it has?19. Ask students: What month were you born in? (review twelve months in a year)20. Tell students that everyone in western countries has his or her own star sign.21.(T: We know that animal signs are very popular in Chinese culture, we are familiar with22.them. But people in western countries have their own star signs according to the birth23.month. It can tell you something about your abilities, talents and special qualities.)24.Step 2 Welcome to the unit7. Show students the picture of star signs. “How much do you know about them?” Let8.students guess different star signs. (can be in Chinese)9. In the West, people use some creatures to represent the star signs. Can youtell me theirs? Teach students new words.11. Look at the pictures and read the new words after the teacher.12. Let students finish Part A on P7 and check the answers by reading the names.13. Some more exercises to see if students have known the star signs.14.(1) Show students 6 pictures and name the star signs.(2) Play a guessing game: fill in the blanks by using the names of the creatures.15. Tell students there are 6 more star signs and let them guess what they are represented16.by using the 6 pictures in Part B on P7.17. Check the answersto Part B. Step 3 Oralpractice24. Ask students: When is your birthday? What is your star sign?25. Show students the twelve star signs and let them point out their own star sign in both26.English and Chinese. Ask the students to try to remember their own star sign.27. Pair work: Let students ask and answer in pairs.Step 4 Comic strips25. Are you interested in star signs? So are Eddie and Hobo. Listen to their conversation26.and repeat it after the tape.27. Ask students some questions to see if they have known the dialogue.28.(1) Who brings Eddie the newspaper?(2) What does Hobo ask Eddie to read? Why?(3) What do Eddie’s stars say?(4) What happens to Eddie’s breakfast at the end of the story?29. Let students read the dialogue by themselves (or practice in pairs)30. Do some more exercises after reading and check the answers together.31. What do you think Hobo’s and Eddie’s star signs are?32. Oral practice:Try to act out this dialogue in pairsAsk the students to make a new dialogue by adding their own ideas.Step 5 Homework18. Remember the star signs.19. Make up a new dialogue about star signs.20. Try to find out how many classmates are under the star sign as you.Step 1 Revision28. Finish some exercises.33. Review the star signs: look at the star signs and name them. Read together after the34.teacher.35. Guessing game: (Test who has the best memory) Teacher will say the Chinese name of36.the star sign; students try to find out the right picture and say the name in English.37.Step 2 Lead-in21. Free talk:(1) What is your star sign?(2) Can you tell me something about yourself? ( abilities, special qualities,characteristics)(3) How many students are under the same star sign as you? (Yesterday’s homework)(4) What are they like? (clever, kind, generous, hard-working, brave, patient, polite….)(5) Do you share similar characteristics?(Let students speak out as many adjectives about characters as possible.)22. Do you know these words? They are also used to describe people. (Teach the new23.words, and finish Exercise B on P10.)24. Read the new words after the teacher. Then let students read the sentences by25.themselves.26. Do some more exercises to see if students have known all the words’ meanings.27.Step 3 Reading29. T: It’s said that star signs can represent a person’s characteristics.Let’s check if it is30.true. Please listen to the tape and learn something about them.31. Reading task 1: After listening to the tape, do “T” or “F” questions.32. Reading task 2: Ask students some questions to check if they have known the main33.idea, with the books open.(1) Is Aries lazy?(2) Which star sign likessaving money? (3) DoesSagittarius like telling jokes?(4) Which star sign has the best imagination?(5) If your birthday is on 13th September, what is your star sign?34. Make students read the article passage by passage and try to find out the adjectives to35.describe people’s characteristics with the picture of each star sign. (Esp. their own star36.sign)T: Whose star signis Aries? When is yourbirthday?What characteristics do you have/ do this star sign have?Aries: energetic, active, impatient, selfishTaurus: stubborn, hard-working, patient Gemini: curious, clever, outgoingCancer: kindLeo: strong, confident,generousVirgo: modest,practical Libra: polite,fair, elegant Scorpio:powerful, sillySagittarius: humorous,luckyCapricorn: successful,patientAquarius: kind, wise, strangePisces: generous, kind, gentle, easy-going, creative, imaginative38. Discussion:What is your star sign?Do you have the same characteristics as the star sign says?Do you think what the star signs say about people are facts?-- So we can have a conclusion: What the star signs say about people are not facts. Wecan just learn about star signs for fun.Step 4 Some More Exercises28. What are your characteristics?Write a short description of your own characteristics.29. Then show your description to your partner.30. Discuss with your partner whether or not you agree with each other.31.Step 5 Homework37. Read the passage three times.38. Remember all the adjectives which describe a person’s characteristics.Step 1 Revision35. Ask students some questions while showing Picture 1.36.(1) How many star signs are there in a year?(2) How do you know your star sign? What decides your star sign?(3) Do the people under the same star sign share similar characteristics?(4) What characteristics do the people under your star sign have?37. Explain the language points while answering the above questions.38.1) A year is divided into 12 different star signs.2) Your date of birth decides your star sign.3) People born under the same star sign share similar characteristics.39. Ask more questions about Reading1) Which star sign doesn’t give up easily?2) Which star sign loves peace and doesn’t like to argue with others?3) Which star sign is suggested to forgive others for their mistakes?4) Which star sign likes to dream about everything?40. Teach the language points by answering the above questions.41.(1) You are patient and do not give up easily.(2) You love peace and do not like to argue with others.(3) Sometimes it is silly of you not to forgive others for their mistakes.(4) You like to dream about everything.Step2 Group work32. Show students some pictures and passages about some famous people. Let students33.guess what star signs they are?34. Finish Part C2 on Page11, and then check the answers.35. Discussion:What kind of friend do you like to make? (Why?)What is his/her star sign?(Let students talk about his or her own characteristics and his or her friend’s.)36. What star signs are suitable for these jobs? Why?37.Step 4 ConclusionWhat star signs say about people are not facts.We should work hard to make our dream come true.Step 5 Homework39. Read the passage again and again. 2. Do some exercises.。
