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Unit 1 What’s the matter?Section A (1a-1c)一、教学目标：1. 知识目标：1) 重点单词：cold，fever，throat，back，toothache，stomachache 2）重点词组：have a cold，have a fever，have a sore throat…3）重点句型：what’s the matter? 及其回答I have a cold / fever…2. 能力目标:1)能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；2) 能写出重点单词和重点句型，并能描述怎样对待健康问题。
3. 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 掌握重点句型What’s the matter ?及其回答方式I have…2. 教学难点：1) 由have a cold，have a sore throat，have a toothache总结出have a +病症, have a sore +发病部位，have a +部位-ache的规律。
2) 重点句型What’s the matter ?及其同义句What’s wrong？的区别。
三、教学过程Step1 Lead-in播放视频《来自星星的你》片段，导入新课，板书课题。
Step2 Show the aims1. Master some useful phrases.2. Make conversations.3. Train listening.Step3 Task 1 （2’）Look at the picture and finish 1a .Step4 Task 2（5’）Learn some phrases.a. Translate the following phrases.b. Read and write them.c. Show and check.d. Find some rules.1.感冒have a cold2.发烧have a fever3.喉咙痛have a sore throat4.背痛have a sore back5.牙痛have a toothache6.胃痛have a stomachacheRules：have a + 病症have a sore +发病部位have a +部位-acheStep5 Task 3 （15’）Make conversations播放一个小女孩假装生病的幽默短片，引出句型：What’s the matte r?a. Ask some students read conversations, others follow.b. Two students in a group, practice the converstation.c. Play a snowball game to practice the conversation.d. Pair work. Use different persons to practice conversations.Pair work:A: What’s the matter?B: I …...A: What’s the matter with her/him?B: She / He …...Step6 Task 4 （3’ ）Listen to the tape and finish 1b.Step7 Exercise一．用所给词的适当形式填空。
Unit 1 Where did you go on vacation?Section A (Grammar Focus-3c)单词something, nothing, everyone, myself,1.掌握一般过去时的疑问句结构及其肯定、否定回答2.掌握动词的过去式形式3.掌握不定代词的用法1.复合不定代词someone, anyone, something, anything等的用法2.一般过去时的运用Step 1检测上节课的学习效果，同时巩固已学知识，为新课做好准备。
①Show the pictures used in the previous class and ask Ss to try to remember the words they learned from the previous class.②Test Ss ability to understand and use the words.T: I had a great time on vacation, and I did something interesting.2.Review the conversationShow the Chinese translation of 2d and ask Ss to say the English sentences.Step 2将独立思考和小组探究的方式相结合，既培养了学生的思考能力，也培养了其合作能力。
Grammar Work on Grammar Focus①Ask Ss to read the sentences in the chart and then show the following questions on the PPT. Let Ss think by themselves.1)常见的复合不定代词有哪些？2)带有some的复合不定代词和带有any的复合不定代词有什么区别？3)当形容词和复合不定代词连用时，复合不定代词应该放在形容词之前还是之后？4)由some, any, no, every构成的复合不定代词作主语时，谓语动词用单数还是复数？②Have Ss discuss those questions in groups of four and then write their answers. Choose several groups to report the answers of their group and then evaluate their answers.【Keys：1）常见的复合不定代词有something，anything，someone，anyone，everything， everyone， nothing等；2）带有some的复合不定代词常用于肯定句，而带有any的复合不定代词常用于疑问句和否定句中；3）当形容词和复合将独立思考和小组探究的方式相结合，既培养了学生的思考能力，也培养了其合作能力。
Unit1 Where did you go on vacationSection B(1a－1e)一．教学目标知识目标：1.key words: delicious，exciting，terrible，expensive，cheap，boring2.key 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...?3.运用be+形容词来评价事物能力目标：1.进行听力训练，提高综合听说能力。
2.能够利用自评和互评的评价标准，提高自己的听说能力。
情感目标：1.让学生学会分享过去发生的事件。
2.通过课堂活动，培养学生的合作精神。
3.向学生提供体验学习成功的多种机会，使其增强自信心。
学习策略：1.听力练习，训练学生学习和使用有选择的听的策略。
2.设计Pairwork, Groupwork等活动，培养和训练他们的合作策略。
3.通过自评和互评活动，使学生不断调整改进自己的学习策略。
文化意识：通过听力内容帮助学生了解香港。
二．教学重难点教学重点：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...?教学难点：1.熟练地谈论过去发生的事件2.运用be+形容词来评价事物三．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...3.Present the adjectives：delicious，exciting，terrible，expensive，cheap，boring Step 2Pre－taskWork on 1a and 1b.1．Look at the six pictures.2．Match the words with the pictures.4.Check the answers.Step 3While－taskWork on 1c and 1d.1．Make students read 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.①Where did Lisa go on vacation?She went to Hong Kong.②Did she do anything special there? What was it?__________________________________________________③Did she buy anything for her best friend?__________________________________________________④Did Lisa like her vacation?__________________________________________________3．Play the recording a second time. Students complete the task in 1d.What did Lisa say about ------?her vacation great the people ________the fun park ________ the food ________the stores __________4．Correct the answers.5．Ask the students to listen to the tape and repeat .Then let them read the tape scripts.Step 4Post－taskWork on 1e.1.Pairwork. Get the students to work in pairs about Lisa's vacation. You canbegin your questions with：Where did...？What did...？Did she...？How was...？How were...?2.Ask 3 or 4 students to ask and answer the questions .For example:A: Where did Lisa go on vacation?B: She went to Hong Kong.A: What did she do?B: She went to a fun park.A: Did she go shopping?B: Yes, she did.A: How were the stores?B: They were very expensive.A: How were the people?B: They were really friendly.A: How was the food?B: It was delicious.3.Groupwork. Let the students say about Lisa's vacation . First give the students time to practice it by themselves. Then let them work in groups .At last choose several students to show it individually.For example:Lisa went to Hong Kong with her family on vacation. She went to a fun park. It was really exciting. She bought something for her best friend. The stores were very expensive. The people there were really friendly. Lisa’s parents have some friends there.They had dinner at their friends ’ home. The fo od was delicious. Everything was excellent. And they had a good time.Step 5. Exercises一．.根据括号所给单词，句意或首字母完成句子。
八年级Unit 1 Where did you go on vacation?Section B 1a-1e (Period four)Teaching and learning Goals:一、功能：Talk about last vacation activities; Describe vacation activities using adjectives and express personal feelings.二、词汇和常用表达：Learn to use words and sentences: “delicious, terrible, cheap, expensive, exciting, boring, sb. went to ------. How was / were ------? It was / They were------! Did you ------? Did everyone have a good time? Everything was excellent.”三、学习策略：Learn to sum up the main patterns and communicative phrases of the tape scripts; Improve listening and speaking skills by pair work and group work.四、文化知识：Help students to know about Hong Kong.Pre-listening activitiesReviewMake a survey. Ask the students to ask their classmates the questions. Where did you go on vacation? Did you go there with anyone? Did you buy anything special? How was your vacation?××went to ------ with his / her ------. He / She bought ------ for ------. He / She thought his / her vacation was ------.（设计意图：学生都喜欢搞个调查活动，这样可以提高学生的参与度，而且全面复习了上节课所学的目标语言。
Where did you go on vacation?教学设计(Period1)一、教学目标在本节课结束时，学生将能够：学习本单元的重点短语；用一般过去时就假期活动进行问答；能够口头介绍自己假期的旅游经历等。
知识与能力：通过本课学习，学会使用目标语言进行询问并描述假期活动。
同时在描述自己国内假期活动中学会爱国。
过程与方法：采用二人对话、头脑风暴、小组活动、听力活动和预测听力内容的学习策略，PPT、图片或制作课件等来展开课堂教学、二人对话、小组活动、口头作文等进行谈论假期的经历” 的课堂教学和练习。
利用视频、“询问和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内容，并在模仿中内化语言，输出语言；口语教学采取pair work 、 report 和口头作文对学生进行教学；听力教学采取听音填表和听音打钩等的方式进行教学，训练学生的听力能力；口头作文教学通过图片启发学生就自己的假期经历进行简单输出；语法教学让学生模仿给出的过去时句子进行模仿，并教师及时纠正。
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学会在英语交流中注意他人的情感，同时通过谈论祖国的风景名胜而增强爱国情感。
二、教学重难点教学重点：学生学习并掌握一般过去时的疑问句及答语。
教学难点：帮助学生建立使用助动词did 提问的意识及对谓语动词原形的使用。
三、教学策略语音教学让学生跟读听力材料进行模仿式操练；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；口语教学采取 pair work 问答式的口语交际活动或小组活动互相操练；听力教学采取听音填表和听音打钩等方式；口头作文教学以对话活动，小组汇报，口头作文等进行口头作文练习；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一般过去时语法意识。
四、教学过程Step 1: Lead in通过播放视频引出本节课话题“假期经历”，复习有关假期活动的短语。
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】新目标八年级英语上册：Unit 1 单元教学设计一. 教材分析人教版新目标八年级英语上册Unit 1主要围绕“How do you get to school?”这一主题展开，通过引入不同交通工具的图片和情景对话，让学生掌握一般现在时的表达方式，以及询问和回答他人如何去学校的句子结构。
教材通过丰富的语言材料，旨在培养学生的听说读写技能，提高他们的语言运用能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们在学习过程中需要更多的实际语境和实践机会来提高语言运用能力。
此外，学生对于新事物的接受能力较强，但部分学生可能对英语学习缺乏兴趣，需要教师通过有趣的教学活动来激发他们的学习热情。
三. 教学目标1.知识目标：学生能够掌握一般现在时的表达方式，学会用英语询问和回答他人如何去学校。
2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高听说读写技能。
3.情感目标：培养学生热爱生活，关注环保的价值观。
四. 教学重难点1.重点：一般现在时的表达方式，以及询问和回答他人如何去学校的句子结构。
2.难点：如何运用所学知识进行实际交流，提高语言运用能力。
五. 教学方法采用任务型教学法，通过引入真实情境，让学生在实际交流中掌握知识点。
同时运用分组合作、角色扮演等教学手段，激发学生的学习兴趣，提高他们的参与度。
六. 教学准备1.教材：人教版新目标八年级英语上册。
2.教具：多媒体设备、图片、卡片等。
3.教学资源：网络资源、相关视频等。
七. 教学过程1.导入（5分钟）利用多媒体展示不同交通工具的图片，引导学生谈论自己如何去学校。
教师通过提问学生，激发他们的学习兴趣。
2.呈现（10分钟）教师通过展示教材中的情景对话，让学生听懂并理解对话内容。
随后，引导学生跟读对话，纠正发音。
3.操练（10分钟）将学生分成小组，让他们模拟对话情景，进行角色扮演。
教师巡回指导，纠正错误，并给予鼓励。
Unit 1 Where did you go on vacation?ⅠTeaching Aims and demandsa. Knowledge Objects：1) Master the new words：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourselfTarget language：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) Understand the grammar points：—The usage of indefinite pronouns, such as: someone, anyone, something, anything.— The usage of reflexive pronoun, such as: yourself, myself.3）Different structures of the past tense.2.Ability & Moral Objectives：Learn to communicate with others using past tense and cultivate the students’ consciousness to protect the environment as well as their love to the nature.Ⅱ、Teaching Importance ：1) Students can talk about their own vacation using the language topic.2) Students can master the key vocabulary in this unit.Ⅲ、Teaching Difficulties：1) Understand the usage of indefinite pronouns, such as: someone, anyone, something, anything.2) Learn the usage of reflexive pronoun, such as: yourself, myself.Ⅳ、Teaching Methods：Task-based and communicative teaching methods.Ⅴ、Teaching Periods：10 periodsⅥ、Teaching Procedures：Period 1 Section A (1a-1c)Ⅰ Teaching Aims and Demands1、Knowledge Objectsa. Key vocabularies：stayed at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle.b. Target language：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.2、Ability objects:a. Students can share their vacation experiences together.b. Students can discuss and know many places of interests around the world.3、Moral objectsStudents have cultivated the consciousness of protecting the environment and loving nature.Ⅱ、Teaching Importance and DifficultiesTeaching Importance:Master the target language—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp.—Did you go with anyone? —Yes，I did. / No, I didn’t.Teaching Difficulties：Talk about the vacation activities using past tense.。
Ⅲ、Teaching AidsPictures and Multi-media.Ⅳ、Teaching ProceduresStep 1 GreetingsGreet the class. T: Good morning, class. Ss: Good morning, teacher.Step 2 Lead-inAsk questions about what students did last Saturday.（1）Who went to the movies last Saturday?( Point to one student who raises his or her hand. )Mike went to the movies last Saturday. (Repeat. Write this sentence on the board. Underline the word “went”.)(2) Ask：Who visited a friend last Saturday？(Point to one student who raises his or her hand.) Jane visited a friend last Saturday. (Repeat. Write this sentence on the board. Underline the word “visited”)Point to the words “went” and “visited” in the sentences on the board．Say：We use these words to talk about things that happened in the past. Write these pairs of words on the board：go–went, visit –visited. Ask: Can you point out the words that talk about the past?This activity introduces the key vocabulary．Step 3 Practice1.Focus attention on the picture.T: What can you see？Ss: Each picture shows something a person did in the past.T: Yes. Now name each activity, ok?Ss: Ok!2.T: Have you finished?Ss: Yes!T: Here are the activities. Let us read them together.The activities: went to the mountains, went to New York City, went tosummer camp, visited my uncle，stayed at home, went to the beach, visitedmuseums.3. T: Now, please match each phrase with one of the pictures. And write the letter of each picture next to the name of the activity. 2 minutes to finish it.4. Check the answers.Step 4 Listening1.(Point to the picture on the screen.) T: look at Picture A，Where did Tina goon vacation?Ss: …T: Yes，she went to the mountains．T: What did the person do in each scene?Ss: …T: Great! So we need to listen this conversation. First, let’s just listen. Are you ready ?Ss: …T: Have you listened something?Ss: …T: Right! The people talk about what they did on vacation. Now, listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. We could write them like the sample answer , clear?Ss:2.Correct the answers．Step 5 Pair work(Point out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student. Do a second example to the class.) T: Now work with a partner, make conversations about the people in the pictures. Ss: …(As they talk, move around the classroom monitoring their work. Offer language or pronunciation support as needed.)T: Which group would like to show your conversation?G1:G2:G3:G4:G5:G6:T: All of you did a very good job! Big hands!Step 6 SummaryT: what we have learned today?Ss:S1:S2:Ⅶ. Teaching ReflectionThe target language has a litter more for students to understand and digest. And the class activities seemed litter interspersing.Period 2 Section A 1 (2a-2d)Step1. Lead-in1.Show a animal cartoon lead the topic in. Then let’s the students to talk about theirweekends activities.Step2. Present the new word.1.(Show some pictures on the big screen.) T: Let ‘s learn the new words together.Ss: …Step3. Listening1.T: Let’s do some listening activities. Look at 2a in page2. (Tell Ss they will heara conversation about three students’ conversations. Listen for the first time andfill in the chart. Then listen again and check Yes, or No. )T: Have you done?Ss: ..T: Good! Let’s listen it again and check the answer.Ss: …2.Let Ss read the phrases in the chart of 2b.T: Now, let’s listen 2b. First, please read the phrases in the chart.Ss:T: All right. Do you understand these phrases?S1:S2:T: Any questions?Ss:T: Ok, let’s listen!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.Step4. Pair work1.Let two Ss read the conversation between Grace, Kevin and Julie.T: Now, let’s move on the pair work. Who would like to read the conversation?S1&S2:T: Good! Repeat me. Let’s read it together.Ss:2.Let Ss work in pairs and try to role-play the conversation.T: Ok, three students are a group, and prepare your own conversations carefully in5 minutes, clear？Ss:3.Ask some pairs to act out their conversations.T: Which group would like to share your conversation with us?G1:G2:G3:Step5. Role-play1.First let Ss read the conversation and match the people and places they went.T: Please, listen the conversations and finish the two question on blackboard.Ss:2.Let Ss act out the conversations in pairs.T: Let’s read the conversation after the radio.Ss:T: Please read it together.Ss:T: Two students are a group and act out the dialogue.G1:G2:G3:3. Some explanations in 2d.Step6 SummaryT：Today, we have learn the new word and some new sentence structures. Let’s read them together.Ss:T: Any question about this class?S1:S2:Step 7 Homework:用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
