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人教版新目标八年级英语上册全册教案Unit 1 Where did you go on vacation?Section A本部分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Where did you go on vacation? Did you buy anything special? Yes, I did．No，I didn’t．以及不定代词的用法等是教学的重点。
通过对本部分的学习，学生能掌握本部分出现的不定代词和地点名词，用于询问和回答过去发生的事情的短语和句型。
【知识目标】1、熟记并会用本课所学的新词汇；2、能使用过去时态对过去的事情进行问答；3、能正确使用不定代词。
【能力目标】充分运用两人活动和小组活动进行听、说训练，提高听、说水平。
【情感目标】通过让学生就过去的度假经历展开问答，回忆并感知各种人文和景色，教会学生“读万卷书，行万里路”，旅行中不要仅在意终点而是欣赏沿途的风景并增强环保意识。
【教学重点】1、词汇：anyone, anywhere, wonderful, few, something, nothing, everyone, myself, yourself,someone, quite a few, of course, seem2、句型：--Where did you go on vacation？--I went to New York City.--Did you go out with anyone?--No. No one was here. Everyone was on vacation.--How was the food?--Everything tasted really delicious.【教学难点】掌握不定代词的用法，能使用过去时态谈论过去的事情。
Multimedia, PPTStep1. Warming upShow Ss some pictures. Then ask Ss what they did during summer vacation and where they went on vacation.Step2. Practice1. Change the verbs into past forms.2. Check the answers.3. Match the activities with the pictures in 1a.4. Check the answers.Step3. Listening1. Listen and number the people in the pictures in 1b.2. Check the answers.Step3. Pair workGet Ss to make conversations about the people in the picture. Then invite some pairs to show their conversations.Step4. Listening (2a &2b)1. Tell Ss they will hear a conversation about three Ss. 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 therecording a second time for the Ss to check “Yes, I did.” or “No, I didn’t.”5. Check the answers with the Ss.Step5. Pair work1. Let two Ss read the conversationbetween 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.4. Give Ss some pictures to do more oral practice.Step6. Role-play1. Ask Ss to read the conversation and answer the questions.2. Check the answers.3. Get Ss to role play the conversation after listening to the recording.4. Invite some pairs to act out their conversations in front of the class.5. Explain some language points.Step7. Survey1. Work in a group of four. One surveys others about your vacations and fill in the chart.2. Report their survey results.Step8. Language pointsExplain some language points.Step9. Grammar Focus1. Review the grammar box. Ask students to read the questions and answers.2. Review the difference between regular-ed past tense verbs and irregular past tense verbs.3. Then get the students to ask and answer the questions and answers in pairs.Step10. Language points & Exercises1. Explain the usages of indefinite pronouns and past tense.2. Do some exercises.3. Check the answers.Step11. Practice (3a&3b)1. Get Ss to finish 3a &3b.2. Check the answers.Step12. Group work1. Ask your group questions about their last vacation and fill in the chart in 3c. Then tell the class your results.2. Get several groups to show their results.Step13. SummarySummarize what we’ve learnt in this period.Step13. HomeworkFinish off the exercises of this period.略。
(共10套)人教新目标版八年级英语上册(全册)教案汇总Unit 1 Where did you go on vacation?法)．Ability Goals 【能力目标】1. Through the learning to gain the ability to talk about the past events freely with others. Enable students to write travel dairies. 2．Be able to use anything，something，anyone，everything，nothing，no one and so on.Moral Goals 【情感目标】Enable students to recall(回忆)and share their wonderful days they spent somewhere.Teaching Time 【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(Grammar Focus－3c)Period 3Section B(1a－1e)Period 4Section B (2a－2e)Period 5Section B (3a－Self Check)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。
(此文档为word格式，下载后您可任意编辑修改！)Unit 1 How often do you exercise ?Teaching goals:1. Words &phrases: , to talk about do you do things .3. 一些表示频率的副词: always , usually , often , never , weekends ?How often ··· ?及回答.Important and difficult points :What does she weekends ?She often goes to the movies .How often do you shop ?Once a week Twice a week ··· .Teaching aids : cards , pictures and a tape recorder .Period 1Teaching procedures :Step 1 Leading-in1.Greetings:Talk about something the students did on summer vacation .Step 2 Pre-taskSB Page 1 , 1a .1. Look at the picture (学生识图).2. Name each activity .T: What are they doing ?They are shopping reading exercising watching TV skateboarding .(Help the students to answer )3. Write the activities on the line .4. Check the answers on the Bb .Correct their own activities .5. Practise reading .SB Page 1 , 1c .1. Focus on the conversation in the box .2. Practise reading .3. Pairwork : What do you do on weedends ? I ··· .4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:S1:What do you do on weekends ?S2:I ··· .S1:What does she weekends ?S2:She He ··· .5. Act out their own dialogues .Step 3 While-taskSB Page 1 , 1b .1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.2. Make sure what they will .4. Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1. read the activities and the answers of “” first .2. Practise reading .3. In 2a we should know the activities you 2b we should know the answers of .5.Play the tape a second time .Ss do 2a .6. Play the tape a third time .Check the answers .7. Play the tape .Ss do 2b .8. Check the answers .In this part ,we should pay attention to the conversation .2. Practice reading .3. Read the activities in the left box .4. Fill in the chart .6. 5. Pairwork: Make conversations .Period 2Teaching procedures :Step 1 Leading-in1. Greetings2. Drills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does to the survey .Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them in the green box with Ss .3. Read the article first by the Ss .4. Read it to the class .5. Look at the survey and fill in the blanks in the article .6. Finish the activity individually .7. Check the answers .8. Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ··· ?2. Think of more things you can do to improve your English and write them . 4. See: Who is the best English students in the classHomework: Revise the new words .Period 3Teaching procedures :Step 1 Leading in1. Greetings & free talk .2. Practise reading the article in Page3.3. Check the .4. Call attention to the pictures .Say something about the pictures .5. Match the words with the pictures .6. Check the answers .7. Practice reading .Step 3 While-taskSB Page 4 , 1b .1.pay attention to the conversation in the box on the right .2. Read it to the class .3. Explain : “be good for” means :有益于…，对…有好处.4. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations .5. Share the students‟ conversations.SB Page 4 ,2a&2b .1. T : Now you will 2a ,we‟ll know who is 2a .3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don‟t know” in the chart .4. Be fore we check the answers in 2a,we‟ll read through the questions in 2b .Pay attention to Katrina‟s and Bill‟s answers .Play the tape again .This time ,if we 2b ,we can tell who is do you exercise ?S2: I exercise every day .S3: … .With the1.T :How many parts of the body can you name ?What‟s this ?( some parts of the body .2.This is my check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .3. Practice reading the new words .Give them 6 minutes .4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .5. Page7,1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list .6. Check the answers .7. Play a game .All the Ss close your books ,we‟ll boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .SB Page 8, 2a .1. Point out the eight items in this activity .Read the item to the class .Ss repeat . 1.2. There are different conversations .Listen carefully . people are talking aboutthe doctor and the patient .Period 2Teaching procedures :Step 1 Leading in1. Free talk .2. Revise playing the game .3. Practice reading the dialogues .Step 2 Pre-taskSB Page 8, 2b .1. Pay attention to the four pictures .Each of these pictures illustrates one of the conversations .2. Play the tape ,write the missing words on the blank lines .3. Play the tape again and check the answers .4. Pairwork .Practice reading the dialogues in the pictures .Take turns 2c ,and make their onw conversations .5.Act out the dialogue .Step 3 While-taskSB Page 9, 3a .1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He‟s sick .A teache r is talking to to the dialogue and the blanks in the dialogue .3. Fill in the blanks in the conversation .4. Go over the answers.5. Practice reading the dialogue with a student, then work in pairs .Step 4 Post-taskSB Page 9 , 3b .1. Look at the picture with activity .A: What‟s the matter ?B: I‟m not feeling well . I dialogues setting 3a as an example .3. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .SB Page 9, Part 4.1. Read the instructions and demonstrate what a “mime” is .2. Read the dialogue by the Ss .3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .4. Ask one student to give advice .5. Give several students an opportunity to come to the front and mime an illness . Step 5 Homework1. When you1. Free talk .2. Play the game :One student mimes an illness , the other students guess the illness and give advice .What‟s the m atter? Do you something about it using one of the four words and expressions .3. Match the words with the pictures by the Ss .4. Check the answers .5. Practice reading and make sure the Ss understand the meaning of the words . Step 3 While-task2.SB Page 10,1b .1. Read the four sentences ,Ss practice reading .2. Look at the picture and match each picture with advice.3. Check the answers .SB Page 10 ,2a & 2b .1. First ,make sure the Ss understand what they will read the four names3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn‟t” do for their problem.4. Check the answers .Step 4 Post-taskSB Page 10,2c .1. Ask two students to read the conversation to the class .2. Pairwork .Make conversations with your partner .3. Act out the conversations for the class .4. Write two dialogues in the exercise book .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you should do . Check the answers .2.3b .Let the Ss read the paragraph and fill in the blanks .Check the answers .SB Page 11 ,Part 4.Play the gameStep 5 SelfcheckSB Page 12 ,Part 1 .1. Fill in the blanks on their own .2. Make your own sentences with the words .SB Page 12,Part 2.Read the letter .Make sure Ss can understand it .Step 6 Homework1. Remember the words in this unit .2. Do the exercises on Pages 6-8of the workbook .Unit3 What are you doing for vacation ? ]Teaching aims and demandsKnowledge: talk about future plansLearn future tenseMoral education: communication with others freely.Ability: Talk about things planned toKey points:What are you doing for vacation?I'm spending time with my friends.What is she doing for vacation?She's babysitting ?She's going to Italy.4. When is she going?She's going on Monday on the 12th next week.5. How long is she staying?She's staying just for four weeks.Difficult points进行时间表计划安排be doing sth表示在计划中的将来,要做的事情on schedule打算将要做的事情,或根据判断得出的结论。
(共10套116页)人教新目标版八年级英语上册(全册)教案汇总Unit 1 Where 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：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：，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，boring 2．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：Tian'anmen Square，the Palace MuseumTarget language：？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.Unit 2How often do you exercise?本单元的教学内容围绕“多久做一次运动”这一话题展开。
人教版新目标英语八年级上全册教案Unit 1 Where did you go on vacation?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself能掌握以下句型：①—Where did you go on vacation? —I went to the mountains.②—Where did Tina to on vacation? —She went to the beach.③—Did you go with anyone? —Yes, I did./No, I didn’t.2) 能了解以下语法：—复合不定代词someone, anyone, something, anything等的用法。
—yourself, myself等反身代词的用法。
3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点1. 教学重点：1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇。
2. 教学难点：1) 复合不定代词someone, anyone, something, anything等的用法。
2) yourself, myself等反身代词的用法。
三、教学过程Ⅰ. Lead-in1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。
Ⅱ. Presentation1. 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 conversation about 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.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。
Unit 1Where did you go on vacation?第1课时Section A(1a ~ 2d)教学步骤自主学习案1.学生自学新单词和词组(教材P1的单词),看谁记得又快又准。
(1 分钟)【新词自查】2.根据首字母及汉语提示完成句子。
(3分钟)(1) He told her not to tell a nyone.(2)There had never been such a beautiful woman a nywhere in the world.(3) This world is a w onderful place.(4)Only a f ew people here know his name.(5)On Sunday, I like staying at home m ost of the time to watch TV.(6)Quite a few(相当多)students were late this morning.课堂导学案Step 1情景导入参考案例T:What did you do last Sunday?S:…T:Today we are going to learn how to talk about past events.环节说明:从询问全班学生的度假情况入手,让学生初步理解对过去事情的谈论,以及其基本结构。
激发学生学习本单元的兴趣,自然地导入新课。
Step 2完成教材1a~1c的任务1.要求学生翻开课本P1,理解1a中单词或短语的意思,并按要求完成课本上相应的任务。
(1分钟)T:What can you see?Each picture shows something a person did in the past.Now, please match each phrase with one of the pictures.2.检查答案,先要求几名同学给出他们的不同答案,并全班一起讨论。
初二八上英语教案全册人教版教案标题：初二八上英语教案全册人教版教案目标：1. 通过本教案，学生将能够掌握初二上学期英语教材的全部内容。
2. 学生将能够熟练运用所学知识进行听、说、读、写和翻译等各项语言技能的训练。
3. 学生将能够培养英语学习的兴趣和自主学习能力。
教案内容：本教案将按照教材的章节顺序，分为以下几个部分进行教学：第一课时：Unit 1 My New Teachers1. 教学目标：学习并掌握新的教师介绍的表达方式和句型。
2. 教学重点：新的教师介绍的表达方式和句型。
3. 教学难点：灵活运用所学句型进行教师介绍。
4. 教学准备：教材、多媒体设备、课件、教学素材等。
第二课时：Unit 2 I'll help to clean up the city parks.1. 教学目标：学习并掌握动词不定式的用法和句型。
2. 教学重点：动词不定式的用法和句型。
3. 教学难点：理解并运用不同动词不定式的用法。
4. 教学准备：教材、多媒体设备、课件、教学素材等。
第三课时：Unit 3 I'm more outgoing than my sister.1. 教学目标：学习并掌握形容词比较级和最高级的用法和句型。
2. 教学重点：形容词比较级和最高级的用法和句型。
3. 教学难点：理解并运用不同形容词比较级和最高级的用法。
4. 教学准备：教材、多媒体设备、课件、教学素材等。
第四课时：Unit 4 I used to be afraid of the dark.1. 教学目标：学习并掌握used to和be used to的用法和句型。
2. 教学重点：used to和be used to的用法和句型。
3. 教学难点：理解并运用used to和be used to的区别。
4. 教学准备：教材、多媒体设备、课件、教学素材等。
第五课时：Unit 5 What were you doing when the UFO arrived?1. 教学目标：学习并掌握过去进行时的用法和句型。
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备课簿年级八学科英语授课人学年度第 1 学期Unit 1 Where did you go on vacation？Period 1Section A (1a—2d）一、教学目标：1. 语言知识和能力目标：1）能掌握以下单词：anyone, anywhere， wonderful， quite a few， etc能掌握以下句型：① -Where did you go on vacation? —I went to the mountains。
②—Did you go with anyone？—Yes， I did./No， I didn’t.2) 能了解以下语法：-复合不定代词someone， anyone, something, anything等的用法。
—yourself， myself等反身代词的用法。
3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答.2。
情感态度价值观目标：学会用一般过去时进行信息交流,培养学生的环保意识，热爱大自然。
二、教学重难点1。
教学重点：1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇.2. 教学难点：1) 复合不定代词someone, anyone, something, anything等的用法。
一、教案示例Part 1 Teaching DesignStep 1 Lead-inAsk students questions to activate their prior knowledge about school life and summer vacation.1. What did you do during your summer vacation?2. Did you enjoy your summer vacation? Why or why not?3. Are you excited to go back to school? Why or why not?Step 2 ListeningThis step aims to improve students' listening skills by listening to a conversation about returning to school.1. Play the audio recording of the conversation.1. Who are the two people talking in the conversation?2. Why is the girl excited to go back to school?3. What is the boy worried about?Step 3 SpeakingThis step aims to improve students' speaking skills by engaging them in a conversation about their own feelings towards going back to school.1. Ask students to work in pairs or small groups and discuss the following questions:- Are you excited or worried about going back to school? Why?- What are you looking forward to in the new school year?2. Have students share their thoughts and ideas with the whole class.Step 4 Reading and VocabularyThis step aims to improve students' reading and vocabulary skills by reading a passage about a student's first day of school.1. Ask students to read the passage individually or in pairs.Step 5 WritingThis step aims to improve students' writing skills by having them write a short paragraph about their own first day of school.1. Provide a writing prompt for students, such as "Describe your first day of school. What did you do? How did you feel?"Part 2 Teaching Reflection- The lead-in activity was effective in engaging students and activating their prior knowledge about school life and summer vacation. It encouraged them to share their thoughts and experiences with the class.- The writing activity allowed students to practice their writing skills and express their thoughts and ideas in English. It was a good opportunity for students to reflect on their own experiences and improve their written expression.。
人教版八年级英语上册教案全册完整版一、教学内容二、教学目标1. 掌握并运用一般过去时、频率副词、比较级和最高级等语法知识。
2. 提高学生的听说读写能力，特别是日常对话和描述事物的能力。
3. 培养学生的团队合作精神和跨文化交际意识。
三、教学难点与重点教学难点：一般过去时、比较级和最高级的运用，以及日常对话中的交际技巧。
教学重点：各单元词汇、语法和句型的掌握，以及听说读写能力的提高。
四、教具与学具准备教具：多媒体设备、PPT、黑板、卡片等。
学具：英语课本、练习册、笔记本、字典等。
五、教学过程1. 导入：通过展示与单元主题相关的图片、视频或实物，引发学生的兴趣，导入新课。
2. 新课内容展示：讲解各单元的词汇、语法、句型，结合实际情境进行例句演示。
3. 实践情景引入：设计角色扮演、小组讨论等实践活动，让学生在实际情境中运用所学知识。
4. 例题讲解：针对重难点，进行详细讲解，帮助学生理解。
5. 随堂练习：设计各种题型，如填空、选择、改错等，巩固所学知识。
六、板书设计板书内容主要包括各单元的词汇、语法、句型，以及重要知识点。
设计要求简洁明了，突出重点。
七、作业设计1. 作业题目：Unit 1: Write a short passage about your last vacation.Unit 2: Make a survey about your classmates' exercise habits.Unit 4: Design an advertisement for your favorite movie theater.Unit 5: Write a dialogue between you and your friend about a game show.Unit 6: Write a short essay about your future career plan.2. 答案：根据学生完成情况，给出相应答案。
Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
根据初中英语新课程标准和本科教材内容，我确定了以下目标：1．Master the vocabulary2．Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to the mountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：Where did you go on vacation?Did you go to…？Yes. …/No，…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary：New York City，Central Park，exam．2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．Did you go to the beach？Yes，I did．No, I didn’t．过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。
教学重、难点及教学突破重点l. The vocabulary：New York City, Central Pads，exam．2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer campDid you go to the beach? Yes，I did. No, I didn’t.难点Use the language to talk about past events．Language: Where did you go on vacation?及答语的学习step 1 GreetingsGood morning/afternoon, EverybodyStep 2 Free talkAsk the Students to talkabout what they did last weekendsStep 3 Presentation1 Finish 1a．Ask questions about what studentsdid last Saturday（1）Who went to the movies last Saturday?（Point to one student who raises his or her hand.）Sara 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．）Carlos visited a friend last Saturday．（Repeat．Write this sentence on the board. Underline the word visited．）2．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．Students raise their hands．And give the right answer: I did.Students raise their hands to answer.Read．强化记忆Point to went and visited．Step 4 Practice 1a1．Focus attention on the picture．Ask:What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.2．Point to the numbered list of activities．Say each one again and ask the st udents to repeat．3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．4．Check the answers.Answers：1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn th e new phrases．Read after the teacher。
Do it and then discussthe keys in pairs．Step 5 Listening1b1．Point to the picture.on the screensay, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．Ask，What did the person do in each scene?2．Play the recording the first time.3．Play the recording a second time.say，There are three conversations.The people talk about what they did on vacation．listen to the recording and w rite numbers of the names in the right boxes in the picture.Please write only 5 numbers. Point out thesample answer next to the picture showing went to the mountain.4．Correct the answers．ANSWERS：（1) went to the mountains(2)visited my uncle(3）stayed at home(4) went to New York City(5)went to summer camp Practice the dialogue in pairs．Eg.---Where did the boy go on vacation?---He went to New York City．only listen.Listen and number the pictures(1-5)．And then discuss in pairs.At last raise their hands to tell the resultRead it loudly.Play the tape.Write play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pair s：play－played，visit一visited．Listen carefully and learn the pronunciation of-ed. Step6 Summary1.Ask the ss to summarize all the key words and sentences in this period2.Get the ss to ask any questions they feel puzzledStep7 Homework1. Learn the target languages by heart2. Preview section B教后反思Unit 2How often do you exercise?I. Teaching article: Unit OneII. Teaching aims and demands(教学目的和要求):What do you usually do on weekends?I sometimes go to the beach.How often do you eat vegetables?Every day.Most of the students do homework every day.III. Teaching importance and diffcult(教学重难点):Talk about how often you do things.The first periodI. Teaching Aims and Demands1. Knowledge objectsName of activities.Aderbs of frequency.What do you usually do on weekends?I often go to the movies.2. Ability objectsWriting skill.Listening skill.Communicative competence3. Moral objectKeep a diary every day in English.II. Teaching Key PointsWatching TV, reading, shopingSkateboarding, exercisingIII. Teaching DifficultiesAlways, usually, often, sometimes Hardly, ever, neverWhat does she do on weekends? She often goes to the movies.IV. Teaching MethodsDiscover method. Listening and writing methods；Pairwork.V. Teaching AidsA tape recorder. Large monthly calendar showing the days of the week.A projectorVI. Teaching ProceduresStep 1 Greet the classT: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll g et along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.Step 2 Section A 1aFirst look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.Then mae each activity. Ask students to repeat each one.One girl is shopping.Another girl is reading.This boy is watching TV.These girls are skateboarding.Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.Then ask the students who finishes first to write the answers on the board.Check the answers on the board and ask students to correct their own activities.Step 3Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.Then show three new words.How often 多久一次Hardly adv. 几乎不；几乎没有Ever adv 曾；曾经Step 4 1c PairworkFirst ask two students to read the sample in speech bubbles.What do you usually do on weekends?I often go to the movies.Now work with a partner. Make your own conversations about the people in the picture. For example.Step 5 SummaryThis class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step 6 HomeworkNow homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.Step 7 Blackboard DesignUnit 1 How often do you exercise?Watching TV reading Skateboarding exercising ShoppingWhat does she usually do on weekends?She often goes shopping.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsAdverbs of frequency.Name of activities.Wh-question and answers.2. Ability ObjectsListening skill. Reading skill. Writing skill. Communcative competence.3. Moral objectsDo more exercise and keep healthy.II. Teaching Key PointsEvey day , once a week, twice a week, three times a week,once a month, twice a monthWatch TV, surf the Internet, read English books, go to the moviesIII. Teaching DifficultiesHow often do you watch TV? ----Twice a week.What does he do on weekends? ----He sometimes watched TV.How often does Chung watch TV? ----He watches TV twice a week.IV. Teaching MethodsDiscover method Listening and reading methods. Communicative qpproach.V. Teaching AidsA tape recorder. Some color paper for an activity.VI. Teaching ProceduresStep 1 Greet the class.Step 2 Learn some new wordsStep 3 2aNow please look at the list of activities and read after me.Wacth TVExercise -------ReadStep 4 2bNow please look at the heading. How often? In the chart in Activity 2a.Ever day Once a week Twice a week Three times a weekOnce a month Twice a monthStep 5 2c PairworkFirst ask a student to read the list of activities to the class.Watch TV Surf the Internet Read English books Go to the moviesExerciseNow tell me how often do these activities. You can write your answers under the list of How often.Step 6 An activity: How oftenGive students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.Step 7 Grammar FocusStep 8 Summary and HomeworkThis class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game.Step 9 Blackboard DesignUnit 1 How often do you exercise?Twice twice a week Once once a month three times a weekTimeSurf the InternetThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsNew words.A magazine article.How often do you read English books?I like reading. I read English books about twice a week.2. Ability ObjectsReading and writing skills. Communicative competence.3. Moral ObjectStudy hard and to be a good student.II. Teaching Key points1. New words2. How often do you read English books? I read English books about twice a week.III. Teaching DifficultyA magazine article.IV. Teaching MethodsReading method. Writing method Groupwork. Commnicative approach.V. Teaching AidA projector.VI. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.Step 3Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.Step 4 Group workWhat can you do improve your English?Collect the answers on the blackboard. For exampleRead English books Sing English songs See English moviesHow often do you do the things?Step 5 An activityAsk students to talk about how often their family members do things. For example,My mother cooks dinner every day. We eat in a restaurant once a week.My father goes to the United States once a year.Step 6 SummaryThis class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.Step 7 HomeworkIf time isn’t enough, leave the exercises of work book as homework.Step 8 Blackboard DesignUnit2 How often do you exercise?How often do you …?Read English books Sing English songs. See English moviesOnce a week twice a week once a monthStudents’ names Who’s the best English student?The fourth periodI. Teaching Aims and Demands1. Knowledge objectsNew words. Ask and answer questions.2. Ability objectsListening skill. Reading skill. Writing skill. Communicative competence.3. Moral object Exercise every day and keep healthy.II. Teaching Key PointsJunk, food, milk, fruit, vegetables, sleep, intervier, healthyIII. Teaching DifficultiesHow often do you drink milk? ----I drink milk every day.How often do you exercise? ----I exercise every day.How many hours do you sleep every night? ----Nine.IV. Teaching methodsListening and speaking methods. Listening and writing methods. Pairwork.V. Teaching AidsA tape recorder. A projector.VI. Teaching Procedures.Step 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.Step 3 Section B 1aNow open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food Milk Fruit Vegetables SleepThere are vegetables on the plate.Step 4 1b PairworkAsk some pairs to present some questions and answer to the class.Step 5 2aNow you’ll hear a reporter interview two people. Katraina and Bill.Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.Step 6 2bFirst read the questions in the chart to the class.How often do you exercise? How often do you eat vegetables?How often do you eat fruit? How many hours do you sleep every night?How often do you drink? How often do you eat junk food?Step 7 2c PairworkRead the sample in speech bubbles to the class first.Inteviewer: How often do you exercise?Katrina: I exercise every day.In terviewer: And How often do you …?Step 8 Summary and HomeworkThisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.Step 9 Blackboard DesignUnit2 How often do you exercise?How often…?Healthy UnhealthyThe fifth periodI. Teaching Aims and Demands1. Knowledge objectsNew wordsRead a letter from Katrina.Fill in the blanks in Paul’s letter.Write about your own habits.2. Ability ObjectsReading skill. Writing skill. Survey skill.3. Mora ObjectForm a good eating habit.II. Teaching Key PointsEating habit, of couse, look after Make a different, healthy, unhealthy AlthoughRead a letter Fill in a letterIII. Teaching MethodsReading and writing methods. Survey methods.IV. Teaching Aid A projector.V. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.Step 3 3aOpen your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.Step 4 3bThis is Bill’s letter. I’ll read the letter to you. (say blank each time whe n coming to a blank line.)Ask students to work individually.Step 5 3cAsk students to finish the writing individually. Then ask some students to read their paragraphs to the class.Or ask students to say some sample sentences first.Step 6 Survey Who is the healthiest?Now please turn to page 90.There are three questions.1. How often do you exercise?2. What sports do you play?3. How often do you eat vegetables?Step 7 Summary and HowmworkThis class we’ve read two letters. We know what healthy things are and unhealthy things are.Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.The sixth periodI. Teaching Aims and Demands1. Knowledge objectsV ocabulary in this unit. Writing practice Just for fun.2. Ability Objects Reading skill. Writing skill. Drawing skill. Communicative competence.3. Moral Object To be a successful person.II. Teaching Key Point Vocabulary in this unit.III. Teaching Difficulty Writing practice using the target language in this unit.IV. Teaching Methods Writing method. Reading method. Practice method Communicative Approach.V. Teaching Aid A picture of a famous people.V. Teaching Procedures Step 1 Greet the class and check the homework.Step 2 Shelf Check 1 There are five sentence in the box.1. Mum me to get up at 6:00 and run with her.2. Grandpa is pretty healthy because he every day.3. A lot of vegetables you to keep in good health.4. You must to eat less meat.5. Does it a big difference if you eat fruit every day?Step 3 2Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.Often every day Usually three times a week Sometimes once a weekAlways once a month Hardly ever neverStep 4 Just for fun! Ask students to read the cartoon to themselves. Then expain it.This activity provides reading practice with the target language.Step 5 Workbook Section B Unscramble these questions. Then answer them. Use the words in parenthese. Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewedthe target language in this unit and done some exercises.Step 7 Homework If time doesn’t permit, leave some exercises of workbook as homework.Unit 3 I’m more outgoing than my sisterI. Teaching article(课题): Unit 6II. Teaching aims and demands(教学目的和要求):Talk about personal traits.Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.He’s calmer than Sam.III. Teaching importance and diffculty(教学重难点) Comparative with –er, -ier. More and both.The first periodI. Teaching Aims and Demands1. Knowledge Objects Key vocabulary. Target language. Oral Practice.2. Ability Objects Learning skill. Speaking skill. Communicative competence.3. Moral Object Learn to play a musical instrument..II. Teaching Importance and Difficulty Is that Sam?No, that’s Tom. He has shorter hair than Sam.And He’s calmer than Sam. Is that Tina?No, it isn’t. It’s Tina. Tara’s shorter than Tina.III. Teaching MethodsListening and speaking methods. Communicative approach.V. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard.Judy is tall. Judy is taller than Bobby.Then bring out two rules of different length. Say:This is ruler. It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1a Ask students to do this activity individually. Then check and answers.Tall—short long hair—short hair thin—heavy calm—wildStep V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.Step VI 1c PairworkAsk two students to read the sample conversation to the class.A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..Then have students work with a partner.Make conversation work with a partner.Step VII Pronunciation NoteWrite one of the example sentences from the picture on the board circle the word than say. When we say the word than, we sa y it quickly. You don’t hear very much of the sound.Step VIII Summary and HomeworkToday we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give morepractice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!Step IX Blackboard DesignUnit 3 I’m more outgoing than my sisterDraw two people on the blackboard. One is Judy. The other is Bobby.Judy is taller than Bobby. Bobby is shorter than Judy.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral Practice. Grammar Focus.2. Ability ObjectsLearning skill. Writing skill. Communicative competence.3. Moral ObjectHandsome is that handsome does.II. Teaching Importance and Difficulty Oral practice. Grammar Focus.III. Teaching Methods Listening and writing methods. Communicative approach. Pairwork.V. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.Funny 有趣的serious 严肃的Outgoing （性格）外向的quiet 安静的Tell students smart and athletic are new words. Explain the new words and tell students what they mean.Step III 2bAsk students to look at the boxes with the he adings. Tina is …, Tara is …Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes. Step IV 2c PairworkLet students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.Have students know they will talk about Sam and Tom in this activity.Student A: Is Tom more intellectual than Sam?Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?Step VI Grammar FocusReview the grammar box. Ask a student to read the sentences to the class.Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.Step VII Show some dialogue on the blackboardConversation 1:A: Is that Mary?B: No, it isn’t. It’s Peter. Peter is more carful than Mary.A: Yes, Mary is more careless than Peter.Conversation 2:A: Is it Zoe?B: No, it Wendy. Wendy is shorter than Zoe.Conversation 3:A: Is it Vera?B: No, it’s not. It’s Mary. Mary is thinner than Vera.Step VIII Summary and HomeworkToday we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.Step IX Blackboard DesignUnit 3 I’m more outgoing than my sisterFunny, funnier More athletic thanMore intellectual than More serious thanThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsReading material. Target language. Listening, speaking and writing pratice.2. Ability ObjectsLearning and speaking skills. Reading and writing municative competence.3. Moral ObjectTo be a brave and hardworking man.II. Teaching Importance and Difficulty Listening, speaking and writing pratice.My friend is the same as me. We are both quiet. Do you look the same? No, I’m a little taller than her.III. Teaching Methods Listening, speaking and writing pratice. Reading and writing methods. Communicative approach.IV. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 3a There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.1. Liu Li has more than one sister.2. There are some similarities between Liu Li and Liu Ying.3. Liu Ying is not as good at sport as her sister.4. Liu Ying talks more than Liu Li.5. Both girls go to lots of parties.Step III Grammar Note We are both tall.They are both boys. We both have short hair. They both go to this school.Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.Then tell students to work with a partner. Talk about how you are different from a friend of family member.Step VI The Same and Different T: Do you find your partner?T: OK. Now I’ll tell you how t o do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.Step VII An Optional ActivityStudents can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.Step VIII Summary and HomeworkToday we’ve r ead and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner.homework:(1) Read the letter again. (2) Finish off the exercises of workbook.Step IX Blackboard DesignUnit3 I’m more outgoing than my sisterWe are both tall. They are both boys. We both have short hair.They both go to the school.The fourth periodI. Teaching Aims and Demands 1. Knowledge ObjectsKey vocabulary. Target language. Oral pratice. Listening and writing pratice.2. Ability Objects Learning skill. Writing skill. Communicative competence.3. Moral Object A friend in need is a friend indeed. Wish you to find your real friends.II. Teaching Importance and Difficulty Oral pratice. Listening and writing pratice.III. Teaching Methods Listening and writing methods. Communicative approach. Groupwork. Pairwork.IV. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat.Step III Section B 1aT: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine.T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.Step IV 16 Groupwork statements about friends using the phrases 1a.Step V An activity Who is it?Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her.Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.Step VII 2bLet students look at the rest of the chart. Read the heading at the top of each column.The same as best friend. Different from best friend.Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends?Step VIII Homework and SummaryToday we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.Step IX Blackboard DesignUnit 3 I’m more outgoing than my sisterA good friend …Has cool clothes Is popular in schoolLikes to do the same things as me Is good at sportIs good at school work Makes me laughThe fifth periodI. Teaching Aims and Demands 1. Knowledge ObjectsKey vocabulary. Reading passage. Oral pratice. Reading and writing practice.2. Ability Objects Reading skill. Writing skill. Communicative competence.3. Moral Object Take an activity part in all kinds of social activities.Get a chance to train your intergrating skills.II. Teaching Importance and Difficulty Oral pratice. Writing and speaking praticeIII. Teaching Methods Listening and writing methods. Reading and writing methods.Communicative approach. Pairwork.IV. Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III 3a In this activity first read the article to students. Then answer any questions students any ask. For example,S: What’s view?T: It’s what you think about something. It’s how you feel about something.Step IV 3b First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.Step V 3c In this activity first ask students to say some of the words and phrases from this unit they can use. For example,Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, seriousStep VI 2a In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.Step VII Pairwork Find Someone for the Job!Focus students on the job ad. Ask students if they know the word—abacus. If they don’t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators.Step VIII Homework and SummaryToday we’ve reviewed the key vocabulary in this unit by reading pratice.. And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book.Step IX Blackboard DesignUnit 3 I’m more outgoing than my sisterSentences students write: The name of a student who should get the job。
