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篇1：新目标 初一下册 Unit5 How was your weekend?
Language goal
In this unit, students learn to talk about recent past events.
New language
What did you do over the weekend? I cleaned my room.
What did she do over the weekend? She did her homework.
What did he do over the weekend? He went to the movies.
What did they do over the weekend?' They played tennis.
Section A
Additional materials to bring to class:
wall calendar
newspaper and magazine pictures for Follow-up activity 1
blank cards and markers for Follow-up activity 2
Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,
Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.
Ask several different students and help these students say complete answers.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.
Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.
Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the five sentences and ask a student to read these sentences to the class.
Say, You will hear
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.
Correct the answers.
2b This activity provides listening practice using the target language.
Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.
Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.
Play the recording the first time. Students only listen.
Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.
Play the recording again. Ask students to write a letter in front of each statement to show what each person did.
Check the answers.
2c This activity provides guided oral and writing practice using the target language.
Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.
Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.
3a This activity provides reading practice using the target language.
Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)
After that, read the three dialogues with a student.The second part of each dialogue is incomplete.
Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.
Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.
Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.
Here is a sample dialogue:
A: How was Sarah's weekend?
B: It wasn't very good. She cleaned her room and studied for the math test.
Ask pairs of students to present their dialogues to the class.
4 This activity provides oral practice using die target language.
Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.
Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary.
Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9
Section B
New language
I played the guitar
I studied geography.
I went to the library.
1 a This activity introduces more key vocabulary.
Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.
Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,
After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.
Check the answers
1 b This activity provides reading practice using the target language.
Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.
Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun.
Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a,
Correct the answers.
2a This activity provides listening and writing practice using the target language.
Call attention to the names Jim and Sally and the write-on lines under each name.
Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.
Play the recording the first time. Students only listen.
Point out the sample answer, cleaned her room.
Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.
2b This activity provides guided oral practice using the target language.
Call attention to the example in speech bubbles.Ask a pair of students to read the dialogue to the class.
Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.
Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.
As students practice, move around the room monitoring progress.
Ask pairs of students to present their dialogues to the class.
2c This activity provides open-ended oral practice using the target language.
Point out the example in speech bubbles. Ask two students to read the dialogue to the class.
With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.
Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.
Ask some pairs to present their real-life conversations to the class.
3a This activity provides reading practice using the target language.
Read the article to the class or have a student do it.
Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.
Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. the things that arc fun. Underline the things that you don't like, the things that are not fun.
Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.
3b Tlus activity provides guided writing practice using the target language.
Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.
Call attention to the sample answer. Ask a student to read the sentence to the class,
Ask students to complete the activity individually.
Check the answers.
3c This activity provides writing practice using the target language.
Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs.
Ask a student to follow these notes and say what he or she did over the weekend. When the student is finished say. Now write the words you just said.
As students work, move around the room monitoring progress and answering any questions students may have.
Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,
4 This activity provides writing and oral practice using the target language.
Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.
Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).
Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.
篇2：人教版新目标七年级下Unit5单元教案
教案示例
UNIT 5 How Was Your Weekend?
清华附中 周喆
● W5C1
● 1. Vocabulary (Past Simple Tense)
A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.
B). Ask Ss to write down the past tense of the verbal phrases.
C). After a small discussion, Ss find out the rules by themselves.
D). Teach them the rules of verbs in past simple tense.
1). regular verbs: + ed. /id/. y i +ed
2). Irregular verbs:
is / was are / were do / did go / went buy / bought
3). 过去时无人称和数的变化。
2. P25 Section A 1A; P28 Section B 1A Read the new phrases and practice.
3. Listening. P26 Section A 2A, 2B.
A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:
e.g.: How was your / his / her weekend?
It was great / boring / pretty good / …
What did you / he / she do over the weekend?
How about you?
B). “First, let’s listen to other people’s weekend. They are Anita, Ben and Sonia. Let’s see how did they spend their weekend.” Listen to the tape twice. 2a; 2b.
(Then do P29 Section B 3a.)
C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”
Interview your partner and take notes.
Name Feeling What you did Time
You
D). Change your partner and take notes.
(Work in groups of four.)
E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend.
4. Homework.
Copy the new phrases. (4 times)
Workbook. 1,2,5.
Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces.
● W5C2
1. Revision. (P27 Section A 3a)
2. Listening (P25 Section A 1b)
A). “Today, let’s listen to a girl’s weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”
Before listening, Ss first guess what did Lucy do over the weekend. (Pair work)
Prediction (Guess) Reality (Tape)
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
B). Listen to the tape twice. And fill in the chart.
C). Stick the little pieces in the chart and check the answers with the partner.
D). Check the answer together. Ask someone to give a report
e.g.: On Saturday morning, Lucy played tennis. And she did her homework…
E). “Do you like her weekend or not? Why?”
3. Task: “The Best Weekend Plan”
A). “Please work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.” Ask your partner about their weekend plan and take notes. Draw or in the chart.
You P1 P2 P3
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
B). Change your partner and take notes.
C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons.
e.g.: Jim helped her mother clean the house on Saturday morning. (We think) It was good! Because he can help others…He both had fun and did his homework. That’s pretty good.
D). Design a best weekend plan
(groups of four).
4. Homework
Workbook: 3, 4
Design a best weekend plan and write the reasons.
Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them.
● W5C3
1. Revision (Porker Game)
Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winner.
2. Section B 1b, 2a, 2b.
3. Role-play.
Work in pairs. Student A is a famous person in the world, (e.g.: Jackie Chen). Student B is a TV reporter. Student B should interview A about how he or she spent his or her weekend.
4. Homework
Survey: Interview at least ten people in our class and write a report about how many people did the same thing at the same time over the weekend.
Workbook: 6.
● W5C4
1. Reading 3a, 3b
2. Self-check
3. Class presentation
4. Supplementary Reading
5. Quiz 5
6. Homework
Workbook: 7.
Challenging Activity: Interview your grandparents and your parents about what they did over the weekend when they are at your age. And then write down what you did over the weekend and please predict what the children will do over the weekend in year 2050. This is a letter for them to read and to find out the great changes during these 100 years.
Students’Handout
UNIT 5 How Was Your Weekend?
Task 1 (调查汇报上个周末做了什么)
Interview your partner and take notes.
Name Feeling What you did Time
You
Task 2
Prediction (Guess) Reality (Tape)
Feeling
Saturday Morning
Afternoon
Evening
Sunday Morning
Afternoon
Evening
Task 3
Ask your partner about their weekend plan and take notes. Draw or in the chart. Design a best weekend plan
Feeling Saturday Sunday
Morning Afternoon Evening Morning Afternoon Evening
You
P1
P2
P3
The Best
教案点评：
此案例包括本单元四课时的教学设计，结合任务型的教学模式，在每课时都适当设计了学生的调查活动。本单元学习一个重点语法现象：一般过去时，本设计先展示各种活动，让学生感知这种语法现象，然后在情景交际中反复运用，并通过学生的相互调查活动反复操练，最终通过写报告，落实到笔头训练，使学生掌握本单元目标语言点的运用。
篇3：新目标英语Go for it九年级上Unit5教案
新目标英语（Go for it）九年级上Unit5教案
Unit 5 It must belong to Carla 第一课时 Teaching aims 本课学会用情态动词表达物品的所有者 Teaching of new lesson 1、Ask four students to take out the things they brought jacket, T-shirt, CD, toy car 1) Ask the other students T: whose jacket is this ? S: Anna’s ? T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket? S2: No, it’s not mine. It must be Lee’s T: It can’t be Anna’s. it must belong to Lee. 2) Ask the students to practice the dialogue with T-shirt, CD, toy car A: Whose … is this? B: Tom’s A: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ? C: No, it’s not mine. It must be John’s T: It can’t be Tom’s. It must belong to John. 3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s” 2. Point to the picture and ask: Which items in the picture do you know ? Which items are new to you ? Clothing: hat, jacket, T-shirt. Fun things: volleyball, CD, toy car, magazine, book Kitchen things: plate, cups 3. Ask the students to connect the items in the three column Section A, 1b. 先让学生听第一遍，按要求完成1b,更正答案 Jane’s little brother - toy car --- He was the only little kid at the picnic. Mary C book - Wanda Wilbur is her favourite author. Carla C volleyball - She loves volleyball Deng Wen-magazine- He loves cats. Grace C CD C She always listens to classical music. 4. Ask the students to practice using the target language. Whose, volleyball, toy car, magazine, book, CD, must be, belong to 5. 2a. This activity provides listening practice using the target language. a school T-shirt, a hair band, tennis balls. Kumi’s, Linda’s, Rita’s 6. 2b. This activity provides listening and writing practice using the target language written by the teacher. Must might could or can’t 7. Extension 利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。比如，拿一个同学的文具盒，根据里面的东西，让同学至少用3个猜测的句子要寻找主人，要学会逻辑判断。要求学生能通过自己的`判断，得出正确的结论 Homework 利用2c部分的练习，巩固本课的重点内容。 Unit 5 第2课时 Teaching aims 熟练掌握情态动词must, might, could, can’t的用法，学会理解他们在句子中的含义。 Teaching of new lesson Ask the students to practice using the target language given below. 1. T-shirt, whose, could be, might be, must be, belong to, the soccer ball, whose, can’t be, might be, must be, belong to. 2. 2c. Ask students to make their own sentences with the sentence patterns given below. A: Whose notebook is this? B: It must / might be Ming’s …… A: Why do you say it’s Ming’s ? B: Because it was on her desk. 3. Explain the uses of modal verbs（解释情态动词的用法） must ________ 100 percent. might / could _______ 20~80 percent can’t ________ 0 percent. 4. 3a. 展示3a中的图片中女孩，请学生讨论： “What is Linda doing ?” S: She might be playing computer games. / She might be writhing a e-mail to her friend. T: She is writing a thank you message to Ann. 任务1：Reading and put them into right order.让学生阅读句子，如果有生词，在生词上画圈，根据上下文猜猜它们的含义。 生词：symphony, optometrist, appointment, algebra, crucial, anxious. 任务2：Discussion. S: What do you think “symphony” mean ? S: It must mean kind of music. S: Why ? S: Because she went to the symphony hall for a concert. S: Yes, you are right. Ask the students to practice the dialogue using the target language. A: anxious, can’t, find, backpack; B: where, dropped; C: might be, during, need, because. 5. 3b Talk about the words you don’t understand. Use “can’t , must, could or might ” A: What do you think “anxious” means ? B: Well, it can’t mean “happy ”. A: It might mean “worried ” B: Oh, yes, She’s worried because of her test. 6. 语言点比较：because of, because的用法。 He was late for school because it was raining heavily. He was late for school because of the heavy rain. 7. Extension 利用4的图片。要求学生先在表格中写下自己的猜测。然后参照给出的对话模式以及上一节课的句型和同学进行交流。可以全班自由交谈，可以问问你感兴趣的同学的猜测，并且用Why do you think it must belong to a girl？等句型巩固本单元的语言目标，培养自己的逻辑思维能力。 Homework 将4部分是根据自己的猜测用4―5句话写一段文章。 Unit 5 第3课时 Teaching aims 学会用情态动词must, might, could, can’t对各种情况进行描述，培养自己的判断能力和逻辑思维能力。 Teaching of new lesson 1、Revision 展示一张姚明投篮的图片，篮球刚出手向篮框飞去： T: What do you think about the basketball ? Will it get into the hoop or just hit the board? Why do you think so ? 让学生根据自己的判断用must, might, could, can’t 这些词进行描述 Yaoming is playing basketball on the playground. He is throwing the ball to the hook. Some players are trying to stop him. I am sure the ball must be able to get into the hook because they can’t stop him. 2. Talk about the words you don’t understand using the target language “can’t, must, could or might” and sentence patterns. A: What do you think “anxious” means ? B: Well, it can’t mean “happy”. A: It might mean “worried”. B: Yes. She’s worried because of her test. 1) sure worried certain 2) allow disagree permit 3) seek find search 4) fashionable ugly good-looking 3. Talk about your ideas using the target language and sentence patterns A: Here is an earring. The owner can’t be a boy. B: Well, it could be a boy’s. The earring might be a present for his mother. 1) a backpack a girl might be used for…… 2) a new bike Ling Fang might be a present her father bought for…… 3) a T-shirt Jennifer might be a present for…… 4. Section B1. This activity provides reading and writing practice using the target language. land, alien, creature, strange, grass, escape 2a. 1) Listen and read the instructions. 2) Point to the empty box and fill in the chart. 2b. 1) Ask one of the students to read the instructions. 2) Ask the students to complete the sentences. 3a. 1) Read the instructions and ask the following questions. How is the person feeling ? What was the thing in this article that might be making the strange noses. 2) Underline the things that might be making the strange noises. 5. 3b. Ask the students to write a paragragh on their own then ask someof the students to read in class. Homework 熟读短文，熟记单词。 讨论课本2b的对话游戏，用正确的词或词组完成句子。 Unit 5 第4课时 Teaching aims 通过对情态动词的熟练掌握，运用到阅读理解之中，学会逻辑思维，培养自己的判断能力。 熟练地用情态动词表达说话者的感情和态度。 Teaching of new lesson 1、Shelf Check 1. Ask the students to fill in the blanks on their own. 让学生用所给单词进行填空，检查答案，再用这些词语分别造句。 2. Self Check 2 小组合作学习Read these proverbs and ask the students to think what these sentences might mean. 猜猜每句谚语可能的意思。 3. Self Check 3 Ask the students to circle the words that don’t belong in each line. 4. Summary the grammar ----- modal verbs. 5. Consolidation and Extension 口语训练Just for fun. 让学生自由谈论图片中的情节。 Homework 1、熟记本单元的单词； 2、读熟本单元的短文及重要句子； 3、掌握本单元的重点句型； 5、根据Section B 3a所给内容写一篇大约60个词的文章，揭开Bell Tower之谜。篇4：新目标英语八年级下册 Unit5 Section A 教案
新目标英语八年级下册 Unit5 Section A 教案
山东省邹城市第六中学 陈平 Unit5 If you go to the party, you will have agreat time. Step1 Revision Good morning, class. Are you happy today? Yes, me too. Every day when I come into our classroom, Im always very happy. If Im happy, Ill laugh, sometimes Ill eat something or talk with my friends. Class, what will happen if you are happy? (Encourage them to stand up and say their sentences.) (The 2nd screen ) What will happen if you play computer games too much? (The 3rd screen) What will happen if you dont finish your math homework? What will happen if you go to a party? Many students will give their answers. Step2 lead to new lesson Go on asking: Would you like to go to the party? Please look at the screen.(The 4th screen) Heres a notice for you.(The notice is: Next week there is going to be a party for teens in our school. Welcome to join the party. Youll have a great time. Please make ready for the party.)If you go to the party, what will you do? Yes, well dress up, put on our beautiful clothes and invite our friends. We have to remember some rules for the school party. Today well learn these rules. Now please open you books and turn to p36,3a. Step3 3a Presentation (The 5th screen )Read quickly and silently, then answer the following questions. (The 6th and 7th screens) Now lets check your answers.No.1 to No.4. (The 8th screen)Please listen to the tape and complete the dialogue. (The 9th screen) Read and find.找出3a中含 if的句子并分析这些句子中的'主句、从句各采用了什么时态？Let the students read and work in pairs. (The 10th screen)Theyre very easy, so ask the students to look at the screen and check the “if” sentences. Ask: If引导的条件状语从句的特点是？Most of the students can answer this question. (The 11th screen) Groupwork Find out the important words and phrases, then talk about them in your group. Therere eight groups in my class. Every group has eight students. Before class they have known their tasks. They need about five minutes to discuss the important points and organize who will give reports. Usually therere at least four or five students in each group who will stand up warmly and give reports. Most of the students prefer to show themselves. These chances can make them feel confident. Step4 3b Pairwork (The 12th screen) Look at the rules in 3a and make other conversations like this: ... The students and their partners make conversations by helping each other, so its not difficult for them. The English teacher give the shy students more chances to show themselves. Step5 4 Tasks in groupwork (Make up plays) The teacher has prepared five tasks. Each group has a task. Task1(The 13th screen)is: Suppose youre the school principal. You are going to talk about the school notice to the students. What will you say? Task2(The 14th screen)is: If one of your classmates will take part in the Competition of Spuer Girls Voice, what will you do for her? Task3(The 15th screen)is: If you go to Old Peoples Home, what will you do? Task4(The 16th screen)is: If you go the school clean-up, what will you do? Task5(The 17th screen)is: If you go to the Childrens hospital visit, what will you do? Students are very interested in this kind of tasks. All of them are glad to take part in their tasks. They need about five minutes to prepare,t hen each group show their plays. Step6 Exercises Fill in the blanks with the words give. Homework Make up some rules for your class according to 3a.篇5：新目标初一unit2教案
内容预览：
Unit 2 Is this your pencil? 一 . 教学目标 u 能与同伴合作，使用目标语言写失物招领和寻物启事。u 在完成写作任务过程中扩展相关的`描述性词汇。 二 . 教学向导语言目标学习策略与思维技巧……
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篇6：新目标初一UNIT2教案P1.P2
新目标初一UNIT2教案（P1.P2）
内容预览：
Book 1 Unit 2 Is this your pencil ? ……
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篇7：新目标初一Unit4优秀教案
新目标初一Unit4优秀教案
Step1 Warming up
1 T: I also like the classroom。 It’s a big room。 ……
What can you see in my room?
What other things can you see?
Teach new words(table chair sofa bed bookcase dresser drawer) and read them。
2 T:Who has a backpack?(Let one student show)
Teach new words。(backpack a baseball keys a plant)
Step2 Practise
1 Use a book and teach “in on under”。 Show a flashcard。
A:Where is the book?
B:It’s on the desk。
A:Where is the book?
B:It’s in the desk?
A:Where is the book?
B:It’s under the desk?
Let Ss read。
2 Open the book(3c)。Let the Ss work in pair and act it out。
Step3 Game
Play “Simon Says Game”
Step4 Pairwork
1 Open the book。(2c)。 Let Ss read questions and answers。
2 Work in groups of four。 Ask Ss “Put the thing in the room” 。
Call several pairs to act it out。
e。g S1:Where is the backpack?
S2:It’s on the bed?
Step5 Put these sentences in order to make a conversation。
Open the book(3a)。 Let Ss do。 Then check the answers。 Have the Ss read together。
Step6 Design your bedroom
1 Have each group draw bedroom and then tell the class“What your room like?”
Student show his/her bedroom and design it
2 Show a flashcard
Step7 Homework
Write down “My bedroom” in exercise book。
Step8
Hand in pictures。。
篇8：新目标初一Unit 6 教案
Teaching procedures:
T: let’s welcome all the teachers!
Ss: claps.
T: class begins!
Ss: hello Nancy
T: hello everyone. Sit down please.
T: what’s the weather like today?
Ss: it’s a cloudy/ windy/ sunny/ rainy day.
T: the whole class please answers my questions.
What’s this in English? (Holding an apple picture)
Ss: it’s an apple.
T: is it a book?
Ss: no, it isn’t.
T: where is the apple?
Ss: it’s on the table.
T: I have an apple. Do you have an apple?
Ss: no, I don’t.
T: what are these?
Ss: they are bananas.
T: where are the bananas?
Ss: they are under the book. (Put the bananas under the book)
T: I have oranges. Do you have bananas?
Ss: no, I don’t.
板书：Do you have (bananas 图片)?
No, I don’t.
Yes, I do.
T: now Nancy wants to change “have” to “like”. What is “like”? Now look at Nancy. (Do the actions of like and dislike. Make them understand what is like and what is dislike.)
Now who can tell me what is “like” in Chinese?
Ss: 喜欢.
T: that’s right.
Do you like bananas?
Ss: yes, I do.
T: 引导说no, I don’t.
What are these?
They are hamburgers. (Ask the students to follow me)
Do you like hamburgers?
Ss: …
T: what are these?
They are tomatoes. (Ask the students to follow me)
Do you like tomatoes?
Ss: …
T: what are these?
They are French fries. (Ask the students to follow me)
Do you like French fries?
Ss: …
T: what are these?
They are oranges. (Ask the students to follow me)
Do you like oranges?
Ss: …
T: what are these?
They are strawberries. (Ask the students to follow me)
Do you like strawberries?
Ss: …
以上的香蕉，汉堡，西红柿，炸薯条，桔子，草莓都有顺序的铁在一起。
以下的属于不可数名词的有顺序的铁在一起。
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s broccoli. (非常强调it’s)
Do you like broccoli?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s ice cream. (非常强调it’s)
Do you like ice cream?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s salad. (非常强调it’s)
Do you like salad?
Ss: …
让学生找出这两类食物的不同之处。可以根据刚才的`问题来判断。
T: these are countable and these are uncountable.（翻译） 可数名词我们用C 来表示，不可数名词我们用U来表示。可数名词后面可以加S 但是不可数名词后面就不能加S 了。
板书：在可数名词的物品栏写C 在不可数名词栏写 U
T：Now please open your book, turn to page 31. 大家现在用2分钟的时间从课文中的单词找出那些使可数名词，哪些是不可数名词？
（2 minutes later）
Ask the student from hamburger to strawberries to check if they can understand countable and uncountable.
Flashing the cards to check if they can read the words well.
Listening comprehension
T: Let’s look at Part 1b.Listen to the tape and mark 1, 2, 3. here we go.
Can you catch that? Yes or no?
Ss: …
(If no, listen again. Otherwise do some paper work.)
Hand out the papers. And ask the students to do it. (5minutes)
Check the answer
But if the time is limited, it should be the homework for them.
T: Here, Nancy has some delicious food. If you want to have them you have to answer my questions correctly.
Who can try?
篇9：新目标八年级下Unit5学生作文
新目标八年级下Unit5学生作文
Dear Mr. Brown
I have decided that I will join Lions.
If I join the Lions, I will be famous, and people all over the world will know me.
If I join the Lions, I will also make a lot of money, and give money to schools and charities to help people. And I also need money to travel around the world.
The most important reason is I love playing soccer. This is a great chance for me.
Sincerely
Michael
Dear Mr. Brown
I have decided that I won’t join the team.
If I join the team, I will never go to college, but I really want to get an education.
If I become famous, people will watch me all the time and follow me everywhere.
I love soccer , because it can make me happy. But there are many other interesting jobs I would like. They can also make me happy.
If I play sports for a living, my job will sometimes be very dangerous.
And I know many famous people complain that they are not happy. I want to make a lot of money, but I think money isn’t everything.
So I won’t join your team.
Sincerely
Michael
篇10：新目标初一作文
时光飞逝，日月如梭。要知道，浩浩荡荡的寒假已经过去了，新的学期就要到来。每个人都有自己的目标，我也不例外。
新学期的新目标每个人都不一样，不同的目标可以指引我们前进。我记得老师说过拿破仑的一句名言：“不想当将军的士兵不是好士兵。”意味着每个人都要努力，树立远大的理想，成为优秀的人。谁不想成为一个有前途的人？但是天才来自努力工作和努力学习的人。没有十字架，就没有王冠
上学期总结自己的表现，觉得自己做的不够好。我觉得应该做到：上课认真听讲，积极举手。不要迟到、早退或旷课。不要排队说话，遵守纪律，听从老师的指示。不要在课间追逐打闹，按时完成老师布置的作业，认真解决问题，书写工整。不破坏公物，言行文明。除了这些，我还会努力成为“文明学生”、“正规模范”、“书香少年”、“优秀选手”、“三好学生”。
品德好，分数高。我还想争取英语、数学、英语的优秀成就奖、学习进步奖。周末要多读课外书，丰富自己的知识，做一个见多识广的少年。对于每篇课文，做好预习，画出自己不懂的单词和句子，课后答题。把自己想要的东西背下来，多做练习，巩固所学。
同学们，有理想就有奋斗的目标。让我们为成功而奋斗！
篇11：新目标初一作文
时间过得真快。转眼间，我中学生活的六分之一已经过去了。上学期对学习要求不严格，还沉浸在小学的回忆里。我的老师对我们不严格。但是期末考试之后，发现自己和大家差距还是很大的，同学都是年级里最强的王者，这让我觉得压力特别大。如果我不小心，我可能会被一些人推倒。
这学期，我一刻都不能放松。我应该脚踏实地做好每一件事，珍惜每一秒，不要白白扔掉比黄金更宝贵的时间。面对集体活动，我会积极参与，这不仅锻炼了我们的意志，也培养了我们的团队意识，这对我们的成长有很大的帮助。我怎么会失去这么好的机会呢？
新学期开始了，每个人都有了新的目标。我的目标是什么？上课认真听讲，认真完成作业，积极发言是远远不够的。我也需要加强训练，让自己变得更好，培养细心的习惯。
考试的时候要把自己知道的题写对，不会的题要打几分。不要为我们的考试留下遗憾。只有这样才能考高分，也只有考高分才能考上理想的高中。
但这些都不是最重要的。作为学生的基本道德是文明礼貌。面对老师，我们应该打招呼，尊重同学。我们不仅要学好文化课，还要努力成为一名学习成绩优秀的好学生。
新学期每个人都有新的计划。让我们一起朝着自己的目标前进。
篇12：新目标七上 Unit5 单元检测题
新目标七上 Unit5 单元检测题
一. 词汇，跟据句子意思及首字母提示，补全单词1. Let’s p____volleydall
2. It is b______to watch TV at home
3. He likes playing computer game very much .It is i_______
4. We all like playing basketball.It is a r________sport.
5. Alice is a f____ girl. She is my good friend.
二.选择最佳答案填空
1. He_____like baseball, _____he likes football.
A. don’t ,but B. doesn’t, or C. doesn’t, but
2. Do you want to play ______tennis? Yes, I____do
A. a,want B. the,do C./, /
3. Do you like soccer?
A. I don’t like B.I like it. C. yes, I do
4. _____that man Does a great sports collection
A. Do, have B. Does, have. C. Does, has
5. Does _____play computer game ?
A. he B. him C. his
6. ______the boy swim? Yes, he ____
A. Dose,do B. Can, can C. Is,is
7.Ann_______TV every day
A. watches B. watch C. looks
8.My father likes baseball. He thins it is _______
A. fun B. boring C. difficult
9. I like to watch basketball games_________TV.
A. on B. at C.in
10. We ________football. We play football every day.
A. like B. likes C. don’t like
三.小小翻译家
1. 一本有趣的书。
2. 打排球。
3. 网球俱乐部。
4. 听起来不错。
5. 下棋。
6. 运动中心。
7. 踢足球。
8. 看电视。
9. 做运动
10. 棒球
四.句型转换
1. I have a soccer ball (用Tony 代替I )
2.He has a baseball bat （改为否定句）
3. Gina doesn’t play golf every day (改为肯定句)
4. Do you have tennis rackets? (改为肯定句)
5. It’s Monday tomorrow （对划线部分提问）
五.连词成句
1. Tom have and Jack baseballs there
2. play soccer let’s
3. he have ball tennis doesn’t
4. Ella does a racket tennis have (?)
5. don’t play soccer I it’s because, difficult
6. doesn’t he play he watches sports them TV on only
7. brother has great a sports Peter’s collection
8. playing like I computer game very much
9. interesting sounds that
六：翻译下列句子。（ 10分）
1有网球拍吗？没有 但是彼得有。
2让我们去打球吧
3安没有棒球球拍。她不喜欢打棒球
4那听起来听不错的
5我喜欢踢足球他很有趣
6你必须照看好你的东西
7他的`篮球打的非常好
8彼得爱好运动
9参加学校的体育俱乐部吗？
10吉姆有许多篮球
篇13：9A Unit5 复习教案
9A Unit5 复习教案
1. the students of my age 2. her dream was to be a teacher. her dream to be a teacher came true at last. her dream to be a teacher was realized at last. 3.put ones effort into (doing) sth 在----付诸努力. devote oneself / one’s time / one’s life to doing sth 致力于------ 4. Has the teacher finished marking the exam papers? Sorry, i dont know. he was marking them yesterday afternoon. 5.By showing us the beauty of nature, Hepburn wanted to remind us that we should protect the environment 她想通过展示自然之美来提醒我们应该保护环境。 1)by doing sth. 2)remind sb of sth / sb 使某人想起…… remind sb + that 从句 提醒某人做某事 remind sb to do sth 提醒某人做某事 eg. He reminds me of my brother. He reminded me that I should be careful in doing it. He reminded me to be careful with fire. 6.present her with Presidential Medal of Freedom for her charity work 因她的慈善事业授予她总统自由勋章 授予----: present sb. with…… sb. be presented with…… present sth to sb 提供 provide sb with sth provide sth for sb at present: at the moment , buy some presents/gifts for me 7. You ought to read more to improve your English. 你应该多读来提高你的英语。 ought (没有任何变化) (not) to do sth. 8. You had better finish your homework before you watch TV. 你最好在看电视前完成你的家作。 had better (not) do sth. We had better arrive on time. she had better not buy some popcorn or soft drinks 9. 使用过去完成时态的几个典型句型： 主语＋过去完成时＋①when引导的从句（注：从句谓语动词为过去式） ＋②by短语 （by后时间是过去的时间） ＋③by the time引导的从句（注：从句谓语动词为过去式） ＋④before引导的`从句（注：从句谓语动词为过去式） Eg. 1.Tom was disappointed(失望) that most of the guests _____D____ when he _____D___ at the party． A.left；had arrived B.left；arrived C.had left；had arrived D.had left；arrived 2.―Did you meet Tom at the airport？ ―No，he __B____ by the time I __B____ there. A. has left；got B. had left；arrived C. left；arrived D. left；had got 注: 中考链接 My sister has been______ (be) a singer since she left the school. I have learned 1000 English words so far/till now/by now. 到目前为止我已经学会了 1000 个英语单词。 I had learned 1000 English words till then. 到那时为止我已经学会了 1000 个英语单词。 - Im sorry to keep you waiting. 对不起，让你久等了。 - Oh, not at all. I have been here only a few minutes. 没什么，我只等了几分钟。（等的动作从过去某一时间点持续到现在） - John returned home yesterday. 约翰昨天回到家的。 - Where had he been?他去哪儿了？（答语中使用过去完成时是指约翰在 returned home 之前去了哪些地方. 10 .Gong Li is considered as a talented actress.巩俐被认为是一位有天赋的女演员。 (1) be considered as 被认为是---， 其主动形式为consider+sb./sth.(+as/to be)+n./adj.,意为“认为某人/某物--- We consider it (as/to be) our duty to help others. 我们认为帮助别人是我们的义务。 it 是形式宾语篇14：Unit5 Meals Lesson9教案
Unit5 Meals Lesson9教案
教学目标：
1.知识目标：
（1）能听懂、会说并在日常生活中应用以下句子：When do you have breakfast? I have breakfast at six thirty.要求语音准确，语调自然。
（2）学习新词汇:have breakfast, have lunch, have dinner
（3）学习韵句：Three Meals.
2、能力目标:
在活动中积极运用所学英语进行表达与交流。
3、情感目标：
（1）激发学生学习兴趣，培养学生良好的英语学习习惯。
（2）提高学生运用语言的能力，把所学句型与生活实际紧密结合，学以致用。
教学重难点
能在日常生活熟练运用以下句子：When do you have …？ I have …at ….
教具准备：
录音机及磁带、教学卡片、、课件、头饰等。
教学过程
一．热身活动
1. Say a chant. “ Tick,Tock. (学生Say a chant, 并做动作。)
2．复习数字、时间，进行快速反应的游戏。（反馈预习情况）
3．Free talk.T:What’s the time? T: When do you get up? …
3. Sing a song. “It’s time to clean u p.” 本环节设计为课堂营造了讲英语的.语境，设法让学生进行了英语状态。另外让学生在课前先复习了时间、数字。用游戏的形式进行巩固。利用歌曲来复习与本课教学内容相关的句型,既调节情绪，又为新课教学作铺垫。
二．呈现新知1. Teach:have breakfast/lunch/dinner (1) (computer show 6:30) T: What’s the time?(computer show picture)T: It’s time to have breakfast.Teach:breakfast, have breakfast It’s time to have breakfast.
Teach have lunch/dinner in the same way.
(2) Practice小小作曲家)
T：Boys and girls. Let’s have a rest. Let’s sing the song “It’s time to clean up” again.
T: Now we use these 3 phrases “have breakfast/lunch/dinner” to make a new song.
2. Teach: I have … at ….(1)(computer)T: I have breakfast at 7:00. When do you have breakfast? Ask and answer.(T-S, S-S)
(2) Drill: Play a chain game.A: When do you have breakfast?B : I have breakfast at 7:00. When do you have lunch?C: I have lunch at 12:00. When do you have dinner? D: I have dinner at….
(3). Activity: Do a survey.
T: Boys and girls. Let’s do a survey. Please investigate two of the classmates and try to know their tibles.
have breakfast go to school have lunch have dinner
T: Check the task.
本环节利用多媒体引出新短语，并自然而然地把新短语融入到句型It’s time to…中，学生能很快地接受语言信息，感知语言，领悟语义，并增强对新知识的记忆。
“小小作曲家”：播放伴奏音乐，鼓励学生用三个新词组代替clean up来翻唱老歌，以此来培养学生乐感和创新能力，爱唱歌是所有孩子的天性，让他们在优美的音乐中操练所学短语，能很好地激发学生学习兴趣和主动性。
创设情景，学习句型，并在学完后用所学句型进行操练，做到当堂学习，当堂巩固，收到良好的学习效果。
小组调查活动给学生提供互相学习、互相交流的机会，学生们在与同伴的合作交流中更好地掌握、运用所学内容，增强了学习英语自信心，调查后的汇报交流是必不可少的环节，既可以反馈学生的调查结果，又让学生再一次得到了实践的机会。
三.巩固操练
1.Listen to the tape and read after the tape.
2.让学生自己理解课文，回答问题
3.Play a game.
T: Let’s play a game.“老狼，老狼几点了”Do you know how to play? Let me show you.(中文解释一带而过)
T: I’ll ask 2 Ss to come here.(请两名学生上台与老师一起示范)
T: Are you clear? Who want to try?
“老狼，老狼几点了”是学生们喜欢的游戏，在游戏中巩固所学知识，不仅激发学生学习兴趣，而且活跃了课堂气氛。
4．让学生自主学习，理解短文
I’m Lily . I get up at six o’clock. I have breakfast at half past six. I go to school at seven o’clock. I have lunch at half past eleven. I have dinner at half past five.I do my homework at six o’clock. I go to bedat nine o’clock.
让学生通过本节课，用所学的知识理解短文，回答问题，从而了解自己学会了什么，还有什么没学会。
四．总结，布置作业
1.Teach a chant.
(1)Listen to the tape.
(2)(show some pictures) Teach the new words: milk,rice
(3)Listen and repeat sentence by sentence.
(4) Act out the chant.
2.Homework:
(1)Listen and read the text of Lesson 9.
(2) Finish the exercises of Lesson 9 on activity book.
篇15：UNIT5高一英语教学教案
UNIT5高一英语教学教案模板
题目：Unit 5 Silver Screen
科目：英语
授课老师：xxx
授课班级：高 一（七）、（九）
课时数：6（+1测验）教案
相对应授课日期：10 月25号――11月1号
日期：10月24号
电子教案设计老师：xxx
Teaching Plan for Unit 5
1 ．Teaching goals and Learning goals:
Language skills:
①Talk about films, famous actors and directors
② Practise making comments and giving opinions
③Learn to write about a film Language knowledge:
①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also
②Patterns:*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low.
③grammar*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的`作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。
④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous.
2 ．Teaching plan in sequence:
Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes)
Step Two Listening (13minutes)
Step Three Speaking (15 minutes) Warming up Questions by teachers:
（1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien)
（2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …)
（3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.)
（4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed.
Help students understand the following expressions.
（1）interview
（2）leading part
（3）studio
（4）Melbourne
（5）How did that come about?
（6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two
Step One : Check the homework in class orally
Step Two: Pre-reading Questions by teachers
（1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film)
（2）Which one would you like to become? An actor/actress, producer or director?
（3）If you are a director what actors/actress will you choose? (Ask them to use imagination)
Step Three：
（1）Play the tape and Ss books closed
（2）Ss read the material freely
（3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1: yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire light
Paragraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in th
篇16：新学期新目标教案
一、班会开始
甲：鸟声阵阵，送走炎炎夏日。
乙：欢笑声声，迎来新的秋天、新的学期。
甲：伴着秋季的音符。
乙：踏着欢乐的节拍。
甲：我们隆重告别过去的岁月。
乙：我们欣喜地迎来新的今天。
甲：我们的面前，是清新美丽的校园。
乙：我们的心中，满含着对未来的希望和深情。
甲和乙：中学初三（6）班《新学期，新目标》主题班会现在开始。
二：新学期目标
甲：首先，请同学们听一个故事：甲和乙在空地上，甲对乙说，我和你比往前走，走100步，看谁走的直。乙先走，他非常仔细地看着自己的脚，走得非常慢，力争每一步都不走偏，等他走完100步，抬起头回身看，已经偏离原来的方向很多。轮到甲了，他信步往前走去，100步很快走完了，却走得非常直。乙不解而问甲窍门，甲说，很简单，看到远处那根旗杆没有，看着那根旗杆就不会走错了。
乙：这个故事告诉我们，一个人想要不迷失方向，就要定一个目标。有了目标，
内心的力量才会找到方向，才能进步。让我们再来听一个故事：一天，爱丽丝问一位智者猫：“请你告诉我，我该走哪条路？”猫说：“那要看你想去哪里？”
爱丽丝说：“去哪儿也无所谓。”猫说：“那么走哪条路也就无所谓了。”
甲：这个故事告诉我们，人要有明确的目标，当一个人没有明确的目标的时候，自己不知道该怎么做，别人也无法帮到你！
乙：听了两则小故事后，同学们是否已经有了自己的想法？
甲：如今新的学期已经到来，同学们是否已经有了新的目标？
乙：让我们来畅谈一下自己的打算吧！
（学生代表发言————本次发言以接力的形式进行，第一人由主持人选择，
其后每名同学可指定其他任意一个同学上台发言，被指定的同学不能拒绝。）
甲：看来大家都有了新的目标，那就让我们一起努力朝着心中的目标前进吧！
三、新学期赠言
乙：意气风发，我们斗志昂扬。
甲：豪情满怀，我们踏上新的起跑线。
乙：新的蓝图应该由我们来设计，用我们的双手去创造崭新的未来。
甲：在我们的队伍中将走出无数个爱因斯坦。
乙：未来的史册记载着数不清的张衡。
甲：同学们，让我们坚定信心，勇往直前。
乙：同学们，让我们鼓起勇气，放飞梦想。
甲：让我们的理想像雄鹰在蓝天上振翅翱翔！
乙：像航船在大海上迎击惊涛骇浪！
甲和乙：成功就在彼岸！
四、班主任总结
甲或乙：最后请班主任作总结。
篇17：新学期新目标教案
班会背景：
经过了一个平安、祥和而愉快的寒假，我们又开始了新的校园生活以及新的学习，无论是在学习上还是在生活上，各位同学都因该做好新的自我调节。
班会目的：
新的一年，新的学期，我们又站在了新的起点，怎样使同学们从寒假生活向学校生活转变，重新端正心态，尽情学习和丰富初中生活，定好位置。
班会准备：
1、召开班委会，讲明以上目的。调动班委的积极性，出谋划策，着手准备。
2、主要负责人班长、宣委构思班会内容，注意从本班现实中搜集素材。
3、找班内有号召力的同学谈心，激发其参与活动的热情，并引导其在某些方面作表态。
4、审查班长、宣委的组织稿件。
5、审查有关人员的发言稿，引导其从积极、正面的角度调动同学们爱集体、尊重他人的热情。
6、安排擅长绘画、书法的同学布置教室。
班会流程：
（一）导入：非洲豹的故事，启发学生明白制定目标并持之以恒的重要性。
（二）班级目标规划：
1、建立自主管理的班级
——老师在与不在一个样。
——自觉用纪律约束行为。
——人人有事做，事事有人做。
2、建立友好互助的班级。
——内部氛围和谐。
——人际交往友善。
——不论成绩好坏，能力高低，全体同学都能得到发展。
（三）活动一：集思广益
1、班委代表班长发言
2、组长代表发言
3、学生代表发言
（四）活动二：责任心测试。自我评测，引导学生明白责任心在目标达成中的重要性。
（五）活动三：配乐朗诵《我现在就付诸行动》
点燃同学们的热情，投入的目标的制定中。
（六）活动四：个人目标与小组目标制定
（七）小结：
“凡事预则立，不利则废”，处在新学期的我们占尽天时地利，因此，如何好好把握时机，并不断努力达成目标是我们最首要的任务。我相信，大家手握着“责任心”和“行动力”这两大法宝，一定能使目标变为现实！
篇18：八年级英语新目标下Unit5 If you go to the part
八年级英语新目标下Unit5 If you go to the party,you will have a great time!教案
更多精彩；英语教师网英语教师网论坛bbs.ewteacher.com Unit5 If you go to the party,you will have a great time! I Teaching Aims and Demands 1. Knowledge Objectives 1） Key Vocabulary: have a great time, organize, take away, clean-up flower 2）Target Language: A: I think I’ll ride my bike. B: What kind of noodles would you like? A: if you do, you’ll be late. A: I think I’m going to stay at home. B: if you do, you’ll be sorry. 2. Ability Objects Train students’ listening and oral speaking skills. 3. Moral Object If you do, nothing is impossible. II. Teaching Key Points Key vocabulary, Target language III. Teaching Method Scene teaching method. Listening, speaking and practice method. IV. Teaching Aids. Media. V. Teaching Procedures Activities Teacher Students Teaching goal pre-task 1 Play Twin’s song-If you are happy. 2 Introduce “if” structure with two questions; If you are happy, what will you do? If you become sad, what will you do? 3 Give two conditions and lead students to use “if” structure. 4 Drilling: use the content in Unit 1 to drill “if” structure. Students can say: If I have a robot, I will let it do chores/ do the laundry/make money … 5 Grammar: show 6 sentences with “if” structure. Let students find out the principle for the new structure. Students listen and sing. Students listen and think how to express themselves with “if” structure. Students look at the two pictures and try to answer. Students drill “if” structure with this topic. Students observe and try to analyze. 1 Create excellent atmosphere. 2 Make students pay attention to “if” structure. Help students be familiar with “if” structure. Help students use new structure. Help students consolidate “if” structure through drilling. Enhance students’ ability on analysis and summarization. While task 1 Task 1: give students a condition and ask them use “if” structure to discuss the problem. 2 Task 2: Guess and link 1a. 3 Task 2: play the tape and tell students listen and check answers. 4 Task 3: Group work Show students lots of money and ask them to survey with the structure: S1: What will you do if you have 100,000 yuan? S2: If I have 100,000 yuan, I will … Work in pairs and make a short discussion. Students work in pairs and try to link. Listen and check their answers. Work in groups to make a survey. Make students use it in real life. 1 Train students guess before listening. 2 Cultivate their curiosity for listening. Enhance students listening abilities. Enhance students’ speaking abilities. Post task 1 Summaries: (1) phrases: have a great time, be going to, be sorry (2)”if” structure 2 Feed back: (1) Correct mistakes in a letter. (2) Multiple choice 3 Show You：Proverbs Students listen and remember. Do the exercises and later check their answers. Show, Look and listen. Make sure students are clear with the important points. Make sure they have mastered “if” structure. 1 Enlarge students’ knowledge. 2 Enhance students’ ability on collecting information. Check Evaluation Students fill in the evaluation chart. Help students to finish the check. Home work Grade A: Write five sentences with if structure. Recite 1a. Grade B: Translate the following sentences into English. Grade C: Copy 1a and translate them. 兴趣题： 小作文： If I only have three days to live, I will … Finish these after class. Read the passage “If” and write a passage with this beginning. Consolidation★ Unit5 I'm watching TV教案 (人教版英语七年级)
★ 英语下册教学计划
★ 初一英语教学计划
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