新目标八年级上Unit1教案(新目标版八年级英语上册教案教学设计)

新目标八年级上Unit1教案(新目标版八年级英语上册教案教学设计)（合集14篇）由网友“生吞牙膏”投稿提供，以下是小编收集整理的新目标八年级上Unit1教案(新目标版八年级英语上册教案教学设计)，仅供参考，欢迎大家阅读。

篇1：新目标八年级上Unit1教案(新目标版八年级英语上册教案教学设计)

Topic: Free time activities

教学目标 语言目标 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.

能力目标 Talk about how often you do things

语言结构 Wh-questions

What do …?

How often …?

Adverbs of frequency

All/most/some/none

学习策略 Using context

Transforming information

重点词汇 Always, usually,often, sometimes, hardly, ever, never;

exercising, shopping, skateboarding,;

once, twice, three times a week, month, every day

milk, junk food, drink

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Teaching procedures

Task One Who is the best English student?

目的 Talk about how often you do things

Steps Teacher’s Activity Students’ Activity

前

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务 Step 1 Introduce the key vocabulary.

Ask the students to say what they see in the thought bubbles.

Check the answers on the board. Name each activity.

Repeat reading the following:

watching TV, reading, shopping, skateboarding, exercising, drawing

Step 2

Play the recording twice.

Correct the answers. Listen and write the letter of one activity(a through e) after the word in the list.

Step 3 Ask two students to read the dialogue to the class.

Practice the dialogue with one student.

Walk around the class to offer language support as needed. Work in pairs to make their own conversations about the people in the picture

Step 4 Explain how to do Activity 2a and 2b.

Play the recording four times.

Check the answers. Listen and number each activity.

Listen again and draw lines between the activities and the time statements.

Step 5 Have one student to read the list of activities to the class.

Fill in the chart with the words in 2a.

Make conversations.

Present the dialogue to the class.

中

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任

务 Step 6 Ask the students what they can do to improve their English. Give as many things as they can to improve English.

Step 5 Draw the table with the given examples on the board.

Move around the room offering language support.

Ask the students the questions on the right. Go around the classroom to ask questions so that they can find who is the best English student.

Answer the questions:

1 Why do you think that?

2 What does that student do?

3 How often does he/she do it?

任

务

后 Step 6 Ask one student to read the survey.

Talk with several different students about the activity survey and guide the students to respond.

Point out the magazine article.

Check the answers. Talk about the survey with the teacher and get to know the definitions and percentages.

Fill in the blanks in the article.

Step7 Check the answers. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.

Task Two Who is the healthiest?

目的 Learn to talk about how often they do things to keep healthy.

Steps Teacher’s Activities Students’ Activities

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置

任

务 Step 1 Check the answers.

Say the words in the box. Match the pictures with the words in the box.

Repeat the words after the teacher.

Step 2 Move around the room monitoring their work.

Ask two students to present their dialogue. Two students read the conversation.

Work in pairs to make their own conversations with the words in 1a.

Step 3 Play the recording four times.

Check the answers. Listen to the recording and circle Yes or No or I don’t know.

Fill in the survey in 2b.

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Step 4

Ask two students to read the conversation in 2c.

Move around the room monitoring the work. Work in pairs to practice the conversation in 2b.

Step 5 Give some examples of healthy things and unhealthy things.

Ask some students to read their writings. Write about themselves. It must contain:

1 What healthy things do you do? How often?

2 What unhealthy things do you do? How often?

Step 6 Present the rules for the competition about the most healthy diet for the week. Make a diet for the week and show the diet to the class and also give some explanations.

验

收

任

务 Step 7 Read the instructions to the class and elicit the answer to the first question from the class.

Ask the students to do the activity individually. Read the letter and write answers to the questions.

Step 8 Move around the room while the students are working， offering language help if needed. Fill in the blanks in Paul’s letter individually.

篇2：人教版新目标英语八年级（上）教案

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Unit 1 How often do you exercise ?Teaching goals:1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .2. Learn to talk about how often do you do things .3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .4. 句子结构: What do you usually do on weekends ? How often ?及回答.Important and difficult points :What does she /he do on 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

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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 ?

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S2:I .S1:What does she /he do on weekends ?S2:She /He .5. Act out their own dialogues .Step 3 While-task SB 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 hear and do .3. Read these adverbs and explain.4. Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1. read the activities and the answers of “how often” first .2. Practise reading .3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities.4. Play the tape for a first time .Ss only listen .5. Play the tape a second time .Ss do 2a .

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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 how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1. Focus on the conversation .2. Practice reading .3. Read the activities in the left box .4. Fill in the chart .5. Pairwork: Make conversations .

教学后记

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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 he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step 2 Pre-taskSB Page 2 ,Grammar Focus .1. Review the grammar box .Ss say the questions and answers .2. Practise reading .Step 3 While-taskSB Page 3 , Part 3 .

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1. Call attention 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 help .2. Review the information 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 here .

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3. Ask several Ss each question .4. See: Who is the best English students in the class Homework:Revise the new words .

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Period 3Teaching procedures :Step 1 Leading in1. Greetings & free talk .2. Practise reading the article in Page 3.3. Check the homework.Step 2 Pre-taskSB Page4 , 1a .1. Point out the five phrases .2. Ss read after the teacher .3. Make sure the Ss understand what do they mean .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 .

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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 hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2. Read the questions in 2a .3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart .4. Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .5. Play the tape again .This time ,if we have heard one questions and we have a pause .Make sure Katrina’s and Bill’s answer.

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6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ?Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework 请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.

教学后记

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Unit 2 What’s the matter ?Teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2. 能够用所学的单词谈论身体并且能给出中肯的建议.3. 通过听力练习，争取能够提高学生的听力能力.4. 文化欣赏，中国文化.Important and difficult points:1. words .2. How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.T :How many parts of the body can you name ?What’s this ?(head , mouth etc.)Today we’ll learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Pre-task1.Read the new words by the Ss first .

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2. Then 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 have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between 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 .

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SB Page 8, 2a .1. Point out the eight items in this activity .Read the item to the class .Ss repeat .2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .3. Match the problems with the advice .4. Play the tape twice .5. Check the answers .Step 4 Post-task 同桌之间设计一个医生与病人之间的对话.Step 5 Homework 1. Remember the name of your body part .2. Write conversations between the doctor and the patient .

教学后记

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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise playing the game .3. Practice reading the dialogues .Step 2 Pre-task SB 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 having the problem and giving the advice .5. Practice reading the dialogue in 2c ,and make their onw conversations .6. Act out the dialogue .

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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 teacher is talking to him )2. Pay attention 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 have a toothache /fever/sore throat /sore back .2. Pairwork.Make your own dialogues setting 3a as an example .

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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 Homework 1. When you had some problems.please remember what the doctor said .2. Remember the new words .

教学后记

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Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. Play the game :One student mimes an illness , the other students guess the illness and give advice .What’s the matter? Do you have a sore throat ?Step 2 Pre-taskSB Page 10 ,1a .1. Look at the picture .Point out the four new words and expressions .Say each word and ask Ss to repeat .2. The first picture .Explain 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-taskSB Page 10,1b .

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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 hear .2. Then read the four names 3. 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 .

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2.3b .Let the Ss read the paragraph and fill in the blanks .Check the answers .SB Page 11 ,Part 4.Play the game Step 5 Selfcheck SB 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 .

教学后记

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Unit 3 What are you doing for vacation ?Teaching goals :1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.2. How to talk about future plans .3. 现在进行时表示将来计划或行动.4. 特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ? I’m watching TV . When are you going ? I’m going … . How long are you staying ? We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in

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1. Free talk .2. Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat . Ss: I’m staying home on Saturday . T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1. Look at the picture carefully and tell what you see in the picture .2. Write the activities from the pictures in the box and add some more .3. Practice reading .Step 3 While-task 1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .2. Pairwork .Practice in pairs .

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3. 用第三人称练习对话.4. Groupwork . Divide the Ss into groups of four or five .Make conversations .5. Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1. First ,read the names of the people .2. Play the recording and let Ss fill in the chart .3. Check the answers .Step 4 Post-task SB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1. 如果没填完上面的表格回去接着做完.2. 记单词.

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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise : Make conversations with the setences what are you doing for vacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .2. Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1. Read the conversation by the Ss and practice reading .2. Listen and fill in the chart .3. Check the answers .SB Page 15, 3b .

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1. Look at the conversation in the box .2. Practice reading .3. Pairwork . Make conversations using the information in 3b .4. Act out your conversations .Step 4 Post-task Vacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .

教学后记

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Period 3Teaching procedures :Step 1 Leading in 1. Free talk .2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1. Say each phrase and ask Ss to repeat .2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .3. Check the answers .Step 3 While task1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .2. Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .

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2. Play the recording and check the answers .Step 4 Post-task 1. Find a new partner . Student A is the reporter .Student B is He Yu . A interview B . 2. Read the conversation in 2c and with the help of the listening .Step 5 Homework 1. Remember the new words .2. Write the conversations about your interview .

教学后记

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Period 4Teaching procedures :Step 1 Leading in1. Greetings .2. Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1. Ask each other ,write down their answers .2. One student to present his /her exercise .Step 3 While-task SB Page 17 , 3a .1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .2. Read the article to the class .3. Explain the new words .4. Play the tape .Ss listen and repeat .5. Point out the five numbered pictures .Ss identify the items .

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6. Check the answers .7. Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 Homework Complete the Selfcheck .

教学后记

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Unit 4 How do you get to school?Teaching goals :1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .2. Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.4. 复习基数词及时间的表示方法.5. 了解中外文化的差异.Important and difficult points :1. how /how far /how long 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free talk .

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3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .Explain : get to Step 2 While-task SB Page19 ,1a&1c .1. Write down how you get to school .2. Look at the picture .Write down how the students get to school.3. Make dialogues with the phrases .4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.5. Act out their dialogues .SB Page 19 , 1b .Listening 1. Make sure the Ss know what ot do .Give them an example orally if possible .2. Read the names .3. Play the tape and check the answers .

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SB Page 20 , 2a&2b .1. Revise the numbers .2. Teach the new word :minute .3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .

教学后记

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Period 2Teaching procedures :Step 1 Leading in 1. Greetings .2. Check the homework .3. Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1. Review the grammar box .Ask students to say the statements and responses .2. Practice reading .3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .Step 3 While-taskSB Page 21,3a .1. Pay attention to the speech bubbles .Read the questions .2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .

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3. Check the answers .SB Page 21, 3b .1. Show Ss the example in the box .Two students read it to the class .2. Pairwork: Make your own conversations using the information in the left box.3. Ask some pairs to present the conversations to the classStep 4 Post-taskSB Page 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite two conversations in 3b in the exercise books .

教学后记

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Period 3Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. Check the homework.3. Go over the passage in 3a Page 21 .Step 2 Pre-task SB Page 22 ,1a .1. Say the four new phrases and Ss repeat .2. Match the words with the pictures .3. Check the answers .Step 3 While-taskSB Page 22,2a&2b .1. Play the tape for the students to finish them .2. Point out the two sets of pictures with a blank line in front of each .3. Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-task

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SB Page 23, 3a .1. Read the instructions to the class and read through the statements abut the article .2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.3. Do the activity individually and check the answers .SB Page 23 ,3b .Read the article and fill in the blanks .Check the answers.Selfcheck Part 2 .1. Look at the picture .Make sure what the people in the picture doing .2. Finish the conversation .3. Practice reading .Step 5 Homework1. Write a newspaper article .2. Go over this unit .

教学后记

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Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1. vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party .2. Patterns: Can you come to my party ?z Sure, I’d love to . Sorry ,I can’t . I have to … .3. 能力目标:学会邀请别人以及回答的方式.4. 情感目标:培养学生礼貌用语的习惯.Teaching procedures :Step 1 leading in Play the song : Happy birthday .Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?Ask students to say .

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Step 2 Pre-taskPage 25 ,1a ,1b .Ask ,Can you come to my party ?Ask some students to answer .Ask the students who say I can’t go to say why .Call attention to the words in Activity 1a. Read together .Say ,look at the picture .Ask Ss to tell what they see in each scene .Match the words with the picture and check the answers .Say ,now listen to the recording .Write the name of each person next to his or her picture .Play the recording .Ask Ss to complete the activity individually .Correct the answers .Step 3 While-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners .Ask some groups to act .Game:

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One student invite some students to his/her party .The other students answer .SB Page 26, 2a .Point to the five sentences .Say ,listen to each conversation and then circle the word that makes the sentences correct .Play the recording .Check the answers .SB Page 26 ,2b .Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t” .Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .

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Ask students to make their own conversation like the example .As students work ,move around the room and monitor .Ask some students to present their dialogue .Step 5 HomeworkPractice :Invite your friends to come to your party .Write down their answers .

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Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1. vocabulary : whom , start , join , practice , math test , mall , calendar .2. Patterns : Can you go to the mall this week ? Can she/he/they go to movies ?3. 能力目标:学会写请贴，会制做日程表.4. 情感目标:学会人际交往的基本常识.Teaching procedures :Step 1 Leading in Ask :How many people did you invite yesterday ?What did they say ?Ask one student to show his answer .Step 2 Pre-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions and answers .

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Talk about the two ways people give reasons for saying no to an invitation .Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”Step 3 While-taskSB Page 27 , 3a .Call attention to the invitation .Ask questions about it .eg.What kind of invitation is it ?Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line .Ask students to fill in the blanks according to the invitation .Check the answers .SB Page 27 , 3b .Ask two students to act the conversation you just completed .Call attention to the blank invitation card .Complete this card .

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Ask some pairs to present their conversations to the class .Step 4 Post-task SB Page 27 ,Part 4 .Read the instructions for this activity to the class .Read the dialogue with a student .Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class .Step 5 Homework1. Make your own calendar .2. Make an invitation .

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Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1. vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow .2. Pattern: Can you play tennis with me ? What’s today ?3. 能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB Page 28 ,1a , 1b .Show the days of the week in a large monthly calendar .Point out the days of the week at the top of the calendar and ask a student to read these words aloud .Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date .

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Complete activity 1a ,check the answer .Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books .Step 3 While-task SB Page 28, 1c .Call attention to the example in the box .Ask two students to read it to the class .Ask Ss to work in pairs .Ask :What do you want to do on Monday , Tuesday … ?Write down your answers .Make some conversations with your partner .Ask some Ss to present their conversations .SB Page 28, 2a, 2b .Point to the picture .Listen to the conversation .Can Vince play tennis with Andy ?Circle “yes” or “no” .Play the recording .Ask what can Vince do today .Pay attention to the list of five activities ,and the three

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lettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB Page 28, 2c .Help student find partners .Say ,one student is Andy ,the other is Vince .Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation .

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Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1. vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till 2. Patterns: Thank you for your invitation. I’m sorry I can’t . I have to … .3. 能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法.4. 情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .

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Say ,there is another e-mail message .Ask a student to read it to the class .Call attention to the blank calendar .Say ,Now read it again .Then complete Sonia’s calendar .Check the answers .Step 3 While-task SB Page 29 ,3b .Point out the e-mail message .Ask a student to read it aloud .Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own .Ask some Ss to present the answers to the class .SB Page 29 ,3c .Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish .As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class .

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Step 4 Post-task SB Page 29 ,Part 4 .Read the instruction to the class.Complete the calendar on Page 88 .Say ,now go around the class .Ask Ss if they can come to your party at the time you are free .Step 5 ExerciseSelfcheckThen ask some students to present their answers .Check the answers .

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Unit 6 I’m more outgoing than my sister .Period 1Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .2. Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?3. 能力目标:能对人物的外表进行描绘，个性进行比较.Teaching procedures:Step 1 Leading in Ask a student to introduce herself/himself .Step 2 Pre-task SB Page 31 , 1a .Show some pictures to Ss .Say ,They are stars .Ask Ss to tell what they see .Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .

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Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .Step 3 While-taskSB Page 31 , 1c , 1b .Call attention to the picture .Point out the sample conversation in activity 1c .Say ,Now work with a partner .Make your own conversation about the twins .Ask several pairs to say one or more of their conversations .Then listen to the recording .Ask Ss to number the twins .Check the answers .SB Page 32 ,2a .Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read .Say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column .Play the recording and check the answers .

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SB Page 32 , 2b .Point out the picture and the two boxes with the headings Tina is and Tara is .Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a .Play the recording and check the answers .Step 4 Post-task SB Page 32 , 2c .Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own .Correct the answers .Step 5 HomeworkHow are you and your sister /brother different ?Write down .

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Period 2Teaching contents: Grammar focus , 3a , 3b ,4 .Teaching procedures:Step 1 Leading inAsk ,How are you and your mother/father different ?Ask some Ss to answer .Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class .Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add –er .Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more .Practice : happy , outgoing , short , thin , good .Step 3 While-taskSB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .

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Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer .Check the answers .SB Page 33 , 3b .Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example .Ask two Ss to read the sample conversation in the box .Have Ss work and ask some pairs to say their dialogues .Step 4 Post-taskRead the instruction to the class .Ask pairs of Ss how many same and different examples they found .Work in pairs and ask some pairs to read their lists .Step 5 HomeworkWrite down the same and different between you and a friend .

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Period 3Teaching contents : Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need .Ask ,What kind of things are important in a friend ?Step 2 Pre-task SB Page 34 , 1a .Read each description to the class and ask the Ss to repeat.What kind of things are important in a friend .Rank the things below 1-6 (1 is most important )Ask different Ss to copy the six phrases on the Bb .Then read the phrases together .Step 3 While-taskSB Page 34 , 1b .Say , Now make your own statements about friends using the phrases in activity 1a .Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ?

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SB Page 34 , 2a .Play the recording and check the answers .SB Page 34 , 2b .Play the recording and check the answers .Step 4 Post-taskSB Page 34 , 2c .Say , Now work with your partner .Make a conversation using information in the chart .Ask several pairs to say their conversations to the class .Step 5 Homework 连词成句:1. Tom , Sam , intellectual , more , than , is .2. her sister , as … as . not, sports , at , good, is ,Liu Ying.3. me , same , as , the , friend , my , is .4. makes , laugh , a , me , good , I , think , friend .5. outgoing , are , both , we .

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Period 4Teaching procedures :Step 1 Leading in Greeting .Step 2 Pre-task SB Page 35 , 3b .Read the instruction to the class .Ask Ss to look at the chart on Page 34 .Ask a student to read the example to the class .Say ,now write your own sentences .Ask students who finish first to write sentences on the Bb.Ask some Ss to read the sentences ,each student read one sentence one by one .Step 3 While-task SB Page 35 , 3a .Read the instruction .Point out the sample answer .Say , Now read the article .Explain the words and sentences in your own words .Listen to the recording .

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Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .SB Page 35 ,3c .Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own .Ask some Ss to read their sentences to the class .Step 4 Post-taskSB Page 35 ,Part 4 .Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ?Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why .Step 5 Exercise Selfcheck .Ask Ss to work on their own .Check the answers .

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Unit 7 How do you make a banana smoothie ?Period 1Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goal :1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon .2. Patterns: How do you make a banana smoothie ? How many bananas do we need ? How much cinnamon do we need ?3. 能力目标:学会使用how many 和how much 分别对可数名词和不可数名词的量提问.4. 情感目标:培养学生热爱劳动的习惯.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inGreeting .Step 2 Pre-task

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SB Page 41 , 1a .Look at the picture .What can you see ?Point out the blank likes in the picture .Ask Ss to write the names of the actions .Choose the correct words .Ask Ss to fill in the blanks on their own .Check the answers .SB Page 41, 1b .Point out the actions in the picture and the list of actions in activity 1b .Play the recording and check the answers .Step 3 While-task SB Page 41 , 1c .Point out the instructions in activity 1b .Ask Ss to talk with a partner .SB Page 42 , 2a .Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .

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Play the recording and check the answers .SB Page 42 , 2b .Say ,Now listen again .This time listen to the amout of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount .Ask a student to read the amounts in the first column .Play the recording .Ss work .Check the answers .Step 4 Post-task SB Page 42 ,2c .Read the instruction for the activity .Point to the sample conversation .Ask two students to read the questions and answers to the class .Have Ss work in pairs .Ask some pairs to present their conversations .Step 5 Homework Make a banana smoothie or fruit salad with your friends .

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Period 2Teaching procedures :Step 1 Leading inGreeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad .Step 2 Pre-taskGrammar focus .Review the grammar box .Ask Ss to say the questions and answers .Write the words countable and uncountable on the Bb .Ask one or two students to explain what these words meanCall attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these .Step 3 While-taskSB Page 43 , 3a .Point out the picture and ask Ss what the boy and girl are doing .Point to the four words at the beginning of the activity .Ask Ss to number the words to show the order .Read the conversation .Ask Ss to complete it .

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Check the answers .Ask Ss to read the conversation with their partner .SB Page 43 , 3b .Point out the picture .Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .Ask a student to read the directions in the box .Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn .Step 4 Post-taskSB Page 43 , Part 4 .Ask Ss to work in teams of three .Read the instructions. Ask Ss to work in pairs .Then ask some pairs to present their questions and answers to the rest of the class .Step 5 HomeworkWrite your own recipe about a sandwich .

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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in Review how to make fruit salad .Ask Ss to answer .Step 2 Pre-task Say ,Let’s make a sandwich .Ask Ss that what ingredients they need .Ask two students to say and write the ingredients on the Bb .Then ask ,How do you make your favorite sandwich ?Ask one student to answer .Say , let’s make it together .Step 3 While-task SB Page 44 , 1a ,1b .Point to the sandwich ingredients in the picture .Say each word and ask Ss to repeat it .Read the instructions and point to the lines where Ss write the things they like in a sandwich .Students work .After that .Say, Now ask and answer .Point

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out the conversation in the box .Ask Ss to work with a partner .As Ss work ,move around the room monitoring .Ask some pairs to say their conversations to the class .SB Page 44 , 2a .Read the instructions to the class .Point to the foods in activity 1a .Play the tape the first time .Ss only listen .Play the tape again .Ss circle the words in activity 1a .Check the answers .SB Page 44 ,2b .Listen carefully and write the ingredients on the correct lines in the chart .Check the answers .Step 4 Post-taskSB Page 44 , 2c .Ss work in pairs .Ask several pairs to act out .Step 5 Homework Make a sandwich .

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Period 4Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some students to show the sandwiches they made .Step 2 Pre-taskSB Page 45 , 3a .Read the instructions to the class .Have a student to read the recipe to the class .Point to the words vegetables ,meat and others in the chart .Point to the example answer .Say ,Now read the recipe and write the ingredients under the correct words in the chart .Check the answers .Step 3 While-task SB Page 45 , 3b .Read the instructions to the class .Read the recipe to the class .Say “blank” each time when coming to a blank line .Say ,Now write a word in each blank .Check the answers .

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SB Page 45 , 3c .Read the instructions to the class .Then ask students to write their recipes .As students work ,move around the room offering assistance as needed .Ask students to read their recipes to a partner .Ask some students to read their recipes to the class .Step 4 Post-task Selfcheck .Ask students to finish the work .Ask some students to present their answers to the class .Check the answers .Step 5 Homework SB Page 45 , Part 4 .Ask students to work with a partner .Tell your partner how to make a sandwich with the ingredients in your list .

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Unit 8 How was your school trip ?Teaching goals :1. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of .2. Use the past tense to talk about things .3. 掌握由there be 结构和行为动词构成的一般过去时.4. 掌握规则和不规则动词的过去时.Important and difficult points :How to use the past tense correctly .The form of the past tense .Teaching aids : card , picture and a tape recording .Period 1Teaching procedures :Step 1 Leading in Greeting : talk about something the Ss did last week .Step 2 Pre-task SB Page 47 , 1a , 1c .T: What did you do on your last school trip ?Look at the picture .Guess :What did Tina … do ?

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Pairwork : Did Tina buy a souvenir ? No , … .Step 3 While-taskSB Page 47 , 1b .Listen and check the answers .SB Page 48 , 2a , 2b .Play the recording and correct the answers.Step 4 Post-task SB Page 48 , 2c .Pairwork : Make conversations .Ask several students to present their conversations .Step 5 Conclusion Grammar focus .Review the grammar box .Ss say the questions and answers .Practice reading .

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Period 2Teaching procedures :Step 1 Leading in Greeting : talk about what last day off was like .Was it a good day off or a terrible day off ?Step 2 Pre-taskSB Page 50 , 1a , 1b .Look at the pictures .say something about the pictures .Point out the five phrases .Ss read after teacher .Make sure Ss understand what they should do .Rank them from 1-5 .Pay attention to the conversation in the box on the right .Read .Pairwork : make conversations .Share the students’ conversations .Step 3 While-taskSB Page 50 , 2a , 2b .Say , Now you will hear a conversation about what Tina and Tony did on their last day off .Point out the sample answer in 2a .

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Listen carefully twice .Fill in the chart.Read the sentences in 2b .Pay attention to who said these things .Play the tape again .Listen carefully .Check the answers .SB Page 49 , 3a .Ask one student to read the article .Ss read and work : correct the statements below .Listen to the recording .Read after it .Ask Ss to read together .Step 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ?Step 5 Homework Make up a story .

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Period 3Teaching procedures:Step 1 Leading in Free talk .Check the homework .Step 2 Pre-taskSB Page 51, Part 4 .Say ,Here are some photos of your last vacation .What did you do ?Ask and answer with your partner .Question like this : Did … ? What … ? Were there … ? Where … ? How was … ?Pairwork .Step 3 While-taskSB Page51 ,3a .Read the letter about the things Nick did by Ss .Explain the new words .Play the tape .Ss listen and repeat .Point to the number 1-5 .Point out the sample answer.

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Ss work .Then check the answers .Play the tape again .Practice reading .SB Page 51 , 3b .Say , Imagine you are Tony and you’ll give Nick a letter .Point out the letter .Read the letter to the class .saying blank each time when come to a blank line .Read the letter and fill in the blank .Ask one student to present the answers .Step 4 Post-task SB Page 51, 3c .Say :We read about the things Tony and Nick did .What did you do on your last day off .Let’s write a letter about them .Give them help if they need .Ss work .Step 5 HomeworkComplete the selfcheck .

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Unit 9 When was he born ?Teaching goals: 1. Learn to use “be born” to ask sb sth2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.Period 1Teaching procedures :Step 1 Leading in Greeting .Ask Ss when they were born and which sports stars they like.Step 2 Pre-taskSB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss Ask :T: Who’s that ? S: That’s … .T:When was he born ? S: She was born in … .Pairwork :make conversations .

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Step 3 While-taskSB Page 53 , 1b .Look at the pictures .Read the names and the occupation .Make sure what Ss should do .Listen carefully.Complete the exercise .Check the answers.SB Page 53 , 2a & 2b .Point out the columns and read the headings to class .Explain the meaning of the words at the top of each column if necessary .Say ,this time fill in the information under How long .Play the recording,Ss complete activity 2b .Correct the answers .Step 4 Post-taskPoint to the chart in activity 2a .Point out the fill-in lines in the conversation in activity 2c .Show Ss how to do the activity .Ask Ss to work in pairs .Then make their own conversation .Correct the answers .Step 5 Homework Collect the information about sports stars.Then make cards .

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Period 2Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b .Teaching procedures :Step 1 Leading in Revise the past tense .Step 2 Pre-taskSBPage54,Grammarfocus.AskSs to say the questions and responses .Answer the questions the Ss might have . Step 3 While-taskSB Pag3 55 , 3a .Ask Ss to point to the names in the chart below the article .Read the name to the class .Explain the word achievement .Divide the class into two groups -A and B .Have them continue filling in their own charts , on their own .SB Page 55 , 3b .After Ss have finished reading and filling their answers , ask Ss to work in pairs .Draw the chart on the Bb .Ask the Ss who finish first to write the answers in the chart .

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Correct the answers .Step 4 Post-taskSB Page 55 , 4a .Write this sample question on the Bb .Then ask two Ss to ask and answer these questions .Ask Ss to talk to several other Ss .Move around the room checking their progress .SB Page 55 , 4b .Ask Ss to tell the class what they learned about a student. Allow other Ss to ask questions if they don’t understand something another student says .Ask each student to read at least one statement from his chart .Step 5 Homework( 改错 )1. I went to the classroom , but no one were there .2. Last summer I go to HongKong .3. Lucy and Lily didn’t late for school last week .4. Did your friend bought a new watch yesterday ?

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Period 3Teaching contents : Section B 1a , 1b ,2a , 2b , 2c .Teaching procedures :Step 1 Revision Check the homework .Step 2 Pre-taskSB Page 56 , 1a .Write on the Bb the eight words at the top of the page .Ask a student to the names of the people in the pictures .Ask Ss to write one or two words from the list under each person’s picture .SB Page 56 , 1b .Ask several Ss to read the class the words they wrote under each picture .Say , Now work with a group .Make your own statements about the people in the pictures ,using the words you wrote in your book .Ask Ss to tell the class what they said about some of the people.Step 3 While-taskSB Page 56, 2a .

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Read the instructions and point out the words in the list in activity 1a .Play the recording .Ss listen and circle the words they hearCheck the answers.SB Page 56 , 2b .Point out the eight sentences .Ask two Ss to read them .Play the recording and have Ss write down the answers .Correct the answers .Step 4 Post-taskSB Page 56 , 2c .Ask two Ss to read the sample conversation .Have Ss work with a partner .Ask and answer questions using the sentences in activity 2b .Ask several pairs to say a conversation to the class.Step 5 HomeworkRemember the words learned in this class .

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Period 4Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some Ss some questions :When were you born ? When did you get to school yesterday ? etc .Step 2 Pre-taskSB Page 57, 3a .Ask Ss to read the phrases in the chart .Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand .Ask Ss to read to the class any words or phrases they circled .Write them on the Bb .Ask other Ss to explain what they mean .Ask Ss to read the article again and fill in the information in the chart .Correct the answers .Step 3 While-taskSB Page 57 , 3b .

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Ask Ss to use these sentences to start their articles .Ask Ss to use the article about Midori as an example .SB Page 57 , 3c .Read the instructions and ask Ss who they write about .Ask Ss to work on their own .When they finish,ask the Ss to read the article to a partner and to talk about the person in the article .Step 4 Post-taskSB Page 57 , Part 4 .Ask Ss to work in groups of four .Point out the sample conversation .Ask three Ss to read it to the class .Then ask Ss to work with their groups .Step 5 HomeworkGet Ss to finish the selfcheck on their own .

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Unit 10 I’m going to be a basketball player .Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c .Teaching goals:1. vocabulary :programmer ,engineer ,pilot ,professional2. Pattern: I am going to do sth .3. 能力目标:掌握一般将来时的用法.Important and difficult points : be going to 的用法.Teaching procedures :Step 1 Leading in 复习一般现在时表示计划、打算做某事的用法.Step 2 Pre –taskSB Page 59 , 1a .Read each of the words to the class .Teach the new words Have Ss complete activity 1a .Check the answers .SB Page 59 , 1b .Play the recording .Ss listen and write down the answers .Correct the answers .Step 3 While-taskSB Page 59,1c .In pairs ,Ss look at the jobs in activity

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1a and have conversations about these jobs .SB Page 60 , 2a .Point to the picture .Ask Ss to say what they see .Play the recording .Ss listen and write down the answers .Check the answers .SB Page 60 , 2b .Ask a student to read the sample question and sample answer to the class .Play the recording .Ask Ss to write their answers in the chart .Correct the answers .Step 4 Post-taskSB Page 60 , 2c .Ask two Ss to read the sample conversation to the class .Point to the questions and answers in activity 2b .Ask Ss to make conversation about Cheng Han .Ask several pairs to say their conversations to the class .Step 5 HomeworkPreview the grammar box .

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Period 2Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals:1. vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire .2. 能力目标: 谈论未来自己与他人的理想职业及原因.Teaching procedures :Step 1 Leading inHave Ss make sentences with “be going to” .Step 2 Pre-taskSB Page 61, 3a .Call attention to the diary .Read the paragraph to the class.Then read the instructions to the class .Have them know what to do .Ask Ss to finish the activity on their own .Correct the answers .Step 3 While-taskSB Page 61 , 3b .Point to the questions .Say , Answer these questions .Tell the truth about your life .What do you plan to do ?

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As Ss write ,move around the room offering help if neededPoint out the sample conversation .Ask two Ss to read it to the class .Ss work in pairs .Ask some pairs to say their conversations to the class .Step 4 Post-taskSB Page 61 ,Part 4 .Write the year on the Bb .Ask the class why that is an important date for Beijing and China .(China is hosting the Olympic Games in 2008)Divide the class into small groups .Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 HomeworkWrite the sentences in Part 4 on the exercise books .

教学后记

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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching goals:1. vocabulary :resolution , instrument , fax .2. 能力目标:谈论为实现理想所做出的的打算和安排.Teaching procedures :Step 1 Leading inAsk some Ss to say the statement on their exercise books.Step 2 Pre-taskSB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means .Point out the box next to each picture and ask some Ss to read the phrases .Ask Ss to match the phrases and pictures on their own .SB Page 62, 1b .Ask two Ss to read the sample conversation to the class .Then ask Ss to find partners to have a conversation .Ask several pairs to say their conversations to the class .Step 3 While-task

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SB Page 62, 2a .Read the instructions and point out the phrases in the list in activity 1a .Play the recording .Ss listen and circle the phrases on the list in activity 1a they hear .Check the answers .SB Page 62 , 2b .Play the recording .Ask Ss to write their answers on the blank lines after each person’s name .Ask three Ss to write one answer each on the Bb .Check the answers .Step 4 Post-taskSB Page 62, 2c .Ask two Ss to read the sample conversations .Then ask Ss to work with a partner .Step 5 HomeworkHave Ss write their resolutions on the exercise books .

教学后记

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Period 4Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals:1. vocabulary: reader , keep , fit , keep fit , build .2. 能力目标:学习制定未来一段时间的计划.Teaching procedures :Step 1 Leading inCheck homework.Step 2 Pre-taskSB Page 63 , 3a .Call attention to the magazine article .Ask a student to read it .Ask Ss to make a list of the New Year’s resolutions in this article .Check the answers.Step 3 While-taskSB Page 63, 3b .Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s

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resolution was .Then ask some other Ss to tell how each person was going to make his or her resolution work .Point to the magazine article in activity 3a .Ask Ss to write an article like this one .Step 4 Post-taskSB Page 63 , 3c .Ask some Ss to tell the class about their New Year’s resolutions .Then ask Ss to write about their resolutions on their own .SB Page 63 , Part 4 . Divide Ss into small groups to do the activity .Ask some groups to write their plans on the Bb .Step 5 SelfcheckAsk Ss to finish the selfcheck on their own .Step 6 HomeworkWrite the article in activity 3c on the exercise books .

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Unit 11 Could you please clean your room ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting .2. patterns : Could you please + do sth ? Could you + do sth ?3. 能力目标:学习有礼貌地提出请求.Important and difficult points :请求允许做某事.Teaching procedures :Step 1 Leading in Greetings .Step 2 Pre-taskTeach the new words .Step 3 While-taskSB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class . Play the

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recording and let Ss fill in the chart .Check the answers .SB Page 65 , 1c .Point out the sample conversation in activity 1c .Ask two Ss to read it to the class .Have Ss work in pairs .Step 4 Post-taskSB Page 66 , 2a & 2b .First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .Correct the answers .Do with activity 2b in the same way .Step 5 Pairwork SB Page 66 , 2c .Ss work in pairs , then ask some pairs to act out their conversations .Step 6 HomeworkIn pairs make a conversation using “Could you please …?Could you … ?”.

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Period 2Teaching contents:Section A Grammar focus,3a ,3b,4 .Teaching goals :1. Vocabulary :work on , laundry , do the laundry , wash .2. Master and use : I like doing sth because … . I don’t doing sth because … .3.情感态度目标:教育学生在人际交往中要有礼貌.Teaching procedures :Step 1 Leading inRevise the pattern : Could you please … ? Could you … ?Step 2 Pre-taskSB Page 66 , Grmmar focus .Ask Ss to say the questions and answers .Explain :the questions use the word could and the answers use the words can and can’t .Step 3 While-taskSB Page 67 , 3a .Read the conversation to class with a student .Say blank every time you come to a blank .Ask Ss to fill in each blank with the work make or do .Correct the answers .

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SB Page 67 , 3b .Ask two Ss to read the sample phrases . Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .Ask a student to say the name of a chore .Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .Step 4 Post-taskSB Page 67 , Part 4 .In groups of five , give each group a set of blank cards .Ask Ss in each group to write one core onto a card .In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .Step 5 Homework Make some sentences with “I like doing sth because … .” or “I don’t like doing sth because … .”

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Period 3Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals :1. vocabulary: snack ,borrow ,invite ,disagree ,teenager2. 能力目标:熟悉并能灵活运用Could you (please)… ?Teaching procedures :Step 1 Leading inAsk some Ss with questions :Could you please … ? Could you … ?Step 2 Pre-taskSB Page 68 ,1a . Say , Look at the items on the list ,ask Ss to complete the writing on their own .Correct the answers .Step 3 While-taskSB Page 68, 1b . Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a .Call several pairs to say one or more of their conversations

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to the class .SB Page 68, 2a & 2b . Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .Ask two Ss to write their answers on the Bb .Correct the answers.Step 4 Post-taskSB Page 68, 2c . Point out the sample conversation and ask two Ss to read it to the class .Then point to the phrases in the box .Ask Ss to ask and answer with a partner .Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .Step 5 Homework 英汉互译: 1.洗餐具 2.处理琐事，干家务3.购物 4.take out the trash 5.make the bed 6.fold your clothes

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Period 4Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck .Teaching goals :1. vocabulary :take care of ,feed ,mine ,weren’t=were not2. 能力目标:学习写留言条以请求他帮助.Important and difficult points : 留言条的书写.Teaching procedures :Step 1 Leading inAsk Ss to translate some Chinese phrases .Step 2 Pre-taskSB Page 69 , 3a . Read the instructions and have Ss know what to do .Ask Ss to read the letter on their own and complete the chart .Ask two Ss to write their answers on the Bb .Correct the answers .Step 3 While-taskSB Page 69 , 3b .Ask a student to read the beginning of the e-mail message.

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Have Ss finish the message .Tell them they can look at theChart in activity 2b for ideas .Ask some Ss to read their message to the class.SB Page 69 , 3c .Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .Step 4 Post-taskSB Page 69 , Part 4 .Point out the sample conversation and read the instructions to have Ss know what to do .Divide Ss into groups of three and ask them to make conversations .Ask several groups to say their conversations to the class .Step 5 Homework Finish the selfcheck .

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Unit 12 What’s the best radio station ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goals :1. vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station .2. 能力目标:掌握一些形容词的比较级和最高级.Difficult points : 特殊形容词的比较级和最高级.Teaching procedures :Step 1 Leading in Revise the comparative forms and superlative forms of some adjectives .Step 2 Pre-taskSB Page 71 , 1a . Ask Ss to explain what the word or phrases means in their own words .Then ask Ss to decide which of the things are important or unimportant .Step 3 While-taskSB Page 71 ,1b .Ask some Ss to read the sentences,then

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play the recording .Correct the answers .SB Page 71, 1c . Ask Ss to make a list of real movie theaters they know .In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters .Step 4 Post-taskSB Page 72, 2a & 2b . Ask some Ss to read the phrases and sentences .Play the recording ,Ss listen and write down their answers .Check the answers .Step 5 Role play SB Page 72 , 2c . Have Ss work in pairs .Check the progress and offering help as needed .Ask some pairs to say their conversations to the class.Step 6 HomeworkPreview the grammar box .

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Period 2Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals :1. vocabulary :teen ,bargain , delight , by bus .2. 能力目标:学习进行简单的比较并表达自己的好恶.Teaching procedures:Step 1 Leading inAsk a student to say something about the comparative and superlative forms of adjectives .Step 2 Pre-taskSB Page 72, Grammar focus .Ask a student to read the sentences to the class .Say ,these sentences show different grammar points .Explain the two grammar points .Answer questions the Ss might have .Step 3 While-taskSB page 73 , 3a .Point to the chart .Ask Ss what they will write in the chart.Ask Ss to read the article on their own .

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Ask Ss to read the article again and complete the chart on their own .Correct the answers .SB Page 73,3b . Point out the sample conversation and ask two Ss to read it to the class .Ask Ss to say the names of stores in your town and write the names on the Bb .Step 4 Post-taskSB Page 73, Part 4 .Ask the class for the names of three places to have lunch near the school and write them on the Bb .Divide the class into small groups .Ask them to choose three restaurants and fill in the chart .Step 5 Homework写出下列单词的比较级和最高级：happy , late , good , bad , beautiful , heavy , big , wet , small , much .

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Period 3Teaching contents :Section B 1a , 1b, 2a , 2b , 2c .Teaching goals :vocabulary: positive , negative , dull , performerTeaching procedures :Step 1 Leading inCheck the homework.Step 2 Pre-taskSB Page 74, 1a .Point to the sample answer in the chart and ask a student to read the pair of words to the class.Ask Ss to complete activity 1a on their own .Correct the answers .SB Page 74 , 1b .Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner .Ss work in pairs to talk about the people they know .Ask several Ss to say their sentences to the class .

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Step 3 While-taskSB Page 74 , 2a .Ask Ss what a “talent show” is and ask Ss to tell what people do at talent show .Point to the five pictures .Ask different Ss to say what the people are doing in each picture .Play the recording .Ss listen and write the correct name .Check the answers .SB Page 74 , 2b .Play the recording and ask Ss to write what different people say about the performers .Correct the answers .Step 4 Post-taskSB Page 74 ,2c .Ask two Ss to read the sample conversation to the class .Then Ss work in pairs .Step 5 HomeworkAsk Ss to write their questions and answers in activity 2c on the exercise books .

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篇3：八年级英语新目标上Unit6教案.

八年级英语新目标上Unit6教案.

更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com   备 课 卡 年 级 八 科 目 英  语 课 型 新  授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period  1 教具准备 cards and a tape-recorder . 教学目标  知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?  能力目标 能对人物的外表进行描绘，个性进行比较  情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1  Leading in Ask a student to introduce herself/himself . Step 2  Pre-task SB Page 31 , 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on . Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3  While-task SB Page 31 , 1c , 1b . Call attention to the picture . Point out the sample conversation in activity 1c . Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations . Then listen to the recording .Ask Ss to number the twins .   Check the answers . SB Page 32 ,2a . Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read . Say ,now listen and write the Cer and Cier words in the first column and the words that use more in the second column . Play the recording and check the answers . SB Page 32 , 2b . Point out the picture and the two boxes with the headings Tina is and Tara is . Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a . Play the recording and check the answers . Step 4  Post-task SB Page 32 , 2c . Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own . Correct the answers . Step 5  Homework How are you and your sister /brother different ?Write down .   教后反思   备 课 卡 年 级 八 科 目 英  语 课 型 新  授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period  2 教具准备 cards and a tape-recorder . 教学目标  知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?  能力目标 能对人物的外表进行描绘，个性进行比较  情感目标 热爱家人 教学重点 能对人物的'外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1  Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2  Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class . Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add Cer . Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more . Practice : happy , outgoing , short , thin , good . Step 3  While-task SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions . Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer . Check the answers .   SB Page 33 , 3b . Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example . Ask two Ss to read the sample conversation in the box . Have Ss work and ask some pairs to say their dialogues . Step 4  Post-task Read the instruction to the class .Ask pairs of Ss how many same and different examples they found . Work in pairs and ask some pairs to read their lists . Step 5  Homework Write down the same and different between you and a friend .  教后反思   备 课 卡 年 级 八 科 目 英  语 课 型 新  授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period  3 教具准备 cards and a tape-recorder . 教学目标  知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?  能力目标 能对人物的外表进行描绘，个性进行比较  情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1  Leading in Show a maxim to Ss : A friend indeed is a friend in need . Ask ,What kind of things are important in a friend ? Step 2  Pre-task SB Page 34 , 1a . Read each description to the class and ask the Ss to repeat. What kind of things are important in a friend .Rank the things below 1-6 (1 is most important ) Ask different Ss to copy the six phrases on the Bb .Then read the phrases together . Step 3  While-task SB Page 34 , 1b . Say , Now make your own statements about friends using the phrases in activity 1a . Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ? SB Page 34 , 2a . Play the recording and check the answers .  SB Page 34 , 2b . Play the recording and check the answers . Step 4  Post-task SB Page 34 , 2c . Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class . Step 5  Homework 连词成句: 1. Tom , Sam , intellectual , more , than , is . 2. her sister , as … as . not, sports , at , good, is ,Liu Ying. 3. me , same , as , the , friend , my , is . 4. makes , laugh , a , me , good , I , think , friend . 5. outgoing , are , both , we .  教后反思   备 课 卡 年 级 八 科 目 英  语 课 型 新  授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period  4 教具准备 cards and a tape-recorder . 教学目标  知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?  能力目标 能对人物的外表进行描绘，个性进行比较  情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1  Leading in Greeting . Step 2  Pre-task SB Page 35 , 3b . Read the instruction to the class .Ask Ss to look at the chart on Page 34 . Ask a student to read the example to the class . Say ,now write your own sentences . Ask students who finish first to write sentences on the Bb. Ask some Ss to read the sentences ,each student read one sentence one by one . Step 3  While-task SB Page 35 , 3a . Read the instruction .Point out the sample answer . Say , Now read the article .Explain the words and sentences in your own words . Listen to the recording . Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .   SB Page 35 ,3c . Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own . Ask some Ss to read their sentences to the class . Step 4  Post-task SB Page 35 ,Part 4 . Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Step 5  Exe

篇4：新目标 Unit 3-4 教案(新目标版八年级英语上册教案教学设计)

Unit 3 What are you doing for vacation ?

Teaching goals :

1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.

2. How to talk about future plans .

3. 现在进行时表示将来计划或行动.

4. 特殊疑问句（where , when , how long引导）

Important and difficult points :

Drills :What are you doing for vacation ?

I’m watching TV .

When are you going ?

I’m going … .

How long are you staying ?

We’re staying for five days .

Teaching aids : cards and a tape ,a large wall calendar .

Period 1

Teaching procedures :

Step 1 Leading in

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1. Free talk .

2. Put up the wall calendar .

T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .

Ss: I’m staying home on Saturday .

T: OK. Today we’ll learn how to talk about future plans.

Step 2 Pre-task

SB Page 13 , 1a .

1. Look at the picture carefully and tell what you see in the picture .

2. Write the activities from the pictures in the box and add some more .

3. Practice reading .

Step 3 While-task

1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .

2. Pairwork .Practice in pairs .

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3. 用第三人称练习对话.

4. Groupwork . Divide the Ss into groups of four or five .Make conversations .

5. Listening Page 13,1b. Check the answers .

SB Page 14 ,2a & 2b .

1. First ,read the names of the people .

2. Play the recording and let Ss fill in the chart .

3. Check the answers .

Step 4 Post-task

SB Page 14,2c .

Read the conversations first .

Groupwork and fill in the chart .

Step 5 Homework

1. 如果没填完上面的表格回去接着做完.

2. 记单词.

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Period 2

Teaching procedures :

Step 1 Leading in

1. Free talk .

2. Revise : Make conversations with the setences what are you doing for vacation ?

When are you going ?Who are you going with?

Step 2 Pre-task

SB Page 14,Grammar focus .

1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .

2. Do in the same way with “she” and a girl’s name.

Step 3 While-task

SB Page 15, 3a .

1. Read the conversation by the Ss and practice reading .

2. Listen and fill in the chart .

3. Check the answers .

SB Page 15, 3b .

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1. Look at the conversation in the box .

2. Practice reading .

3. Pairwork . Make conversations using the information in 3b .

4. Act out your conversations .

Step 4 Post-task

Vacation Dreams .

Imagine your dream vacation .

Write something on a piece of paper using what we learnt .

Share the dreams .

Step 5 Homework

Write 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .

教学后记

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Period 3

Teaching procedures :

Step 1 Leading in

1. Free talk .

2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.

Step 2 Pre-task

SB Page 16, 1a .

1. Say each phrase and ask Ss to repeat .

2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .

3. Check the answers .

Step 3 While task

1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .

2. Share their conversations.

SB Page 16 , 2a&2b .

1.Read the reporter’s questions together .

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2. Play the recording and check the answers .

Step 4 Post-task

1. Find a new partner .

Student A is the reporter .Student B is He Yu . A interview B .

2. Read the conversation in 2c and with the help of the listening .

Step 5 Homework

1. Remember the new words .

2. Write the conversations about your interview .

教学后记

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Period 4

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Make an interview with a student .

Step 2 Pre-task

SB Page 17 ,Part 4 .

T: What are you doing this weekend ?

1. Ask each other ,write down their answers .

2. One student to present his /her exercise .

Step 3 While-task

SB Page 17 , 3a .

1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .

2. Read the article to the class .

3. Explain the new words .

4. Play the tape .Ss listen and repeat .

5. Point out the five numbered pictures .Ss identify the items .

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6. Check the answers .

7. Play the tape again .Practice reading .

SB Page 17, 3b .

T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .

Read the paragraph and fill in the blanks .

Step 4 Post-task

SB Page 17 , 3c .

T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .

Step 5 Homework

Complete the Selfcheck .

教学后记

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Unit 4 How do you get to school?

Teaching goals :

1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .

2. Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.

4. 复习基数词及时间的表示方法.

5. 了解中外文化的差异.

Important and difficult points :

1. how /how far /how long 引导的特殊疑问句.

2. 乘坐交通工具的表示方法.

3. It takes /will take/took sb some time to do sth .

Teaching aids: cards and a tape-recorder .

Period 1

Teaching procedures :

Step 1 Leading in

1.Greetings and free talk .

教 案 正 文 随堂记录

3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .

Explain : get to

Step 2 While-task

SB Page19 ,1a&1c .

1. Write down how you get to school .

2. Look at the picture .Write down how the students get to school.

3. Make dialogues with the phrases .

4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.

5. Act out their dialogues .

SB Page 19 , 1b .Listening

1. Make sure the Ss know what ot do .Give them an example orally if possible .

2. Read the names .

3. Play the tape and check the answers .

教 案 正 文 随堂记录

SB Page 20 , 2a&2b .

1. Revise the numbers .

2. Teach the new word :minute .

3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .

Step 3 Post-task

If there is time ,make conversations .

Step 4 Homework

用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .

教学后记

教 案 正 文 随堂记录

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Check the homework .

3. Go over the dialogue in Page20 ,2c .

Step 2 Pre-task

SB Page 20 ,Grammar focus .

1. Review the grammar box .Ask students to say the statements and responses .

2. Practice reading .

3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .

Step 3 While-task

SB Page 21,3a .

1. Pay attention to the speech bubbles .Read the questions .

2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .

教 案 正 文 随堂记录

3. Check the answers .

SB Page 21, 3b .

1. Show Ss the example in the box .Two students read it to the class .

2. Pairwork: Make your own conversations using the information in the left box.

3. Ask some pairs to present the conversations to the class

Step 4 Post-task

SB Page 21 ,Part 4 .

Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .

Fill in the blanks .

The group who fill in the blanks first wins .

Step 5 Homework

Write two conversations in 3b in the exercise books .

教学后记

教 案 正 文 随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework.

3. Go over the passage in 3a Page 21 .

Step 2 Pre-task

SB Page 22 ,1a .

1. Say the four new phrases and Ss repeat .

2. Match the words with the pictures .

3. Check the answers .

Step 3 While-task

SB Page 22,2a&2b .

1. Play the tape for the students to finish them .

2. Point out the two sets of pictures with a blank line in front of each .

3. Check the answers .

SB Page 22, 2c .Talk about how Nina gets to school .

Step 4 Post-task

教 案 正 文 随堂记录

SB Page 23, 3a .

1. Read the instructions to the class and read through the statements abut the article .

2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.

3. Do the activity individually and check the answers .

SB Page 23 ,3b .

Read the article and fill in the blanks .Check the answers.

Selfcheck Part 2 .

1. Look at the picture .Make sure what the people in the picture doing .

2. Finish the conversation .

3. Practice reading .

Step 5 Homework

1. Write a newspaper article .

2. Go over this unit .

教学后记

篇5：新目标英语八年级下册教案

一、指导思想

以九年义务教育教材及《新课程标准》为指导，培养学生听说、读写能力，获得英语基础知识和为交际初步运用英语的能力，形成良好积极的学习习惯。强化英语学科整体知识的综合、运用和应试水平。提高学生在交际活动中运用语言的能力。

二、教学目标

在本学期的教学中，要求培养学生对英语学习的积极性和自信心;能把每一个topic的对话打到脱口而出。能听懂对话和故事;能主要在大展示环节参扮演各种角色活动。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力;寓教于乐，使学生培养良好的外语学习习惯，为将来的学习打下坚实的基础。

三、学情分析

八年级大部分学生基础比较差，学习欠主动，对英语的兴趣不浓，而且这两个班基础薄弱，尖子生少，差生面广，需要付出很大的努力。

四、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。学生用书是教材的核心，它是按单元编排的，每个单元六、七页。每个单元围绕一个话题开展听、说、读、写活动。本教材共12单元，包括两个复习单元

五、教学方法

1、教师和学生间的活动。

2、学生和学生间的活动。教师组织学生分组讨论问题或自编对话表演艺术。

六、具体实施

1、认真钻研教材，备好、上好每一节课，向45分钟要质量。

2、课堂上尽量使用英语以及直观教具，给学生创造良好的教学环境。

3、每单元测试一次，试卷全收全改，做好讲评工作.

4、要求学生坚持每天背诵几句经典句子，每单元背诵一两课经典文章，坚持大声朗读课文，改善语音语调，增强四会技能技巧。

5、提高学生的学习兴趣，发挥学生的主观能动性。

6、积极进行教学改革，提高教学质量。

7、实施“任务型”的教学途径，培养学生综合运用语言运用能力。

8、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

9、加强对学生学习策略的指导，为他们终身学习奠定基础。

七、教学内容安排

1、Weeks1-2

Topic 1 , Unit 5 Why all the smiling faces?

2、Week 3

Topic 2 ,Unit 5 I feel better now.

3、Week 4

Topic3 , Unit 5 Many things can affect our feelings.

4、Week 5

Topic 1 , Unit 6 We’re going on a spring field trip.

5、Week 6

Topic 2 ,Unit 6 How about exploring the Ming Tombs?

6、Week 7

Topic 3 , Unit 6 Bicycles are popular.

7、Week 8

Review of Units 5-6

8、Week 9

Topic 1 ,Unit 7 We are preparing for a food festival.

9、Week10

Topic 2 , Unit 7 Cooking is fun!

10、Week11

Topic 3 , Unit 7 Welcome to our food festival!

11、Week12

Review of Unit 7

12、Week13

Topic 1 , Unit 8 What a nice coat!

13、Week14

uniforms.

14、Week15

15、Week16

16、Week17

17、Week18

Different jobs require different

3 , Unit 8 Let’s go and watch the fashion show.

Topic 2 , Unit 8 Topic Review of Unit 8 Review of Units 7-8 Review of Units 5-8

篇6：新目标英语八年级下册教案

一、学情分析

八年级大部分学生基础比较差，学习欠主动，对英语的兴趣不浓，而且这两个班基础薄弱，尖子生少，差生面广，需要付出很大的努力。

二、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。学生用书是教材的核心，它是按单元编排的，每个单元六、七页。每个单元围绕一个话题开展听、说、读、写活动。本教材共12单元，包括两个复习单元。

三、教学目标

在本学期的教学中，要求培养学生对英语学习的积极性和自信心;能把每一个topic的对话打到脱口而出。能听懂对话和故事;能主要在大展示环节参扮演各种角色活动。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力;寓教于乐，使学生培养良好的外语学习习惯，为将来的学习打下坚实的基础。

四、教学措施

1.教师组织学生分组讨论问题或自编对话表演艺术。

2.认真钻研教材，备好、上好每一节课，向45分钟要质量。

3.课堂上尽量使用英语以及直观教具，给学生创造良好的教学环境。

4.每单元测试一次，试卷全收全改，做好讲评工作.

5.要求学生坚持每天背诵几句经典句子，每单元背诵一两课经典文章，坚持大声朗读课文，改善语音语调，增强四会技能技巧。

6.提高学生的学习兴趣，发挥学生的主观能动性。

7.积极进行教学改革，提高教学质量。

8.实施“任务型”的教学途径，培养学生综合运用语言运用能力。

9.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

10.加强对学生学习策略的指导，为他们终身学习奠定基础。

篇7：新目标九年级上 Unit1 教案

Unit 1 How do you study for a test?

【重要词汇概览】

1. frustrating a. 令人沮丧的

2. memorize v. 记忆，背诵

3. pronunciation n. 发音

4. flashcard n.认卡

5. solution n. 解决办法

6. not at all根本（不） 全然（不）

7. end up 结束，告…终

8. laugh at sb. 笑话；取笑（某人）

9. take notes做笔记，做记录

10.enjoy doing sth. 喜欢做…乐意做…

【知识点讲解】

1.如何表达选择适合自己的学习方法呢？从（注意要给出原因，练习使用because）

I (don’t) think I can study English by … , because …

（1）I think I can study English by watching English movies because I like watching English movies.

我认为我可以通过英语电影来来学英语，因为我喜欢看电影。

（2）I don’t think I can get an English tutor because I want to learn by myself at home.

我不想上英语辅导，因为我想在家自学

（3）I think surfing the internet is a bad way because you have to use a computer and always waste your time.我认为沉溺于网络是不好的，因为你不得不去使用电脑和浪费你的时间

2.【语法知识聚焦】

By是个很常用的介词（有时也用作副词），在初中英语中的用法有以下几种：

（1）意为“在……旁”、“靠近”。如：有的在大树下唱歌跳舞，有的在湖边画画儿。

Some are singing and dancing under a big tree . Some are drawing by the lake.

（2）意为“不迟于”、“到……时为止”。如：

Your son will be all right by supper time. 你的儿子在晚饭前会好的。

How many English songs had you learned by the end of last term?

到上个学期末你们已经学了多少首英语歌曲？

（3）表示方法、手段，可译作“靠”、“用”、“凭借”、“通过”、“乘坐”等。如：

The monkey was hanging from the tree by his tail and laughing.猴子用尾巴吊在树上哈哈大笑。

The boy’s father was so thankful that he taught Edison how to send messages by railway telegraph.

孩子的父亲是那么的感激，于是他教爱迪生怎样通过铁路电报来传达信息。

（4）表示“逐个”、“逐批”的意思。如：

One by one they went past the table in the dark. 他们一个一个得在黑暗中经过这张桌子。

（5）表示“根据”、“按照”的意思。如： What time is it by your watch? 你的表几点了?

（6）和take , hold等动词连用，说明接触身体的某一部分。如：

I took him by the hand. 我拉住了它的手。

（7）用于被动句中，表示行为主体，常译作“被”、“由”等。如：

English is spoken by many people. 英语被许多人所说。（即“许多人讲英语。”）

（8）组成其它短语。

1) by the way : 意为“顺便说”、“顺便问一下”，常做插入语。如：

By the way , where’s Li Ping , do you know? 顺便问一下，李平在哪儿。你知道吗？

2) by oneself : 意为“单独”、“自行”。如：I can’t leave her by herself. 我不能把她单独留下。

3) by and by : 意为“不久以后”、“不一会儿”。如：

But by and by , more and more people began to study English.

但是不久以后，越来越多的人开始学英语了。

二、动名词的构成

动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语定语等。

1）作主语 Fighting broke out between the South and the North. 南方与北方开战了。

2）作宾语 （ 请问你介意调小一点收音机的音量吗？）

Would you mind turning down your radio a little, please?

3）作表语 （保姆的工作是洗衣服，作饭和照看孩子。）

Babysister’s job is washing，cooking and taking care of the children。

练习：

一. Match the questions and answers

1. Have you ever worked with flashcards?

2. Do you ever ask the teacher for help in your

English class?

3. Do you like to work in a group?

4. Does reading aloud help you?

5. Do you like to study grammar?

6. What helps you study for a test?

a. No, grammar is too boring.

b. Yes, reading aloud helps my pronunciation.

c. Yes, but I didn’t like them.

d. Yes, the teacher is helpful.

e. I think watching English-language TV helps me

study.

F. No, I don’t. Why would working in a group help?

二. Close test

Time spent in a bookshop can be enjoyable. If you go to a 1 shop, no assistant (营业员) will come near to you and say, “Can I help you?” You 2 buy anything you don’t want. You may try to find out 3 the book you want is . But if you fail, the assistant will lead (引导) you there and then he will go away. It seems that he is 4 selling any books at all.

There is a story which tells us about a good shop. A medical (医学的) student 5 a very useful book in the shop, 6 it was too expensive for him to buy. He couldn’t get it from the library, either. So every afternoon, he went there to read 7 at a time. One day, however (然而), he couldn’t find 8 from its usual place and was leaving when he saw an assistant signing (示意) to him. To his surprise, the assistant pointed to the book 9 , “I put it there so as not to be sold out.” Said the assistant. Then he 10 the student to go on with his reading.

1. A. good B. bad C. cheap D. expensive

2. A. shouldn’t B. needn’t C. mustn’t D. can’t

3. A. what B. which C. where D. when

4. A. surprised at B. not surprised at C. interested in D. not interested in

5. A. boughtB. found C. read D. took

6. A. but B. and C. so D. or

7. A. littleB. a little C. few D. a few

8. A. the book B. the shop C. the assistant D. the shopkeeper

9. A. in a bookshop B. in his hand C. in a corner D. in his pocket

10. A. left B. let C. helpedD. taught

三.Reading comprehension

Let children learn to judge (判断) their own work. When children learn to speak, other people do not correct (纠正) their mistakes all the time. If we correct too much, they will stop speaking. Let themselves understand the difference between the language they speak and the language other people around them speak. Day after day, they will make some changes to make their language like other people's language. In the same way, children can learn to do many other things without others' help. For example, to walk, run, climb, and ride a bike-make themselves understand how they should do it. Slowly they can make some changes they need.

But in school we never let a child himself find out his mistakes and correct them for himself. We usually think he never knows his mistakes if we do not tell him or he never corrects them if we do not make him do it. We should try to let him find out the answers to the problems, and the good ways of working them out with the help of other children if he wants.

Can teachers give the students answer books if they do maths problems? Let them correct their homework all by themselves. When the students tell their teachers that they can't find the ways to get the right answers, the teachers should help them. Let the students know what they must learn, how to judge their own understanding (理解力), how to know what they know or what they do not know. These are the most important.

(1).they text tells us that the children should learn things by(通过) _______.

A.listening to other people

B.doing what other people do

C.making mistakes and then correcting them

D.asking other people many questions

(2).Which of the following is right? The teachers _______.

A.never give the students answers

B.don't let the students make mistakes

C.don't always correct the students' mistakes when they make mistakes

D.only give the students the answers when they do problems

(3).The writer thinks the teachers in school should _______.

A.let the students help each other

B.teach the students less good ways

C.correct more of their homework

D.teach the students more book knowledge

(4).This text shows that learning to speak is _______.

Adifferent from learning other things

B.a very important thing

C.more important than learning other things

D.just like learning other things

答案及解析：

一.cefbad二．1）选A，看下文可知与价格无关，排除C、D。2）选B，不必买，可随便逛。

3) 选C，看下一句可知谈论你要的书在什么地方。4）选D，营业员只是在你需要帮助时，才和你说话，好像对售书不感兴趣。5）选B，发现一本好书。 6）选A，转折，但太贵，买不起。

7）选B，再如see much hear a little等。8）选A，找不到那本书。9）选C，看下句put it there 可知。10）选A，lave sb to do / doing / adj 让某人或某物处于某种状态。

三． (1)选C。这篇文章告诉我们孩子应通过何种方式学习事物。从第一段内容：让孩子学会判断他们自己的学习或工作。当孩子学说话时，其他人不要总是纠正他们的错误。如果纠正太多，孩子就不会再愿意说话了。从以上内容可得出应通过犯错和纠错的方式学习事物。

(2)选C。哪句话是正确的①老师从不给学生答案；②老师从不让学生犯错误；③当学生犯错误时老师不要总是纠正学生的错误；④老师只给学生答案当他们有问题的时候。前面两个较容易看出是错误的，这两种说法太绝对；从最后一段可得出第④种说法也是错误的。老师应帮助学生；让学生知道什么是必须学的，怎样判断自己的理解力，怎样去理解他们所知道或是不知道的东西，而不应是单纯地给答案。从第一段里可得出第③种说法是正确的。

(3)选A。作者认为学校的老师应当让学生互相帮助。B 教给学生较少的好方法，错误。文章提倡教给学生好的方法。C 纠正他们作业中的更多错误，这种说法也不对，第三段中“Let them correct their homework all by themselves” 作者认为：让他们完全自己纠正他们的家庭作业而不应当是老师。D 教给学生更多的书本知识，文章提倡的是教给学生好的方法，此选项错误。

(4)选D。这篇文章指出学说话就像是学其它事情一样，从第一段内容可判断出来。

篇8：新目标版八年级上 英语竞赛

试题预览

元旦竞赛试题

八年级 英语

注意事项：

1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分，共8页。满分100分，考试时间90分钟。答卷前，考生务必用0.5毫米黑色签字笔将自己的姓名、准考证号、座号填写在试卷和答题卡规定的位置。考试结束后，将本试卷和答题卡一并交回。

2．答题注意事项见答题卡，答在本试卷上不得分。

第I卷（选择题 共50分）

一、单项填空（共20小题，计20分）

1. You are coughing! You should take some .

A. medicine B. meat C. hamburgers D. juice

2. -Is she going to be actor?

-Yes. She is taking lessons on weekends now.

A. a; actorB. an; actor C. an; acting D. a; action

3. Jane, I’d love to go to your house, but I’m not ________. I must practice the piano.

A. available B. talented C. healthy D. outgoing

4. Today is Thursday and _______ is Saturday.

A. yesterday B. the day before yesterday

C. tomorrow D. the day after tomorrow

5. I am going to ______ a hobby like painting or taking photos.

A. make upB. take upC. get up D. dress up

6. is ready now. Let’s go.

A. Everything B. Something C. AnythingD. Nothing

7. -Jenny is quiet and Ann is quiet, too.

-You mean of them are quiet, right?

A. all B. bothC. either D. neither

8. Speak aloud, please! I canhear you.

A. usually B. almost C. hardly D. nearly

9. Li lei often talks ________ but does _______, so everyone says he is a good boy.

A. less; more B. few; much C. more; littleD. little; many

10. He didn’t go to school yesterday he was ill.

A. althoughB. if C. becauseD. but

11. The song sounds great. The singer really sings .

A. quickly B. seriously C. comfortablyD. beautifully

12. Will Mr. White be back from London two days?-Yes, he will.

A. for B. in C. after D. on

13. __________ important news! Thanks for telling me.

A. What anB. What a C. What D. How

14. -Why are you walking so quickly, Edward?

-There a talent show in ten minutes.

A. will haveB. will beC. is going to have D. are going to be

15. It’s time for CCTV news. -Let’s the TV and watch it.

A. turn on B. get on C. try on D. put on

16. The final exam is coming. I try my best to study for it.

A. must B. might C. need D. would

17. We planted trees last year.

A. hundreds of B. hundred ofC. five hundredsD. five hundred of

18. My family has two dogs. One is white, is black.

A. other B. another C. the other D. others

19. - are the shoes? -Fifty dollars!

A. How many B. How muchC. How often D. How long

20. -Did you enjoy the food there?

- . Everything tasted really good.

A. That’s all right B. It’s greatC. Of courseD. You’re welcome

二、阅读理解（共15小题，计30分）

A

My name is Gina. I like comedies very much. But my parents don’t like them. They like documentaries. They don’t think comedies are interesting, and I think documentaries are boring. So I never go to the movies with my parents. I often go to the movies with my good friends.

John is my friend. Tom Hanks is his favorite actor. He collects the pictures, reports, and movie VCDs of him. But I love Harrison Ford best. He’s old but attractive (吸引人的). My cousin Ann also loves Harrison Ford. Ann and I have many things in common. For example, we both like comedies. And we also like thrillers, though they’re so scary.

根据短文内容，判断下列句子正误。正确的用“A”表示，不正确的用“B”表示。

21. Gina’s parents like comedies.

22. Gina never goes to the movies with her good friends.

23. Ann and Gina have lots of things in common.

24. John can’t stand Tom Hanks.

25. Both Ann and Gina love Harrison Ford.

B

After a long day’s study at school, you are very tired. So after school you go home to relax. When you get home, a robot greets you. He’s happy to see you and helps you take your school things to your room. He listens to you talk about your school life and tells you a new joke. And he tells you to call your cousin and to say happy birthday. And then he helps you with your homework.

This is your future, and the robot’s name is NAO. NAO has a small body, big eyes and a large head. He can walk and dance. He listens and talks, and he even learns and thinks for himself. His creators (创造者) predict that the robot will be in people’s homes before 2040.

This $16,000 robot knows who you are. NAO can even express emotions (表达情感). He is a self-guided robot. A self-guided robot can sense (感觉), think and act. Other robots might do two out of the three. For example, a robot might sense things using cameras and think using computers, but with no arms, he can’t act. Another robot can move and sense things, but he can’t think for himself. These aren’t self-guided robots. But N

篇9：新目标英语八年级上Unit 10教案

新目标英语八年级（上）Unit 10教案

Teaching Plan for Section A (2), Unit 10, SB1Y8

Teaching Goals:

lTalk about future intentions.

lLearn to give reasons on the intentions.

lGive others some advice on “how to make it”.

Procedure:

PRE-TASK ACTIVITIES:

lDaily English: What do you want to do when you grow up?

lRole-play: act out the conversation in 3b, P61.

lBrainstorm: what other occupations could you think of?

TASK CIRCLE

TASK ONE: WRITING

lListen to the conversation copy down the tape script. (2b, P60)

lRole-play: act out this conversation.

lWriting: Write a few sentences about Cheng Hui.

TASK TWO: READING

lIntroduce the new task: Read the message in 3a, and underline the things that Tina is going to do.

lReading aloud.

lGROUPWORK: Talk about Tina:

What is she going to be?

How is she going to do that? ( 1st, 2nd, then, next… etc.)

Why is she…?

…

lCompare this message with the one the Ss have written just now, to see what to add and what to omit.

lRewrite the message about Cheng Hui.

lDemonstration and evaluation.

TASK THREE: COOPERATING WORK

lIntroduce the task: Now choose one of the members in your group as your “STAR”, and give him some advice on how to make his / her dream come true.

lSs work in groups and Teacher goes around the class to see if they need any help.

lDemonstrations and evaluations.

HOMEWORK:

lWrite about your or your partner’s dream job ( about 60 words).

lRevise Section B.

POST-TEACHING NOTES

篇10：新目标英语八年级上Unit 10教案

Teaching Plan for Section A (2), Unit 10, SB1Y8

Teaching Goals:

l      Talk about future intentions.

l      Learn to give reasons on the intentions.

l      Give others some advice on “how to make it”.

Procedure:

PRE-TASK ACTIVITIES:

l      Daily English: What do you want to do when you grow up?

l      Role-play: act out the conversation in 3b, P61.

l      Brainstorm: what other occupations could you think of?

TASK CIRCLE

TASK ONE: WRITING

l       Listen to the conversation copy down the tape script. (2b, P60)

l      Role-play: act out this conversation.

l      Writing: Write a few sentences about Cheng Hui.

TASK TWO: READING

l      Introduce the new task: Read the message in 3a, and underline the things that Tina is going to do.

l      Reading aloud.

l      GROUPWORK: Talk about Tina:

What is she going to be?

How is she going to do that? ( 1st, 2nd, then, next… etc.)

Why is she…?

…

l      Compare this message with the one the Ss have written just now, to see what to add and what to omit.

l      Rewrite the message about Cheng Hui.

l      Demonstration and evaluation.

TASK THREE: COOPERATING WORK

l      Introduce the task: Now choose one of the members in your group as your “STAR”, and give him some advice on how to make his / her dream come true.

l      Ss work in groups and Teacher goes around the class to see if they need any help.

l      Demonstrations and evaluations.

HOMEWORK:

l      Write about your or your partner’s dream job ( about 60 words).

l      Revise Section B.

POST-TEACHING NOTES

篇11：新目标英语八年级上册第八单元教案

新目标英语八年级上册第八单元教案

How was your school trip? 教案 Language goal 1. Talk about events in the past. 2. Simple Past Tense Language structure 1. 过去时规则动词和不规则动词的构成 2. 过去时的肯定句和否定句 3. Did you...? 4. Were there... （Was there）...? Vocabulary aquarium 水族馆 shark鲨鱼 take photos 拍照片 souvenir纪念品 seal海豹 autograph亲笔签名 visitor访问者 giant巨人或巨物 octopus章鱼 go for a drive 开车兜风 take class 上课 day off 一天的假 have fun 玩得高兴 yard sale 庭院旧货出售 现场旧货出售 unfortunately 不幸的、倒霉的 kind of 有那么一点 science center科技中心 gift shop礼品店 Hang out Exercise Fill in the blank with the correct word. Select your answer from the following. aquarium observatory autographs finally telescope mayonnaise souvenirs flour 1. Did you see dolphins at the _______? 2. Jeff likes _______, so put a lot on his sandwich. 3. Tina collects movie star _______. 4. If you look through a _______, you see stars in the sky. 5. Buy _______ at the gift shop. Target language 1. What did you do on your school trip? 2. Did you go to the zoo? 3. No., I didnt. I went to the aquarium. 4. Did you see any seals? Yes, I saw some seals. 5. Were there any sharks? No , there werent any sharks ; but there were some really smart seals. 6. What else did you do? 7. Her friend bought a souvenir. 8. Toby won a prize. 9. Did you buy anything? 10. How was your day off? 重点、难点： 1. 复习一般过去时 一般过去时主要用来表示过去发生的动作或状态。常与表示过去的时间状语连用，如yesterday, last week, three years ago, in 1978, a moment ago, just now. a. be动词过去式的句式。否定句是在was/were后面加not，was not (wasnt)/were not (werent)。一般疑问句是把was / were提前并放到句首，要求首字母要大写。 b.实义动词过去式的句式。①肯定式：主语+动词过去式+其它。 如：They had a good time yesterday. ②否定式：主语+did not(didnt)+动词原形+其它。如：They didnt watch TV last night. ③一般疑问句：Did+主语+动词原形+其它？肯定回答：Yes，主语+did.否定回答：No，主语+didnt. 如：Did they have a meeting two days ago? Yes，they did. / No，they didnt. ④特殊疑问句：特殊疑问词+did+主语+动词原形+其它？如：What time did you finish your homework? C. 关于过去式的规则变化 规则动词过去式的变化可速记为直、去、双、改四字诀。 ①一般情况下在动词原形后直接加-ed。如：wanted，played。 ②以不发音的字母e结尾的动词，去掉e再加-ed。如：hoped，lived。 ③重读闭音节单词需双写最后一个辅音字母再加-ed。如：stopped。 ④以辅音字母+y结尾的动词变y为i，再加-ed。如：studied，worried。 规则动词过去式的'读音也有规律可循。请记住：清后[t]，元浊[d]，[t] [d]之后读[Id]。 ①清辅音[p] [k] [f] [s] [F] [tF]等后，ed要读[t]。如：worked，finished。 ②元音或浊辅音[b] [g] [v] [z] [m]等后，ed要读[d]。如：lived，called。 ③[t]或[d]后，ed读[Id]。如：started，needed。 D. 不规则动词的变化有许多，在这个单元中我们首先应记住以下几个： 1. go －went 2. take－took 3. have－had 4. buy－bought 5. eat－ate 6. see－saw 7. hang－hung（悬挂） 8. meet－met 9. win－won（赢得） 10. sleep－slept 11. put－put 12. come－came 13. wake－woke（醒） 14. read－read 2. 1b Listen and circle the expressions in the box. The correct answers are : went to the aquarium saw some seals , hung out with her friends , took photos 对话中有一句Were there any sharks? 因为sharks是复数，因此用there be 句型（有）时，be为were表示复数形式的过去式。原形为there are. 同学们在运用这一个结构时不要将其写成那里有的逐字翻译：即There have 。这是错误的。there is （are）表示的是什么地方有什么东西。 have也表示有，一般情况下它的主语是某人。表示某人有某物，试比较： I have two pens. （表示我有...） There are two pens on the desk. （表示某处有某物） 3. 2a Listen and check the question you hear. 2b Listen again and circle Tor F What else did you do? else 表示还。What else 表示还有什么 如：What else do you want? 你还想要什么？ He won a prize. 他赢了一个奖。win的过去式won表示赢得 4 3a. have a great time 或have a good time. have fun 都表示玩得愉快 在这段短文中作者用了First、Then、After thatFinally（最终）At the end of the day. 来表示一天活动的先后顺序，使得文章看起来活泼又自然。 They went to the Outdoor Pool where there was a giant octopus. 他们去了有一个巨大的章鱼的（叫做）Outdoor Pool 的地方。 where there was a giant octopus 是定语从句，定的中心词是the Outdoor Pool. （户外泳池） 又如：They went to the Gift Shop where they bought lots of gifts. 他们去了他们买了许多礼物的Gift Shop商店。 where they bought lots of gifts. 是定语从句，定的中心词是the Gift Shop. 同学们只要知道这两句的中文意思即可。 另外说一个章鱼时我们要说an octopus. 5 1b. On my next day off , I dont want to go for a drive. on my last day off. 表示在我上一次休假日。 on my next day off. 表示在我下个休假日。 day off 表示一天的假。 go for a drive. 开车兜风。 sleep late 睡得很晚。 6. 2a Listen. What did Tina and Tony do on their last day off?Check （v）Tony and Tina. 2b Listen again. What did Tina and Tony say about their day off?Fill in the chart. How was your day off?你的一日休假过得怎么样？（用过去时） What was your last day off like? 你上一次休假怎么样？ when I woke up. 当我醒来的时候。 wake up 表示醒来。wake的过去式为woke. 7. 3a. I didnt have a very fun day. 我这一天过得不是很愉快。 have a fun day. 一天过得愉快。 同学们别忘了写a。写成have fun day 就不对了。 Uncle Martin put some of his old things out in the yard and had a yard sale ! 这句话意思是说Martin叔叔将他的一些旧东西拿出来摆在院子里进行庭院旧货出售。 have a yard sale 进行旧货出售。 unfortunately. 是个副词表示不幸地 fortunately 是表示肯定的意思。幸运地 Homework 1. sleep － 2. see－ 3. are－ 4. stay－ 5. stop－ 6. put－ 7. read－ 8. rain－ 9. take－ 10. buy－ 11. eat－ 12. hang－ 13. go－ 14. win－ 将下列句子按要求写出不同的句型。 1. Her friend Grance bought a souvenir. （对划线部分提问） _______________________________________ 2. There were some seals. （改为一般疑问句） _______________________________________ 3. My day off was boring. （对划线部分提问） _______________________________________ 4. What did he win?（a prize）（用所给词回答问题） _______________________________________ 5. Who did Tina meet?（a famous actor）（用所给词回答问题） 将下列句子按要求写出不同的句型。 1. Her friend Grance bought a souvenir. （对划线部分提问） _______________________________________ 2. There were some seals. （改为一般疑问句） _______________________________________ 3. My day off was boring. （对划线部分提问） _______________________________________ 4. What did he win?（a prize）（用所给词回答问题） _______________________________________ 5. Who did Tina meet?（a famous actor）（用所给词回答问题） _______________________________________    

篇12：新目标英语八年级上册第三单元教案

新目标英语八年级上册第三单元教案

What are you doing for vacation? 学习目标：   在这一单元中，我们要学习如何谈论假期的计划（Vacation plans），对将来的安排（Future plans） 语言目标：   1. 用现在进行时表示将来。   （Present progressive as future）   2. 用where , when , what , how long 提问的句子。 主要句型：   1. What are you doing for vacation ?   I’m spending time with my friends .   2. When are you going ?   I’m going next week .   3. How long are you staying ?   We’re staying for two weeks .   Step 1. National Day is coming . We all have a long vacation about 7 days . What are you  doing for vacation ?   Now Let’s talk about future plans .   在这里，我们用到What are you doing for vacation ?   同学们可能会奇怪，“be doing”结构不是现在进行时吗？在这一单元中，用现在进行时代表将要发生 的动作，表示对未来的计划和安排，译为“我将要…”，“我打算…”。   eg . What’s she doing for vacation ? 她假期要做什么？   She’s babysitting her sister . 她要看她妹妹。   这是我们进入初中以来第一次接触到将来时。这种用现在进行时表示将来动作的用法，实际上在英语中 是很常见的。   Now , answer my question .   “What are you doing for vacation ? ”   You may have lots of answers . Now , translate the following sentences into English , and  choose one as your answer .   Of course , you can add more activities if you like .     Exercise :   1. 我要去野营。   2. 我打算看望我的姨妈。   3. 我打算在家里看电视。   4. 她要照顾她的小妹妹。   5. 他打算玩篮球。   6. 他们要在家里休息。   7. 我要去山区徒步旅行。   8. Dave准备去骑单车。   9. Mary要去旅行观光。   10. Mike准备去钓鱼。   11. Isabella要去散散步并且租些录像来看。   Keys :   1. I’m going camping .   2. I’m visiting my aunt .   3. I’m watching TV at home .   4. She’s babysitting her sister .   5. He is playing basketball （for vacation）.   6. They are relaxing at home .   7. I’m going hiking in the mountains .   8. Dave is going bike riding .   9. Mary is going sightseeing .   10. Mike is going fishing .   11. Isabella is taking walks and renting videos .   Step 2 . We’re going to learn other questions to ask about one’s vacation plans .   除了用“What are you doing for vacation ? ”之外，我们还要学习其它几个问句，来帮助我们更好 地谈论假期的`计划。   1. When are you going ?   你什么时候去呀？   when表示对具体的时刻来提问，所以可以用on Monday ，（在星期一），on the 12th （在12号那天） nextweek （下周）、等等。   eg. I’m going the first week in June . 我将在六月份的第一周去。   2. How long are you staying ? 你要在那里呆多久？   How long 是对表示持续的一段时间来提问。因此回答时，也要用表示一段时间的时间状语，而不是具 体时刻。   eg. How long is he staying ?   He’s staying for a week . 他要呆一个礼拜。   或He’s staying until September . 他在那里一直到九月份。   3. Where are you going for vacation ? 你要去哪里度假？   I’m going to Italy （Greece or Spain ）.   我要去意大利（希腊或西班牙）。   4. What’s it like there ? 那里怎么样？   这个句型是我们在第二册中学习过的，当时我们对人提问，“What’s she like ? ”她这人怎么样。 现在是对地点对问，请你介绍一下对某地的看法与印象。   你可以回答：It’s beautiful ! It’s wonderful ! 等等。   5. How’s the weather there ? 那里的天气怎么样？   这也是上学期我们学过的句子。你可以用一系列表示天气的词来回答。   如It’s cool . （hot , humit , warm …）   6. Who are you going with ? 你准备和谁一块儿去？   I’m going with my parents . 我和我父母一块儿去。   学会了上面这些句子，我们又增加了许多谈话的内容。同学们在课外，可以勤练习。   Step 3. Section B. 3a P17   1. Read the article . After reading , answer my questions . Pierre Lambert’s Vacation Plans !   Pierre Lambert , the famous French singer , is taking a long vacation this summer !   He thought about going to Greece or Spain , but finally decided on Canada . “I always  take vacations in Europe , ”he said . “This time I want to do something different . I heard  that Canada is beautiful , and I know there are many people there who speak French . ”   Pierre is going to Canada’s Great Lakes region . He is leaving the first week in June and  staying until September . He plans to have a very relaxing vacation . “I’m taking walks ,  going fishing , and going bike riding . I’m hoping that the beautiful countryside will help  me forget all my problems . At night , I’m renting videos and sleeping a lot …a no-stress  vacation ! I can’t wait . I’ll be a new man when I return to Paris !   Questions :   （1）Where is Pierre going for vacation ?   （2）When is he going ?   （3）Why did he decide on Canada ?   （4）What is he doing there ?   （5）How long is he staying ?   Keys :   （1）Pierre is going to Canada’s Great Lakes region .   （2）He is going the first week in June .   （3）It is beautiful and there are many people there who speak French .   （4）He’s taking walks 、going fishing 、going bike riding .   At night , he’s renting videos and sleeping a lot .   （5）He is staying until September .   二. 重点、难点：   1. Pierre Lambert , the famous French singer , is taking a long vacation this summer .   著名法国歌星皮埃尔，在这个夏季，准备度个长假。   take a (long) vacation . 去度（长）假。   2. He thought about going to Greece or Spain , but finally decided on Canada .   他考虑要去希腊或西班牙，但最终决定去加拿大。   △think about （doing）sth . 考虑（去做）某事。   eg. He often thinks about going camping . 他经常考虑去野营。   △decide on 决定（后面加名词）   eg. decide on a blue coat 决定（要买）一件蓝色上衣   decide on Canada 决定（去）加拿大   3. I want to do something different .   我想做一些不寻常的事。   something 为不定代词，另外还有anything , nothing , somebody , anyone 等，都是不定代词。当 有形容词修饰这些不定代词时，切记放在这些不定代词的后面。   eg. something different 不寻常的事   somebody important 重要人物   Is there anything wrong ? 有什么不对的吗？   4. I know there are many people (who speak French ) there .   我知道，那儿有许多人讲法语。   在本句中，出现了一个重要的语法现象，定语从句。“Who speak French ”做为定语从句修饰前面的 词组many people . 许多人，什么样的人呢？说法语的人。这样，我们就很好理解了。从前，我们学过， the beautiful flower , 这里beautiful 做为定语，修饰flower ， 花，什么样的花？美丽的花。当单个 的词做定语，一般放在名词的前面，（注：修饰不定代词时需放在后边），而当一个句子做定语时，一般要 放在被修饰词的后面，这个句子则被称为定语从句。   eg . I’m waiting for that man (who is in black . )   我正在等那个穿黑衣服的人。   5. Canada’s Great Lakes region .   加拿大的五大湖地区。（加拿大与美国之间的五个大湖，   景色怡人，风景秀丽。）   6. He plans to have a very relaxing vacation .   △plan to do sth . 计划去做某事，to后面加动词原形。   eg. My classmates plan to go to a picnic .   我的同学们计划去野餐。   △have a very relaxing vacation .   过一个非常惬意的假期。   另外，have a good time 过得很愉快。   7. I’m hoping (that the beautiful countryside will help me forget all my problems . )   我希望美丽的风光能帮我忘记一切烦恼。   △在本句中，that引导的一整句话，都做为谓语hope的宾语，被称为宾语从句。这一整句都是“我所希 望的事”。that只是宾语从句的引导词，没有实际含义。   eg. The teacher said that some students left school at 5:30 yesterday .   老师说，昨天有些同学五点半才离校。   help sb do sth . 帮助某人做某事。   在Unit 1 中，我们学过“help me to study more”这

篇13：新目标英语八年级上册第九单元教案

新目标英语八年级上册第九单元教案

When was he born？教案 Language goal: Talk about famous people The first class ( Section A: 1a――Grammar) (1) Say, we are going to talk about when some students were born. Write “born” on the board. T: When is your birthday? S: April 11. T: When were you born? S:19. Repeat the activity with other students. (2) Write “how long” on the board. T: Another thing we will talk about is how long each student did something for. How long does it take to walk to school? S: Ten minutes. (3) Have student ask and answer other how long question. Such as: How long did it take you to do homework? 1a. Ask students to think of some famous sports stars. Write their names. T: What sports does he/she play? Do you like hin/her? Why? 1b. Listen and write the year the sports tar was born under each photo. The first time, students only listen. The second time, write in the date. 1c.Pairwork Practice the conversation about DengYaping. 任务活动：写小传记 包括姓名、出生年月、学过什么、得过什么奖赏等。 2a――2b Point out the columns in the chart and read the column heading to the class. Listen and fill in the chart. 2c Fill in the blanks with information from the chart in activity 2a. Then practice the conversation with a partner. Grammar Review the grammar box. Ask students to say the questions and responses.   The second class (3a――4b) Sa. Read the directions, ask students to read the names in the chart. Explain the word “achievement”. Point out the sample answer in the chart. Divide the class into two groups A and B. Group A look out at the picture and paragraph on page 93.Remind students not to look at the other page. Have students continue filling in their own charts, on their own. 3b. Work in pairs. Exchange information with your partner and fill in the chart. 4a. Interview your classmates and fill in the chart. Ask students talk to each other, more around the room checking their progress. 4b. Ask students to tell the class what they learned about one student. Point out the sample answer in the box. Ask each student to read at least one statement from his or her chart. The third class (Section B 1a 2c) *target language: Who’s Midori? She’s a famous violinist. When was she born? She was born in 1971. When did she tour the U.S.? *Structures: Adverbial clauses with when When questions *New languages: talented, loving, creative, outstanding, unusual, violinist, skater *Teaching Procedure: Step1: Free talk Get students to say some adjectives that they have learned for descnbing people. Step2: Presentation 1. Write on the board the eight words in the box in 1a. 2. Point to the words one by one and ask students to say what they mean. 3. Use the words in several sentences to show what they mean. Step3. Practice (Activity.1a) 1. Ask students to write one or two words from the list under each person’s picture. 2. Ask several students to describe the people in the pictures. Step4. Groupwork (Activity 1b) 1. Ask a student to read the statement in the box. 2. Get students to work in groups. Ask them to make their own statements about the people in the pictures using the words they wrote in their books. 3. Ask students to tell the class what they said about some of the people. Step5. Listening and writing 1. Get students to listen to the boy and girl talking about people, and circle the words on the list in activity 1a that they hear on the recording. 2. Do activity 2b. Step6. Pairwork 1. Ask two students to read the sample conversation to the class. 2. Ask each of students to work with a partner. Get them to ask and answer questions using the sentences in activity 2b. 3. Ask several different pairs of students to say a conversation to the class. Homework: Collect some information about famous people, and write every person on a card. The fourth class (section B 3a――4b) * Goal: Learn to write Biography and Autobiography. * Target language: He was born in 1982 in ChongQing. He started to learn the piano when he was seven. *.New Language: WellCknown, alive, pianist, athlete, accordion, song, a piece of music, hum. * Teaching Procedure: Step1. Revision Get two students to say something about Midori and Laura using the information in activity 2b. Step2. Presentation 1. The usage of piece. 2. The usage of began and start. 3. The usage of took part in. Step3. Reading 1. Get students to look at the chart in 3a. Point out the headings When and What. 2. Ask different student to read the phrases in the chart to the class. Discuss what each phrase means. 3. Ask students to read the article and fill in the information in the chart. 4. Correct the answers. 5. Ask students to circle words and phrases that they don’t understand. Write these items on the board and ask other students to explain what they mean. (They can use the word in a different sentence, point to a picture in the book, or draw a simple picture on the board.) Step4. Writing 1. Ask students to do activity 3b, write4 an article about Laura. Remind them to look back at activity 2b for the information they need. 2. Ask students to write about a person their own admire. (1). Ask students who they might write about. Make a list of these names on the board. (2). Ask them to make some statements they can use in their articles and write these on the board. (3). Ask students to work on their own. (4). When they finish, ask the students to read the article to a partner and to talk about the person in the article. Step5. Groupwork 1. Point out the sample conversation. Ask three students to read it to the class. 2. Ask students to work in groups of four. Three students in the group ask questions. The fourth students answer the questions about the person in his or her article. Homework: Write a autobiography  

篇14：新目标英语八年级上册第二单元教案

新目标英语八年级上册第二单元教案

What’s the matter？教案 教学目标： 学习身体各部位的名称。 学习表达身体的各种不适。 能够对他人的不适给予适当的.建议。 学会合理安排自己的饮食结构。 教学步骤： Period 1 Step1 Greeting Step2 1) Learn the new words T: How many parts of the body can you name? S: Head, back… T: I have a headache …(act out an illness.) Show the new words and learn Arm, back, ear, eye, foot, head, leg, neck, nose, stomach, tooth… 2) Ss look at the picture and finish 1a by themselves. 3) Practice . A: “What’s the matter?” B: “I have a cold /sore back/…” Step3 1) Look at picture , answer questions. T: “What part of the body doesn’t feel good ?” S: “His stomach…” 2) Listen to the tape, twice, name the name 1-5 Step4 Give Ss a card, Ss listen and do some exercise. 1) Match the program with the advice 2) Fill in the blanks 3) Practice the conversations A: What’s the matter? B: I have a … A: Maybe you should… B: That’s a good idea. Step5 Homework Use the new word to write two conversations. Period 2 Step 1 Have a try Fill in the blanks in the conversation (3a). Ask a student read the conversation for the class, then the students have a try to fill in the blanks. Step 2 Practice 1) Read 3a together. 2) Work in pairs. Make new conversation with the pictures Step 3 Group work 1) Work in group of four, one student mimes an illness, others guess the illness and give advice . 2) Fill in the chart. Step 4 homework If you are a doctor, interview other Ss , “What’s the matter?” then give them your advice ,make a chart. Period 3 Step 1 Use pictures learn the new words Tired, hungry, thirsty, stressed out Give them some advice Tired ------ go to bed early Hungry ------ eat an apple Thirsty ------ drink some water Stressed out ------ listen to music Step 2 Practice the conversation (2c). Work in pairs. A: What’s the matter with Gina? B: She is tired. /… A: Well. She should… / She shouldn’t…. Step 3 Listen and complete the chart Listen twice. The first time only listen, the second time to finish the chart. Homework Write the new words, use the words to make sentences . Period 4 Step 1 learn 3a 1) Read the article to the class. 2) Ss read it in groups of four. 3) “Underline the things you should do” by themselves. Step 2 Practice Give Ss a piece of card “Are you tired?” Ss try to finish it. Step 3 Writing T: Write an article called “Do you have a cold?” Write about what you should and shouldn’t do? Step 4 Do some exercises Finish self check one, by themselves. Teacher moves around the room and offer assistance as needed. Homework Self check 2.  

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