unit 10 全套（教师版，含答案）(新目标版八年级英语上册教案教学设计)(（共20篇））由网友“莎骑士”投稿提供，以下是小编精心整理的unit 10 全套（教师版，含答案）(新目标版八年级英语上册教案教学设计)，供大家参考借鉴，希望可以帮助到有需要的朋友。
篇1：新目标英语九年级全套教学设计Unit 1-15(新目标版九年级英语上册教案教学设计)
Unit 3 Teenagers should be allowed to choose their own clothes.
Part 1: Teaching design (第一部分：教学设计)
Structures: should ﹢ be allowed to
Target language:
I think sixteen-year-olds should be allowed to drive.
I disagree. I think sixteen is too young.
Do you think thirteen-year-olds should be allowed to have part-time jobs?
No, I don’t.
Vocabulary: allow, pierce, silly, stay up, drive, driver’s license,
Do you think…? I agree. I disagree.
I don’t agree.
Learning strategies: Reflecting Transforming information
Section A
Goals
●To learn to use should ﹢ be allowed to
●To listen and speak about school life
Procedures
Warming up by learning new words
To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.
Warming up by learning about “should ﹢ be allowed to”
We shall first learn to use the structures: “should ﹢ be allowed to”. It is actually part of the passive uses of English.
Tense Subject Auxiliary Past
Participle
Singular Plural
Present The car/cars is are designed.
Present perfect The car/cars has been have been designed.
Past The car/cars was were designed.
Past perfect The car/cars had been had been designed.
Future The car/cars will be will be designed.
Future perfect The car/cars will have been will have been designed.
Present progressive The car/cars is being are being designed.
Past progressive The car/cars was being were being designed.
“should ﹢ be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.
1a Reading and circling
For practice of the “should ﹢ be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree.
1b Listening and circling
Listen and circle “T” for true or “F” for false beside the statements in the box on page
18.
Tapescript
Woman:So, what are you doing this afternoon, Anna?
Girl:I’m going to the mall with John. He just got his driver’s license.
Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.
Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.
Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?
Woman:Well, I guess so.
Girl:Great! I want to buy a new blouse at the mall, too.
Woman:What kind are you going to buy? Maybe I should go with you.
Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.
Woman:Well, I just want to be sure you get something nice.
Now try to copy the expressions from the listening tapescript on the blackboard into your notebook.
go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice
1c Doing pairwork
In pairs look at the statements in activity 1a and make
conversation. You may use the phrases in the box on page 18
A: I think teenagers should be allowed to go out with their friends.
B: I agree. They are old enough.
A: I think teenagers should be allowed to go to the mall with their classmates.
A: I think teenagers should be allowed to get their driver’s license.
A: I think teenagers should be allowed to drive.
A: I think teenagers should be allowed to get their ears pierced.
A:I think teenagers should be allowed to watch TV at weekends.
A: I think teenagers should be allowed to take the school bus.
A: I think teenagers should be allowed to buy a new blouse at the mall
A: I think teenagers should be allowed to choose their own clothes.
B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough.
2a Listening and checking
Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.
Tapescript
Molly: Larry is working late again tonight, Kathy.
Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.
Molly: I disagree with you. Teenage boys never get tired.
Kathy: Well, maybe. But Larry shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Kathy: You know, Molly… he should really cut his hair.
Molly: Oh, I disagree. I kind of like it. It looks cool!
Kathy: You know what worries me-Larry doesn’t seem to
have many friends.
Molly: Yeah, I know. I think he shouldn’t work on weekends.
Kathy: Oh I agree, Molly. He needs to spend time with friends.
Molly: Like you and me?
Kathy: Maybe.
2b Listening and numbering
You are going to listen again to the recording just now to
number Kathy’s and Molly’s reasons in the correct order on
page 19.
Now you shall copy all the important expressions from the listening script.
work late, sixteen-year-olds, be allowed to work at night,
disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …
2c Doing pairwork
Next you are going to make in pairs a list of things teenagers
should and should not be allowed to do. Discuss your list
with your partner.
A: Do you think teenagers should be allowed to drive?
B: Yes, I think so.
A: Do you think teenagers should be allowed to work late at night?
B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.
A: Do you think teenagers should be allowed to disagree with their teachers?
B: Yes, I think so.
A: Do you think teenagers should be allowed to get tired doing their homework?
B: No, I don’t think so.
A: Do you think teenagers should be allowed to work every night?
B: Yes, I think so.
A: Do you think teenagers should be allowed to cut one’s hair?
B: Yes, I think so. I kind of like my own style. It looks cool.
A: Do you think teenagers should be allowed to have many friends?
B: No, I don’t think so. They may meet bad people if they have too many friends.
A: Do you think teenagers should be allowed to work on weekends?
B: It depends on what they do. They may spend time with parents on weekends.
3a Reading and writing
You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas.
Jot down all the useful phrases form their dialogue.
have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced
3b Doing pairwork
In pairs role play the conversation in 3a using the information in the chart on page 20.
A: What rules do you have at home?
B: Well, I’m not allowed to go out on school nights. How about you?
A: I’m not allowed to go out on school nights either. But I can watch TV with my sister.
A: What rules do you have at school?
B: Well, We’re not allowed to go out to movies on school nights. How about you?
A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.
4 Doing groupwork
Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.
Write their names in the chart on page 20
Closing down by reciting a kid poem
Another kid's poem
There is nothing under the bed
Or on your closet floor,
The monster is inside your head
Don't worry anymore.
It'll be there every night
In your dreams to give you fright
Every time you turn off the light
As long as you believe it.
There is no monster on the stairs
Nor anywhere down the hall
This old house just settles at night
You hear the creaks, that's all
You think you see a dragon peek
Through the window with a fang-ed beak
And that's why you can't go to sleep
As long as you believe it.
Mama loves you, daddy, too
And you will grow up tall
Nothing's going to happen to you
We'll take care of it all.
You will be a fine young man
A brave little boy who never ran
Whatever you want to do, you can
As long as you believe it.
So listen to me now, you pooh
It's off to sleep right now with you.
Daddy knows what you can do
As long as you believe it.
SECTION B
Goals
●To read about rules of school
●To talk about rules of school
Procedures
Warming up by talking about rules
Hello, class. Are there any rules for us in this class? What are they? How were they made?
Now list some of them and talk about them in pairs.
1a Reading and checking
Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.
Do you ever…
1.get to class late?
2.study with friends?
3.finish a test early?
4.worry that you’ll fail a test?
5.go home after school?
6.stay up until 11:00 pm?
7.stay at home on school nights?
8.watch TV every night?
9.clean up his room every morning?
1b Doing pairwork
In pairs you are to talk about your answers in activity 1a.
Do you ever have your ears pierced? Yes, I sometimes have my ears pierced.
Do you ever stay up at weekends’ night? Yes, I sometimes stay up at weekends’ night.
Do you ever drive alone? Yes, I sometimes drive alone.
Do you ever lose your driver’s license? Yes, I sometimes lose my driver’s license.
2a Listening and circling
I am going to play a dialogue to you. It is between a man and a boy called Peter. They are talking about a math test. You are to listen and circle the things in activity 1a you hear. While listening try to note the expressions used.
Tapescript
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a math test, Dad.
Man: You are? Why?
Boy: Well, I missed the bus and I had to walk to school.
Man: So?
Boy: I’m not allowed to get to class late, and there was a big test today.
Man: And you weren’t allowed to take the test?
Boy: That’s right. But I know I could pass that test.
Man: Well, Peter, the school has to have rules, you know.
Boy: I know. But I should be allowed to take the test later. It’s not fair.
Man: I agree. Maybe you could talk to the teacher after school.
Boy: Yeah. Maybe if I explain what happened, she’ll understand.
2b Listening and matching
Listen again to the dialogue and match the sentence parts in the box on page 21.
Now copy down the expressions from the dialogue into your notebook. They are shown on the blackboard.
2c Doing group work
Read the statements and discuss them with your group members.
1.Peter should be allowed to take the test later.
A: I think Peter should not be allowed to take the test later.
B: I don’t agree.
C: I think he could take it with Class 2 tomorrow.
2.Students need strict rules.
…
3.Parents should not be too strict with teenagers.
…
4.Mary should not fail a math test.
…
5.We will miss the bus.
…
6.I have to walk to school.
…
7.We can talk to the teacher after school.
…
3a Reading and answering
Next it’s reading time. Let’s read the article on page 22 and answer the questions following it. Try to put the sentences into parts and underline the expressions.
The other day, my friends and I/ talked about the rules/ that we have/ in school. At our school, we have to wear uniforms/ every day. The problem is that/ all my classmates/ think/ the uniforms are ugly. We think/ young people should look smart/ and so/ we would like to wear our own clothes. Our teachers believe that/ if we did that, we would concentrate more on our clothes/ than our studies. We disagree. We would feel more comfortable/ and that is good/ for studying. If we can't do that, we should be allowed/ to design our own uniforms. That would be a good way/ to keep both teachers and students/ happy. It’s also probably a good idea /for parents/ to allow teenagers/ to study/ in groups/ during evening. I know/ we get noisy sometimes, but/ we learn a lot /from each other. We also think that/ vacations should be longer. At present/ they're too short. Longer vacations/ would give us time/ to do things/ like volunteering. Last summer/ I had an opportunity/ to volunteer/ at the local hospital, but/ I couldn’t/ because/ I had to go back to schools. It would be a good experience/ for me/ because I want to be a doctor/ when I'm older.
3b Doing pairwork
Role play a conversation using information from 3a.
A: I think our school rules of always wearing school uniforms at school should be changed.
B: Well, Mary and I talked about the rules the other day.
A: At our school, we have to wear uniforms every day. That is bad for us.
B: Yes, I agree. The problem is that all of us think the uniforms are ugly.
A: I think young people should look smart and so we should be allowed to wear our own clothes.
B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.
A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.
B: It’s also probably a good idea for parents to allow us to study in groups during evening.
A: I think so. I know we get noisy sometimes, but we learn a lot from each other.
B: I also think that vacations should be longer.
A: I agree with you on that. At present they're too short. Longer vacations would give us time to do things like volunteering.
B: Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.
A: Let’s go to talk to our teachers about the school rules after school.
B: OK! I agree with you!
4 Making a list of rules
Suppose you and your friend are starting an English club. Make a list of rules about what should and should not be allowed.
1. Members are allowed to work with a group.
2. Members are allowed listen to English.
3. Members are allowed play games with their classmates.
4. Members are allowed do actions such as coloring, matching.
5. Members are allowed sing English songs.
6. Members are allowed to write letters and emails.
7. Members are allowed act out simple dialogues.
8. Members are allowed listen to and understand stories.
9. Members are allowed to write simple sentences.
10. Members are allowed to imitate from the recording.
Closing down by learning an English poem
Get Up! Get Up!
“Get up! Get up! Get out of bed
you lazy bum, you sleepyhead.”
Yes, that is what my mother said
at eight-oh-five today.
She left the house and drove to work.
She'll soon be feeling like a jerk
when she finds out -- I have to smirk --
Today is Saturday.
--Kenn Nesbitt
SELF CHECK
1 Filling in blanks
To test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.
2 Reading and writing
You are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.
While you are reading cut the sentences into thought groups and underline the expressions.
3. Helping and learning
At our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Friday afternoons off/ to volunteer and help others.
Dear Editor,
I would like to reply to the article “Helping and Learning” in your last newspaper. I agree with some ideas and disagree with others.
The article said that students should be allowed to go to an old people’s home and sing songs and perform a play for them. That is very good for us. We should be allowed to take time to do things like that more often. We should be allowed to visit primary schools and help teach young students.
Your article said that helping teach young students would be a great experience for us. I disagree with you on that. Some of us would like to do other jobs than teaching in the future. So helping teach young students at primary schools would be a waste of time for them. For example, my friend Tian Ge wants for a newspaper. People like her should be allowed to volunteer at the newspaper office more often. You said also that students should be allowed to have sleepy Friday afternoons off to volunteer and help others. I do not agree with you on that. We have worked the whole working days. On Friday afternoons we have to take a rest first. We need time to relax ourselves first and then we can do some volunteering work helping others.
Sincerely yours,
John F. Ken
Just for fun
To end this busy period we shall take time to learn and read aloud an English poem for kids.
My Feet
My feet, my feet,
I love my feet.
I think they're great,
I think they're neat.
They're pretty, pink,
and picturesque.
They look so perfect
on my desk.
Unfortunately,
sad to tell,
they also have
a funny smell.
So though I'm fast,
and though I'm fleet,
and though at sports
I can't be beat,
no team will pick
me to compete,
because they always
smell defeat.
--Kenn Nesbitt
Reading: Should I be allowed to make my own decisions?
Before you read, go over the new words for this part on 148.
While you read, listen to the recording and underline all the expressions.
Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child's success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?
Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team, and has always wanted to be a professional athlete. However, his parents won't allow him to train as much as he would like to. “Of course we want to see Liu Yu achieve his dreams,” says Mr Liu, “and we know how much he loves running. That's great, and my wife and I watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.”
Liu Yu doesn't really agree. “Well, I think I should be allowed to make decisions for myself,” he says. “ My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I'm serious about running. Being a professional runner is the only thing I have ever wanted to do.”
Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they don't allow him to practice running on school nights. “I know this might seem strict,” says Mrs Liu, “but we think we're doing the right thing. He has to understand that very few people can become professional athletes. It's a very difficult dream to achieve. We don't allow him to practice every day because we think he needs to spend time on his homework.”
But Liu Yu still doesn't agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don't succeed. But I will succeed! I think I should be allowed to make this decision myself. Only then will I have a chance of achieving my dream.”
After you read, read aloud the text again, to yourself, or to the tape and copy down all the expressions, too.
Part 2: Teaching Resources(第二部分:教学资源)
The Trouble with Teenagers
People now care more about what teenagers are thinking about and feeling because they know there are hard moments in the life of teenagers.
Varieties of troubles are seriously puzzling teenagers, such as hard study, the gap between parents and kids, relationship between themselves and their classmates, teachers and friends.
Among them, the problem of ”the generation gap“ has become more and more obvious. The argument on this is widely spread. Different people hold different views. But we cannot fail to admit the fact that there are no hearts as delicate as those of teenagers, as everything is happening to them for the first time. Teenagers are certainly different from adults in many ways. They don't know the right way in which they can make everyone happy and satisfied. They are certainly lack of experience. That's why parents are always complaining about their being misunderstood. They say, they love their kids so much as to do everything for them. Is that the true love their children want? No, teenagers say, the true love which they long for should contain courage, correct guide and support instead of endless complaints about marks, marks, marks and strong pressure. So the teenagers are now even said to have been leading a harder life.
The trouble with teenagers is that they haven't learned how to be controlled. Living life right down the middle, with all its attendant landmines, is all they know. It hasn't occurred to them to run in a zigzag pattern.
They are more emotional than people think. If something serious happens to them, they will be deeply hurt. You can always hear the voice from a teenager that they haven't learned enough how to appear to be fine.
The adults have recognized that they should show more care for the teenagers, especially their school life. Teenagers have their own special way of thinking.
I have also got my own troubles. My grandpa passed away in September last year, which has greatly changed my life. He was even one of my best friends ever since I was born. He lived with my family for the past 18 years, the happiest time in his eyes. I have never admitted his death as a fact till now.
Things which happened between us have come to my mind. All over again, I felt those powerful losses crisscrossing my own heart, and I know that when you say goodbye to a beloved grandparent, you say goodbye to something happy, something young in yourself. And that something never really returns and the pain never really goes away.
No matter how hard a life the teenagers are leading, they will forever stand still and march forward straight and bravely.
篇2：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
教 案 正 文 随堂记录
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 .
教 案 正 文 随堂记录
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.
教学后记
教 案 正 文 随堂记录
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 .
教 案 正 文 随堂记录
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
教 案 正 文 随堂记录
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 .
教 案 正 文 随堂记录
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
教 案 正 文 随堂记录
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 .
教 案 正 文 随堂记录
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
教 案 正 文 随堂记录
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3：新目标英语九年级全套教案 新目标 Unit 12 (新目标版九年级英语教案教学设计)
Unit 12 You’re supposed to shake hands.
Part 1: Teaching design (第一部分：教学设计)
Structures: Supposed to ＋ infinitive
Target language: How was the dinner at Paul’s house last night?
Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.
Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…
Learning strategies: Comparing, Listening for key words
Section A
Goals
●To learn to use the structure Supposed to ＋ infinitive
●To listen and talk about what people are supposed to do
Procedures
Warming up by learning about the structure Supposed to ＋ infinitive
Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?
What are you supposed to do when you meet someone?
You’re supposed to kiss.
You’re not supposed to shake hands.
When were you supposed to arrive? I was supposed to arrive at 7:00.
You should have asked what you were supposed to wear.
1a Looking, listening and matching
Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.
Tapescript
Boy1: What are people supposed to do when they meet in your country, Celia?
Girl1: Well, do you mean when friends meet for the first time?
Boy1: Yeah.
Girl1: Well, in Brazil, friends kiss.
Boy1: What about in Mexico, Rodriguez?
Boy2: In Mexico we shake hands.
Boy3: We bow.
Girl2: And in Korea we also bow.
Boy1: Well, I guess in most Western countries we shake hands.
1b Listening and checking
You are supposed to listen for a second time to check your answers in 1a.
Countries Customs
1. c Brazil a. bow
b. shake hands
c. kiss
2. b the United States
3. a Japan
4. b Mexico
5. a Korea
Now you can turn to page 135 to read the tapescript. While
reading
circle the connectives and underline the expressions.
1c Doing pairwork
What do people do when they meet for the first time? Now in
pairs tell
each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?
A: What are people in Korea supposed to do when they meet for the first time?
B: They’re supposed to bow.
A: What are people in the United States supposed to do when they meet for the first time?
B: They’re supposed to shake hands.
A: What are people in China supposed to do when they meet for the first time?
B: They’re supposed to shake hands.
A: What are people in Mexico supposed to do when they meet for the first time?
B: They’re supposed to shake hands.
A: What are people in Brazil supposed to do when they meet for the first time?
B: They’re supposed to kiss.
A: What are people in your city supposed to do when they meet for the first time?
B: They’re supposed to wave their hands.
2a Listening and checking
Maria, an exchange student from India, went to her American
Friend Dan’s place and had dinner there. Now listen to the tape
for the mistakes Maria made there.
Tapescript
Boy: Hi, Maria. How was Paul’s party?
Girl: Oh, Dan, it was a disaster.
Boy: It was?
Girl: Uh-huh.
Boy: What happened?
Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.
Boy: Oh, so you were late.
Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!
Boy: I see.
Girl: Then when I met Paul’s mom, I kissed her.
Boy: And you were supposed to shake hands instead.
Girl: That’s right. AND I wore a fancy dress.
Boy: What’s wrong with that?
Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.
Boy: I guess you should have asked what you were supposed to wear.
Now you may check√the mistakes by Maria on page 95.
Maria’s mistakes
√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes
2b Listening and filling
To fill in the blanks on page 95 you are supposed to listen to the
tape one more time.
Tapescript
MariA: I was supposed to arrive at 7:00 but I arrived at 8:00.
MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.
Dan: Boy: And you were supposed to shake hands instead.
MariA: That’s right. And I wore a fancy dress.
Dan: I guess you should have asked what you were supposed to wear.
Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.
Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.
Li Hong: In my home it’s different. When you’re asked to get
up at 7:00, you’re supposed to get up later.
Wang Bin: And you were supposed to do the morning exercise
instead.
Li Hong: That’s right. And I took my school backpack.
Wang Bin: I guess you should have asked what you were supposed to take.
2c Doing pairwork
You are supposed to role play the conversation between Maria
and Dan. And you are supposed to use the information from
activities 2a and 2b.
A: How was the dinner at Paul’s house last night?
B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.
A: Why was that? Why didn’t you arrive earlier?
B: But in my country it’s different.
A: What is the difference?
B: When you’re invited for 7:00, you’re supposed to come later!
A: So you didn’t arrive at 7:00..
B: When I met Paul’s mom, I kissed her.
A: But you were supposed to shake hands instead. We don’t kiss each
other when we are only friends.
B: But I didn’t know that then.
A: What did you wear?
B: I wore a fancy dress.
A: What’s wrong with that?
B: It was a barbecue, you know. Everyone else was wearing a T-shirt
and jeans.
A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.
3a Reading and filling
On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.
Teresa Lopez
From Cali, Colombia Marc LeBlanc
From Lausanne, Swizerland
Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！
In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.
And now you are supposed to fill in the chart.
Attitude about… Colombia Switzerland
Being on time Pretty relaxed about time very important to be on time
Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first
Making plans with friends
Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together
3b Doing pairwork
Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.
A: What kinds of rules do they have in Colombia?
B: Well, they have pretty relaxed rules.
A: Like what?
B: Well, it’s ok if you’re not on time.
A: Could you give me an example?
B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.
A: Do they often visit friends’ house?
B: Yes, they do. It is very important to them. They often just drop by their friends’ homes.
A: Do they have to make plans to do that?
B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！
B: What kinds of rules do they have in Switzerland?
A: It’s very important for them to be on time.
B: Because they’re the land of watches?
A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.
B: If you are even fifteen minutes late, may your friend get angry?
A: Yes, they do.
B: Do they often visit a friend’s house?
A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.
4 Doing pairwork
An exchange student from England is coming to your school for
classes. You are supposed to fill in the chart below on page 96
with things he is supposed to do inside and outside the
classroom.
Items You are supposed to …
Greeting teachers Say, “Good morning” in the morning
Doing homework At home or in school after class
Phoning someone Say, “Ni Hao, I’m …”
Visiting someone’s place Call first, and knock at the door
Making plans with friends Discuss the plan, call to make changes
Being on time Always on time or little earlier
Giving gifts Festival gifts being necessary
… …
Now you are supposed to role play a conversation based on the
chart you just filled in.
A conversation between you and an exchange student from Britain
A: How do you do?
B: How do you do? Are you a new exchange student?
A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?
B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.
A: And “Good evening” in the evening. That’s the same as we do in Britain.
B: For homework you may do it at home or in school, but always after class.
A: Can I do it at class?
B: No, you can’t, because you have lots to do then.
A: What do I have to do at class?
B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,
and to read Learning English!
A: Learning English? Am I have to learn English here?
B: Yes, you have to learn English, too. If you don’t, you will fail the English exams.
A: But I am a native speaker of English!
B: But you are poor at English grammar! There are lots of grammar items in the English exam.
A: But I can listen, speak, read and write in English. Is that not enough?
B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.
A: All right. I agree to take all those exams in English, and on grammar.
B: And to phone someone you say say, “Ni Hao, I’m …”
A: “Ni Hao, I’m …”
B: Right. You are learning fast. You are smart.
A: What about visiting someone’s place?
B: Call first, and knock at the door.
A: What should I do to make plans with friends?
B: Discuss the plan with them. Call to make changes before it is too late.
A: Do I have to be on time?
B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.
A: That’s also the same as we do back at Britain.
A: And giving gifts? I hear that you give many gifts on many occasions.
B: Yes, we do. But you can’t give gifts to the teachers in order
to pass the exams, and the English grammar exams!
Closing down by competing
To end this English class you are supposed to take a
competition. You are supposed to say as many sentences with
the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.
篇4：新目标英语九年级全套教案 新目标 Unit 4(新目标版九年级英语教案教学设计)
Unit 4 What would you do?
Part 1: Teaching design (第一部分：教学设计)
Structures: Second conditional, Should for advice
Target language:
What would you do if you won a million dollars?
I’d give it to medical research.
I can’t sleep the night before an exam. What should I do?
If I were you, I’d take a long walk before going to bed.
Vocabulary: million, charity, pimple, confident, shirt, tie, medical research
Learning strategies: Matching, Listening for key words
SECTION A
Goals
●To learn to use Second conditional and Should for advice
●To listen and talk about imagined life
Procedures
Warming up by learning about Second conditional and Should for advice
The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.
The structure of a second conditional sentence
Like a first conditional, a second conditional sentence consists of two clauses, an ”if“ clause and a main clause:
if clause main clause
If I had a million dollars, I would buy a big house.
If the ”if“ clause comes first, a comma is usually used. If the ”if" clause comes second, there is no need for a comma:
main clause if clause
I would buy a big house if I had a million dollars.
We use different verb forms in each part of a second conditional:
if clause if + subject + simple past verb*
main clause subject + would + verb
1a Talking about imaginary situations
What would you do if you had a lot of money?
If I had a lot of money, I would give it to charity.
If I had a lot of money, I would buy snacks.
If I had a lot of money, I would give it to Hope Project.
If I had a lot of money, I would buy books for the poor.
1b Listening and numbering
Now you are going to listen and number the pictures 1 to 3 in the order you hear them.
Tapescript
Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.
Boy1: Wow, what a nice man!
Girl1: What would you do if you had a million dollars?
Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.
Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.
Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Now listen again and write down the sentences with Second conditional and Should for advice
1c Doing pairwork
Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.
Look. This old man had a million dollars, and he gave it to charity.
Wow! What would you do if you won a million dollars?
I’d give it to medical research.
I’d take a chance to achieve my dream of flying to the moon.
If I won a million dollars, I’d stop working and become a professional runner.
I’d go to an old people’s home to help them.
I’d volunteer at the hospital twice every week.
2a Listening and circling
Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.
Tapescript
Girl1: Where are you going, Larry?
Boy1: To Tom’s party.
Girl1: Lucky you! I’d love to go to that party!
Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.
Girl1: If I were you, I’d wear a shirt and tie.
Boy1: And I don’t have a present. What if everyone brings a present?
Girl1: If I were you, I’d take a small present-a pen or
something. Keep it in your pocket and if everyone has a present,
you can give him yours. If not, you can keep it.
Boy1: OK. But what if I don’t know anyone?
Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
Boy1: I guess I can do that.
Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.
Now listen again and write down all the expressions onto your phrase book.
go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun
2b Listening and checking
Listen to the tape again and check on page 27 the four things Larry’s sister says to him.
2c Doing pairwork
Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.
X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.
X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.
X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
… …
3a Reading and matching
Go to page 28. Read the problems in the boxes and match them with the correct advice.
And now write down all the expressions into your phrase book.
be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy
3b Thinking and role playing
Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.
A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.
A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.
A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.
4. Doing group work
You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.
I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.
I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.
My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.
I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.
I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.
… …
Closing down by taking a test on Second conditional
Match up the parts of the sentence
1. If I lost my job,
a) we'd both benefit.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
2. If I were in your position,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
3. If I spoke Japanese as well as you do,
a) I'd resign rather than wait to be sacked.
b) I'd try to find a job with one of the Japanese banks.
c) we'd both benefit.
d) we wouldn't be so behind technologically.
4. If we spent more on Research and Development,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) we wouldn't be so behind technologically.
5. If you spoke less and listened more,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) you'd be more aware of what people really felt.
6. If you spent more time on your own problems and a bit less on mine,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd both benefit.
d) I'd try to find a job with one of the Japanese banks.
7. If we controlled our expenses a bit better,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd save a lot of money.
d) I'd try to find a job with one of the Japanese banks.
8. If you invested some time into learning how the Internet works,
a) you'd find that it could really help you in your job.
b) I'd have a lot of problems getting another one.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
9. If we opened an office in Tokyo,
a) we wouldn't be so behind technologically.
b) you'd be more aware of what people really felt.
c) I'd be interested in working there.
d) we'd both benefit.
10. If you didn't take the job,
a) you'd regret it later.
b) you'd be more aware of what people really felt.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
篇5：新目标英语九年级全套教案 新目标 Unit 7 (新目标版九年级英语教案教学设计)
Unit 7 Where would you like to visit?
Part 1: Teaching design (第一部分：教学设计)
Structures: Would and hope to for expressing desires
Target language: Where would you like to go on vacation?
I’d love to visit Mexico.
I hope to go to France some day.
Vocabulary: jungle, thrilling, fascinating, take it easy, tiring, educational, trek, touristy, pack, light, heavy, provide, offer
Learning strategies: Classifying, Role playing
SECTION A
Goals
●To learn to use Would and hope to for expressing desires●To listen, speak and read about traveling
Procedures
Warming up by learning Would and hope to for expressing desires
Hello, morning. Let’s first look at the sentences in the chat below:
Where would you like to visit? I’d like to go somewhere relaxing.
I hope to go to France some day.
I’d love to visit Mexico.
In the sentences would, hope to, ‘d like to and ‘d love to are used for expressing desires.
1a Writing and describing
On page 52 is a picture about the planning of vocation. Pick the proper adjectives on top left of page 52 to describe Vacation 1 and Vacation 2.
More adjectives to be chosen from:
bad beautiful quiet testy long quick tricky tough bright magnificent
crazy mighty dizzy wasteful dull new wonderful nice sad nosy funny
great nutritious short silly gigantic ordinary strange pretty happy prickly horrible
1b Listening and filling
Where would Sam and Gina like to go on vacation?
You are to listen and fill in the chart on page 52.
Tapescript
Boy: Look at those travel posters. I’d love to go on a vacation.
Girl: Where would you like to go, Sam?
Boy: I’d love to go trekking in the Amazon jungle in Brazil.
Girl: You would?
Boy: Sure. I like exciting vacations.
Girl: Wouldn’t that be dangerous?
Boy: No, not really. How about you, Gina? Where would you like to go?
Girl: Oh, I’m stressed out. I’d just like to relax on a beach… You know, a beautiful beach in Florida.
Boy: That sounds peaceful.
Person Places Why
Sam Brazil Likes exciting vacations
Gina Florida Likes to relax on a beach
Now you are going to read the listening script. Underline the phrases and circle would, hope to, ‘d like to and ‘d love to are used for expressing desires.
1c Doing pairwork
You are going to practice conversations with your partner according to the vacation posters in 1a.
Boy: Do you see those travel posters over there. Let’s go over and have a look.
Girl: I’d love to go on a vacation. Where would you like to go, Li Haifeng?
Boy: I’d love to go hunting in Panquangou jungle in Shanxi.
Girl: You would?
Boy: Sure. I like exciting vacations.
Girl: Wouldn’t that be dangerous?
Boy: No, not really. How about you, Tian Hong? Where would you like to go?
Girl: Oh, I’m stressed out. I’d just like to relax beside a river… You know, a beautiful riverside park in Taiyuan.
Boy: That sounds peaceful.
2a Listening and numbering
You are going to listen to another conversation. This time listen and number the statements on page 53 in the order that you hear them.
Now listen to it the second time. Jot down sentences with would, hope to, ‘d like to and ‘d love to used for expressing desires.
Tapescript
Boy1: Wouldn’t it be great if we could go on a vacation together?
Girl1: Yeah. That would be wonderful!
Boy1: Where would we go?
Girl1: Well, I hope to visit Hawaii one day. Would you be interested in going there?
Boy2: Sure! I like places where the weather is always warm.
Boy1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.
Boy2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls someday. What about going there?
Girl1: Niagara Falls would be beautiful, but there’s not much to do there. Why don’t we all go to San Francisco together? It has everything-beautiful views, friendly people, exciting things to do…
Boy2: That’s not a bad idea if you pay for it!
3 I love places where the people are really friendly.
4 I hope to see Niagara Falls some day.
2 I like places where the weather is always warm.
1 I hope to visit Hawaii one day.
Read the listening script and copy down all useful phrases.
go on a vacation together, visit Hawaii, one day, be interested in going there, be too touristy, go to Mexico, be really friendly, see Niagara Falls someday, go to San Francisco together, beautiful views, friendly people, exciting things, a bad idea, pay for…
2b Listening and matching
On page 53 is a chart with “ Place” and “Reason not to visit the place”. Listen again and match them.
Place Reason to visit the place
__b__1. Hawaii a. We don’t know the language.
__a__2. Mexico b. It’s too touristy.
__c__3. Niagara Falls c. There’s not much to do there.
2c Doing pairwork
Role play conversations using information from 2a and 2b. You may start this way:
A: I hope to visit Hawai some day.
B: I do, too. I like places where the weather is always warm.
A: I’d like to go on a vacation with my classmate Li Hong.
B: I hope to visit Wutai Mountain one day. Would you be interested in going there?
A: I like places where the food is really delicious. Zhongqing is a nice place to visit.
B: But Zhongqing is too touristy. Maybe we could go to Dali.
A: Pingyao would be nice, but we don’t have the time.
B: Why don’t we go to Lushan together? It has everything-beautiful views, friendly people, exciting things to do…
3a Circling and underlining
On page 54 is a newspaper article about Paris. While reading it, circling the things you like about visiting Paris and underling the thing you don’t like.
TRAVEL SPOTLIGHT: PARIS
For your next vocation, why not consider visiting Paris? Paris is the capital of France, and is one of the liveliest cities in Europe. It doesn’t have any beaches or mountains, but there are still many things to do there. For example, it has some fantastic sights, including the Eiffel Tower and Notre Dame Cathedral, one of the most famous churches in the world.
Traveling around Paris by taxi can cost a lot of money, but it’s usually quite convenient to take the underground train to most places. In general, though, France is quite an expensive place. One thing that is not expensive in France, however, is the wine！
Most people in France have learned English. But many people don’t like to speak English, especially in Paris. So unless you speak French yourself, it’s best to travel with someone who can translate things for you.
Read the article the second time and blacken all the expressions. You may copy them after class.
3b Doing pairwork
In pairs practice the conversation on the middle left of page 54. And then make new conversations with the information in the box on the right in the box.
A: Where would you like to go?
B: I’d like to visit Kunming.
A: Isn’t it supposed to be very hot?
B: Yes, it is. I’m only going to pack light clothes. But Kunming is also beautiful, and it has lots of wonderful sights.
A: Where would you like to go for a sightseeing trip?
B: I’d like to visit Hong Kong.
A: Isn’t it supposed to be very crowded?
B: Yes, it is. But Kong Kong is also beautiful, and it has lots of great entertainment sights.
A: Where would you like to go for the May Day vacation?
B: I’d like to see Mexico City.
A: Isn’t it supposed to be exciting?
B: Yes, it is. But I am going there for a relaxing trip. I don’t have lots to do there.
A: Where would you like to visit for the National Day hollidays?
B: I’d like to see New York.
A: Isn’t it supposed to be very touristy?
B: Yes, it is. But it is also a very fascinating place with lots of fantastic galleries.
A: Where would you like to spend your Spring Festival vacation?
B: I’d like to fly to Sydney.
A: Isn’t it supposed to be very expensive to go there?
B: Yes, it is. But it is also a very beautiful place with fantastic beaches where you can lie down for a sunbath.
A: But you can also lie right here for a free sunbath, too.
4 Doing pairwork
In pair you are going to think of a city you know. List things you like and things you don’t like about the city.
Talk to each other about your findings.
Pingyao
Things you like Things you don’t like
The Ancient Ming and Qing Streets
City Wall of Pingyao
Rishengchang Exchange Shop
Qiao's Compound
Wang's Compound
The Temple of the City God
Zhenguo Temple The pollution
The transportation
The fees
Closing down by reading a poem
Terrible Dream
I'm feeling rather ragged.
I'm feeling rather rough.
I'm looking like I stayed up late,
and didn't sleep enough.
I went to sleep at bedtime
and dreamt all through the night,
but when I woke this morning
I was feeling far from right.
For though I drifted quickly,
and slumbered long and deep,
I'm totally exhausted
'cause I dreamed I couldn't sleep!
--Kenn Nesbitt
篇6：新目标英语九年级全套教案 新目标 Unit 6 (新目标版九年级英语教案教学设计)
Unit 6 I like music that I can dance to.
Part 1: Teaching design (第一部分：教学设计)
Structures: Relative clause with that and who
Target language: I like music that I can sing along with.
What about you? I prefer music that has great lyrics.
I love singers who write their own music.
Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energy
Learning strategies: Listening for specific information
Transforming information
SECTION A
Goals
●To learn to use Relative clause with that and who
●To listen to and talk about music
Procedures
Warming up by studying “Grammar Focus”
Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45.
Relative clause with that and who
What kind of music do you like?
Rosa likes music that’s quiet and gentle.
I love singers who write their own music.
We prefer music that has great lyrics.
Pay attention to the circle words. What do they serve as?
Pay attention to the underline clauses. What do they serve as?
1a Looking and circling
Turn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…
I like music that is written in China.
I like music that sounds sweet.
I like music that we can dance to.
I like music that isn’t too low.
I like music that has good lyrics.
I like music that we can easily sing along with.
I like music that is made by our music teacher.
…
1b Listening and checking
Listen to the tape and check the music that Tony and Betty like.
Music that I can dance to Music that has great lyrics Music that I can sing along with
Tony √ √
Betty √ √
Tapescript
Betty: Oh, look. There’s the new Cool Kids CD.
Tony: The Cool Kids? Do you like them?
Betty: Oh, yeah. They’re my favorite band. I like music that I can dance to.
Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics… music that I can sing along with.
Betty: I like songs I can sing along with too. So what’s your favorite band?
Tony: The Lions. Their words are interesting and…
Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.
1c Doing pairwork
Now in pairs talk about the music you like.
A: What kind of music do you like?
B: I like music that I can sing along with.
A: I prefer music that has great lyrics.
A: What kind of music do you like?
B: I like music that I can that I can dance to.
A: I prefer music that I can sing along with.
2a Listening and circling
Go to page 45 and listen to circle “T” for true or “F” for false.
Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.
Tapescript
Boy: Look, Carmen. These T-shirts are great! Look at this one.
Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. I like musicians who play different kinds of music.
Boy: Hmmm… he’s okay…
Girl: He’s only okay?! You must be joking.
Boy: Well… I like musicians who write their own songs. Dan Dervish doesn’t write his own music.
Girl: Hmm. Well, I think he’s great.
Boy: The Modern’s T-shirt is interesting.
Girl: The Modern are really great. I love music that’s really loud and energetic.
Boy: I know you do… but I prefer groups that play quiet and gentle songs.
2b Listening and completing
Listen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.
About The modern About Dan Dervish
Xu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.
Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.
2c Doing pairwork
In pairs make conversations using the information from 2a and 2b.
A: Does Xu Fei like The Modern?
B: No, he doesn’t. He prefers groups that play quiet and gentle songs.
A: Does Carman like groups that play quiet and gentle songs.
B: No, she prefers music that’s really loud and energetic.
…
3a Reading and matching
Next you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.
1. It’s the kind of music that you can dance to. (d)
2. She likes musician who write their own lyrics. (a)
3. She doesn’t like songs that are too long. (e)
4. She likes singers who sings the words clearly. (c)
5. The music is like Brazilian dance music. (b)
3b Doing pairwork
You are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.
A: What CD did you listen to recently?
B: I listened to one called Heart Strings.
A: What do you think of it?
B: I enjoy it a lot.
A: Why?
B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?
B: I listened to one called China China.
A: What do you think of it?
B: I enjoy it a lot.
A: Why?
B: It’s the kind of music that you can dance to. I prefer music that we can dance to.
4 Doing pairwork
Complete the survey on page 46 and then go to find classmates who agree with you.
My opinion Classmates who agrees
I like groups that dance to their songs. Ju Hongxia
I love singers who are tall and beautiful. Li Dongming
I can’t stand music that is too long. Zhao Hexing
I don’t like musicians who look like aliens. Wang Baofeng
Closing down by singing a clean-up song
Clean-up,
Clean-up,
Everybody, Everywhere!
Clean-up,
Clean-up,
Everybody do your share!
篇7：新目标英语九年级全套教案 新目标 Unit 8 (新目标版九年级英语教案教学设计)
Unit 8 Where would you like to visit?
Part 1: Teaching design (第一部分：教学设计)
Structures: Phrasal verbs
Target language: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.
Vocabulary: put off, hand out, call up give away, run out of, clean up, set up, take after, fix up, cheer up, give out, hunger, sign, repair
Learning strategies: Taking notes, Personalizing
SECTION A
Goals
●To learn to use phrasal verbs
●To read about being a volunteer
●To listen and talk about clean up the city parks
Procedures
Warming up by learning about grammar focus
Hello, class. This week we shall go and help clean up the city parks. But first what is the meaning of “clean up”? What verb is it?
Turn to page 61 and look at the chart to learn about “phrasal verb”
What is a phrasal verb?
▲It is an English verb followed by one or more particles where the combination behaves as a syntactic and semantic unit; “turn out” is a phrasal verb in the question “how many turned out to vote?”
▲In the English language, a phrasal verb is a verb combined with a preposition, an adverb, or an adverbial particle, all three of which are uninflected.
1a Looking and reading
Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people.
Work outside, clean up the city parks, help stop hunger, visit sick children call people back, find out about the flood, take part in planting trees, help provide money for the poor students, be volunteers at the Olympics
1b Listening and completing
You are going to listen to several conversations.
Tapescript
Conversation 1
Boy1: I’d like to work outside.
Girl1: You could help clean up the city parks.
Conversation 2
Boy2: I’d like to help homeless people.
Girl1: You could give out food at the food bank.
Conversation 3
Girl2: I’d like to cheer up sick kids.
Girl1: You could visit them in the hospital.
Conversation 4
Girl1: I’d like to help kids with their schoolwork.
Girl2: You could volunteer in an after-school study program.
While listening, pay attention to information to complete the sentences on page 60 in the box.
1. I’d like to work outside. You could help clean up the city parks.
2. I’d like to help homeless people. You could give out food at the food bank.
3. I’d like to cheer up sick kids. You could visit them in the hospital.
4. I’d like to help kids with their schoolwork. You could volunteer in an after-school study program.
1c Doing pairwork
In pairs you are to practice the conversations in the picture on page 60. Then make similar conversations using the information in activity 1b.
▲I’d like to work outside.
▲You could help clean up the city parks.
▲I could visit sick children in the hospital.
We could help stop hunger by giving out food at the food bank. ●I’d like to work cleaning up the school playground.
●I’d like to help homeless people in my hometown.
●I’d like to cheer up sick kids.
●I could visit them in the hospital.
●I’d like to help kids with their English.
●We could volunteer in an after-school cleaning up program.
2a Listening and checking
Some students talking about planning a City Parks Clean-up Day. Listen to their talk and check√the things they are going to do.
Tapescript
Boy1; OK. Now we need to come up with a plan to tell people about the city park clean-up.
Girl1: Yeah, but I’m hungry, Bob. Let’s have lunch first.
Girl2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.
Boy2: You’re right, Sally. While we talk, I’ll write down all our ideas. Then we can decide which ideas are best.
Girl1: Um… well… we could put up signs.√
Boy2: That’s a good idea!
Girl2: I’ll hand out advertisements after school.√
Boy1; OK. Great! And we could each call up ten people and ask them to come.√
Boy2: Hey, we’re coming up with a lot of good ideas, aren’t we?
2b Listening and filling in blanks
I’ shall play the tape again and you are to listen and fill in the blanks in the box on 61.
1.We need to come up with a plan.
2.We can’t put off making a plan. Clean-up Day is only two weeks from now.
3. I’ll write down all our ideas.
4. We could put up signs.
5. I’ll hand out advertisements after school.
6. We could each call up ten people and ask them to come.
2c Doing pairwork
Let’s go on to role play the conversation in activity 2b.
A: We need to come up with a plan.
B: Let’s have lunch first.
A: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.
B: I’ll write down all our ideas that we come out with.
A: We could put up signs after school.
B: We’ll hand out advertisements at weekends.
A: At home we could each call up ten people and ask them to come.
B: We could get online to make our plan known to all.
3a Reading, underlining and circling
On page 62 is an article about volunteers. Read it and underline the kinds of work they do. You have to circle the reasons why they like their work.
Being a volunteer is great！
Number 77 High School is home to three very special young people: Li Huiping, Lan Pei, and Zhu Ming. These three students all volunteer their time to help other people. This volunteer work takes each of them several hours a week, so it is a major commitment. Huiping loves to read, and she puts this love to good use by working in the after-school care center at her local elementary school. Here, she helps young children to read. Pei loves animals, and plans to study to be a veterinarian when he leaves school. He spends every Saturday morning working in an animal hospital. Ming wants to be a professional singer. He sings for groups of people at the city hospital to cheer them up.
“Volunteering is great！” says Huiping. “Not only do I feel good about helping other people, but I get to spend time doing what I love to do.” Pei says he has learned more about animals. Ming says he has met some wonderful people at the hospital. The three students plan to set up a student volunteer project at their school. “Don’t put it off,” says Huiping. “Become a volunteer today！”
Read the article again to darken the phrasal verbs found in it.
3b Filling in the table
On page 62 is a table showing the kinds of volunteer work the four students could do. Read the table and fill in it.
Name Loves Could
Hui Football Teach the pupils to play football
Xiao Tang Writing stories Turn the city people’s life into stories
Joy Movies Show free movies to the villagers
Wei Music Play music to cheer people up
3c Doing pair
Next take turns role playing being one of the people in 3b by asking and giving advice.
A: I’d like to join the school volunteer project, but I’m not sure what I should do.
B: What do you like doing?
A: I love playing football.
B: Well, you could help coach a football team for little kids.
A: I’d like to join the class volunteer project, but I’m not sure what I should do.
B: What do you like doing?
A: I love writing stories.
B: Well, you could help write stories forcitizens.
A: I’d like to join the town volunteer project, but I’m not sure what I should do.
B: What do you like doing?
A: I love seeing movies.
B: Well, you could help introduce good movies to the farmers.
A: I’d like to join the city volunteer project, but I’m not sure what I should do.
B: What do you like doing?
A: I love playing music.
B: Well, you could help organize a music band for the factory workers.
4 Doing pairwork
In the table on bottom of page 62 write down three things you like to do and then ask your partner for advice about the kinds of volunteer work you could do.
Things I like to do Volunteer work I could do
1. reading in English Help teach English to those poor in English
2. surfing online Help getting useful information online for the farmers
3. collecting ancient coins Help give a speech on ancient Chinese culture
A: I like to reading in English. What kind of volunteer work do you think I could do?
B: You could help teach English to those poor in English.
A: I like to surfing online. What kind of volunteer work do you think I could do?
B: You could help get useful information online for the farmers teach English to those poor in English.
A: I like to collect ancient coins. What kind of volunteer work do you think I could do?
B: You could help give a speech on ancient Chinese culture.
Closing down by reading an English poem
Falling Asleep in Class
I fell asleep in class today,
as I was awfully bored.
I laid my head upon my desk
and closed my eyes and snored.
I woke to find a piece of paper
sticking to my face.
I'd slobbered on my textbooks
and my hair was a disgrace.
My clothes were badly rumpled
and my eyes were glazed and red.
My binder left a three-ring
indentation in my head.
I slept through class, and probably
I would have slept some more,
except my students woke me
as they headed out the door.
Kenn Nesbitt
篇8：新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)
Unit 5 It must belong to Carla.
Part 1: Teaching design (第一部分：教学设计)
Structures: Must, might, could and can’t for making inferences
Target language: Whose volleyball is this?
It must be Carla’s. She loves volleyball.
It could be Ted’s.
Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage
Learning strategies: Sequencing, Deducing
SECTION A
Goals
●To learn must, might, could and can’t for making inferences
●To listen and speak making inferences
Procedures
Warming up by learning about modal verbs
Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.
CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.
eg: I would have told you, if you had wanted me to.
eg: Yes, I can do that.
must
certainty 1. That must be Jerry. They said he was tall with bright red hair.
2. That must have been the right restaurant. There are no other restaurants on this street.
3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.
2. That must not have been the right restaurant. I guess there is another one around here somewhere.
3. NO FUTURE FORM have to
1a Looking and writing
Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.
1b Listening and matching
You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.
Tapescript
Girl 1: Whose volley ball is this?
Boy 1: It must be Carla’s. She loves volley ball.
Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.
Boy 1: Oh, and look, someone left a book.
Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.
Girl 1: OK… and how about this CD?
Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.
1c Doing pairwork
In pairs practice the conversation in the picture on page 34
Then make conversations using information in the chart in 1b.
Whose volleyball is this? It must be Carla’s. She loves volleyball.
Whose books are these? They must be Mary’s. The man is her favorite author.
Whose CD is this? It must be Grace’s. She likes listening to classical music.
Next is the conversation making inferences.
Girl 1: Whose toy car is this?
Boy 1: It must be Deng Wen’s. He loves toy car.
Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.
Boy 1: Oh, and look, someone left a magazine.
Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.
Girl 1: OK… and how about this volleyball?
Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.
2a Listening and writing
Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.
Tapescript
Bob: Oh, look! Whose backpack do you think this is?
Anna: I don’t know. Look, here’s a school T-shirt.
Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.
Anna: It could be Kumi’s hair band. She has long hair.
Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?
Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.
Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.
Bob: You’re right!
2b Listening and filling
Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.
2c Filling and telling
On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.
The notebook must be Ming’s. It was on her desk.
The homework can’t be Carol’s. She wasn’t at school today.
The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?
The French book must be Li Ying’s. She’s the only one who’s studying French.
I can’t find my backpack. It might be still at school.
The photo must be Lu’s. Those are his parents.
The red bicycle can’t be Hu’s. She has a blue bicycle.
This ticket might be my aunt’s or uncle’s. They’re both going to the concert.
3a Reading, numbering and circling
On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.
Subject: Thanks! From: Linda
_④_ If you have any idea where it might be, please call me.
_②_ I think I dropped it during the concert so it might still be in the symphony hall.
_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).
_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.
_①_ I’m really anxious, because I can’t find my backpack.
Thanks,
Linda
3b Doing pairwork
In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.
A: What do you think “anxious” mean?
B: Well, it can’t mean “happy”.
A: It might mean “worried”.
B: Oh, yes. She’s worried because of her test.
A: What do you think “concert” mean?
B: Well, it can’t mean “music”.
A: It might mean “a performance of music by players or singers”.
B: Oh, yes. She was in the symphony hall.
4 Doing pairwork
In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.
A: Here’re some earrings. The owner can’t be a boy.
B: Well, it could be a boy. The earrings might be a present for his mother.
A: Here’s a school T-shirt. The owner must be a student.
B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.
A: Here’s a hair band. The owner can’t be a boy.
B: Well, it could be a boy. The hair band might be a present for his mother.
Closing down by looking and saying
Look at the picture below and say what is happening in the classroom.
篇9：新目标英语九年级全套教案 新目标 Unit 11(新目标版九年级英语教案教学设计)
Unit 11 Could you please tell me where the restrooms are?
Part 1: Teaching design (第一部分：教学设计)
Structures: Indirect questions
Target language: Excuse me. Do you know where I can exchange money?
Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.
Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out
Learning strategies: Listen for specific information, Cooperating
SECTION A
Goals
●To learn to use Indirect questions
●To learn to tell about places
Procedures
Warming up by learning grammar
Hello everyone. I am a strange here in this city. Could you tell me how to
get to the supermarket?
All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions.
Now turn to page 87 first and look at the three sentences in the Grammar Focus.
Do you know where I can buy shampoo?
Could you tell me how to get to the post office?
Could you please tell me where I can get a dictionary?
Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions.
Now in pairs make similar sentences with “where” and “how”.
Do you know where I can go hiking in the mountain?
Could you tell me how to have a good time in a big city?
Could you please tell me where I can find a good English teacher?
1a Matching things with places
On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.
Where to…?
C buy shampoo
D get some magazines
E make a telephone call
G get a dictionary
D get some information about the town
C buy some writing paper
E buy some stamps
B save money
1b Listening and completing
It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.
Tapescript
Conversation 1
Girl1: Excuse me. Could you tell me where I can buy some stamps?
Boy1: Yes. There’s a post office on Center Street.
Girl1: Oh. Can you tell me where Center Street is?
Boy1: Sure. Go past the bank. Center Street is on your right.
Girl1: Thanks a lot.
Boy1: No problem.
Conversation 2
Girl2: Excuse me. Do you know where I can save money?
Boy2: Sure. There’s a bank on Main Street.
Girl2: Oh. Could you please tell me how to get there?
Boy2: Yes... Go straight ahead. The bank is on your left.
Girl2: Thank you.
Boy2: You’re welcome.
Write your words here in the speech bubbles.
A: Could you tell me where I can buy some stamps?
B: Yes. There’s a post office on Center Street.
A: Excuse me. Do you know where I can save money?
B: Sure. There’s a bank on Main Street.
Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.
1c Doing pairwork
In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)
A: Excuse me. Can you please tell me where I can buy shampoo in this city?
B: Sure. There’s a department store over there.
A: Excuse me. Can you please tell me where I can get some magazines?
B: Sure. There’s a post office around the corner.
A: Excuse me. Can you please tell me where I can make a telephone call?
B: Sure. There’s a post office one hundred meters down the street.
A: Excuse me. Can you please tell me where I can get some information about the town?
B: Sure. There’s a library opposite of the hospital.
A: Excuse me. Can you please tell me where I can get some writing paper?
B: Sure. There’s a department store close to the bus station.
A: Excuse me. Can you please tell me where I can buy some stamps?
B: Sure. There’s a post office beside the library over there.
A: Excuse me. Can you please tell me where I can save money.
B: Sure. There’s a big bank beside the café on the main library over there.
2a Listening and numbering
Do you like shopping? If you do come and listen to the directions for going shopping around a new city.
Tapescript
Boy1: Excuse me. Can you tell me where I can buy some shampoo?
Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.
Boy1: OK, great. Thanks a lot.
Boy2: You’re welcome.
While listening please number the directions in the order that you hear them.
Take the elevator to the second floor.
2 Turn left.
1 Take the escalator to the second floor.
Turn right.
4 The drugstore is between the furniture store and the bookstore.
3 Go past the bank.
Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.
2b Listening and drawing
Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.
2c Doing pairwork
What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87.
A: Excuse me. Do you know where I can exchange money?
B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.
A: Excuse me. Do you know where I can buy music CD?
B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room.
A: Excuse me. Do you know where I can get a dictionary?
B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank.
A: Excuse me. Do you know where I can buy some candies?
B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.
A: Excuse me. Do you know where I can buy a desk?
B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.
Now read aloud the conversations again to Circle the Indirect questions and underline the useful expressions.
3a Reading and listing
On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.
They’re all at the mall.
After school, a lot of young people go to the mall. We decided
to talk to some students about why they go there.
Interviewer: Why do you go to the mall?
Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.
Interviewer: Oh? Why not?
Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded.
Interviewer: And how about you?
Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.
Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.
Yu Yue: Well, when I go into stores I always spend too much money！
Advantages disadvantages
There’s always something happening. The air isn’t fresh.
There are a lot of free concerts there. It’s usually crowded.
It’s also just fun to watch people. when I go into stores I always spend too much money！
I like to go in the music store and listen to CDs.
I like to look at books in the bookstore.
3b Doing groupwork
Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.
A: Where do you usually hang out with your friends?
B: We usually go to my friend, Qiu’s place.
A: Is that a good place to hang out?
B: Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.
A: Where do you usually hang out with your friends?
B: We usually go to the bookstore.
A: Is that a good place to hang out?
B: Well, it has advantages and disadvantages. It’s very big and the air is fresh, too. And we can just read books there. We don’t have to buy books. So we always have a good time there.
A: Where do you usually hang out with your friends at weekends?
B: I usually stay at home.
A: Is that a good place to hang out for the weekends?
B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computer there. I go online reading and watching. It is a wonderful place. So I always hang in at home.
4. Directions challenge
Now we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.
A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…?
B: Then it is the bookstore.
A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…?
B: Then it is the Teachers College.
A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…?
B: Then it is the lake.
Closing down by looking and saying
To bring the period to an end let’s look at the picture and talk about things happening in it.
篇10：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11：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12：初二英语Unit 10(新课标版八年级英语上册教案教学设计)
Lesson 37
Teaching Objectives:
掌握there be结构的过去时态的运用；
学会采访某人。
Properties: Tape recorder. Overhead projector, posters of bands
Language FOCUS: give a concert journalist band the Beatles Sweden-Swedish
Teaching Procedures:
I. Revision
Revise the past tense forms of the verbs.
move –moved do –did get –got find –found is –was are -were
Step 2 Leading - in
课前教师可准备The Beatles的歌曲：yesterday。先播放这首歌曲，然后告诉学生这首歌曲是The Beatles乐队的演唱的。接着让学生说说他们对这个乐队的了解。教师课前要对这个乐队的背景知识进行了解，在上课时要介绍他们的一些知识。
Step 3 Listen, read and act
Play the tape for the students to listen. Ask Why do they call the band “yesterday”?
Teach the words tonight and concert.
Play the tape again for the students to listen and repeat. Ask them to finish the chart, making sure the Ss understand the dialogue.
Explain the words and phrases;
Sweden→Swedish give a concert journalist the Beatles
Have the students read the dialogue to each other and act it out.
Retell sth. about the Swedish rock band according to the dialogue.
Step 4 Practise
Make up a similar interview.
eg. interview “the Beatles” or one’s favourite band.
Step 5 Ask and answer
Have the students work in pairs-one is the journalist and the other is Erik. Then switch roles and read the dialogue again.
Choose several pairs to say their dialogue for the class
Step 6 Exercises in class
Complete the dialogue according to Lesson 37.
A: Hello! I am a ______ from the CCTV.
B: Hello! I’m Erik, a ______ in the Swedish ______ band.
A: Is this your first visit ______ China?
B: No, we ______ here last year.
A: ______ were you only three singers in your band?
B: Became one of ______ left the band last month.
A: Why do you ______ your band ‘Yesterday’?
B: Because we like old ______.
A: You come from ______. Why do you sing ______ English?
B: Most Swedish people can ______ English. People in many countries can ______ English songs.
A: When are you going to give a ______?
B: We are going to make it ______.
A: This evening? That s great! Can you sing some songs in ______?
B: Sorry, but I want to learn Chinese. Next time I may sing a Chinese song _______ you.
A: OK. Good ______ this evening!
B: Thank you! Bye!
Answers: journalist singer rock to were Why us call music Sweden in speak understand concert tonight Chinese for luck.
Step 7 Homework
Writing: my Favourite Band/Singer
Introduction of the band + why do you like it.
Finish off the workbook exercises.
The design of the blackboard
Lesson 37the Swedish rock band your first visit to…visit China leave the bandgive a concert a band called The Beatles’
教案点评：
由学生感兴趣的The Beatles的歌曲yesterday引入本课两部分要谈论的话题，先入为主的方法使学生对本课的内容一开始就产生了兴趣。
Lesson 38
教学目的
（1）掌握重点单词和词组：at the end of ,gave a concert , more than
（2）熟练掌握一般过去时的用法
（3）能回答课文的问题并能根据上下文判断单词的意思。
教具：教学磁带，图片和卡片。
教学过程
Step 1 Revision.
（1）Dictation:要求学生写出下列单词的过去式：give, enjoy, jump, fall, break, sing, learn,
（2）教师指导学生比较一般现在时和一般过去时的区别。
主语+动词过去式 主语+动词原形（当主语为第三人称单数动词词尾加s）
（3）Ask the Ss to say something about the Swedish band “Yesterday” they knew about from the last lesson, so as to lead to today’s topic.
Step2 Leading - in
课前教师布置学生从网站、杂志、电视等媒体中搜集有关The Beatles的知识，他们演唱的歌曲，联系上一课所学的知识，加深对这个乐队的了解。
T: Last time, we know a Swedish band “Yesterday” is visiting China and is going to give a concert in Kunming. In today’s lesson, let’s go to their concert and find out what happened.
Discuss the following question in small group.
A.Do you like music?
B.Which band does you like best?
C.Why do you like it?
Step3 Presentation
1. Look at the picture and describe what the concert is like. Do you think it’s a successful concert?
2. Have you ever been to a concert? Can you describe one that gave you very deep impression?
3. Answer the questions according to what one heard.
When and where did the Swedish rock band give their concert?
How many people were at the concert?
Why were there so many people?
Were there many old people there? Why not?
How many singers were there at the start of the concert?
What happened in the middle of the concert?
Did the concert go on after Max left?
What did Erik do at the end of the concert?
How did he learn the Chinese song?
Did Elsa sing a song in Chinese?
4. Open the books and ask the Ss to go over the passage slowly by themselves after understanding the general idea of the passage.
5. Explain
(1) more than less than
eg. There’re more than 100 teachers in our school.
(2) fall (fell) down
eg. Babies often fall down when they are learning to walk.
(3) go on = continue
eg. Go on trying and you II succeed.
Let’s go on to discuss the next project.
I’m sorry to interrupt you. Please go on with your speech.
(4) at the end of at the start/beginning of
eg. At the start of the new term, I made many plans, but I found few were done at the end at the term.
6. 最后教师让学生根据课文填写此表
7. Retell the passage.
Step 4 Exercises in class
___1___the night of April 21, the___2___rock band “Yesterday”___3___a concert in Kunming. More than 5000 people were at the concert and___4___of them were young people.
___5___the concert an accident happened. The Max___6___and___7___his leg. He was taken to hospital. The other two singers___8___the concert. Eriks even___9___a Chinese song, because he likes___10___Chinese songs.
1. A. on B. at C. in
2. A. Sweden B. Swedish C. Swiss
3. A. gives B. given C. gave
4. A. many B. plenty C. most
5. A. At B. At the end of C. In the middle of
6. A. fell down B. fell off C. fell over
7. A. broken B. broke C. breaks
8. A. went on B. went on to C. went on with
9. A. sang B. sings C. song
10.A. listen B. listening to C. hearing
Key: ABCCCABCAB
Translation:
1．我们学校有五千多学生。
There are ________ ________ five thousand students in our school.
2．在音乐会中间，一个歌手出了事故。
One of the _______ ______ a ________ ________ in the ________ _______ the concert.
3．他叫那个小女孩不要跳来跳去。
He asked the child _________ _________ jump _________ ________ ________.
4．我很细心，但我的弟弟很粗心。
I’m very _______, but my brother is very ________.
5．昨天他从自行车上摔下来，摔坏了腿。
He ______ ______ from the bike and ______ his leg yesterday.
6．我正努力学英语，我想学得非常好。
I’m ______ ______ ______ English and I want to learn it ______.
Answers: 1. more than 2. singers had, little accident, middle of 3. not to, up and down 4. careful, careless 5. fell down, broke 6. trying to learn, well
Step5 Summary
学生自己总结课文的重点词组和课文内容
Homework
1. Retell the passage
2.Wb. Exercise
3.学生写一篇日记记述一次表演。
The design of the blackboard
教案点评：
本设计步骤清晰，主要通过课文的图片展开学生的自主活动：想像当时的情景，并描述一场音乐会。最终以一个表格理解课文中整个音乐会的经过。
Lesson 39
Teaching Objectives:
掌握一般过去时的运用。
Properties: Maps, Pictures of Xinjiang and Tibet
Teaching Procedures:
Step 1 Revision
Talk about the Beatles.
Step 2 Leading - in
Have you ever been to Tibet or Xinjiang? Showing pictures of the two places and ask the Ss to say sth. from their own knowledge. Tell Ss Erik has been there.
Step 3 Practice
1. Ask the Ss to do the match exercise by themselves.
2. Check the answer
3.Teach the words part, tourist. Explain the phrases go back and in a hurry.
3. Have the students practise the dialogue together.
4. Act out the interview.要求学生分别扮演Li Weiyin 和Erik，表现Li Weiyin采访Erik的真实情景。
Step 4 Ask and answer
Have the students pretend one is a journalist and the other is either Erik OR Elsa in pairs. Practise the dialogue.
Interview Erik and Elsa. Ask one group of Ss to be interviewers and prepare interview possible questions. The other Ss are Erik and Elsa. They should be ready for being interviewed.
Choose several pairs to act out the interview.
Step 5 Exercises in class
Translation:
1．你去北京旅游过吗？
Did you _______ Beijing?
2．我喜欢新疆的音乐和舞蹈。
I like Xingjiang’s _________ and ________.
3．吐鲁番有许多美味的葡萄。
There are ________ _________ _________ _________ in Tulufan.
4．你来北京之前，去过中国其他什么地方？
Did you visit _______ _______ _______ of China before you _______ to Beijing?
5．昨天他起床迟了，所以急匆匆地去学校。
He ________ _________ _________ yesterday, so he went to school ________ _______ ______.
Answers: 1. visit 2. music, dancing 3. lots of delicious grapes 4. any other place, came 5. got up late, in a hurry
Step 6 Homework
1. Writing; Interview Erik and Elsa
2.Finish off the workbook exercises.
The design of the blackboard
Lesson 40
Teaching Objectives:
掌握本课的重点短语：get married
掌握一般过去时的运用，谈论自己的家庭成员。
掌握本课的辅音和字母及字母组合的拼读规则。
Properties: Tape recorder, Overhead projector
Teaching Objectives:
Step 1 Revision
Ask the Ss to say out the interview between a journalist and Erik and Elsa.
Step 2 Spelling and pronunciation
Play the tape for the students to listen and repeat.
Ask the Ss to summarize the pronunciation rules of the sounds /s/ /z/ /sp - / /st-/ /sk-/ /sw- / /sm - / give some example words.
Read the words in the book and check their voices to see if they are correct
Then show flashcards with more words and get the students to pronounce the words.
Do Wb Lesson 40, Ex. 1. Have the students practise pronouncing the words.
Step 3 Listening
Play the tape for the students to listen. Ask What is Max’s problem?
Play the tape two more times and have the students circle the place where Max’s passport is.
Step 4 Reading
Ask the Ss to read the passage by themselves, bearing the following questions in mind.
What band did Elsa’s mother and father like a lot?
What is her father good at? And what isn’t he good at?
Play the tape for the students to listen.
Get the students to guess the meaning of science. Teach subjects by saying, Englsih, maths and science are all subjects in school.
Have the students tell you What other subjects do you have?
Have the students read the passage. Say what happened in each year
1948____________
1958___________
1966___________
1967___________
1974___________
___________
Explain the usage of “marry”.
marry, vi. eg. Harry didn’t marry until 50.
marry. vt. ~ sb. eg. John is going to marry Jane.
be/get married eg. They’ve got married for 4 years.
Step 5 Writing
A Family Member
First let the students to talk about a member of his family.
When and where was he born?
What did he do?
What did he like?
要求介绍家庭成员的过去经历，用一般过去时进行介绍。
Step 6 Rhyme. Friendship
Have the students read over the rhyme and practise it.
告诉学生要珍惜友谊，让他们谈谈友谊的可贵。有时间的话可以让学生进行讨论。
Step 7 Exercises in class
Fill in the blanks according to the text.
Elsa’s father was born is ______, the capital of Sweden. When he was at school, he was bad at ____ and ______. His _____ sport was football. In 1967, he ______ Elsa's mother. He liked ‘The Beatles’ ______.
Answers: Stockholm maths science favourite manned best
Step 8 Homework
1.Finish off the workbook exercises.
2. Writing: A Family Member
The design of the blackboard
篇13：unit 2 sports and games(新目标版八年级英语上册教案教学设计)
Lesson5 part 1 &2
Teacher: Tangtian, YuWotou middle school
Aims of the lesson
To extend sports vocabulary and talk about sports rules
To revise word formation: building compound nouns
New words
Volleyball, badminton, table tennis (pingpong), each, over ,net ,kick, grass ,any/every/somewhere, score(v.), shuttlecock
Teaching steps:
1. Revision
(1) Greetings
(2) Tell the Ss that we’re going to talk about sports and games.
2. Presentation
(1) Talk about some games by answering the questions:
Do you like sports?
What kinds of sports do you know?
(2) Display some pictures to learn some new words: Volleyball, badminton, table tennis (pingpong)
(3) Ask the question: which sport do you like best?
(4) Tell the Ss that we are going to learn something abou the games.
3. Reading drills
(1) Show the pictures of Part 1.Ask the Ss to listen to the tape and fill in the blackest.
(2) Listen to the tape again and check the answers.
(3) Teach:
A)each, over ,net ,kick, grass ,any/every/somewhere, score(v.), shuttlecock;
B)in this game, on each side, in each team, over a high net, in the air, in a playground, at this game, on grass, into the net, in the world,
C)see sb. doing sth.
(4) Ask the Ss to discuss the passage and match each one with the pictures. Then check the answers.
4. Practice
(1) Get the Ss to read the passage together.
(2) (show some pictures)Ask the Ss to make a short passage of a kind of sports and then make the classmates guess what sport it is.
5. Homework
Book3C EX 1,2 &4.
Unit 2 sports and games
Lesson 5 Part 1
Exercise Paper
听录音，选择正确的词填空.
outside , inside, each, in, hit, over, net, five, kick, throw, boys’ , grass, anywhere, score, everywhere, playing , shuttlecock, fast
a) In this game, one or two people play on _______ side. People usually play the game _______ , but you can play it _______ ,too, when it is not too windy. The ball is very small and very light. It is a very fast game. Many Chinese people love to play this game.
b) There are six players in each team. People usually play the game inside, but sometimes people play outside, too. Players throw the ball ___the air and _____ it ______ a high _____.They must always keep the ball in the air.
c) People can play inside or outside in a playground. Each team has _____players. It is a fast game. You must never _____ the ball, but you can _______it. Tall people are better at this game than very short people.
d) Eleven players play in each team. Usually this is a _____game but sometimes girls play, too. Players usually play on ______, but you can play it _______ outside. Players _______ a goal when they kick the ball into the net. _______ in the world, you can see people _______ this game.
e) One or two people play on each side. People usually play the game
inside . They don’t use a ball. They use a ______.This is also a _____ game.
篇14：新目标英语Go for it八年级上Unit 10教案
新目标英语（Go for it）八年级上Unit 10教案(1)
Unit 10 I’m going to be a basketball player 课题 Unit10 Section A 1a-1c 主备人 阮爱华 执教人 阮爱华 案序 1 学习目标 知识与能力: 1.掌握本单元的重点短语和句型。 2.熟练掌握反意疑问句的用法。 3.闲聊在英语表达中的定义与操练。 4.学会写感谢信。 过程与方法： 教会学生通过看，听，说，讨论来获取信息。通过小组合作，学会能够谈论自己过去的生活经历。充分利用教学图片和多媒体，创设情景让学生有参与学习的欲望，引导他们主动学习。 情感态度价值观： 通过对本课时的学习，使学生很顺利、愉快地完成“small talk”，促进学生的学习兴趣和成就感。使学生能正确的.用英语来表达个人情感，如Thank-you note，增强学生运用英语表达个人思想的动力。 重点 难点 1.词汇：late, look like, foget 2.句型： It’s really windy today, isn’t it? Yes, it is. You love violin music, don’t you? Yes, I do./No, I don’t. The No.5 bus stops here, doesn’t it? Yes, it does. 学习内 容 与 流 程 一、情景创设，导入新课 Step 1 Greetings and Revision Greet the class as usual and check the homework. Step 2 New words Show the new words on the screen and teach the new words. Ask students to read the new words first. Then correct the pronunciation. Teach the new words and ask students to repeat. Make sure students can understand the meanings. 二、自主学习，合作探究 ，师生互动 Step 1 Section A 1a This activity introduces several examples of small talks. Show each picture on the screen and ask different students to say what is happening in each picture. Step 2 Section A 1b Activity 1b gives students practice in understanding the target language in spoken conversation. In this activity ask students to listen and number the pictures (2-4). Play the recording for twice. Students write the number of each conversation in the box next to the correct picture. Then check the answers. Step 3 1c Pairwork This activity provides guided oral practice using the target language. Ask students to look at the pictures on the screen one by one. Get students to work in pairs. Make their own conversations about the people in the pictures. Ask students talk, move around the room checking their work. Sample conversation: A: You love violin music, don’t you? B: Yes. What about you? A: Me, too. / So am I. Step 4 Homework T: Write down the sentences in activity 1c in your exercise books. 三、点拨升华 学生两人一组结队活动，互相提问，学生分别讲述自己同伴的相关情况。通过学生提问，既练习了利用反意疑问句来构成“a small talk”，又活跃了课堂气氛，激发了学生的兴趣和热情 四、达标反馈： 一、完成反意疑问句。 1．It’s really cold today, _____________,___________? 2．You ’re new here, ____________ _____________? 3．The bus stops here _______________, ____________? 4．You love basketball games, _____________ _________ ? 二、单项选择： 1. They have to study a lot, ______? A. don’t they B. haven’t they C. did theyD. hadn’t they 2 .When the car crashed, your brother escaped being hurt, ______ ? A. didn’t he B.did he C. did it D. didn’t it 3. Im sure dirty, ______? A. am I B. isn’t I C. aren’t I D. am not I 4. That’s the sort of the book you want, ______? A. is it B.isn’t that C. is that D. isn’t it 反思 与 重建 教研组长评价篇15：新目标英语Go for it八年级下Unit 10教案
新目标英语（Go for it）八年级下Unit 10教案
Unit 10 It’s a nice day, isn’t it?(Book 2) The Second Period Teaching Aims and Demands 1. Knowledge and Ability Objects (1)Key vocabulary: Franklin Lake; noon (2)Key structures: ---It’s really cold today, isn’t it? ---Yes, it is .I hope the bus comes soon. (3)Train students` ability of listening and speaking. (4) Train students` ability of communication. 2. Method Objects in Teaching (1)Listening and speaking methods. (2)Communicative approach 3. Enable students to understand the feeling of others in communication. Teaching Key Points 1. Key phrases; by noon ; on the weekend 2. Master the structures in Grammar Focus. Teaching Difficulty Make conversations using the target language in Grammar Focus. Teaching Aids A tape recorder. A computer Teaching Procedures StepⅠ Greetings and revision Greet the as usual and check the homework .Ask students to show their written work. StepⅡ New words Show the new words on the Bb and teach the words. Franklin Lake 富兰克林湖 noon 中午 StepⅢ 2a 2a provides guided listening practice using the target language. First write successful and unsuccessful on the blackboard. T: Do you know what the meaning of the word successful is? S1: Yes .I think it means having done well. T: Great .What about the word unsuccessful? Ss: We are not sure. T: It means not successful. Clear? Ss: Yes. T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful small talks? Write “s” or “u” in the blanks. Play the tape for the first time .Students only listens. Then play it a second time .This time students write “s” or “u” in the blanks. Check the answers. Answers: Conversation 2: u Conversation 3: s StepⅣ 2b T: Listen to conversation 3 again. Put the sentences and questions in order .First I’ll ask different students to read the lines of conversation to you .The sample answer “f” is given. This is the opening line of the conversation. Play the tape .Ask students to write the letter of each sentence from the conversation in the correct place. Check the answers. Answers: 1. f 2.b 3.e 4.a 5.d 6.c 7.g StepⅤ 2c Pair work This activity provides guided oral practice using the target language. T: First I’ll ask a pair of students to read the conversation in 2b. Sa: Yes. It always rains on the weekend, doesn’t? Sb: Yes. It rains every Saturday. Sa: Do you think it’ll stop by noon? Sb: I hope so .I want to go swimming. Sa: Oh? Where do you swim? Sb: At Franklin lake . Sa: Do you ever go there? (Write two phrases and a sentence on the blackboard: On the weekend; by noon; I hope so) T: In the conversation, there are two important phrases and a key structure. Please look at the blackboard, on the weekend means on Sunday and I hope so means I hope it will stop by noon. Please remember them .Now practice the conversation in pairs. (After a while) T: OK. Now it’s your turn to make your own small talks. You can use the questions in the box. As students are talking to each other, move around the classroom checking their work .In the end ask several pairs to come to the front of the classroom and act out their conversations to the class. Sample conversation: A: It’s really cold today, isn’t it? B: Yes, it is .The No. 15 bus stops here, doesn’t it? A: Yes it does. I hope the bus comes soon .I must go to school on time. B:I hope so . StepⅥ Grammar Focus Look at the Grammar Focus box .Ask students to read the questions and answers. Ask students to copy the three sets of questions and answers in their exercise books. Then show the following on the screen. It’s really windy today, isn’t it? Yes, it is. You’re Ben’s sister, aren’t you? Yes, I am The No.15 bus stops here, doesn’t? Yes, it does T: Look at the sentences. According to the tag questions, can you see how to give the correct Yes or No short answers to go with each question? Ss: Yes. T: Can you give me some examples? S2: He is a good student, isn’t he? S3: Li Ping likes music, doesn’t he? T: Right. Can you think of a small talk question that ends with don’t you? S4: You take this bus, don’t you? T: That’s correct. And what answers could you give? No…. S5: No, I don’t. T: Correct. And Yes …. S6: Yes I do. T: That’s correct .Very good. Write the students` words on the blackboard and ask students to practice a lot. StepⅦ Grammar Note Point out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do .No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking. StepⅧ Summary T: This class we’ve learnt what one should say to start a small talk. I hope you can start a with strangers. n this way you can practice your spoken English and make a lot of friends. StepⅨ Homework T: Tape record yourselves as you read your conversations for 2c.篇16：新目标英语Go for it八年级上Unit 10教案
新目标英语（Go for it）八年级上Unit 10教案(3)
Unit 10 I’m going to be a basketball player 课题 Unit 10 Section A 3a-4 主备人 阮爱华 执教人 阮爱华 案序 3 学习目标 知识与能力: 1.掌握本单元的重点短语和句型。 2.熟练掌握反意疑问句的用法。 3.闲聊在英语表达中的.定义与操练。 4.学会写感谢信。 过程与方法： 教会学生通过看，听，说，讨论来获取信息。通过小组合作，学会能够谈论自己过去的生活经历。充分利用教学图片和多媒体，创设情景让学生有参与学习的欲望，引导他们主动学习。 情感态度价值观： 通过对本课时的学习，使学生很顺利、愉快地完成“small talk”，促进学生的学习兴趣和成就感。使学生能正确的用英语来表达个人情感，如Thank-you note，增强学生运用英语表达个人思想的动力。 重点 难点 1.词汇：great weather, a little hot, crowded, look through books, wait in line, in an elevator, cross a busy street. 2.句型： That’s a great weather, isn’t it? But it’s a little hot for me. Which beach are you going to？ This line is slow ,isn’t it ? Their prices are really low, aren’t they？ 学习内 容 与 流 程 一、情景创设，导入新课 Step 1 Greetings and Revision Greet the class as usual and check the homework. Ask students to place the tapes and the tape recorder where students in the class can listen to each other’s conversations during free time. 二、自主学习，合作探究，师生互动 Step 1 3a This activity provides reading and writing practice using the target language. (Show a picture on the screen.) Ask some students to say their sentences to the class. In the end invite some students to read their completed conversations to the class. Write some of the new sentences students use on the board and discuss the sentences with the class. Step 2 3b Pairwork 1. Activity 3b provides writing and speaking practice using the target language. 2. First show the conversation in 3a on the screen and ask students to read it. 3. Ask they make their own conversation, move around the room offering assistance as needed. In the end of this activity ask pairs of students to say their conversations for the class. 三、点拨升华 Tell your classmates what you learnt about one student. 四、达标反馈： 一、用aren’t they或 isn’t填空。 1.Their jeans are really cheap, _____________? 2.This pizza is too hot, _____________? 3.It’s really hot today, _____________? 4.It’s really hot in the cafeteria, _____________? 5.This is a great movie, _____________? 二、把下列句子变成反意疑问句。 1.He is a teacher, _____________? 2.Your mother goes to work every day, _____________? 3.She didn’t go to school, _____________? 4.This book cost me five yuan, _____________? 5.He never gets up late, _____________? 6.He can hardly speak English, _____________? 7.There was a telephone for you, _____________? 反思 与 重建 教研组长评价篇17：新目标英语Go for it八年级上Unit 10教案
新目标英语（Go for it）八年级上Unit 10教案(2)
Unit 10 I’m going to be a basketball player 课题 Unit 10 Section A 2a-2c 主备人 阮爱华 执教人 阮爱华 案序 2 学习目标 知识与能力: 1.掌握本单元的重点短语和句型。 2.熟练掌握反意疑问句的用法。 3.闲聊在英语表达中的定义与操练。 4.学会写感谢信。 过程与方法： 教会学生通过看，听，说，讨论来获取信息。通过小组合作，学会能够谈论自己过去的生活经历。充分利用教学图片和多媒体，创设情景让学生有参与学习的欲望，引导他们主动学习。 情感态度价值观： 通过对本课时的学习，使学生很顺利、愉快地完成“small talk”，促进学生的学习兴趣和成就感。使学生能正确的用英语来表达个人情感，如Thank-you note，增强学生运用英语表达个人思想的'动力。 重点 难点 1.词汇：hope, go swimming, by soon, on the weekend, come soon, 2.句型： It looks like rain, doesn’t it? He doesn’t need to work so late, does he? I hope so . Do you think it’ll stop by noon? 学习内 容 与 流 程 一、 情景创设，导入新课 Step 1 Greetings and Revision Greet the class as usual and check the homework. Ask students to show their written work. Step 2 Review the sentences :It’s really windy today, isn’t it ? Yes, it is./ No, it isn’t. 二、自主学习，合作探究 ，师生互动 Step 1 2a Activity 2a provides guided listening practice using the target language. First write successful and unsuccessful on the board. T: Do you know what’s the meaning of the word “ successful”? S1: Yes. I think it means “ having done well”. T: Great. What about the word “unsuccessful”? Ss: We are not sure. T: It means “not successful”. Clear? Ss: Yes. T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful or unsuccessful small talks? Write “a” or “u” in the blanks. Play the recording the first time. Students only listen. Then play it a second time. This time students write “s” or “u” in the blanks. Check the answers. Step 2 2b Listen to conversation 3 again. Put the sentences and questions in order. First I’ll ask different students to read the lines of the conversation to you. The sample answer “f” is given. This is the opening line of the conversation. 三、点拨升华 学会区分礼貌的话题与不礼貌的话题。You’re Anna’s brother, aren’t you? (polite)How big is your apartment? (impolite)掌握常见的礼貌话题（weather, traffic, music, sports, movies and activities）及其常用语。能运用所学知识编一个dance party上的small talk. 四、达标反馈： 一、英汉互译。 1.到中午之前_____________ 2.在周末 ______________3.在工作日_____________ 4.看起来像下雨______________5.去游泳______________ 二、单词拼写 1.Don’t foget to take your u________. It’s going to rain. 2.Do you often go s_________ in summer? 3.I hope the bus c_________ soon. 三、完成句子 1.每周六都下雨。 ____________________________ every Saturday. 2.周末总下雨，是不是？ _____________________________, isn’t it? 3.你觉得到中午之前雨会停吗？ ____________________________ by noon ? 反思 与 重建 教研组长评价篇18：新目标英语Go for it八年级上Unit 10教案
新目标英语（Go for it）八年级上Unit 10教案(5)
Unit 10 I’m going to be a basketball player 课题 Unit10 Section B 3a-4 主备人 阮爱华 执教人 阮爱华 案序 5 学习目标 知识与能力: 1.掌握本单元的重点短语和句型。 2.熟练掌握反意疑问句的用法。 3.闲聊在英语表达中的定义与操练。 4.学会写感谢信。 过程与方法： 教会学生通过看，听，说，讨论来获取信息。通过小组合作，学会能够谈论自己过去的生活经历。充分利用教学图片和多媒体，创设情景让学生有参与学习的`欲望，引导他们主动学习。 情感态度价值观： 通过对本课时的学习，使学生很顺利、愉快地完成“small talk”，促进学生的学习兴趣和成就感。使学生能正确的用英语来表达个人情感，如Thank-you note，增强学生运用英语表达个人思想的动力。 重点 难点 1.词汇：Thank you note for..,wonderful time, invite,be friendly to, feel like,part of the group, show around,hard time, help sb with sth 2.句型： Thank you for + n./ doing sth I have a wonderful time in Saturday night. I feel like part of the group now. Thanks for showing me around the school last week. He’s really good at math, isn’t he? Friends like you make it a lot easier to get along in a new place. 学习内 容 与 流 程 一、情景创设，导入新课 Did you go to a party?Have you writen a Thank-you note. Now today let’s see some notes together. 二、自主学习，合作探究 ，师生互动 Step 1 ask Ss read the three notes or have different students do it. Then point to the list of three situations: thank-you note for a gift thank-you note for a party thank-you note for help Step 2 Ask the students to fill in the blanks. Then check the answers. Step 3 Ask students to write their own thank-you note. In the end invite some students to read their letters to the class. 三、点拨升华 让学生掌握感谢信的写法，并能就实际生活运用感谢信表达对他人的感激，在实际运用Thank-you note的过程中，提高自己综合运用语言的能力。. 四、达标反馈： 一、根据首字母提示补全单词。 1. I had a w_________time on Saturday night. 2.That s_________nice, let’s go! 3.Your friends at the party were very f_________to me. 4.It’s not easy to get a t _________for the concert. 5.The t_________is always busy at this time .It’s time to go to work. 二、句型转换 1.非常感谢上周带我参观你的学校 ___________________________your school last week. 2.你买这衬衣花了多少钱? ___________________________did the shirt____________? 3.我很高兴在一个新地方有你这样的朋友。 ___________________________in a new place. 4.你会叫你表妹和你一起去吗？ Are___________________________to go with you? 反思 与 重建 教研组长评价篇19：新目标英语Go for it八年级上Unit 10教案
新目标英语（Go for it）八年级上Unit 10教案(6)
Unit 10 I’m going to be a basketball player 课题 Unit 10 复习课 主备人 阮爱华 执教人 阮爱华 案序 6 学习目标 知识与能力: 1.掌握本单元的重点短语和句型。 2.熟练掌握反意疑问句的用法。 3.闲聊在英语表达中的定义与操练。 4.学会写感谢信。 过程与方法： 教会学生通过看，听，说，讨论来获取信息。通过小组合作，学会能够谈论自己过去的生活经历。充分利用教学图片和多媒体，创设情景让学生有参与学习的'欲望，引导他们主动学习。 情感态度价值观： 通过对本课时的学习，使学生很顺利、愉快地完成“small talk”，促进学生的学习兴趣和成就感。使学生能正确的用英语来表达个人情感，如Thank-you note，增强学生运用英语表达个人思想的动力。 重点 难点 1.词汇:look through, both like,be careful,at least. 2.句型： I need some money . We get along well because we both like sports. This bus is always late, isn’t it? Don’t you think so? Yes, at least it isn’t raining. 学习内 容 与 流 程 一、情景创设，导入新课 Make a dialogue about 4 ,the teacher checks the homework see who is better. 二、自主学习，合作探究 ，师生互动 Step 1 自学指导： T: let the students fill in the blank with the correct word given. Change the form of the word if necessary. Check our answers together: get along, make, look through,cross, help with. Step 2 自学指导： Answer the questions below in your schedule.Imagine a small talk in the picture.Fill in the blanks. 让学生用所给单词进行填空，检查答案，再用这些词语分别造句。 SelfCheck 2 让学生认真看图片，然后补全对话，叫学生将对话表演出来。 SelfCheck 3 学生讨论图片上故事的情节，然后编对话，进行口语练习。 三、教学拓展 组织学生进行课堂游戏：Guessing game. 把学生分成两组，相互猜测每组成员的某些情况，例如： Wei Hua comes to school by bike every day, doesn’t she? Li Lei watched TV last night, didn’t he? 以猜测正确数次的多少来确定获胜方。 三、点拨升华 Write an article about your vacation plans. 四、达标反馈： 一、单项选择 1.Tom is ready for the party, ________? A. is he B.isn’t Tom C. isn’t he D.is Tom 2.Studying at home on computer is fun, ________? A. is it B.are they C. isn’t it D.aren’t they 3.The traffic ________always busy. A. are B.were C. is D.was 4.My classmates are all really ________me. A. of B.about C.on D.to 5.What do you ________the book? A. think B.though C.think of D.thinking 6. ________is your apartment? A. How long B.How often C.How much D.How many 反思 与 重建 教研组长评价篇20：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
任
务
型
活
动
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
期
任
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
期
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
布
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.
执
行
任
务
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.
★ 初三英语课件
【unit 10 全套（教师版，含答案）(新目标版八年级英语上册教案教学设计)（共20篇）】相关文章：
六年级英语上册教学计划2023-02-09
六年级上册英语作文2023-02-16
五年级下册英语教学计划2023-12-17
五年级英语下册的教学计划2022-05-06
初一上学期地理教学计划2023-09-09
六年级上册英语教学计划2022-11-21
英语作文六年级上册2022-05-07
高三第一轮复习senior1unit1-6 2(新目标版七年级英语上册教案教学设计)2022-04-30
新目标英语七年级上册教案2022-04-30
小学六年级英语上册范文2024-04-08