教案在准备的时候，教师肯定要考虑与时俱进，凭借计划好教案，可以更好地根据具体情况对教学进程有合理调整，以下是团团范文网 小编精心为您推荐的新目标八年级英语教案7篇，供大家参考。
新目标八年级英语教案篇1
teaching goals:
1. talk about exceptional people, famous people.
2. talk about profession
3. talk about things in the past
language structures
1. "who"，"when""how long""what"questions
2. consolidate simple past tense and the past form of verbs
3. adverbial clauses with"when"，
4. passive voice
vocabulary
1. words about profession
ping-pong player，basketball player，tennis player，soccer/football player，skater(滑冰者)pianist(钢琴家)，violinist(小提琴家)movie star(电影明星)，golfer(打高尔夫球的人)，athlete(运动员)
2.verbs
start，begin(开始)hiccup(打嗝)，sneeze(打喷嚏)，become(变成)，hum(哼唱)，receive(接受)，admire(钦佩)，enter(参加)，major(主修)，stop(停止)
3. adjectives
alive(活着的)
famous(著名的)，talented(天才的)，loving(慈爱的)，kind(友好的)，outstanding(杰出的)，unusual(罕有的)，creative(有创造力的)，such(这样的)，beautiful(美好的)，great(伟大的，杰出的)，brazilian(巴西人的、巴西的)
4. others
record(纪录)，achievement(成就，功绩)，accordion(手风琴)，
warsaw(华沙)，honor(荣誉)，university(大学)
important sentences
1. who is that?
2. that's deng yaping. she is a great ping-pong player.
3. when was she born?
4. she was born in 1973.
5. who is shirley temple?
6. she is a movie star.
7. when did she become a movie star?
8. when she was three years old, she began to learn dancing.
some other notes in this unit:
1. when was he born? 他什么时候出生的?
he was born in 1895. 他出生于1895年。
be born 意为"出生"，后面加介词短语"in 1895". 这实际上是被动语态，结构为"be+动词的过去分词"表示"主语被...."在句中，人是被生出的，因此用被动态，born原形是bear，意为产生、生育。
2. start doing sth. start to do sth. begin to do sth 都可以表示开始做某事。
start意为"开始"后接名词，动名词或动词不定式。
eg: the old men started singing / to sing.
老人们开始唱歌。
they started the party with dancing.
他们以跳舞来开始这个晚会。
另外，start还有"开动、发动、创办、出发"等词义。
eg: my father couldn't start the car.
我父亲起动不了那车。
start与begin同义，都是"开始"，但在表示"开动、发动、创办、出发"等词意讲时，start不能用begin.
3. too...to... 太...而不能
eg:
a. the boy is too young to dress himself.
这个男孩太小了，还不能自己穿衣服。
b. this house is too big to clean in one day.
这幢房子太大了，一天内打扫不完。
c. she is too young to go to school.
她太小不能去上学。
4.some adjectives to describe people.
talented(天才的)，loving(慈爱的)，outstanding(杰出的)，
unusual(罕有的)，creative(有创造力的)，famous(著名的)，
great(伟大的，很棒的)，beautiful(美丽的)
5. at the age of 在...岁时
at the age of 4 mike began to write peoms
迈克四岁时就开始写诗。
6. take part in 参加(......活动)
join -take part in两者都表示"参加"，join指"参加"某种组织。take part in 表示参加某项活动。
eg: he joined the party at the age of 40.
他40岁时入了党。
when did your brother join the army?
你哥哥什么时候参的军?
do you want to take part in the sports meeting?
你想参加运动会吗?
7.win the first prize 赢得第一名
8.the 70-year history 70年的历史
其中70-year做history的定语，所以year不能用复数。
如：a four-year old girl 一个四岁女孩。
9.年龄表达方法
(1)用基数词表达年龄，可以加上"...years old"three years old.
(2)用when引导的从句 when i was three(years old)
(3)at the age of +基数词 at the age of three
(4)基数词+-year-old three-year-old，注意这种表达常作定语
如a three-year-old boy.
exercises:
一. 写出下列动词的过去式：
1. is _________ 7. have _________
2. are _________ 8. become _________
3. start _________ 9. play _________
4. do _________ 10. take _________
5. hiccup _________ 11. win _________
6. learn _________ 12. begin _________
二. 把下列词组译成英语：
1. 运动明星 _________ 8. 太...而不能... _________
2. 乒乓球运动员 _________ 9. 开始打高尔夫球 _________
3. 篮球运动员 _________ 10. 滑冰冠军 _________
4. 网球运动员 _________ 11. 中国的钢琴家 _________
5. 足球运动员 _________ 12. 获得第一名 _________
6. 停止打嗝 _________ 13. 参加 _________
7. 电影明星 _________ 14. 主修 _________
15. 清华大学 _________ 16. 在四岁的时候 _________
三. 选择填空：
1. deng yaping _________ born in 1973.
a. is b. was c. were
2. she is a great _________ ping-pong player.
a. china b. korea c. chinese
3. ——_________ did tara learn ice skating?
——for three years.
a. how long b. how old c. how many
4. tiger woods started _________ when he was only ten months old.
a. golf b. golfer c. golfing
5. you are never _________ young _________ start doing things.
a. so...that b. between...and c. too...to
6. is he _________? no, he isn't.
a. alive b. live c. life
7. most of students in our class _________ part in the math match yesterday.
a. joined b. took c. made
8. he spends all his free time _________ his grandchildren.
a. for b. to c. with
9. lucy became a famous _________ when she was just 11 years old.
a. piano b. violin c. violinist
10. when do shakespeare stop writing plays?
he stopped writing plays _________.
a. in 1613. b. for 20 years c. once a week
四. 汉译英：
1. 她在1993年开始上钢琴课。
2. tony太累了不能跑了。
3. shirley在三岁的时候成为一名电影明星。
4. lisa什么时候开始学习滑冰?
5. 他打嗝打了69年零5个月。
新目标八年级英语教案篇2
一、指导思想与教学总目标
以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。
要求学生有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。
二、教材简要分析
八年级英语下册共十个单元，每单元设计一个话题，并以此为中心，通过语言结构、功能项目为主线展开，采用任务型语言教学方式，以循序渐进的生活化的学习程序引导学生学会运用英语，有目的地做事。新教材中设计了许多活动，如填写问卷、调查、访谈、书信、邮件往来等，使学生在语言学习中更好地体验、实践、参与、合作与交流，同时增加了学生在课堂上的互动，为任务型教学创造了条件。 同一话题随着学习的深入，内容不断充实，通过“滚动”呈现学习，不断深化。如提建议话题，在七年级出现，在本教材unit8也“滚动”呈现,支持话题的“任务”、“活动”也不断“升级”，伴随语言学习不断从“低级”走向“高级”，贯穿于教材始终。 此外，教材中每个单元设计的 pair work、group work、survey及game为课堂活动提供了丰富的资源。
每个单元以一个话题为中心，分设section a，section b和self check三个部分，自成一体，又相互照应：section a是单元基本语言内容的呈现，section b是语言知识的扩展、深化与运用，是section a的延伸。section a与section b是实现单元话题的主要载体。两部分在教材中都有明确的要求。self check是将单元基础词汇、词语用法、语言运用等进行提炼，供学生了解、检查对本单元所学内容的掌握情况。
本册主要内容是 健康与急救、could、should的用法、时间状语从句、用过去式学会讲故事、复习巩固比较级和级、和现在完成时态。
三、教学手段和措施。
(一)、学习借鉴太谷24字课堂教学模式。
“24字”是指：①导入明标②自学质疑③小组交流④展示点拨⑤训练拓展⑥小结反思。
利用学案导学进行教学。“学案”由学习目标、知识结构、认知方法和技能训练四个要素组成。教师设计学案时，首先根据课程标准，制定教学目标和学生活动内容，着力点放在“学习活动设计”上，它包括学习内容和学法指导，如观察、联想、对比、归纳、思考、讨论等;还要拟定培养学生何种思维方法，训练何种能力，指导何种解题方法等，要准确、具体，使静态的学习内容动态化。同时充分考虑学生的个性差异，认知水平的高低，通过启发性、趣味性等问题设计和学案的情景设计，使学生进入角色，激起兴趣，达到全体学生自主学习的目的。“导学”包含两个方面的内容。一是“导”，教师要立足于“主导”地位，即创设情境、明确任务;组织学习、适时点拨;合理评价、情感推动。二是“学”，其中包括扫除显性障碍和找出疑难问题，也包括对教学内容要点的梳理和重点目标的明确。应当注意的是，这里教师的“导”是为学生自学服务的，学生的“学”是在教师的指导下进行的，二者相互配合，相辅相成。
(二)、使学生明白学习目的。学生是学习的主体，老师不能代替学生读书，代替学生感知，代替学生观察、分析、思考，代替学生明白任何一个道理和掌握任何一条规律。 要学好英语，首先要使学生认识到学这一语言的目的和意义。因此我结合本地区学生的实际情况，通读和节选教材，围绕着最简单、最基本、最常用的英语词汇、句型、交际会话等进行教学，使学生对英语产生兴趣，形成学习动机。
(三)、努力建立融洽的师生关系。树立正确的学生观，正确认识学生的主体地位。我用自己满腔的爱去关心、尊重学生，耐心细致地指导学生，沟通和学生的思想感情，使自己成为学生欢迎和爱戴的人。上课时我是学生的老师，循循善诱和激发学生学习的积极性，大胆求异创新;课后我却成为他们的好朋友，无话不谈，亮起心灵之光;生活上，我是他们的父母，关怀备至。
(四)、积极创造语言情景。八年级英语这本教材充分吸收了国际上新的外语教学理念和实践经验，注重对学生综合语言能力的培养和训练，强调以学生为主体的有意义的语言实践活动，为教学营造了轻松愉快、积极向上的学习氛围。教材图文并茂，安排了大量生动有趣的活动内容，使英语学习变得容易而有趣。教材围绕着实用的话题，逐步开展教学内容和实践活动，符合中学生的年龄、心理特征和学习语言的规律。
四、教学进度安排
2月28日—3月9日 unit one
3月10日—3月16日 unit one and unit two
3月17日—3月23日 unit two
3月24日—3月30日unit three
3月31日—4月6日 unit four复习月考
4月7日—4月13日unit four and unit five
4月21日—4月27日unit five
4月28日—5月4日复习准备期中考试
5月5日—5月11日 unit six
5月12日—5月18日 unit six and seven
5月19日—6月25日 unit seven
6月2日—6月8日 unit eight
6月9日—6月15日 unit eight and unit nine
6月16日—6月22日 unit nine
6月23日—6月29日 unit ten
6月30日—7月6日 复习
7月7日—7月13日 复习
7月14日—7月20日期末考试
新目标八年级英语教案篇3
教学目标
通过本单元的学习，学生们应会：“年月日”(dates, months and years) 和“季节”(seasons) 的表达, 以及不同季节的特点、自然现象的描述等。
学会1—12月份和的四季英语名称，以及1—31的序数词。有关各国季节的变化，自然现象的描述和信件的基本写法，也是本课的主要内容。
语音学习
/ n / n nk / n / ng /ng / ng / nk / nk nc
词汇学习
掌握
l 41 date season write down january march june july august december spring last
l 42 weather warm come out heavily crop really snow snowman all the year round
l 44 true nearly unlike opposite
语法学习
1.学会序数词，并用于“年月日的表达。”
2.反意问句的基本用法。
3.介词in, on 和at与时间的搭配和一些特殊用法。
教学生一个顺口溜，也许对对记忆介词的用法有些帮助。
年用in月用in星期也用in
有年有月还用in
如果遇到年月日，千万记住要用on。
日常交际用语
which is the second / fourth / month of the year? february / april.
when is spring / summer / autumn / winter / in china? it lasts from march to may.
what is the date today? it’s december the 20th, 2001.
what’s the weather like in spring / summer / autumn / winter in your hometown? it’s very warm and windy.
the days get warmer, and the nights get longer.
which season do you like best? summer.
why? because i can swim in the river.
教学建议
本单元主要是围绕两个话题开展教学活动。即 “日期”和“季节”。主要的语言项目是序数词，月份的名称和反意疑问句及回答。
在41课中，12个月份和四季的英语名称，1—31的序数词，一般现在时和一般过去时的有关日期的提问及回答都是比较难掌握的。第42课是阅读课。讲的是杭州的一中学生王伟给他的加拿大朋友的一封信。信中描述了杭州的四季。文章前的三个讨论题可让学生自由发挥，开展讨论。第43颗主要是学会运用反意疑问句。第三部分，看图说话可供条件极好的班级使用。这一部分主要练习四季特征的描述。可锻炼学生的语言组织能力和表达能力。
第44课为综合实践课。提供了语音，听力，说话和阅读四个方面的材料。其中说话部分要求学生真实地回答问题，复习了反意问句及有关问句，并给学生提供了自由发挥的空间。阅读部分通过两个国家的气候对比叙述和文后的两幅图画，给学生们谈论气候提供了素材。
重难点分析
本单元的重点是学习并掌握反意疑问句的用法和介词in, on, at的用法。难点是反意疑问句的两种不同形式及答语。
1.表示季节、月份、日期、天气状况的词，能很流利地运用这些词谈论季节和天气状况。
2.日期的提问和回答。
3.有关be动词和行为动词最基本的反意问句及回答。
4.介词in, on以及at和时间的搭配。
重点词组和短语分析
thank sb. for sth.为某事感谢某人
ask sb. about sth. 就某事询问某人
come out (花)开;发(芽);出来;出现
rain heavily 下大雨
a busy season 繁忙的季节
harvest time 收获季节
help sb. with sth. 在某事上帮助某人
work on the farm 在农场工作
make a snowman 做雪人
all the year around 一年四季
at this time of the year 一年中的这个时候
in much of china在中国的这个时候
last from...to... 从……延续到……
go on to... 延续到……
warm clothes 暖和的衣服
the best time 最好的时节
日常交际分析
本单元的交际用语主要是关于天气状况和季节的，现将有关这两方面的词汇和句型总结如下：
1.词汇
1) spring, summer, autumn, winter
2) january, february, march, april, may, june, july, august, september, october, november, december
2. 句型和短语
1) it is... in winter/summer. ...
2) it is/lasts from . . . to . . . .
3) go on to...
4) come after
5) it/the weather is .. ., isnt it?
6) at a bad time of year
7) at this time/that time of year
8) be different from
9) whats the weather like...?
词汇教学建议
以旧代新 在学习12个月份的时候，先让学生复习已学过的几个月份。用下面的表格引出以下新单词：
___________ __february__ ___________
___april_____ ___may____ __________
____________ ___________ _september_
__october___ ____________ ___________
也可采用以四季划分的方式排列12个月份。
1.符合发音规律的单词
三月、六月和七月建议老师先让学生们仔细听三个单词的读音，推测出它们是什么字母。必要时可写出音标。相信学生们是可以拼出单词的。也可写出单词，让学生自己读。
2.可用迁移的方法教单词
autumn august february january september november december
3.教学生月份的简写
月份的简写一般是前三个字母。如：january jan. february feb.
april apr.等。
用挂历让学生看月份的缩写。
语法教学建议
1. 利用值日生报告学习日期的表达。
值日生报告制度是老师们常用的训练学生口语的方式。此方法简单易行，深受老师和同学们的喜爱。学习本单元大约在一月份，可利用这一段时间反复复习日期的表达。重点是两类问题;what day is it today? what day was yesterday? 和 what is the date today? what was the date yesterday? 并以完全和缩略两种形式，把每天的日期都写在黑板上，如january 20th, 2003, jan. 20th, 2003, 也可让值日生自己写，以加深学生们的印象。
2. 利用常见句型，练习反意疑问句。
先让学生观察一些句子，老师可事先用投影写好一些句子，条件较好的班级也可由老师口头朗读这些句子，如：
it’s fine today, isn’t it? yes, it is.
you’re from japan, aren’t you? yes, i am.
让学生总结反意问句的构成，以及它的回答方式。
日常交际用语建议
1.让学生相互询问生日，朋友的生日、父母的生日、值日生报告等，练习年月日的表达。
教学完日期的表达方法后，应要求值日生每天进行这样的问答：what’s the date today? what was the date yesterday?等。这是复习巩固日期表达法的最好的途径。
2.通过编对话、描述等练习四季天气的表达。
可利用书上的彩图，教师平时要从画报上选择一些图片，做为补充。这项工作也可发动学生帮助完成。还可利用南北半球的气候差异做比较将会引起学生的兴趣。指着中国和澳大利亚的地图让学生自己根据教材内容进行总结其差异及各自季节特点。
which month is the coldest / hottest in china / australia?
can australians have snow on new year’s day?
反意疑问句
反意疑问句(the disjunctive question)又叫附加疑问句，它表示提问的人对所提的事有一定的看法，但没有把握，需要对方来证实。反意疑问句由两部分组成：前一部分是一个陈述句，表示提问者的看法。后一部分是一个简短的附加疑问句，对前部分陈述句中所陈述的内容提出疑问。反意疑问句后半部分的附加疑问句应与前部分的陈述句在人称以及时态上保持一致。反意疑问句的基本结构有以下两种：
1.陈述部分肯定式+疑问部分否定式?
2.陈述部分否定式+疑问部分肯定式?
例：they work hard, don’t they?
she was ill yesterday, wasn’t she?
you didn’t go, did you?
he can’t ride a bike, can he?
大多数反意疑问句的结构是和上面所说的一样，但也有些特殊的反意疑问句：
一、当陈述部分的主语是i, everyone, everything, nobody等词时，后面的附加疑问句一般这样来表示：
1. i am a student, aren’t i ?
2. everyone is in the classroom, aren’t they?
3. everything begins to grow in spring, doesn’t it?
4. nobody will go, will they?
二、当陈述部分有never, seldom, hardly, few, little 等含有否定意义的词语时，附加疑问句多用肯定式。如：
1. he has never been to(去过、到过) nanchang, has he?
2. there are few apples in the basket, are there?
3. he can hardly swim, can he?
4. they seldom come late, do they?
三、当陈述部分是i think加宾语从句时，后面的附加疑问句应和宾语从句中的人称和时态保持一致。如：
i think chickens can swim, can’t they?
i think lucy is a good girl, isn’t she?
四、当陈述部分有had better时，附加疑问句应用hadn’t开头。如：
you’d better get up early, hadn’t you?
五、当陈述部分是祈使句时，附加疑问句部分有不同的形式，并多使用肯定来表示有礼貌的请求。如：
let’s go out for a walk, shall we?
注意：let us go out for a walk, will you?
turn on the radio, will you?
六、反意疑问句的回答用yes或no，但是当陈述部分是否定式，附加疑问句部分是肯定句时，答语中使用yes或no则应根据事实来决定，事实是肯定的用yes，事实是否定的就用no。如：
they don’t work hard, do they? 他们工作不太努力，是吗?
简略回答：
yes, they do. 不，他们工作努力。
no, they don’t. 是的，他们工作不努力。
另外，朗读反意疑问句时要注意：前面的陈述部分通常用降调朗读，而后面的附加疑问句部分则要根据说话人的口气来定：如果是很客气地要求对方回答，就用升调朗读，如果只表示一种语气上的强调，则用降调朗读。
分析in, on 和at 的用法
表示年、月、季节、星期等用in: in a year / season / month / week / the morning / the afternoon / the evening /
they have four classes in the morning, and they have no classes in the afternoon.
表示日、日期、某一天的早晨、下午等用on: on a day / date, on sunday / saturday on wednesday morning, on the evening of march 7th, 2002
it rained heavily on the evening of june 20th.
表示几点、某个时刻用at：at eight / two / half past one / at this time yesterday / at this time of year / at that time / at present
he was watching tv at this time yesterday.
零介词：this year, last time, next month, the next day，all the year round, all the day, the whole day等。
their family are going to fly to london next month.
at 还有一些特殊的用法，如：at work, at table，at hand, at once, at last, at home, at the same time
at once 立刻
his father telephoned him to return home at once.
at hand 不远，快到
autumn is nearly over. winter is at hand.
at most 最多
he looks very old, but in fact he is forty at most.
日期的表达与询问
日期表达
由于书写习惯的不同，英语里日期的写法也有差异。美国人习惯先说日期后说月份，英国人则习惯先说月份后说日期，但年份均是放在最后。书写日期时，可用阿拉伯数字表示，也可用序数词的缩略式(1st 、2nd 、4th )表示，但是年份只能用阿拉伯数字。如1999年3月2日可表达为2 (nd) march, 1999(读作the second of march, nineteen ninety-nine)或march 2(nd), 1999(读作march the second, nineteen ninety-nine)。
日期询问
1.几月几日的询问方法
a. what’s the date (today)?
b. what was the date yesterday (last monday…)?
其回答方式是：it’s (it was) …
2.星期几的询问方法
a. what day is today (tomorrow)?
b. what day is it today (tomorrow)?
c. what day of the week is it today?
这种句子中可用today, tomorrow等名词作主语，也可用代词it作主语。其回答方式是：it’s (it was) …
对话实例
a: what day is today?
b: it’s sunday.
a: what was the date yesterday?
b: it was september 10th, teachers’ day.
新目标八年级英语教案篇4
一、学情分析
八年级大部分学生基础比较差，学习欠主动，对英语的兴趣不浓，而且这两个班基础薄弱，尖子生少，差生面广，需要付出很大的努力。
二、教材分析
这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。学生用书是教材的核心，它是按单元编排的，每个单元
六、七页。每个单元围绕一个话题开展听、说、读、写活动。本教材共12单元，包括两个复习单元。
三、教学目标
在本学期的教学中，要求培养学生对英语学习的积极性和自信心;能把每一个topic的对话打到脱口而出。能听懂对话和故事;能主要在大展示环节参扮演各种角色活动。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力;寓教于乐，使学生培养良好的外语学习习惯，为将来的学习打下坚实的基础。
四、教学措施
1.教师组织学生分组讨论问题或自编对话表演艺术。
2.认真钻研教材，备好、上好每一节课，向45分钟要质量。
3.课堂上尽量使用英语以及直观教具，给学生创造良好的教学环境。
4.每单元测试一次，试卷全收全改，做好讲评工作.
5.要求学生坚持每天背诵几句经典句子，每单元背诵一两课经典文章，坚持大声朗读课文，改善语音语调，增强四会技能技巧。
6.提高学生的学习兴趣，发挥学生的主观能动性。
7.积极进行教学改革，提高教学质量。
8.实施“任务型”的教学途径，培养学生综合运用语言运用能力。
9.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
10.加强对学生学习策略的指导，为他们终身学习奠定基础。
新目标八年级英语教案篇5
unit 1 will people have robots ?
teaching goals:
1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.
3. there be 句型的一般将来时.
4. more , less , fewer 的用法.
5. 学习一般将来时态的相关知识，学会对未来进行预测.
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.
7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
important and difficult points :
1. will构成一般将来时态的句式。
2. there be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. how to make predictions .
period 1
teaching procedures:
step 1 leading in
1. greetings: welcome to school .
what’s the date today ? who’s on duty today ?
do you enjoy your winter holiday ?
do you finish your homework ?
do you want to live on the moon ?
can you guess what will happen in ten years ?
collect the ss’ answers and say something about their predictions .
step 2 pre-task
sb page 2 ,1a .
1. look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .
2. read each predictions to the class .explain the new vocabulary .
3. read the instructions .make sure ss know what they should do .
4. do it by themselves .
5. talk about the answers with the class .
explain :一般将来时态
构成: will / be going to +动词原形
step 3 while-task
sb page 2 ,1b .
1. practise reading the six predictions .
2. read the instructions to ss .circle the things you hear on the recording .
3. play the tape twice .
4. play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1. pay attention to the dialogues .
2. read the dialogues fluently .
3. pairwork .work in pairs to make predictions according to the sample .
4. ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1. read the predictions .
2. read the instructions and point out the sample answer .
3. play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4. check the answers .
学生探究: less , fewer 的区别。
step 4 post-task
1. point to the example in the sample dialogue .practice reading .
2. look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1. review the grammar box .ss say the statements and responses .
2. make summaries about “will” ,“fewer” and “less” .
homework:
1. make predictions about yourself in 10 years .write down 5 sentences .
2. go over the new words .
教学后记:
period 2
teaching procedures :
step 1 leading in
1. greetings and free talk .
2. check their homework :ask two or three ss to speak out what they wrote down .(教师作出适当的评价)
step 2 pre-task
1. go over what we learnt yesterday .
2. 通过三种时间的对比简略复习一般过去时与一般现在时。
step 3 while-task
sb page 4 , 3a .
1. point to the three picture and say :this is sally .the first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the future .
2. read the instructions .
3. complete filling in the blanks individually .
4. check the answers .
5. practise reading .then ask some ss read them out .
sb page 4 , 3b .
1. look at activity 3a .make predictions about sally .
2. point to the example in the sample dialogue .ask two ss to read the dialogue to the class .
3. practise reading .
4. pairwork .make their predictions about sally .
step 4 post-task
1. write about yourself .
with the help of the sample of sally .we can write sth about ourselves five years ago ,today and in five years .
2. complete the work individually .
3. review the task .ask a few more ss for answers .
homework :
draw a picture of the city in 20 years .describe it to the class .
教学后记:
period 3
teaching procedures :
step 1 leading in
1. greetings .
2. say yourselves :five years ago , today and in five years .
3. check the homework.
step 2 pre-task
sb page 5 , 1a .
1. look at the form and read the headings to the class .make sure the ss know what they mean .
2. read the list of seven words .explain the new words .
3. write each word in the correct column .check the answers.
sb page 5 , 1b .
1. read the words already written on the chart .
2. groupwork: think about what we learned before .write some words in the chart above .divide the class into groups of four ,let them have a competition .
step 3 while-task
sb page 5 , 2a .
1. look at the pictures carefully .can you guess what we’ll listen ?talk about them .
2. read the instructions .we’ll listen to 3 conversations .number the pictures 1-3 .
3. play the tape twice .check the answers .
sb page 5 , 2b .
this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years .
1. read the instructions .
2. pay attention to the sentences and the verbs in the box .
3. play the tape and correct the answers .
step 4 post-task
1. read the instructions .
2. pairwork. one is alexis, one is joe .
3. point out the example in the sample dialogue .read it to the ss .
4. talk about joe’s life now , ten years ago and in ten years .
5. ask some pairs of ss to say their dialogues .
homework:
1. go over the words .
2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
period 4
teaching procedures:
step 1 leading in
1. greetings .
2. ask two ss to say sth about joe .
3. check their homework .
step 2 while-task
sb page 6 , 3a .
1. read the instructions .
2. give ss 3 minutes to read the passage , tick out the new words.
3. explain the new words and practice reading .
4. point out the chart .read the column headings to the class .
5. read the passage again .write words from her answers in the correct columns below .
6. check the answers .
7. practise reading .
sb page 6 , 3b .playing a game :who write it ?
1. ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. put all the ss’ papers together .
3. take turns reading the paper .the other ss guess who wrote it .
step 3 post-task
sb page 6 , part 4 .
1. read the questions below .
2. ask two ss to read the dialogue .
3. answer the questions .
4. pairwork. get your partner’s answers .
5. share a few ss’ conversations .
homework:
1. finish selfcheck as their homework .
2. go over the words in this unit .
教学后记:
period 5
teaching contents:
reading :do you think you will have your own robot ?
teaching procedures :
step 1 leading in
1. greetings and free talk .
2. if possible,draw a robot on the bb or put up a picture of a robot.
tell :what does it look like ? what can it do ?
3. tell your partner what you know about robots .
step 2 pre-task
sb page 8 , 1b .
1. read the title of the passage .
2. look at the picture together .ask a few ss to describe what they see .
3. read the words and phrases in the box .practice reading the words .
4. circle the words you think you will read in the passage .
step 3 while-task
sb page 8 .
1. first let ss scan the passage for the main idea .
2. explain something .
help sb with sth /do sth
do the same as …
make sb do sth
it takes /took /will take …
3. ask a few comprehension questions around the class .
4. read the passage by the ss .
step 4 post-task
1. go through the reading again .
how many words in 1b did you correctly predict ?
2. go over the structures in sb page 9 , 3b .
make their own sentences .
homework:
1. to make sure the ss understand the passage .and i want to know whether they’re careful in the class ,let ss translate the passage into chinese .
2. go over this unit .
3. make their own sentences .
4. what ways do you think a robot will help you and your family in the future .write your ideas .
教学后记:
unit 2 what should i do ?
teaching goals :
1. words & phrases : keep out , loud , argue , what’s wrong ? football , either , except , themselves , include ,etc .
2. 情态动词could /should 的用法。
3. why don’t you … ?结构表建议的运用。
4. 如何谈论问题及提出建议。
5. 在处理问题中学会自省与人际交往。
important and difficult points :
1. should /could 情态动词的用法。
2. 如何提出建议。
teaching aids : a tape recorder5 , cards .
period 1
teaching procedures :
step 1 leading in
1. greetings and free talk .
2. check the homework .
step 2 pre-task
t: i want to buy a new guitar but i don’t have enough money .what should i do ?
ss think it over ,and try to give his/her advice .
write their advice on the bb .
1. borrow one .
2. buy a second-hand guitar .
3. get a part-time job .
4. don’t buy a guitar .
5. wait until next year .
practice reading the advice by the ss .
导入: in this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
step 3 while-task
sb page 10 , 1a .
1. read the instructions to the ss .
2. read the problems by the ss .
3. ask ss to write the problems in the “serious” or “not serious” columns .
4. explain .
5. talk about the answers with the class .practice reading .
sb page 10 , 1b .
make sure the ss understand what should they do .play the tape twice .ss circle the problems they hear .play the tape a third time .check the answers .
step 4 post-task
sb page 10 , 1c .
look at the problems in activity 1a and make conversations .
step 5 while-task
sb page 11 , 2a .
1. read the instructions .make sure the ss understand what should they do .
2. point to the sentences below .
3. play the tape the first time .ss only listen .pay attention to peter’s friend’s advice .
4. play the tape again .ss circle “could” or “should” .
5. correct the answers .
sb page 11 , 2b .
read the instructions .pay attention to peter’s answers .play the tape again .check the answers .
step 7 post-task
make conversations with peter and his friend with the help of 2a & 2b .
step 8 grammar focus
review the grammar box .ss say the questions and the responses .explain the differences between could/should .
homework:
1. go over the words .
2. my clothes are out of style ,what should i do ? please give the advice .
教学后记:
period 2
teaching procedures :
step 1 leading in
1. greeting and free talk .
2. check the homework .collect the students’ advice .write it down on the bb .
step 2 pre-task
1. review the differences between “could /should” .
2. learn the new words in page 12 .
step 3 while-task
sb page 12 , 3a .
1. read the instructions .
2. read the conversations by ss or listen to the tape .then write “good idea” “okay idea” or “bad idea” .
3. talk about the students’ answers .
4. make sure the students understand the dialogue.practice reading
step 4 post-task
sb page 12 , 3b .
1. read the instructions .point out the example conversation and ask two students to read it to the class .
2. use your head .find some other ways to get money that aren’t in the book .
3. ask ss to work with partner as they ask for and give advice .
4. pairwork .
5. act out the conversations to the class .
step 5 while-task
sb page 12 , part 4 .
1. read the instructions .make sure the ss understand what they should do .
2. to students read the dialogue .
3. practice reading .
4. ask another pair to give their advice on another topic .
5. pairwork .
homework :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. what’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
period 3
teaching procedures:
step 1 leading in
1. greetings and free talk .
2. check the homework .
step 2 pre-task
sb page 13 , 1a .
1. read the instructions to the students .
2. read the sentences and ask a student to read the sentences to the class .
3. write ni , i , vi for each statement .
4. “what is important to you when you choose clothes ?”write one or more of their statements to the class .
talk about the answers with the class .
step 3 while-task
sb page 13 , 2a .
1. read the instructions .make sure the ss understand what they should do .
2. read the three sentences in the box .you will be listening to a radio advice program .they will be talking about one of these problems .
3. play the tape twice .ss check the problem they hear .
4. play the tape again ,ss correct the answers .
sb page 13 , 2b .
1. read the instructions .make sure ss understand what they should pay attention to .
2. look at the chart .there are three persons ,kim , nicole , emilio .who will give erin some advice ?what are they ? read each name for the class .
3. play the recording again .ss write their answers .
4. play the recording again ,one sentence by one sentence .check the answers .
step 4 post-task
sb page 13 , 2c .
1. point out the example in the sample dialogue .ss practice reading .
2. pairwork: what do you think erin should do ?
3. share their conversations with whole class .
homework :
you left your homework at home ,what should you do ? please give your advice .
教学后记:
period 4
teaching procedures :
step 1 leading in
1. greetings & free talk .
2. check the homework :i left my homework at home ,what should i do ? share some students’ advice .
step 2 while-task
sb page 14 , 3a .
1. scan this letter ,underline the problem .
2. read the letter again , tick out the new words .
3. explain something :
except=but 除…之外（不包括在内）
besides 除…之外（包括在内）
all the students went to the park except him .
lucy and lily will come to the party besides me .
find out = learned 了解到 find 找到
i just find out there is a dance tomorrow .
4. listen to the recording .ss practice reading .
sb page 14 , 3b .
1. pairwork: give some advice to the lonely kid in 3a .
2. suppose you’re mary .write the letters on your own .
3. read the letters to the class .
sb page 14 , part 4 .
1. read the problem in the box .
2. two students read the dialogue .
3. pairwork : think them over and give your advice .
4. groupwork: see which classmate has the best advice .
step 3 post-task
sb page 15 , selfcheck .
1. fill in the blanks with the words given .try to make your own sentences with the words .
2. read the letter to aunt chen’s advice column and then write some advice .
homework :
what’s your problem ? please write your own letter to an advice column .
教学后记:
period 5
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework :read the letter out in the class ,the other ss give their advice .
step 2 pre-task
1. what after-school activities can you think of .write what you do and what you don’t do .
2. sb page 16 , 1b .read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
step 3 while-task
sb page 16 .
1. read the passage quickly and get the main idea .
2. listen to the recording .circle the words in the box in 1b .
3. explain something :
busy enough
it’s time for sth .
the + 姓s : 夫妇/一家
sb page 17 , 3a .
1. read these statements .
2. pairwork: number each pair 1-5 around the class .ask each pair to discuss only the question with their number .
3. after a while .all pairs with the same number from a group and compare ideas .
4. after five minutes .each group report their ideas to the class .
homework :
1. write four sentences using one of the words from 1b in each sentence .
2. are you or your friends under pressure ? do a survey to find out .
教学后记:
unit 3 what were you doing when the ufo arrived ?
teaching goals :
1. words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .
2. when , while 引导的时间状语从句。
3. 学习过去进行时态。
4. 利用知识谈论过去发生的事情。
5. 复习过去式，学会讲故事。
6. 了解一些自然科学知识和社会科学知识。
important and difficult points:
1. when , while 引导的时间状语从句。
2. 学习过去进行时态。
teaching aids : a tape-recorder , cards .
period 1
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework .
3. dictate the words in unit 2 .
step 2 pre-task
sb page 18 , 1a .
1. point to the sentences .read the sentences .explain what each one means .
2. look at the picture .point out the six people .match the statements with the people in the picture .
3. check the answers .
4. practice reading .
step 3 while-task
sb page 18 , 1b .
1. read the instructions .make sure the ss understand what they should do .
2. look at the dialogue in the picture .
explain :
过去进行时态的构成: was / were + doing .
用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。
i was standing in front of the library when the ufo arrived .
3. play the tape twice . circle the correct responses .
4. check the answers .
step 4 post-task
talk about what people were doing when the ufo arrived .
step 5 while-task
sb page 19 , 2a .
1. read the sentences .make sure the ss understand what they mean .
2. play the tape twice .order these statements .
3. play the tape again ,correct the answers .
sb page 19 , 2b .
1. read the instructions .
2. play the recording .write “when” or “while” on each line .
3. play the recording again ,correct their answers .
notice: when / while
※ when comes before a quick action that happens only once .the word “while” comes from an action that continues for some time .
step 6 post-task
sb page 19 , 2c .
1. point ort the picture .ask what each person is doing .
2. groupwork : ask “what was …doing when the ufo arrived ?”
3. ask a group to say its conversation to the class .
step 7 grammar focus
review the grammar box by asking some students to read the sentences .
homework :
1. go over the words in this unit
2. 用介词或介词短语填空。
① they were talking the phone .
② i was the barber’s chair .
③ the boy was walking the street when a ufo landed .
④ i had a very unusual experience sunday .
⑤ the alien visited the museum flight .
教学后记:
period 2
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework .
step 2 while-task
sb page 20 , 3a .
1. read the instructions .
2. read the e-mail by the ss first .number the pictures in the correct order .
3. explain something .
4. practice reading and listen to the tape .
sb page 20 , 3b .
cover the story .look at the pictures and take turns to tell the story . i think this activity is hard to most of the students .
if necessary , do it as homework .
sb page 20 , part 4 .
what were you doing at these times last sunday ?
1. read the sample dialogue in the box .
2. look at the table .read the times for the ss .
3. pairwork : talk about what they were doing at different times .
4. write down your answers .
5. practice reading .
step 3 post-task
make an interview .
interview two classmates in your class and write down their answers .begin like this :what were you doing at … ?
i was … .
homework :
cover the story in 3a .try to retell the story .
教学后记:
period 3
teaching procedures :
step 1 leading in
1. greetings and free-talk .
2. check the homework .
step 2 pre-task
sb page 21 , 1c .
1. look at the pictures .please say something about the picture .
2. read the sentences and explain the new words .
3. match the sentences with the pictures .
4. check the answers .
step 3 while-task
sb page 21 , 2a & 2b .
1. read the things in the chart below .they will help ss to guess what you will heard .hear six things in the chart .
2. play the recording the first time .ss only listen .
3. play the recording a second time .check the phrases they hear on the recording .
4. listen again .pay attention to the persons who did each thing in the chart above .match the phrases with the persons .
5. play the tape again and correct the answers .
step 4 post-task
sb page 21 , 2c .
pairwork : read the sample dialogue in the box .talk about the people in activity 2a .s1 begins a sentence with the word “while” ,s2 complete the sentence .
① while john was walking to school , he saw a cat in a tree .
② while john was climbing the tree , a man saw him .
③ while the man was calling the police , a woman called the newspaper .
④ while the newspaper reporter was taking photos ,the cat went up the tree again .
ss can say them out by themselves .
homework :
sb page 23 , selfcheck , parts 1and 2 .
教学后记:
period 4
teaching procedures:
step 1 leading in
1. greetings and free-talk .
2. check the homework : correct the answers .
step 2 pre-task
sb page 22 , part 3 .
1. read the instructions ,pointing to the article and the list of questions .
2. scan the passage for the main idea .
t: who found linda’s dog ? (the police officer’s dog )
3. read the questions by the ss .make sure they understand them .
4. play the recording .ss listen carefully .
5. write answers to the questions .
6. practice reading .
7. correct the answers .
step 3 while-task
sb page 22 , 4a .
1. read the instructions .
2. look at the pictures .discuss in groups .
3. ask students to explain what is happening in each picture .
4. complete the work on their own .remind them to use times in their stories .
5. share their stories .(if someone can’t finish it in class ,do it as homework .)
step 5 post-task
sb page 22 , 4b .
1. read the instructions .
2. read the times .
3. pairwork : one is the police officer ,the other is the bicycle thief .begin like this :
a: where were you at … ?
b: i was in the park .
a: what were you doing there ?
b : … .
4. show the role-plays to the class .
homework :
1. finish selfcheck , part 3 .
2. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子 。
time action
linda me
8:00 am read english play football
12:00 am have lunch read newspaper
2:00 pm have a rest play computer games
4:00 pm play basketball sleep
6:00 pm do homework watch tv
教学后记:
period 5
teaching procedures:
step 1 leading in
1. greetings and free-talk .
2. check the homework .
step 2 pre-task
sb page 24 , groupwork .
1. arrange the ss in small groups .ask them to look at the pictures and talk about the events .encourage students to say how historical events affected their lives .
2. tell the ss to help each other with vocabulary they might need and don’t know .
step 3 while-task
1. reading strategy :the title can be helpful for you to understand a text .it is also a good idea to read the first sentence of each paragraph before reading .
2. read the title ,which gives an indication of the content of the reading .think of one question they think might be answered in the reading .
3. play the recording , ss listen .
4. ask ss to read the story out to the class .
5. ask ss to comment on whether their questions in the previewing stage were answered .
step 4 post-task
sb page 25 , 3a .
read the four events and match them to the correct dates .when finished ,ask ss to swap their book with a partner for correction .
homework :
write about an event that you remember well .give dates and say why you remember it ,and what you were doing at the time when you heard the news .
教学后记:
unit 4 he said i was hard-working .
teaching goals:
1. vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2. patterns: what did your math teacher say ?
he said he could speak three languages .
3. 直接引语和间接引语的转换。
4. 写成绩报告单，并能将自己的成绩报告给他人。
important and difficult points :
1. 新的词汇和习语。
2. 个人report card 的写作。
3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。
teaching aids : teaching cards , pictures and a tape recorder .
period 1
teaching contents:sectiona 1a,1b,1c,2a,2b,2c,grammar focus .
teaching procedures :
step 1 leading in
ask several ss what they are going to do after school .write their sentences on the bb .
step 2 pre-task
say, these ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
write the words “he said” and “she said” on the bb .say,we can use the words “he said” and “she said” to tell your friend like this :he/she said he/she was going to play basketball after school .get the ss to repeat .
repeat this process with the other sentences on the bb .
step 3 while-task
sb page 26 , 1a .
1. ask a student to read the four questions .
2. point out the tv screens in the picture .ask one student to read what the person says in the first picture .then ask another student :what did she/he say ? help to answer :she/he said she/he was having a surprise party for lana on friday night .
3. repeat with the other pictures .
sb page 26 , 1c .pairwork.first ss work in pairs ,then ask some pairs to present their dialogues to the class .
sb page 26 , 1b .play the recording and correct the answers .
step 4 post-task
sb page 27 , 2a & 2b .
1. ask several ss to read these sentences .
2. play the recording .ss circle their answer .
3. check the answers .
step 5 grammar focus
1. review the grammar box by ask ss to say the statements .
2. explain: in each case ,the direct speech talks about present situations and the reported speech talks about past situations .
step 6 homework
用she/he said 将直接引语改为间接引语。
1. i am a clever girl . 2. i am having lunch at school .
3. i can dance well . 4. i play football every day .
5. i don’t like my younger brother .
教学后记:
period 2
teaching contents :sectiona 3a ,3b ,4 ,sectionb 2a ,2b ,2c .
teaching procedures :
step 1 leading in
check the homework .ask several students to read their sentences to the class .
step 2 pre-task
sb page 28 , 3a .
1. read the article to the class .
2. ask ss to fill in the blanks on their own .
3. correct the answers .
sb page 28 , part 4 .ss work in groups of four to complete the role plays .ask a few ss to show their role plays to the class .
step 3 while-task
sb page 29 , 1a .
1. read the sentences to the class and teach new words .then ask ss to check the sentences that are true for themselves .
2. ask one student to read each sentence to the class and ask ss to raise their hands if they checked that answer .
sb page 29 , 2a & 2b .
1. read the instructions to ss .make sure they know what to do .
2. play the recording two or three times .correct the answers .
step 4 post-task
sb page 29 , 2c .
pairwork . in pairs ,get ss to choose a report card from activity 2b to talk about .then ask some pairs to present their dialogues .
step 5 homework
sb page 28 , 3b .ask ss to write anything they want .
教学后记:
period 3
teaching contents: sectionb 3a , 3b , 3c , 4 , selfcheck .
teaching procedures :
step 1 leading in
check the homework .ask several students to read their episodes to the class .
step 2 pre-task
sb page 30 , 3a .
1. read the instructions and ask ss to read the letter on their own and write alan’s name on his report in activity 2b .
2. correct the answer .
sb page 30 , 3b .
1. get ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2. ask a student to read his or her completed letter to the class .orally correct any mistakes .
step 3 while-task
sb page 30 , 3c .ask ss to write their own report cards .while ss work ,walk around and offer assistance if necessary .
sb page 30 , part 4 .
1. get ss to make up their teachers comments .
2. pairwork. in pairs ,talk about their report cards .
3. ask several pairs to share their conversations .
step 4 post-task
sb page 31 ,selfcheck ,part 1.
1. ask ss to fill in the blanks on their own .
2. correct the answers.
3. have ss make sentences with the words .
sb page 31 , selfcheck , part 2 .
1. ask ss to read the story .
2. in pairs ,have ss to make conversations according to the story .
3. ask some ss to share their conversations with the class .
step 5 homework
ask students to write their conversations on their exercise books .
教学后记:
period 4
teaching contents: reading :she said helping others changed her life .
teaching procedures :
step 1 leading in
ask ss to think of people who need help and write some ideas .then discuss with their partner .
step 2 pre-task
sb page 32 , section 2 .
1. have ss read the passage first for meaning .
2. ask ss to read it again and fill in the blanks .
3. check the answers .
step 3 while-task
sb page 33 , section 3 , 3a .
1. ask ss to read through again to find the relevant information for yang lei’s students .
2. ask ss to complete the information under “you” , saying what is true for their own lives .
3. have ss discuss their answers with their partner .
sb page 33 , section 3 , 3b . in pairs ,ask and answer the questions .
sb page 33 , section 3 , 3c .have ss write a summary of the reading and share the summaries in groups of five .
step 4 post-task
sb page 33 , section 4 .
1. have a class discussion about the work each organization does .
2. ask some ss to say which organization they would like to work for and why .
step 5 homework
write the summary of the reading on their exercise books .
教学后记:
unit 5 if you go to the party , you’ll have a great time !
teaching goals:
1. words and expressions in this unit .
2. target language :
are you going to the party ?
yes , i am . i’m going to wear my jeans .
if you do , you’ll have a great time .
you should wear your cool pants .
3. 掌握现在进行时态表示将来(present progressive as future ).
4. 学习条件状语从句: if + will .
5. 进一步了解情态动词should的用法.
6. 学习谈论因果关系.
7. 做出决定是否做某事.
important and difficult points :
1. 学习运用be going to 和will构成的一般将来时。
2. if 引导的条件状语从句。
teaching aids : teaching cards , a tape recorder .
period 1
teaching contents:sectiona 1a,1b,1c,2a,2b,2c,grammar focus .
teaching procedures :
step 1 leading in
draw two pictures on the bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .then talk about the pictures with ss and write down the sentence “if you get up late , you will not catch the early bus .”read the sentences ,ss repeat .
repeat with other sets of pictures .
step 2 pre-task
sb page 34 , 1a .
1. point out the pictures and ask ss to tell what they see .
2. ask some students to read the statements and responses .
3. have ss match the statements and responses on their own .
step 3 while-task
sb page 34 , 1b .
1. play the tape and get ss to check their answers to activity 1a .
2. talk about the answers together .
sb page 34 , 1c .
1. ask two ss to read the example in the sample in activity 1c.
2. in pairs , get ss to talk about what happened in the pictures .
3. ask some pairs to present their conversations to the class .
sb page 35 , 2a & 2b .
1. read the instructions .make sure the students know what to do .
2. play the recording .ss listen and write down their answers .
3. correct the answers .
step 4 post-task
sb page 35 , 2c .
1. ask two students to read the sample dialogue .
2. in pairs ,get the students to role play the conversation between andrea and her friend .
3. ask a few pairs of students to practice their conversations for the class .
step 5 grammar focus
sb page 35 , grammar focus .
1. review the grammar focus .ask ss to say the statements and responses .
2. ask ss to work in small groups .ask each group to write down as many sentences like those in the grammar focus as they can.
3. ask some groups to share their sentences with the class .
homework :
have ss write their sentences on their exercise books.
教学后记:
period 2
teaching contents: sectiona 3a,3b,4,sectionb 1,2a,2b,2c.
teaching procedures:
step 1 leading in
ask some students to make sentences with if .
step 2 pre-task
sb page 36 , 3a .
1. first ,let ss read the notice from the principal .
2. read the dialogue to the class saying bland when come to a blank line .
3. get ss read the notice again and fill in the blanks .
4. correct the answers .
step 3 while-task
sb page 36 , 3b .
1. ask some students to read out the sample dialogue and the words in the box .
2. in pairs , let ss have a conversation about the rules .
3. get some pairs to say their conversations to the class .
sb page 36 , part 4 .
1. read the instructions and ask ss to complete the work in pairs .
2. ask a few students to share their conversations .
step 4 post-task
sb page 37 , part 1 .
ask students to complete the work on their own .then do a quick check to see which things are most important to students in the class .
sb page 37 , 2a & 2b .
1. read the instructions and play the recording .
2. ss listen and write down their answers .
3. correct the answers .
sb page 37 , 2c .
in pairs , get ss to role play a conversation according to the information in activity 2b .
homework:
have ss write their conversations on their exercise books.
教学后记:
period 3
teaching contents :sectionb 3a , 3b , 3c , 4 , selfcheck .
teaching procedures :
step 1 leading in
check the homework .ask a few students to present their dialogue to the class .
step 2 pre-task
sb page 38 , 3a .
1. read the instruction and ask students to read the article first for the meaning .
2. let ss read the article again and complete the chart .
3. check the answers .
step 3 while-task
sb page 38 , 3b .
1. read the instructions .ask ss to look back at activity 2a and 2b to get ideas for the letter .
2. ask ss to complete the letter on their own .
3. ask some students to read their completed letters to the class .
sb page 38 , 3c .
1. ask two different students to read the two sets of sentences in the examples .
2. have ss write about their own plans .
3. ask several students to read their sentences to the class .
step 4 post-task
sb page 38 , part 4.
1. read the instructions and then have a student read the example .
2. ask the whole class to practice doing the exercise together .
3. ask ss to work in groups of four or five .then let several groups to say their stories to the class .
step 5 selfcheck
sb page 39 , selfcheck part 1 .
1. ask ss to fill in the blanks on their own .
2. check the answers .
3. ask ss to make their own sentences with the words given .
sb page 39 , selfcheck part 2. have ss fill in the blanks on their own .correct the answers .
step 6 homework
have students write the sentences in part 2 on their exercise books .
教学后记:
review of units 1-5
teaching contents: review of units 1-5(sb page 40-43) .
teaching procedures:
step 1 leading in
sb page 40 , 1a .ask ss to do the crossword individually .correct the answers .
sb page 40 , 1b .
1. have ss understand what they need to do by explaining the example .
2. ask ss to do the activity in pairs .
3. ask several pairs to share their clues with the class .let the other students guess the answer .
step 2 pre-task
sb page 41 , 2a & 2b .
1. read the instructions and let ss know what to do .
2. play the recordings of conversations 1-4 .
3. correct the answers .
sb page 41 , 2c .
1. replay the second dialogue about the school fire .
2. ask two pairs of students to practice the sample dialogue for the class .
3. ss complete the task .
step 3 while-task
sb page 42 , part 3 .
1. remind ss to write in sentences .
2. ask some ss for their suggestions .
sb page 42 , part 4 .
1. ask a few ss about things they like to do ,tell ss to write five things they do .
2. ask ss to share their activities with their partner .
3. ask ss to share the answers with their partner .
step 4 post-task
sb page 42 , part 5 .
1. ask ss to rank the signs in order of importance .
2. ask ss for their answers .
sb page 43 , part 6 .
1. explain to ss that aliens landed at your school the week before .ask ss to interview several people and write down what the people said .
2. instruct ss to turn the quotes they have into reported speech in their magazine article .let ss do activity on their own .monitor and provide support as required .
step 5 homework
sb page 43 , part 7 .have ss complete the questionnaire .
教学后记:
unit 6 how long have you been collecting shell ?
teaching goals:
1. words and expressions in this unit .
2. 现在完成进行时的用法。
3. patterns: how long have you been doing sth ?
i have been doing sth since … .
i have been doing sth for … (period of time) .
4. 谈论人们做某事持续多长时间。
5. 谈论人们的业余爱好。
important and difficult points:
1. words and expression in this unit .
2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。
teaching aids: teaching cards , pictures , a tape recorder .
period 1
teaching procedures :
step 1 leading in
ask one of the students the question: liu ziyang, when did you study english ?help the student answer: i studied english in .say,in this unit we’re going to talk about how long we’ve been doing things .then ask :liu ziyang, how long have you been studying english ?help him to answer : i have been studying english since 2003./i have been studying english for two years .get ss to repeat .
repeat the activity with other students .
step 2 pre-task
sb page 44 , 1a .
1. ask a student to read the three questions ,and answer the questions as example like this: i started class at 9:00 .i slept for ten hours . i have been skating for five hours/ i have been skating since five years ago .
2. have ss work in groups of four .
3. ask the class each question and call on several different students to answer .
step 3 while-task
sb page 44 , 1b .
1. play the recording and get ss to fill in the chart .
2. correct the answers .
sb page 44 , 1c .in pairs ,get the students to ask and answer .then ask some pairs to say their conversations to the class.
sb page 45 , 2a & 2b .
1. read the instructions and have ss know what to do .
2. play the recording .ss write down their answers .
3. correct the answers .
step 4 post-task
sb page 45 , 2c .
1. read the example in sample dialogue in activity 2c .
2. in pairs,role play the interview between alison and the reporter .
3. ask two pairs to say their conversations to the class .
step 5 grammar focus
sb page 45 , grammar focus .
1. review the grammar box .
2. explain that in these sentences “since” comes before a date and “for” before a period of time .
3. ask what is the difference between “how long did you skate ?”and “how long have you been skating?” .explain that “did” question means that the person has stopped doing the action .the “have you been” question shows that the person is continuing to do the action at the present moment .
step 6 homework
review the present perfect progressive .
教学后记:
period 2
teaching contents: sectiona 3a,3b,4,sectionb 1a,1b,2a,2b,2c.
teaching procedures:
step 1 leading in
ask some students the questions: how long did you skate ?how long have you been studying english ?
step 2 pre-task
sb page 46 , 3a .
1. ask ss to read the passage and fill in the table .
2. check the answers .
sb page 46 , 3b .read the instructions and ask ss to complete the task .correct the answers .
step 3 while-task
sb page 47 , 1a & 1b .
1. ask different students to say the items they see in the picture .
2. ask students to write the names of things they collect and things they would like to correct in the chart .
3. ask some students to read their lists to the class .
4. in pairs ,let students tell their partner what they collect and what they would like to collect .say why .
5. ask several pairs to say their conversations to the class .
sb page 47 , 2a & 2b .
1. read the instructions and let the students know what to do .
2. play the recording and get students to fill in the chart .
3. correct the answers .
step 4 post-task
sb page 47 , 2c .
1. ask two students to read the example in the sample dialogue .
2. have students practice conversations in pairs .
3. ask two pairs to say their conversations to the class .
step 5 homework
sb page 46 , part 4 .
1. read the instructions and ask two students to read the dialogue .
2. make sure students understand what they need to do .
3. have students complete the work in groups of four after class .
教学后记:
period 3
teaching contents: section a 3a,3b,4a,4b,selfcheck.
teaching procedures:
step 1 leading in
check the homework .ask on group of students to share their conversations with the class .
step 2 pre-task
sb page 48 , 3a .
1. ask some different students to tell what they see in the picture .
2. read the instructions and make sure students know what to do .
3. ask students to read the e-mail on their own and then draw lines matching each snow globe with its description.
4. correct the answers .
step 3 while-task
sb page 48 , 3b .
1. read the instruction to make sure students know what to do .
2. ask students to complete the message ,writing about bob ,marcia or liam in activity 2a .
3. ask some students to read their messages to the class .
sb page 48 , 4a .
1. ask two students to read the dialogue.
2. ask a student the same questions but let him answer with his own hobbies .
3. in groups of four ,have students complete the work .
4. ask two groups of students to share their conversations .
sb page 48 , 4b .
1. point to the questions and ask a student to read them to the class .
2. in groups of four ,get students discuss each question .
3. read the four questions one by one and ask each group to say their answers to the class .
step 4 post-task
sb page 49 , selfcheck , part 1.
1. ask students to fill in the blanks on their own .
2. ask one student to write the answers on the bb .
3. correct the answers .
4. ask some different students to make sentences with the words given .
sb page 49 , selfcheck , part 2 . ask students to complete the letter on their own .then ask on student to read his letter to the class .
step 5 homework
have students write their letters on their exercise books .
教学后记:
period 4
teaching contents: reading:i’ve been studying history in china .
teaching procedures :
step 1 before reading
sb page 50 , section 1 .
1. in groups of four ,get students to discuss the three questions .
2. ask a speaker from one group to tell the class what the group knows .help to complete any missing dynasties and famous characters the class should know .
step 2 while reading
sb page 50 , section 2 .
1. ask students to read the passage silently once for general meaning .ask students if there is anything they don’t understand .
2. let students read the passage again for detail .
step 3 after reading
sb page 51 , section 3 , 3a .ask students to scan the text for information to complete the sentences .
sb page 51 , section 3 , 3b & 3c .
1. in groups of three ,let students practice the sample conversations first ,then make their own conversations .
2. ask two groups of students to present their own conversations in front of the class .
step 4 go for it
1. direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss .
2. ask students to share their ideas .
3. in the same way ,do with the right part of the chart .
step 5 homework
1. remember the words and expressions in this unit .
2. review the present perfect progressive .
教学后记:
unit 7 would you mind turning down the music ?
analysis of unit 7
teaching goals:
1. 学习would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。
2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
important points :
a: would you mind doing sth ?
b: i’m sorry .i’ll do it right away .
a: would you mind not doing sth ?
b: sorry. we’ll go and play in the park .
difficult points :
比较: would you mind (not) doing sth ?
could you please do sth ?
please do sth .
you have to do sth .
structures:
would you mind cleaning your room ?
i’m sorry .i’ll do it right away .
would you mind moving your bike ?
no, not at all .i’ll do it right away .
period 1
teaching procedures:
step 1 assign the task
write the following requests on the bb :
can you give me the book ?
please give me the book .
would you mind giving me your book .
explain that the last example is a very polite way of making a request .
step 2 warm up section a(1a-1c)
sb page 52 ,1a .
1. point to the four requests in the box .say each phrase to the class and ask the ss to repeat it .
2. point to the picture .ask ss to write the letter of each request in the correct place in the picture .
3. correct the answers .
sb page 52 ,1b .
1. point to the list of requests in activity 1a.play the recording the first time .ss only listen .
2. play the recording a second time .correct the answers .
sb page 52 ,1c.
1. ask two students to read the words in the sample dialogue in activity 1c. say, you’ll work with your partner .make requests .
2. ask two pairs to say their conversations to the class .
step 3 pre-task section a (2a-2c)
sb page 53 ,2a .
1. read the instructions with the students .play the recording the first time .ss only listen .
2. play the recording a second time .ask ss to write the number of each conversation .
3. correct the answers.
sb page 53 , 2b .
1. point out the five responses in activity 2b .ask different ss to read each one to the class .
2. play the recording .this time ask ss to fill in the letters of the pictures in front of the responses .
3. correct the answers .
sb page 53 , 2c .
ask two ss to read the words in the sample dialogue .say, make conversations like this about the information above .
step 4 grammar focus
1. review the grammar box .ask students to say the statements and responses .
2. ask students to talk about the differences among the different sentences .
exercise: 汉译英:
a) 你介意把门关上吗？好的，我马上就办。
b) 你介意把收音机关小点儿声吗？不，一点也不。
c) 请不要在教室里大声说话好吗？对不起。
教学后记:
period 2
teaching procedures :
step 1 pre-task
sb page 54 , 3a .
1. read the instructions .point to the pictures .ask ss to explain what is happening in each picture .
2. point to the note .ask ss to read the note and fill in answers .
3. check the answers .
sb page 54 , 3b .
1. read the instructions .point out the list of requests and commands in the box .
2. ask ss to make conversation like the sample dialogue .
3. ask several pairs to say one of their conversations to the class .
sb page 54 , part 4.
1. ask ss to complete the work in groups .
2. ask a few students to share the sample conversation .
homework : 完成对话
a: mind up ? you to help me in the kitchen .
b: ok .i’ll get up right . do i have to the dishes .
a: yes , and you have to help me dinner .
b: ok . when i finish , you help me my homework ?
a: sure .
教学后记:
period 3
teaching procedures :
step 1 assign task
teach the new words .
sb page 55 , 1a .
1. read the instruction and ask ss to read each situation and think about the two questions .
2. ask some students to share their answers with the class .ask other students whether they agree with the opinions or not .
sb page 55 , 1b .
1. help the students understand that something that is unpleasant or something that bothers you is annoying .
2. then ask the students to number the ideas from most annoying to least annoying .
3. ask the class to vote on the most annoying item on the list .
sb page 55 , 2a .
1. read the instructions .play the r4ecording .this time ss only listen .answer any questions they have about the recording .
2. play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .
3. correct the answers .
sb page 55 , 2b .
1. say , listen to the three conversations again .this time write the situations ,problems and solutions in the chart .
2. point out the sample answers .play the recording again .ask ss to fill in the answers on their own .you may need to pause the tape from time to time to allow students to write answers in their books.
3. check the answers .
sb page 55 , 2c .
1. read the instructions .point out the problems in activity 2b .
2. ask one or two students to say the conversations to the class .
step 2 while-task
sb page 56 , 3a.
1. read the article to the class .ask ss which words they don’t understand. write these words on the board .
2. ask students to underline the things that are annoying .then have the students circle what people do when something annoying happen.
3. correct the answers with the class .
sb page 56 , 3b .
1. look at each picture with the class .ask different students to tell what is happening in each picture .
2. read the instructions and ask students to complete the activity on their own .
3. check the answers .
sb page 56 , part 4 .
1. this activity provides speaking ,listening and writing practice using the target language .
2. ask students to complete the work in groups .
教学后记:
period 4
teaching procedures:
step 1 self check
sb page 57, part 1 .
1. ask ss to fill in the blanks on their own .check the answers.
2. ask ss to make their own sentences with the words ,preferably sentences that are meaningful .
sb page 57, part 2 .
1. ask the students what might be annoying in the picture .
2. ask the students to write the letter on their own .
3. ask a few students to share their letters .
step 2 while-reading
sb page 58 , section 1 .
1. read the title .ask the students to predict what they think the article is about based on the article .
2. look at the picture .ask students to describe what is happening in the picture .
sb page 58 , section 2 .
1. encourage ss to use the reading strategy of scanning for specific information .
2. ask ss to read the article carefully once time .then ask ss to raise their hands and say which words and sentences they don’t understand .encourage ss to read in contest ,guessing the meaning of words and phrases from the other words around them.
3. ask the ss to read the article again for comprehension .
sb page 58 , section 3 .
1. complete the task .ss can work individually or in pairs .
2. check the answers .
3. practice students’ speaking and listening skills .
homework: 词组翻译
1. 控制你的声音 2. 熄灭 3. 例如
4. 在公共场所 5. 捡起垃圾 6. 实际上
7. 排队 8. 变得气恼
教学后记:
unit 8 why don’t you get her a scarf ?
analysis of unit 8
teaching goals :
1. 掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。
2. 通过学习如何赠送礼物，对比中西方文化的不同。
important points :
1. what should i get sb ?
2. why don’t you get/buy sb sth ?
3. what about /how about sth ?
4. it’s/they are too + adj .
5. present perfect tense .
difficult points :
1. too + adj : 太…
2. adj + enough :足够
sructures:
1. what should i get my sister ?
2. why don’t you get a camera ? hat’s too expensive .
3. how about some tennis balls ? hey are too cheap .
4. what about a watch ? that’s too personal .
5. what’s the best present you have ever received ? a bike .
period 1
teaching of new lesson
step 1 assign the task
in this unit students learn to compare qualities .
sb page 60 , 1a .
1. ask ss to read the list of gifts and any words they don’t understand .use simple drawings or use the words in other sentences to explain their meaning .
2. point to the column heads and ask ss to write the name of each gift under one or more other gifts you can think of ? add them to the chart .
3. discuss the answers .
sb page 60 , 1b .
1. point out the picture and the gifts in the second boy’s thought bubbles .ask ss to say the name of each gift .
2. then ask a pair of students to read the conversation .
3. play the recording the first time .ss only listen .
4. then play the recording a second time .number the sentences from 1 to 4 .
5. check the answers .
sb page 60 , 1c .
1. read the instructions and then have ss work in pairs .
2. check the answers by calling on several different pair of students to say their conversations to the class .
step 2 warm up
sb page 61 , 2a .
1. point out the chart and read the instructions .say , you will hear three conversations .after each conversation , put a check after the name of the person who is going to receive the gift .
2. play the recording and ask ss to make checkmarks in the chart .
3. check the answer .
sb page 61 , 2b .
1. point out the suggestions and comments .review the meaning of any terms students are not sure of .
2. point out the sample answers .
3. play the recording several times .fill in the suggestions and comments on this chart .
4. correct the answers .
sb page 61 , 2c .
1. ask two students to read the example in the sample dialogue in activity 2c .say , please work with your partner .
2. ask one or tow pairs of students to say their answers to the class .
step 3 grammar focus
review the grammar box .ask students to say the statements and responses .
exercise –designing for period 1: 汉译英
1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！
2. 为什么你不给妈妈买一条围巾呢？那不够有趣。
教学后记
period 2
teaching of new lesson
step 1 pre-task
sb page 62 , 3a .
1. point out the chart in activity 3a .review the meaning of any words ss don’t understand .
2. ask ss to work in pairs .
3. point out the example in the sample dialogue .then complete the first question and answer exchange with a student .
4. ask the pairs to continue on their own .move around the room checking the progress of the pairs .
5. correct the answers .
sb page 62 , 3b .
1. read the instruction .say ,this activity is just like activity 3qa .but this time you are going to talk about real gifts that you have received .
2. ask a pair of students to read the example in speech bubbles to the class .ask several other students to do this .
3. then ask ss to work in pairs .as they talk , move around the room checking progress and offering language support as needed .
step 2 while-task
sb page 62 , part 2 .
1. read the instructions .ss can practice several times .
2. ask two students to read the dialogue .
3. ask ss to complete the work in pairs .
4. ask a few students to share the sample conversation .
exercise designing for period 2: 完成对话
a: what’s the best vera has ever ?
b: a bracelet .
a: when vera it ?
b: his tenth birthday .
a: who it to him ?
b: his grandma .
a: a lucky guy !
教学后记:
period 3
teaching of new lesson
step 1 assign task
sb page 63 , 1a .
1. this activity reviews earlier vocabulary and introduces some new words .
2. point out the pet shop in the picture .ask different students to point to and say the names of the animals they see there .
3. read the instructions .ask ss to write the names of the animals in the picture in the correct parts of the diagram .
4. discuss the answers .
sb page 63 , 1b .
1. ask a student to read the example in the sample dialogue .
2. ask ss to do the activity in small groups .
3. ask different students of each group to tell the class what is the most unusual pet and most popular pet .
sb page 63 , 2a & 2b .
1. point out the write-on lines on front of each pet .say , you will listen to the recording and write your answers on these lines .
2. read the instructions and answer any questions students may have.
3. play te recording .
4. correct the answers .
sb page 63 , 2c .
1. read the instructions for the activity
2. point to the example .ask two students to read the questions and answers to the class .
3. then have ss work in pairs .
4. check the answers by calling on different pairs to do one question and answer each .
step 2 while-task
sb page 64 , 3a .
1. read the story to the class .after you finish ,ask if ss have any questions about the words or phrases on the article .
2. say ,now read the story again .write the answers to the two questions .
3. check the answers .
sb page 64 , 3b .
1. point to the picture and read the instructions .
2. point out the list of good and bad things about hamster .
3. ask ss to finish the writing on their own .ask ss work , move around the classroom checking the work .
4. ask a student to read his or her completed article to the class .
sb page 64 , 3c .
1. read the instructions .
2. remind ss not to say the name of the animal they are writing about on their articles .
3. ask ss to write their articles on their own .
sb page 64 , part 4 .
1. read the instructions .ask if any students have pets .if so ,ask about the advantages and disadvantages of such pets .
2. ask a few groups to share their lists .
教学后记:
period 4
teaching of new lesson
step 1 self check
sb page 65 , part 1 .
1. ask ss to fill in the blanks on their own .
2. check the answers .
3. ask ss to make their own sentences with the words ,preferably sentences that are meaningful .
sb page 65 , part 2 .
1. read the instructions .
2. ask ss to read the passage on their own .
3. ask ss to work on their own .
4. ask a few groups to share their lists .
step 2 while-reading
1. ask ss what english songs they like best .then look at the picture .ask ss to describe what is happening in the picture .
2. read the reading strategy with the students. encourage ss to use it to read the story .
3. ask ss to read the article once .ask ss to raise their hands and say which words and sentences they don’t understand .
4. ask ss to read the article again for comprehension .
sb page 67 , 3a .
1. ss complete the task .remind them to look at the story again for extra help .
2. check the answers .
sb page 67 , 3b & 3c .
1. read the instructions with the students .
2. ss complete the task .
3. check the answers .
exercise designing for period 4 : 按要求写出下列单词
1. cheap(反义词) 2. interesting(反义词)
3. person(形容词) 4. lucky(名词)
5. friend(形容词) 6. agree(反义词)
7. good(最高级) 8. usual(反义词)
9. care(副词) 10. spend(过去式)
教学后记:
unit 9 have you ever been to an amusement park ?
teaching goals :
1. 掌握如何表达现在完成时。
2. 对比现在完成时，一般过去时和现在进行时表将来的用法。
3. 描述某人曾经去过哪些有趣的地方。
important and difficult points :
1. 现在完成时态。
2. so 和neither 的区别。
3. have been to sw 与have gone to sw 的区别。
structures :
have you ever been to an aquarium ?
yes , i’ve been to an aquarium .
no ,i haven’t .
no ,i’ve never been to an aquarium .
i’ve never been to a water park . neither have i .
functions : talk about past experiences .
period 1
teaching of new lesson :
step 1 assign the task
new language
have you ever been to europe ?
yes ,i have . / no , i’ve never been to europe .
in this unit ,students learn to talk about past experiences in the other way .
step 2 warm up section a (1a-1c)
sb page 68 , 1a .
1. read each of the words and phrases at the top of the page to the class .
2. read the instructions .
3. do a quick check to see where ss would like most to visit .
sb page 68 , 1b .
1. read the instructions .
2. point out the sample answer .
3. play the recording .ask ss to check off their answers .
sb page 68 , 1c .
1. read the instructions for the activity .
2. point to the example in the sample dialogue .ask two students to read the dialogue to the class .
3. then have ss work in pairs .
4. check the answers by calling on several different pairs of students to say their conversations to the class .
step 3 pre-task
sb page 69 , 2a .
1. read the instructions .
2. point to the map ,play the recording and ask ss to circle pla
新目标八年级英语教案篇6
教 案 正 文 随堂记录unit 9 when was he born ?teaching goals:1. learn to use “be born” to ask sb sth2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.period 1teaching procedures :step 1 leading ingreeting .ask ss when they were born and which sports stars they like.step 2 pre-tasksb page53,1a &1b.ask ss to make a list of international sports stars they know.show some sports stars photos to ssask :t: who’s that ? s: that’s … .t:when was he born ? s: she was born in … .pairwork :make conversations .
新目标八年级英语教案篇7
一、指导思想
以九年义务教育教材及《新课程标准》为指导，培养学生听说、读写能力，获得英语基础知识和为交际初步运用英语的能力，形成良好积极的学习习惯。强化英语学科整体知识的综合、运用和应试水平。提高学生在交际活动中运用语言的能力。 二、教学目标
在本学期的教学中，要求培养学生对英语学习的积极性和自信心;能把每一个topic的对话打到脱口而出。能听懂对话和故事;能主要在大展示环节参扮演各种角色活动。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力;寓教于乐，使学生培养良好的外语学习习惯，为将来的学习打下坚实的基础。 三、学情分析
八年级大部分学生基础比较差，学习欠主动，对英语的兴趣不浓，而且这两个班基础薄弱，尖子生少，差生面广，需要付出很大的努力。 四、教材分析
这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。学生用书是教材的核心，它是按单元编排的，每个单元六、七页。每个单元围绕一个话题开展听、说、读、写活动。本教材共12单元，包括两个复习单元 五、教学方法
1、教师和学生间的活动。 2、学生和学生间的活动。教师组织学生分组讨论问题或自编对话表演艺术。 六、具体实施
1、认真钻研教材，备好、上好每一节课，向45分钟要质量。 2、课堂上尽量使用英语以及直观教具，给学生创造良好的教学环境。 3、每单元测试一次，试卷全收全改，做好讲评工作.4、要求学生坚持每天背诵几句经典句子，每单元背诵一两课经典文章，坚持大声朗读课文，改善语音语调，增强四会技能技巧。 5、提高学生的学习兴趣，发挥学生的主观能动性。 6、积极进行教学改革，提高教学质量。
7、实施“任务型”的教学途径，培养学生综合运用语言运用能力。
8、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
9、加强对学生学习策略的指导，为他们终身学习奠定基础。 七、教学内容安排
1、weeks1-2 topic 1 , unit 5 why all the smiling faces? 2、week 3
topic 2 ,unit 5 i feel better now.3、week 4
topic3 , unit 5 many things can affect our feelings.4、week 5
topic 1 , unit 6 we’re going on a spring field trip.5、week 6
topic 2 ,unit 6 how about exploring the ming tombs? 6、week 7
topic 3 , unit 6 bicycles are popular.7、week 8
review of units 5-6 8、week 9
topic 1 ,unit 7 we are preparing for a food festival.9、week10
topic 2 , unit 7 cooking is fun! 10、week11 topic 3 , unit 7 welcome to our food festival! 11、week12 review of unit 7 12、week13 topic 1 , unit 8 what a nice coat! 13、week14 uniforms.14、week15 15、week16 16、week17 17、week18
different jobs require different
3 , unit 8 let’s go and watch the fashion show.
topic 2 , unit 8 topic review of unit 8 review of units 7-8 review of units 5-8
