下面是小编为大家推荐的unit 6 sectionA 说课(新目标版八年级英语上册教案教学设计)，本文共15篇，欢迎大家分享。本文原稿由网友“钱又多又快乐”提供。
篇1：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2：九年级Unit 6 教案教学设计(新目标版英语九年级)
Unit 6 I like music that I can dance to
The 1st Period
Ⅰ． Teaching Aims
1． Knowledge Objects
（1） Key Vocabulary prefer, lyric
（2） Target Language
What kind of music do you like?
I like music that I can sing along with．
What about you?
I prefer music that has great lyrics．
2．Ability Objects
（1） Train the students to express preferences．
（2） Train the students’ listening skill．
(3) Train the students use the Attributive Clause.
3． Moral Object
Let’s enjoy music． It always brings us happiness．
Ⅱ． Teaching Key Points
1． Key Vocabulary and phrases: prefer, lyric, dance to, sing along with
2． Target Language
Ⅲ． Teaching Difficult Points
1． Relative clauses with that and who
2． The listening practice
Ⅳ． Teaching Methods
1． Chain drill2． Pairwork
Ⅴ． Teaching Aids
A computer and PPT
Ⅵ． Teaching Procedures
Step Ⅰ Lead in
1. Beginning the class with a short movie “ Sounds of Music”
2. Ask some students about: Do you like music? What music do you like ? What kind of music do you like? And write down their answers about the kinds and reasons.
3. Show students different kinds of music, and find some adjective words to describe them. Then, show two sentences about the music, and show how to combine them into one.
4. Make some more sentences like that. And everyone say a sentence.
Step Ⅱ 1a
This activity introduces the key vocabulary and trains the students to express preferences with the relative clause．
Write…that are red on the blackboard．
Ask students to look at the PPT again, read out the relative clause sentences aloud.
Step Ⅲ 1b
Say, we will hear Tony and Betty talking about the kinds of music each one likes．
Let’s see the instructions first． Read the instructions to the students． Tell them to tick （√） the right statements while they are listening． Read the three headings before playing the tape．
Play the tape the first time and the students only listen． Then play it for a second time． The students tick in the right answer boxes．
Cheek the answers．
Step Ⅳ 1c
Read the instructions to the students．
First ask a pair of the students to read the example in the box,
SA: What kind of music do you like?
SB: I like music that I can sing along with． What about you?
SA:I prefer music that has great lyrics．
Then get them to work in pairs． Answer the questions with their own preferences．
As the students do the practice, move around the classroom and give them some help． Ask several pairs of students to perform their conversations before the class．
Step Ⅴ Summary
Say, In this class, first we’ve learned two new key words, prefer and lyrics． Then we’ve learned how to express references by talking about music, using relative clause with that．
Step Ⅵ Homework
Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…
Step Ⅶ Blackboard Design
Unit 6 I like music I can dance to．
Section A
The First Period
1． phrases
has great lyrics
dance to
sing along with
3.Sentences
I like flowers that are red．I like the house that is big．
Relative clause with that． …that has great lyrics．
…that I can sing along with．
…that isn’t too loud．
…that I can dance to．
篇3：《英语（新目标）》Unit 6 教学设计(新课标版七年级英语上册教案教学设计)
长沙同升湖国际实验学校 肖雪辉
一、课题：Do you like bananas ?
二、教学目标（知识目标、能力目标、德育目标）
知识目标：掌握询问对方喜欢与不喜欢食物的几种典型的句型。
学习常见食物的名称。
能力目标：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营养餐。
德育目标：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。
三、教学设计的思路及教学建议
第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。
在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了为学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。
四、教学向导
语言功能 语 言 目 标 语 言 结 构
谈论喜欢与不喜欢的食物 * 动词like的用法
* 一般疑问句的肯定、否定回答
* 名词复数的使用 * 动词like的肯定、否定句的用法
* 动词like的一般疑问句的肯定、否定回答
重点词汇 学习策 略 与 思 维 技 巧 跨 学 科 学习
hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable. * 培养学生对同一事物要有不同的看法。
* 培养学生对所学知识进行分类的能力。 * 艺术：画画
* 数学：数数
* 社会实践：制作购物单；制作调查表。
五、主题词表
六、主题思维及任务型活动
七、教学重点及难点
1．教学重点：词汇：有关食物名称的单词。
句型：Do you like … ? Yes, I do. / No, I don’t.
2．教学难点：创设语言交际情景，操练句型。
八、具体教案设计
Unit 6 Do you like bananas ?
课时安排：四课时
第一课时：P31-P32 第二课时：P33-P34 第三课时：P35 第四课时：P36
第一课时：P31-P32
Step 1 讲授1A中的新单词
1． 通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。
2． 呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。
3． 朗读P31-1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。）
4． 将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。
Step 2 Presentation
1． 通过吃的动作和高兴的表情来展现“like”一词的意思，并将 “like”板书在黑板上；通过摇头的动作和皱眉的表情展现 “don’t like”一词的含义，并将 “don’t like”板书在黑板上。
2． 通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.
3． 选择不同的食物，向学生提问：Do you like … ? 让学生根据自己的实际情况回答：Yes, I do. / No, I don’t.
Step 3 Listening
1． 看P31-1b的对话，听录音，完成书上要求标号的任务。订正答案。
2． 跟读对话，以小组为单位朗读对话。
3． 进行小组对话练习，可以更改有关的食物名词，编出自己的对话。
Step 4 Listening
1． 大声朗读P32-2a中的单词，让学生先认真听，然后模仿重复两遍。
2． 让学生听一遍录音，了解大意，抓住关键词。
3． 让学生第二次听录音，在表格中圈出所听到的单词。订正答案。
4． P32-2b 听录音，要求学生将听到的单词填入横线上。订正答案。
5． 再听录音，跟读1-2遍，分角色进行对话。
Step 5 Practice
让学生两人一组进行对话操练：Do you like … ? Yes, I do. / No, I don’t. 通过句型的操练，增进学生之间的相互了解。
Step 6 Homework
Step 7教学后记
学生反应：
总结得失：
教法改进：
第二课时：P33-P34
Step 1 Revision
1． 以对话的形式复习上一节课的新单词和句型，让学生拿着食物询问自己的partner: Do you like … ? 回答：Yes, I do. / No, I don’t.
2． 让学生拿着食物或图片向全班同学发问：What’s this in English ? 或What’re these in English ? 回答：It’s a/an …./ They’re ….然后完成P34-1a中的单词与食物的搭配。
3． 让学生将P34-1a中的食物分类，完成P34-1b中的表格。
Step 2 Pairwork
让学生两人一组进行操练。每一个学生拥有一半信息，然后通过提问的方式补全各自所缺的内容。订正答案。
Step 3 Food Survey
先让学生根据图片写出食物的名称，然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：… likes ….；… doesn’t like ….
Step 4 Listening
1． 听对话，在P34-1a中圈出所听到的食物。
2． 再听录音，写出单词，完成P34-2b的表格。
Step 5 Pairwork
1． 让学生根据P34-2b的表格提示进行对话练习。所用的句型：Does Tom / Katrina like … ? Yes, he / she does. / No, he / she doesn’t.
2． 用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示，让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐，完成P34-2c的练习。
Step 6 Games
1． 让学生将学过的食物名词分类。
Healthy unhealthy
2． 让学生从健康的角度出发，给自己配制一份营养午餐，使学生学会均衡饮食。
3． 汇报配餐情况，评选出学生喜爱的配餐。所用的句型：I like …. for lunch.
Step 7 Homework
Step 8教学后记
学生反应：
总结得失：
教法改进：
第三课时：P35
Step 1 Revision
复习前边所学的单词及句型，可以采取实物或游戏的形式，然后可以适当进行笔头检查。如：听写或补全对话。
Step 2 Reading
1． 让学生快速阅读短文，并用不同的标记标出水果和食物的名称。订正答案。
2． 朗读短文两遍。
Step 3 Look and write
1． 根据图片，让学生写出Which one is lunch and which one is dinner.
2． 根据图片，分别写出Tom午餐和晚餐喜欢吃的食物名称。
3． 让学生下位分别调查三位同学三餐喜欢吃的食物，完成下列表格。所用句型：What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?
Name Breakfast Lunch Dinner
4．让学生汇报调查结果。所用句型：xxx likes … for ….
Step 4 Groupwork
假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。
1． 调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? Yes, I do. / I don’t.
Name like dislike
2． 统计并汇报本组成员喜爱与不喜爱的食物。所用句型：We like …./ We don’t like … ?
Group like dislike
3．填写为野餐准备的购物清单。
Shopping list
Step 5 Homework
收集一些生活中常见的食物。
Step 6教学后记
学生反应：
总结得失：
教法改进：
第四课时：P36
Step 1 Revision
复习整个单元的单词和句型。
Step 2 Self Check
1． 检测学生所学的单词。让学生勾出P36-1中认识的单词，圈出不认识的单词。
2． 让学生在P108补充5个新的食物名称，扩大学生的知识面。
3． 让学生在方格里画出自己午餐所喜欢吃的食物。培养学生学生绘画的能力。
4． 用 “ Do you like …”句型询问其他同学，找出与自己午餐所吃食物相同的同学。P36-4。
Step 3 Games
让学生将自己所收集的食物，通过询问 “ Do you like … ?” 将食物分发给其他的同学，增进学生之间的感情。
Step 4 Having a quiz
Step 5 Homework
Step 6教学后记
学生反应：
总结得失：
教法改进：
篇4：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5：Unit 6 How long have you...period 2(新目标版八年级英语上册教案教学设计)
Ⅰ Teaching Content
Unit 6 How long have you been collecting shells?
Ⅱ Teaching Goals
1. Learn and master some new words.
2. Improve the student speaking ability and listening ability.
3. Talk about how long you have been doing things.
4. Master the main sentence patterns.
Ⅲ Teaching Important and Difficult Points
1. Key vocabulary
pair skate skater since Hilltop School raise several
2. Target language
How long have you been skating?
I have been skating since nine o’clock.
I have been skating for five hours.
How long did you skate?
I skated for two hours.
Do you skate every day?
When did you get your first pair of skates?
Ⅳ Listening Method.
Communicative Approach.
Listening Method.
Pairwork or Groupwork.
Ⅴ Teaching Aids
A tape recorder
Word cards
Ⅵ Teaching Procedures
Step 1
1.Greet the whole class as usual.
2.Duty report.
Step 2 2a
1. Read the instructions and point to the six questions. Ask different students to read the questions to the class. Then read each question again and rephrase it in your own words. For example you might rephrase question 1 as How many hours did you skate today? And question 2 as How many hours have you been skating? Ask students what questions they still do not understand and explain the questions further, if necessary.
2. Play the recording the first time. Students only listen.
3. Play the recording a second time. This time students put a check in front of the questions they hear.
4. Correct the answers.
Step 3 2b
1. Read the instructions. Point out the line drawn for the sample answer.
2. Ask a student to read the four answers to the class.
3. Point out the four answers. Say, You will use these four answers to answers to answer the four questions you checked in activity 2a.
4. Play the recording. Ask students to draw lines connecting each question with the correct answer.
5. Correct the answers.
Step 4 2c
1.Read the instructions. Point out the questions and answers in activity 2a.
2.Ask two students to read the example in sample dialogue in activity 2c. Say, You will work with your partner. Role play the interview between Alison and the reporter.
3.Ask one or two pairs of students to say their conversations to the class.
Step 5 Summary and Homework
This class we have done listening and speaking practice using the target language .We must pay attention to the usage of the two words since and for. Today’s homework is to continue to make some conversations will your partners. Then revise grammar focus. Next time I’ll ask some pairs to say their conversations.
Ⅶ Blackboard Design
Unit 6 How long have you been collecting shells?
How long have you been skating?
I’ve been skating since nine o’clock.
I’ve been skating for five hours.
How long did you skate?
I skated for two hours.
Ⅷ Feedback
篇6：Unit 6 How long have you...period 3(新目标版八年级英语上册教案教学设计)
Period
Ⅰ Teaching Content
Unit 6 How long have you been collecting shells?
Ⅱ Teaching Goals
1. Learn and master some new words.
2. Improve the student speaking ability and listening ability.
3. Master the main sentence patterns.
4. Talk about how long you have been doing things.
5. To enable to ask for help when having difficulties in learning.
6. To train students’ reading skill.
Ⅲ Teaching Important and Difficult Points
1. Key vocabulary
raise, several, skater
2. Target language:
How long have you been skating？
I have been skating for five hours.
How long did you skate?
I skated for two hours.
Ⅳ Teaching Methods
1. Communicative Approach
2. Pairwork or Groupwork
3. Listening Method
Ⅴ Teaching Aids
A tape recorder
Word cards
Ⅵ Teaching Procedures
Step 1 Greetings
1. Greet the whole class as usual.
a. What is the date today?
b. What day is it today?
c. What the weather like today?
2. Duty report.
Step 2 3a
1. Read the instructions to the class. Say, This activity asks you to give answers using language from this unit and from past units.
2. Look at the picture. Ask students what is happening in the picture. Students may not be familiar with the word marathon, meaning a long race.
3. Help the students form groups of three or four students to discuss this article and fill in the table.
4. Write some new words on blackboard and learn these words together.
5. Ask students to read the passage. You may want to read it aloud with the students or ask some students to read it aloud.
6. Check the answers.
ANSWERS
Sam 4hours
Lu Ning 4hours
Li Chen 1hour
Step 3 3b
This activity asks students to calculate the times students started the race.
1. Read the instructions.
2. Ask students to complete the task.
3. Check the answers.
ANSWERS
Alison 9am Lu Ning 10am
Sam 10am Li Chen 1pm
Step4 4
1. Read the instructions.
2. Ask two students to read the dialogue .
3. Ask another pair of students to ask the questions with another sport.
4. Ask students to complete the work in groups of four or as a full class activity.
5. Ask a few students to share the sample conversation.
Step 5 Summary and Homework
This class we have read a passage and done a survey. Also we have done some exercises of the workbook. It made us strengthen the target language we had learned in Section A.
Ⅶ Blackboard design
Unit 6 How long have you been collecting shells?
A:Liu Ying,what sport do you play?
B:Tennis.
A:When did you start?
B:When I was eleven.
A:So how long have you been skating?
B:Three and a half years.
Ⅷ Feedback
篇7：Unit 6 Where are the jazz CDs?(新目标版七年级英语上册教案教学设计)
清华附中 周喆
教学目标
学会问路及给他人指路（建筑物内）
学会区分及描述不同种类的音乐
表述自己喜欢的乐队及歌手
教学向导
目标语言 学习策略与思维技巧 重点词汇
Where are the rock CDs?
Go upstairs and take a left…
They’re behind the jazz CDs.
They’re next to the heavy metal CDs.
What’s your favorite kind of music?
My favorite kind of music is… 分类表述
听取特定信息 pop, classical, jazz, country, dance
amazing, terrible, awful, not bad, cool, fantastic, OK
upstairs, straight
语言结构 语言功能 多元智能
Where, What问句
祈使句：take a left, go upstairs, turn right
表示方位的介词: next to, between, behind 询问方位
表述方位 方位识别与表述
音乐欣赏
逻辑分类与表述
重点句型
Where’s the classical music?
Go upstairs and turn right. It’s next to the dance music.
What’s your favorite kind of music?
My favorite kind of music is pop music.
Who’s his favorite group?
It’s Green Express. They are fantastic.
主题词表
主题思维图
教学过程
Steps Teacher’s Activity Students’ Activity Preparation
Revision Play several music clips Listen and guess what kind of music they are. CAI / CDs
Check the answers with Ss Get familiar with the words OHP / CDs
Task 1 Draw Maps
Aim Draw simple maps of inner buildings by listening to others’ description.
1 Read a music store directions twice as an example. Listen, draw and label a map of the music store. Handout
2 Show a student’s map Check the answer
3 Show the map on the screen Check the answer PowerPoint
4 Show the script on the screen as an example. Take out their homework. (A music store map they drew) PowerPoint
5 Ask Ss to introduce their maps to others and draw. Draw maps and check. A4 paper
Task 2 My Favorite CDs
Aim Get to know others’ favorite music, and find out our favorite music type.
1 Ask Ss to guess the 4 persons favorite music / singer. Predict and discuss P34 2a
2 Show the four names of the singers on the screen Get familiar with the names PowerPoint
3 Play the recorder for the first time. Listen and finish 2a Tape recorder
4 Check the answers Pair work. Discuss
5 Play the recorder again Listen and finish 2a
6 Play the tape the 3rd time Listen and finish 2b. Check. PowerPoint
7 Ask Ss to introduce their favorite music to each other. Take out their favorite CDs and present it to their partner. CDs
8 Move around the give some support. Pair work Handout
9 Ask Ss to change partners. Pair work. Change partners
10 Ask some groups to give reports. Ss give reports
11 Ask 12 group leaders to tell the class their favorite music. Do a survey. Find out what is their favorite kind of music. OHP
Task 3 Buy CDs
Aim Real-life based task. Ss go to the CD store and buy their favorite CDs.
1 Arrange a real CD store by using a S’s map in Task 1. A group of Ss (4) buy CDs by following the map. A map
2 Ask Ss to listen & take notes Others listen and take notes.
3 Ask Ss to ask and answer question about the real task. Pair work.
4 Ask several pairs of Ss to check their listening. Check the answer.
End Play their favorite kind of music. CD
任务型活动设计
Task One: Draw maps.
教学目的：通过教师示范画出的音像店路线图，让学生相互配合绘图，从而掌握有关方位的语言知识。
出现的句型：
Where’s the pop music section?
Pop music fans, follow these directions please.
Go straight. Turn left at the classical music. Then go upstairs.
Pop music is between jazz CDs and dance CDs.
You can find classical music right behind the country music section.
Step 1: 学生拿出教师分发的音像店平面图，仔细观察后，听教师描述路线两遍后，将路线图画好。(Tape scripts): Go straight. Turn left at the classical music. Go upstairs. Go straight, and turn right at the jazz music. Pop music is between jazz and dance. The dance CDs are behind the country music section.
Step 2: 学生分别展示自己的路线图，检查是否与教师提供的答案相符。
Step 3: 学生两人一组将前一天完成的作业：一份自己绘制的音像店路线图拿出，并拿出一张白纸。相互将自己绘制的路线图读给同桌听（不许将图给同学看），让对方将图画出。完成后对比。
Step 4: 请几组同学上台做示范。
Task Two: My Favorite CDs.
教学目的：听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。
出现的句型：What’s your favorite kind of music?
My favorite kind of music is pop music.
Who’s his favorite group?
It’s Green Express. They are fantastic.
Step 1: 听力训练前，预测一下34页2a听力训练中四个人所喜欢的音乐类型分别是什么。然后做Section B 2a, 2b的听力练习，进行语言输入。听三遍检查。
Step 2: 让学生拿出从家中带来的自己最喜欢的CD或录音带。学生两人一组，调查对方最喜欢的音乐类型及其原因，并在所发的表格中做记录。
Step 3: 在四人小组中找寻新的同伴，调查对方的情况；并调查对方方才小组成员的情况并做记录。
Step 4: 总结四人小组的情况，向全班汇报调查结果，找出全班最喜欢的音乐类型。
Task Three: Buy CDs.
教学目的：复现真实生活场景，在角色扮演活动中综合运用所学知识，提高实践能力。
出现的句型：
Where’s the pop music section?
It’s between the country CDs and dance CDs.
What’s your favorite kind of music?
It’s classical music. I like Mozart best.
Who’s your favorite group?
Oh, I love “West life”!
How much are there CDs？
They are 30 yuan.
Step 1: 陈述任务情景：你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。
Step 2: 将全班分成若干个四人小组。分别扮演导购员、你、朋友和收银员。分小组上台进行角色扮演。
Step 3: 其他在台下的同学仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。
Step 4: 小组角色扮演完成后，请台下的同学验证记录的结果。
Students’ Handout
Task 1 Draw maps.
Second Floor
Task 2 My Favorite CDs
You Partner 1 Partner 2 Partner 3
Name
Favorite kind
of music
Favorite group
or singer
Description
words
Our favorite
kind of music
Task 3 Buy CDs
Student A Student B
Favorite kind of music
Favorite group / singer
The CDs they buy
Money they spend ￥ ￥
教学点评及反思：
一．课堂任务设计思路：
本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：
第一个任务是谈论音像店路线图。此任务既是对以前所学内容的复习，也是一个任务活动。学生将听到的路线指示在图中标出，并且在此基础上向同学描绘自己所熟知的路线图，让同学根据自己的描述，将路线图绘出。此任务不仅训练了有关指路问路的听说能力，还涉及到跨学科学习的绘图能力训练。
第二个任务听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。在完成任务前，先要完成一个听力训练，即语言输入的过程。学生先通过反复向他人询问和表述喜欢的音乐及歌手的方法，在此基础上掌握相关语言结构，为语言输出，即任务的顺利完成打下基础。接下来的任务通过三步完成：首先学生决定自己最喜欢的音乐类型和歌手及喜好原因并将其填入表中。然后询问同伴最喜欢的音乐、歌手及原因并填表。第三步四人一组活动，询问新的同伴的喜好以及通过他来了解他刚才的同伴（即第三方）的信息。最后进行小组汇报。第三步尤为重要，因为在此突出体现了由信息差造成的交流活动的必要性。
第三个任务是一个接近真实任务，即在真实生活中会发生的事情。你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。同学四人一组，分别在虚拟环境的音像店中扮演导购员、你、朋友和收银员的角色。台下观察的同学要仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。在此活动中所涉及到的最基本的句型结构是关于问路指路和陈述最喜欢的音乐及其原因的综合运用，但是由于它是接近真实的听力任务，学生参与性很强。任务的完成会大大超出最初的设想，因为它最大限度的调动了学生的积极性，他们会在完成任务的同时自觉的运用他们在第一和第二个任务中所用到的知识，以及一些超出本课教学内容的语言知识。这对学生自觉学习能力的提高是有很大好处的。
在下课前，根据第二个任务完成后所选出的全班最喜欢的音乐类型，播放了一首此音乐类型中典型的喜闻乐见的歌曲让大家欣赏，从而结束了本课的教学。
二．课后自评：
对于任务型课程的设计要自始至终体现任务的要求与特点，尤其是如何使得任务从简单重复性的起始任务逐层递进到真实的或接近真实的任务。使得课堂呈现阶梯递进，由简单到复杂的教学结构。
本课在设计上就是从这一点出发，在课堂呈现了三个环环相扣的听力任务，形成了一个完整的任务链。最终达到完成最后一个复杂的真实任务的目的。在众多老教师的指导下，我在如何设计任务型听力训练以及如何让这三个听力任务形成一个自然过渡、环环相扣的任务链上下了一番功夫。最终顺利的完成了所有的任务活动。尤其在最后一个任务完成时出现了许多让老师们惊奇的结果。学生的创造力和想象力被充分调动，纷纷说出、做出许多佳作。这也体现了任务完成过程中的不可预知性。
本课出现的问题是：第一，任务设计较多，致使第三个任务参与表演的小组受到限制，课堂时间没有把握好。致使拖后了几分钟下课。第二，教师的激情有待改进，在充分调动学生的积极性上仍有待提高。
教案点评：
本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：第一个任务是谈论音像店路线图。第二个任务相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。第三个任务是一个接近真实任务，音像店的导购员帮助你找到想要买的CD。
篇8：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9：新目标英语Go for it八年级上Unit 6 教案
新目标英语（Go for it）八年级上Unit 6 教案
Unit 6 I’m more outgoing than my sister . Teaching goals : 1. Words & phrases:taller,shorter,heavier,funner,calmer,quieter,more popular,more outgoing,wilder,longer. 2. Talk about how to compare A with B (谈论如何比较) I′m more outgoing than my sister;He has short hair than Tom;He′s calmer than Sam. 3. 了解中外文化的差异. Important and difficult points : 1.than 连接的比较状语从句. 2I′m more outgoing than my sister; He has short hair than Tom;He′s calmer than Sam. Teaching aids: cards and a tape-recorder . 情感、态度与价值观：谈论学生日常生活中如何正确地比较身边的人与事物，以此激发学生的英语学习兴趣，不断增强他们对生活的'热爱与信心。 单元教学建议（方法）： 积极创设英语场景，采用角色扮演（Role play ）、练习（Practising ）、大声朗读（Reading loudly）、问与答（Asking and ansering）等方式组织教学，师生互动、生生互动，团结协作。以此不断提高学生英语动嘴、动手能力；通过播放英语录音帮助学生进一步熟悉英语听力学习技巧，从而引导他们进一步加强英语学习兴趣，爱学英语，善学英语，最终进一步提高他们的英语听、说、读、写等综合能力。 课时分配：四课时 SectionA(一) 1课时 SectionA(二) 1课时 SectionB(一) 1 课时 SectionB(一) 1 课时Period 1 Period1.SectionA(一) 1课时 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c . Teaching goals : 1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . 2. Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 3. 能力目标:能对人物的外表进行描绘，个性进行比较. Teaching procedures: Step 1 Leading in Ask a student to introduce herself/himself . Step 2 Pre-task SB Page 31 , 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3 While-task SB Page 31 , 1c , 1b . Call attention to the picture . Point out the sample conversation in activity 1c . Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations . Then listen to the recording .Ask Ss to number the twins . Check the answers . SB Page 32 ,2a . Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read . Say ,now listen and write the Cer and Cier words in the first column and the words that use more in the second column . Play the recording and check the answers . SB Page 32 , 2b . Point out the picture and the two boxes with the headings Tina is and Tara is . Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a . Play the recording and check the answers . Step 4 Post-task SB Page 32 , 2c . Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own . Correct the answers . Step 5 Homework How are you and your sister /brother different ?Write down . 教学反思： Period 2 SectionA(二) 1课时 Teaching contents: Grammar focus , 3a , 3b ,4 . Teaching procedures: Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class . Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add Cer . Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more . Practice : happy , outgoing , short , thin , good . Step 3 While-task SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions . Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer . Check the answers . SB Page 33 , 3b . Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example . Ask two Ss to read the sample conversation in the box . Have Ss work and ask some pairs to say their dialogues . Step 4 Post-task Read the instruction to the class .Ask pairs of Ss how many same and different examples they found . Work in pairs and ask some pairs to read their lists . Step 5 Homework Write down the same and different between you and a friend . 板书设计： Unit6 I′m more outgoing than my sister Shorter, calmer, He has short hair than Sam. More intellectual He′s calmer than Sam. Tom is more intellectual than Sam. 教学反思： Period 3 SectionB(一) 1 课时 Teaching contents : Section B 1a , 1b , 2a , 2b , 2c . Teaching procedures : Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need . Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a . Read each description to the class and ask the Ss to repeat. What kind of things are important in a friend .Rank the things below 1-6 (1 is most important ) Ask different Ss to copy the six phrases on the Bb .Then read the phrases together . Step 3 While-task SB Page 34 , 1b . Say , Now make your own statements about friends using the phrases in activity 1a . Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ? SB Page 34 , 2a . Play the recording and check the answers . SB Page 34 , 2b . Play the recording and check the answers . Step 4 Post-task SB Page 34 , 2c . Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class . Step 5 Homework 连词成句: 1. Tom , Sam , intellectual , more , than , is . 2. her sister , as … as . not, sports , at , good, is ,Liu Ying. 3. me , same , as , the , friend , my , is . 4. makes , laugh , a , me , good , I , think , friend . 5. outgoing , are , both , we . 教学反思： Period 4 SectionB(一) 1 课时 Teaching procedures : Step 1 Leading in Greeting . Step 2 Pre-task SB Page 35 , 3b . Read the instruction to the class .Ask Ss to look at the chart on Page 34 . Ask a student to read the example to the class . Say ,now write your own sentences . Ask students who finish first to write sentences on the Bb. Ask some Ss to read the sentences ,each student read one sentence one by one . Step 3 While-task SB Page 35 , 3a . Read the instruction .Point out the sample answer . Say , Now read the article .Explain the words and sentences in your own words . Listen to the recording . Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers . SB Page 35 ,3c . Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own . Ask some Ss to read their sentences to the class . Step 4 Post-task SB Page 35 ,Part 4 . Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Step 5 Exercise Selfcheck . Ask Ss to work on their own . Check the answers . 板书设计： Unit6 I′m more outgoing than my sister Dave likes to have friends who are like him. Lyle likes to have friends who are different from her. 教学反思：篇10：Unit3 Topic3 SectionA(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.复习打电话用语。
2.学习过去进行时。
3.学习从日常生活中体会生活的多姿多彩。
学习重点：目标2
学习疑点：目标2
学习方法：自主学习，合作探究。
课前准备
一． 翻译。
1.等一会，稍等______________ 2.在昨天的这时__________________
3.洗澡_______________ 4.打扫卫生_____________________
5.听收音机______________ 6.玩电脑游戏___________________
7.植树________________ 8.最有趣的早晨__________________
9.练习作某事______________ 10.接电话_______________________
二．句型。
1. She was giving us a lesson this time yesterday.
变否定句：__________________________________
变一般疑问句：_______________________________
作肯、否定回答：_________________________________
对划线部分提问：____________________________________
知识点链接
1. While 意思为“当......的时候”，引导时间状语从句，从句要用延续性动词。
Somebody broke in while I went out.(×)
Somebody broke in while I was out.(√)
我出门不在时，有人破门而入。
注意：when 和while 意思相近，都可以引导时间状语从句。When当.......时，可以表示瞬间、时间点，主从句所陈述动作、主从句可以同时发生，也可以有先有后。
e.g. It was snowing when we got there.我们到达那里时正在下雪。（同时）
He went home when he finished his work.他做完工作就回家了。（表示动作先后）
While 用于两个延续性动作同时发生。
e.g. Mother was cooking while father was watching TV.
爸爸在看电视的时候妈妈正在做饭。
2. hold the line 相当于hold on, wait a moment, just a moment, 打电话用语，意思为“等一会，稍等。”
3. Take a shower 洗澡，同义词组have a shower, take a bath, have a bath.
e.g. I was taking a shower when the bell rang.
当门铃响时，我正在洗澡。
教学步骤
Step1复习现在进行时和一般过去时。
Step2 展示学习目标。
Step3听1a录音，回答下列问题。
a. What is Jane doing now?
_____________________________________
b. What was Jane doing at this time yesterday?
_______________________________________
Step4 合作学习1a,并掌握重点词组。Hold the line, answer the telephone, take a shower.
Step5 再听1a录音，让学生模仿语音语调并跟读。
Step6操练1a.
Step7根据1b图片及例子，操练1b。
Step8合作学习2a,操练过去进行时。
巩固提高
一． 完成课本2b.
二．选择。
1.---____you doing your homework at 9 last night?
---Yes, I ____.
A. Are, am B. Were, am C. Are, was D. Were, was
2. My mother doesn’t like playing ___guitar, he’s fond of playing ___basketball.
A., B., the C. the, D. the, the
3. The story is very ____. We are all ___in it.
A.interesting, interesting B.interested, interesting
C.interesting, interested D.interested, interested
4.---Do you often do some____at home?
---Yes, I often help my mother.
A.shopping B.read C.washing D.shop
5.---What ____you ___this time yesterday?
---I was reading a story book.
A. Were, doing B.was, doing
C.is, doing D.did, do
三．用所给动词的正确形式填空。
1.I usually __________(get) up at 6, but yesterday I _________(get) up at 7.
2.---Where was your mother this time yesterday?
---She ____________(cook) supper in the kitchen.
3.---________you ____________(skate) when I called you the day before yesterday?
---No, I____________(play) at home.
4.---What ______your parents_________(do) at 9 last night?
---They ______________(enjoy) the concert.
5.---How _____Tom usually_____(go) to school?
---By bus.
四．用所给的时间状语改写句子。
1.I’m doing my homework now.(this time yesterday)
______________________________________________
2.Jim takes a bath every day.(at that time)
_______________________________________________
3. We watch TV every evening.(at nine last night)
_____________________________________________________________
4. Are you sleeping now?(when I called you)
__________________________________________________________
5. What do you often do in the evening?(when I knocked at the door)
________________________________________________________________
课后反思：
Unit 3 Topic3 SectionB(1a-1c)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习表达同意与不同意的功能用语。
学习重点：目标1.2
学习疑点：由think引导的宾语从句变否定句的用法。
学习方法:自主学习，合作探究。
课前准备
一． 翻译。
1.看电影_______________ 2.同意某人(的看法)__________________
3.我认为如此___________________ 4我不认为是这样_________________________
5. 昨晚这个时候你在做什么？我在床上读小说
---What _______you________at this time last night?
---I_________________ novels on the bed.
6.---I think_____________________(集邮一定很有趣)
---_______________. /________________.
(我赞成你的观点。/我不同意你的看法。)
7.---___________you a student?(难道你不是一个学生吗？)
---___________,I am.(不，我是。)
知识点链接
1. 否定疑问句，表示肯定意义，特别应注意其回答方式。
e.g.---Isn’t it beautiful?
---Yes, it is.不，它漂亮。
---No, it isn’t.是的，它不漂亮。
2. pleasant 形容词，意思为“令人愉快的”，其名词形式是pleasure意为“愉快”，动词please意为“使.......快乐”
e.g. It’s a pleasant trip.这是一次愉快的旅行。
She takes pleasure from reading.她从读书中获取乐趣。
He did it to please his parents.他这么做是为了取悦他的父母。
3. watch a movie=see a film 其相关的固定短语还有go to the cinema/ go to the movie theater 去电影院，watch TV,看电视，watch a ball game看球赛。
4. agree 是不及物动词，意思为“同意，答应”。但是如果它后面接不同的介词，表达的意思就会不大相同。
a.Agree with 用来表示“同意某人的观点，看法等”。With后面常跟人或人称代词，还可以接what引导的从句。
e.g. Do you agree with me?你同意我的意见吗？I agree with what you said.我同意你所说的。
b.Agree on=agree about 表示“在某件事上取得一致，同意某事”
e.g.We agreed on the plan.我们一致同意这个计划。
c.agree to do sth同意做某事。Agree 之后可以接动词不定式，但不可以接动名词。
e.g. He agreed to buy the book for me. 他答应给我买这本书。
d.agree+that从句，表示承认某事。
e.g. They agreed that I should buy this book.他们承认我买这本书。
教学步骤
Step1目标揭示，学法指导。
Step2 展示课前准备。
Step3 听1a录音，回答下列问题。
a. What was Maria doing at this time last night?
_______________________________________
b. Does Maria think the scenery was beautiful?
_______________________________________
Step4 合作学习1a,并掌握重点词组。
Step5 教师点拨重点词组。
Step6 在听1a录音，跟读，操练。
Step7 根据1a，操练1c.并掌握 agree with sb, I think so , I don’t think so 等的用法。
巩固提高
一、选择。
1. Li lei doesn’t like English. He doesn’t like math____.
A. too B. either C. also D. neither
2.Well done! We’re all ___with your answer.
A. pleasant B. pleasure C. pleased D. unpleasant
3.I ___Jack ___playing in the garden. He ___teaching himself at that time.
A. think, wasn’t, was B. don’t think, wasn’t , was
C. don’t think ,was ,was D. think, was, was
4.One morning while she ____in the forest, she found two birds in the grass.
A. was walking B. walked C. is walking D. walks
5.---What did you do last night?
---I___TV with my friends.
A. watches B. watch C. am watching D. watched
二、句型转换
1.Jack was sleeping when the telephone rang.(变否定句)
Jack _________ __________when the telephone rang.
2.I was listening to violin music when my mother came home.(变成一般疑问句)
__________ _________ __________to violin music when your mother came home?
3.They were playing on the computer at 6pm the day before yesterday.(对划线部分提问)
________ __________they __________at 6pm the day before yesterday?
三、从方框中选择适当的句子补全对话，其中两项是多余的。
A:Hi,Kate! Did you go to the concert last night?
B:Yes. 1___________
A: 2.
B:Wonderful. Many famous singers sang at the concert. 3
A: What does it mean?
B: 4 .You know many children in the world don’t have enough food.
A: 5
B: I think people all over the world should help them.
A. That’s true.
B. How do you like it?
C. The concert ended at 10:00pm.
D. I went there with my parents.
E. How did you go there?
F. It was called “Saving the Children”
G. The concert was held for collecting money for poor children.
1._______ 2._______ 3.________ 4.________ 5._________
课后反思：
Unit 3 Topic3 SectionB(2a-2b)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习日常生活中与他人交换信息并陈述自己的意见。
学习重点：目标1.
学习疑点：目标2
学习方法:自主学习，合作探究。
课前准备
一． 翻译。
1. 没有什么严重的____________________
2. 生某人的气_____________ 3.做鬼脸____________
4.使某人做某事________________________
5.给某人上课________________
6.向某人说对不起______________________________
知识点链接
1. sad,悲伤的，反义词为happy;副词为sadly悲伤地，不幸地；名词为sadness.
e.g. He still felt sad about his sister’s death.
对于他姐姐的去世，他仍然感到很伤心。
He is crying sadly.他哭得很伤心。
In people’s lives, they have happiness and sadness.
在人们的生活中，既有快乐也有痛苦。
2. nothing, anything, something, everything 是不定代词，修饰不定代词的形容词应在不定代词的后面，如果既有形容词，又有不定式，不定式应放在形容词的后面。
e.g. something beautiful 一些漂亮的东西
something delicious to eat 一些好吃的东西。
3. make faces/ make a face 做鬼脸，make 的用法还有make sb do sth 让某人做某事。
e.g.The boss makes us work the hours every day.
老板让我们每天工作10小时。
Make+形容词 使某人.......
e.g. make me strong 使我强壮。
4.give sb lessons 给某人上课，还有教训某人的意思。
教学步骤
Step1目标揭示，学法指导。
Step2展示课前准备。
Step3听2a录音，回答下列问题。
a. Why does Bill look so sad?
_________________________________________
b. Why was Miss Wang angry?
_______________________________________
Step4 合作学习2a.
Step5 教师点拨重点词组，句型。
Step6 听2a,并跟读。
Step7操练表演2a
Step8听2b,完成2b,强调过去进行时。
巩固提高
一、用所给词的正确形式填空。
1.---What _________you _________(do) now?
---I_________(read) a letter.
---Who_____________(write) it?
---Jim__________.
2.---What __________you ___________(do) at 8 o’clock last Sunday morning?
---I ____________(take) a shower.
3.---___________you__________(go) to school yesterday?
---No, I________. Yesterday was Sunday.
---What_________you ________(do)then?
---I ______________(sleep) all day.
4.---You ____________(look) tired today.
---Yes. I____________(not sleep) well last night.
5.---__________you ___________(go) to the concert tomorrow?
---No, I’m not. I__________(go) to the museum instead.
6.I__________(not read) novels when my mother _________(knock) at the door.
二、完形填空。
Henry is very fat. He wants ___1___ , so he eats very ____2___ . he eats little _____3___ because it will ____4____ him fat. He does ____5____ very morning. He ____6___ and runs much. Now he is thinner than before.
Henry’s cousin, Susan is healthier ____7___ Henry.
She takes care of _____8____ . She ____9____ a lot of sports every week, and keeps ___10___ .
1.( )A.thin B.to thin C.to get thin D.to get fat
2.( )A.many B.much C.few D.little
3.( )A.wateer B.fruit C.sugar D.vegetable
4.( )A.be B.make C.give D.bring
5.( )A.an exercise B.exercises
C.some exercise D.some exercises
6.( )A.swims B.play C.swimming D.to play
7.( )A.as B.of C.to D.than
8.( )A.himself B. herself C.yourself D.myself
9.( )A.do B.play C.have D.does
10.( )A.healthier B.health C.fit D.healthy
课后反思：
Unit 3 Topic3 SectionC
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.了解周末的由来。
学习重点：目标1.
学习疑点：目标1.
学习方法:自主学习，合作探究。
课前准备
1.19世纪早期_____________ 2.神圣的日子________________
3.玩得高兴______________ 4.忧郁星期一________________
5.停止做某事____________ 6.太......而不能.......____________
7.过一个双休日周末_______________ 8.洗衣服_______________
9.在......的开始_____________________
知识点链接
1. in the 1800s 在19世纪
e.g. in the 1960s 在20世纪60年代 in the early1700s在18世纪早期 before 1800 在18以前
2.blue Mondays 忧郁星期一 blue 除了有“蓝色”外，还有“沮丧”的意思。
3.stop doing sth 表示停止正在做的事情。Stop to do sth表示停下正在做的事情而去做别的事情。
e.g. He stopped smoking .他停止吸烟。
He stopped to smoke.他停下手中的事情来吸烟。
4. too.....to......“太......而不能.....”。当too前面用否定 词如never时表肯定。
e.g.He is too tired to walk on.他太累了不能继续走了。
It’s never too late to learn.活到老，学到老。
教学步骤
Step1 目标揭示，学法指导。
Step2 展示课前准备。
Step3 将重点短语勾画到书上。
Step4看1a, 完成1b.
Step5 合作学习1a.
Step6 教师点拨1a.
Step7 根据重点词组，逐段复述1a.
Step8 合作学习2a,2b，注意过去进行时。
巩固提高
一． 选择。
1. It’s too hard____ it by myself without your help.
A.not to do B.to do C.that I do D.doing
2.---Why didn’t you come to his birthday party yesterday?
---I ____a wonderful football match.
A. watch B.was watching C.am watching D.am going to watch
3.How are you going to spend the ____weekend?
A.two days B.two-day’s C.two-day D.two day’s
4.I felt tired, so I stopped ____.
A. work B.to work C.working D.to working
5.In China few people spend a day ____church during the Christmas.
A.of B.on C.at D.off
6.From four p.m. to six p.m. yesterday, I ___basketball with my classmates.
A. played B.was played C.was playing D.playing
二．句型转换。
1.Michael was making model planes this time yesterday.(对划线部分提问)
__________ _________Michael ________this time yesterday?
2. Students go to school for five days a week.(同义句)
Students go to school _______Monday ______ Friday.
3.I was watering the flowers when the phone rang .（改为一般疑问句，并作否定回答）
_______you _______the flowers when the phone rang?
_______, __________ _________.
4.Jim takes a bath every day.(用at that time 改写过去进行时)
Jim ________ __________ _____ ___________at that time.
三．阅读理解。
Tom was eight years old. He was a good boy. But he could not get up early. He slept until nine or ten o’clock in the morning. He was often late for school.
Tom’s mother didn’t want him to be late for school. So she bought him an alarm clock. She said to Tom, “You must get up at seven when you hear the clock ring.”
“Yes, mum,” said Tom. After that Tom got up at seven thirty when he heard the clock ring.
One day, his mother forgot to make the clock get ready to ring. And the next morning Tom didn’t get up at seven thirty. It was time for breakfast. Mother went to see him . Tom was in bed and his eyes were open.
“Why didn’t you get up?” Mother was angry.
“You told me to get up when I heared the clock ring. So I am waiting for the bell.”
1. Tom was a _______.
A.teather B.student C.worker D.driver
2.Tom’s mother bought him a clock because______.
A.he couldn’t get up on time B.it was very beautiful
C.it was Tom’s birthday D.he liked it very much
3.The clock rang at______.
A.6:30 B.7:00 C.7:30 D.8:00
4.What happened that day?
A.The clock was broken B.The clock didn’t ring
C.Tom was ill D.His father took the clock
5.Tom didn’t get up on time that day because he ______.
A.was waiting for the bell in bed B.didn’t want to go to school
C.didn’t want to have breakfast D.was ill
课后反思：
Unit 3 Topic3 SectionD
设计：谭莉 审核： 审批：
学习目标：1.听力训练。
2.复习过去进行时。
学习重点：目标2.
学习疑点：目标1.
学习方法:自主学习，合作探究。
课前准备
翻译。
1.洗碗____________ 2.看报纸_________________
3.上周星期天上午九点时你正在做什么？我正在洗澡。
___________________________________________________
4.上周星期天我去了公园。
_____________________________________________________
5. 你那时正在玩电脑吗？是的，我是。
_______________________________________________________
6. 请别挂断。____________________________
7. 我觉得他它一般般。_________________________________
8. 停止做某事___________ 9.多精彩的一天啊！____________
10.回家_______________
教学步骤
Step1目标揭示，学法指导。
Step2 听1，独立完成1.
Step3 合作完成2.
Step4 合作完成3，注意过去时和过去进行时的区别。
Step5 合作学习4a,4b.
巩固提高
一． 选择。
1.---May I speak to Jane? This is Maria.
---_____.She is in her bedroom.
A.Hold the line,please B.I am Jane C.Yes, I am. D.Speaking
2.---What ____you ____at this time yesterday?
---I was watching TV with my family.
A.are,doing B.were, doing C.do, do D.did, do
3.---Yao Ming is a great basketball player.
---____.Many people like him very much.
A.I agree with you B.I don’t agree
C.I don’t think so D.That’s OK
4.Don’t be angry ____me. I ‘ll study hard.
A.in B.on C.of D.with
5.Jim ___in class. So his teacher was very angry.
A.listened to teacher B.make faces
C.answered questions D.helped others
6.Don’t make him _____like that.
A.to walk B.walking C.walk D.walks
7.They came here in ____.
A.1980’s B.the 1980s’ C.the 1980s D.1980s
8.It’s time for class.The students stopped _____.
A.talking B.to talk C.talk D.talked
9.His sister is ____young ____carry the box.
A.much,to B.so, that C.too, to D.very ,to
10.---Don’t be late for class next time.
---Sorry,_____.
A.I won’t B.I will C.I do D.I am
二．完形填空。
Mr. Brown and his wife had a small bar near a railway station. The bar didn’t close 1 midnight because people came to drink while they were 2 for trains. So the business was good
At three o’clock one morning , a man was 3 sitting at the table in the bar. He was 4 . Mr. Brown’s young wife wanted to go to 5 . She looked 6 the man several times, but the man kept sleeping. Then at last she went to her 7 and said to him, “You have tried to wake that man several times, and he isn’t drinking 8 . Why haven’t you sent him away? It’s too 9 .”
“Oh, no, I don’t want to send him away,” he answered 10 a smile . “You know, each time I woke him up, he gave me five pounds. Then he went to sleep again”
1. ( ) A.when B.until C.as D.while
2. ( ) A.looking B.asking C.waiting D.getting
3. ( ) A.only B.also C.still D.just
4. ( )A.sleeping B.drinking C.talking D.thinking
5. ( ) A.home B.bed C.school D.work
6. ( ) A.for B.in C.around D.at
7. ( ) A.room B.either C.husband D.bed
8. ( ) A.too B.either C.anything D.everything
9. ( ) A.dark B.early C.cold D.late
10. ( ) A.in B.by C.for D.with
课后反思：
篇11：新目标英语八年级上册第一单元说课教案
新目标英语八年级上册第一单元说课教案
说课教案 Unit 1 How often do you exercise? The First period I Teaching Aim and Demands (教学目标与要求) 1、Knowledge Objects (知识目标) Names of activities. Adverbs of frequency. What do you usually do on weekends? I often go to the movies. 2、Ability Objects. (能力目标) Writing skill. Listening skill. Communicative competence. 3、Moral object (情感目标) Keep a diary every day in English. Teaching Key Points. (教学重点) Watching TV, reading , shopping , skateboarding , exercising , Teaching Difficulties. (教学难点) Always, usually, often, sometimes, hardly, ever, never. What does she do on weekends? She often goes to the movies. I Teaching Methods. (教学方法) Discover method. Listening and writing methods. Pairwork. II Teaching Aids. (教学手段) A tape recorder. III Teaching Procedures (教学过程) Step1: Greet the class. Step2: Section A 1a First look at the picture, ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends. Then name each activity. Ask students to repeat each one. Point out the sample answer. Then ask student to list all the activities . Then ask the student who finishes first to write the answers on the board . Check the answers: Watching TV reading skateboarding exercising shopping Step3: 1b Teach new words. Read the new words to students. Ask them to repeat. Now, listen to the conversation . The people are talking about what they do on weekends. Please listen and write the letter after the word in the list. Answer: Always a usually c often e sometimes d Hardly ever d never a Step 4: IC Pairwork First ask two students to read the sample in speech bubbles. Now work with a partner. Make your own conversations about the people in the picture. The ask some pairs to present their conversations to the class. Step 5: Summary This class we ,ve learnt some names of .activities: watching TV , reading , skate-boarding , exercising , shopping . And we also learnt some adverbs of frequency: always usually, after, sometimes, hardly ever, never. Step 6: Homework 1.Copy new words. 2.Make conversations篇12：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.
篇13：新目标 Unit 6 Do you like bananas?(新目标版七年级英语上册教案教学设计)
一、教学背景分析
（一）教学内容分析
本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。
综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。
（二）教学重点和难点
教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
3、能准确地用英语描述一日三餐的食谱。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.
2、描述一日三餐的方法。
3、一般现在时，主语是三单时，助动词与动词的变化。
4、可数名词和不可数名词的区别。
（三）教学目标
《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。
2、语言技能目标：
（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。
（4） 进行写作练习，使学生具备初步的综合运用语言的能力。
3、情感态度目标：
（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
（2）讨论美食，享受生活美味，提倡健康合理膳食。
4、学习策略目标：
（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。
（2）Classifying. 通过分类法，可简化学习过程，利于记忆。
（3）Guessing. 通过猜测，并大胆发言，以学习新知。
5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。
二、教学方法和学习策略
1、教法
（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。
（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
2、学习策略：
（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
三、课时结构
为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a /1b /1c /2a /2b.
Period 2 Section A 2c /3 /4 .
Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.
Period 4 Summing up SectionsAand Band the grammar.
四、教学过程设计
Period One
一、教学目标
1.知识目标：
1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.
2）句型：Do you like bananas?
Yes, I do. / No, I don’t.
2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。
3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语Do you like bananas?
Yes, I do./No, Idon’t.
四、教学设计：
Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。
本环节课堂节录如下：
T: Today we are going to learn Unit 6. Look, what’s this?
Ss: It’s a fridge.
T: Right! There are many kinds of delicious food in it. Can you guess?
S1: Apple.
T: Yes, there are some apples in it. Are there any oranges in it?
S2: Yes.
T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?
Ss: They are bananas.
T: How do you spell it?
Ss: B-A-N-A-N-A, banana.
T: Anything else?
S: French fries.
T: Maybe you are right. Let’s see. Look! What are they?
Ss: They are French fries.
T: Can you spell it, please?
Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.
T: Yes, very good! Who can write it on the blackboard?
S: Me.
T: You please.
Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。
本环节课堂节录如下：
T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?
S: What’s your favourite food ?
T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?
S: Do you like bananas?
T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?
Ss: Yes!
S: Do you like hamburgers?
T: No, I don’t. I don’t like hamburgers.
S: Do you like oranges?
T: Yes, I do. They’re sweet.
S: Do you like ice cream?
T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!
Ss: Chocolate!
T: No, I don’t like chocolate. let’s open and see! Look! What’s this?
Ss: Orange!
T: Who got the right answer?
S: Me!
T: OK, congratulations! And this orange is for you!
完成Section A, 1a, 1b.
Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。
本环节课堂节录：
T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.
( Two minutes later )
T: OK, stop here. Who’d like to be the first pair? You two, please!
A: Hello.
B: Hi.
A: Let’s go to eat breakfast. Look, do you like hamburgers?
B: Yes, I do.
A: Oh, I like it, too. Do you like French fries?
B: No, I don’t. They aren’t healthy food.
A: OK, let’s eat hamburgers.
B: Great! Thank you.
Step 4. 完成课文32页Section A听力练习activity 2a, 2b。
Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。
Homework
1. Copy the new words and try to learn them by heart.
2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.
五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。
Period Two
一、教学目标
1． 知识目标：
1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：Do you /they like salad? Yes, I /they do. No, I /they don’t
Does he like French fries? Yes, he does. No, he doesn’t.
I (They) like oranges. I (They) don’t like bananas.
She likes bananas. She doesn’t like ice cream.
2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。
3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、教学设计:
Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。
本环节课堂节录如下：
T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.
T: What’s this?
Ss: Apple.
T: Do you like apples?
Ss: Yes, I do.
T: And what’s this?
Ss: Banana.
T: Yes, What about this one?
Ss: Broccoli.
T: Do you like broccoli?
Ss: No, I don’t.
…
T: Yes, good job! You have good memory!
Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。
本环节课堂节录如下：
T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.
( To a boy ) Do you like pears?
B: Yes, I do.
T: Do you like French fries?
B: No, I don’t.
T: (To the class) Class, does he like pears?
Ss: Yes, he does.
T: Does he like French fries?
Ss: No, he doesn’t.
(Then ask a girl to answer the teacher’s question.)
T: (To a girl) Do you like pears?
G: Yes, I do.
T: Do you like French fries?
G: No, I don’t.
T: (To the class) Now class, does she like pears?
Ss: Yes, she does.
T: Does she like French fries?
Ss: No, she doesn’t.
T: (Pointing to the boy and the girl) Class, do they like pears?
Ss: Yes, they do.
T: Right. They like pears. Do they like French fries?
Ss: No, they don’t.
T: Yeah, they don’t like French fries. Good job!
(边说边板书重点句型.)
Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。
eg. A: I like chicken. Do you like chicken?
B: Yes, I do. / No, I don’t
C: He /She likes chicken. Does she /he like chicken?
D: Yes, he /she does. /No, He /she doesn’t.
Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.
Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)
eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.
B: Good. Let’s give them something nice to eat. Does Jim like oranges?
A: Yes, he likes them very much.
B: Does Kate like oranges, too?
A: No, she doesn’t. She likes pears.
B: What about Lucy and Lily? Do they like ice cream?
A: Yes, they like it very much.
B: OK. Let’s go and get some oranges, pears, ice cream and some other things.
A: OK. Let’s go.
T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.
Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。
eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …
Homework
1. Write a report about your food survey in your class.
2. Finish off the exercises in the exercise book.
Period Three
一、教学目标
1.知识目标：
1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list
2）句型：What do you have for breakfast/ lunch/ dinner?
For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner?
For breakfast, he/ she has….
2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。
3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。
二、教学重点：掌握本课新单词。
三、教学难点：掌握描述一日三餐的方法。
四、教学设计：
Step1. Memory challenge
Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.
完成Section B, 2a, 2b, 2c.
Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。
本节课堂实录如下：
T: How many meals do we have every day?
Ss: Three.
T: Yes, and what are they?
T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?
S: For breakfast, I have hamburgers, tomatoes and salad.
T: Yes, great! Then what about lunch? What do you have for lunch?
S: For lunch, I have eggs, broccoli and carrots.
T: Right! How about dinner? What do you have for dinner?
S: For dinner, I have chicken, salad and ice cream.
T: OK. Well done!
Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。
本节课堂实录如下：
T: Do you like the food I chose for you?
Ss: Yes/ No.
T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!
( Two minutes later )
T: Time is up. Who’d like to be the first one?
Ss: Me/ Let me have a try.
T: OK, you two first. Let’s welcome!
A: Good morning.
B: Goodmorning.
A: What do you like for breakfast?
B: I like hamburgers and bananas.
A: What do you eat for lunch?
B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?
A: For dinner, I have rice, fish, vegetable soup and cucumbers.
B: I think your dinner is very delicious.
A: Thank you. Let’s go to KFC.
B: Really/ OK. Let’s go!
A: Not bad!
与学生讨论哪些是健康食品,哪些是不健康食品。
T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.
Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.
Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.
Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.
Step 7. Groupwork: You are going for a picnic with a group of friends.
1. Make a list of food to buy.
2. Read your list of food to the class.
Homework
1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.
五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。
Period Four
一、教学目标：
1．知识目标
1) 将本单元所学内容编成一个对话。
2）巩固单元语言知识点，即可教名词与不可数名词。
2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。
3． 情感目标：懂得饮食合理、健康。
二、教学重点：复习单词、句型以及一日三餐表达方法。
三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。
四、教学设计：
Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。
本环节课堂实录如下：
T: Look at the screen.Who are they?
Ss: 蜡笔小新和樱桃小丸子.
T: Yes, they meet each other on Sunday. What do they talk about?
Ss: Hamburgers, French fries…
(Show the conversation.)
T: OK. Let’s read it together.
Boys: Good afternoon.
Girls: Good afternoon.
Boys: Let’s go to the KFC together.
Girls: great! I’d like to go.
Boys: What do you have for lunch?
Girls: I have hamburgers and salad. What about you?
Boys: I have rice, fish and broccoli.
Girls: What do you like for dinner in KFC?
Boys: I like hamburgers, chicken and ice cream. And you?
Girls: Me, too.
Boys: OK.Let’s go!
T: Now please make a conversation like this with your partners. Two minutes.
(Two minutes later.)
T: Now, I’d like to ask some pairs to act it out. You please.
A: Nice to meet you.
B: Nice to meet you.
A: Oh, it’s seven o’clock now. Let’s go to school.
B: OK.
A: Do you like apples?
B: Yes, I do.
A: Do you like strawberries?
B: No, I don’t. It’s too sour. Do you like French fries?
A: No, I don’t.It’s isn’t healthy food.
B: What do you have for breakfast?
A: For breakfast, I have hamburgers, eggs and orange juice. What about you?
B: I have hamburgers, French fries and coca cola.
A: Let’s have lunch together, OK?
B: OK. Bye-bye.
A: Bye.(A is a girl,B is a boy.)
Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）
本环节课堂实录：
T: Next let’s review the grammar together. Please take out your notebooks.
T: 英语名词可以大致分为两类，是哪两类？
Ss: 可数名词和不可数名词。
T: 对，可数名词又可以分为两类：单数和复数名词。
1．可数名词。举例：apple, orange, desk, chair, book等。
2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。
3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.
T: 好的，接下来我们来看可数名词的复数形式。
可数名词由单数变为复数有五种情况：
1． 词尾加s，如apples,oranges.
2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.
3．以y结尾的，去y加ies. 如story--stories.
4．以f或fe结尾的，去f或fe加ves. 如knife--knives.
5．不规则变化：如child--children, man--men, tooth--teeth.
T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。
T: 好，接着我们再看看动词变化。
1． 陈述句中，主语如果是第三人称单数，谓语动词加S
如：He likes hamburgers.
He has chicken for dinner. (have-has)
2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。
如：I don’t like hamburgers
He dosen’t like ice cream.
3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。
如：Does he like pears?
Do they like Salad?
T: OK.These are the main grammar points of unit six.Do you have any questions?
Ss: No.
Finish off Self-Check.
Do a short test about the grammer above.
Homework
1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)
篇14：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15：Teaching plan of Unit5 SectionA(新课标版八年级英语上册教案教学设计)
Section A
一、主要词汇：
consequence, jeans, let in, organize, bike, you’ll= you will
二、语言目标：
1. I think I’m going to stay at home. If you do, you’ll be sorry.
2. When is a good time to have the party?
3. I think I’ll ride my bike. If you do, you’ll be late.
4. I’m going to the school party.
三、语言结构：
1．If 引导的条件状语从句；
2．情态动词should的用法；
3．句型I think I’ll ride my bike. If you do, you’ll be late.
I think I’m going to stay at home. If you do, you’ll be sorry.
I’m going to the dance with Karen and Ann.
If you do, you’ll have a great time.
---Are you going to the party?
---Yes, I am. I’m going to wear my new jeans.
You should wear your cool pants.
四、学法向导
1． 学会讨论在某些条件下可能会产生的影响。即If you do, you’ll …等；
2． 注意条件状语从句中主句的从句的时态；
3． 了解参加晚会的一些基本常识；
4． 根据上下文培养理解能力和基本的逻辑思维能力。
五、教学过程
I 请本地教师组织教学，学生小组活动
1a
（教师）1. Read the instructions.
（教师）2.Point out the four pictures and ask students to tell what they see..
（教师）3. Ask two students to read the conversation in the speech bubbles in the first picture.
（教师）4. Say, Now read the statements and responses in the box. Match the statements with the responses you think make sense.
（教师）5. Answer any questions students may have about vocabulary.
（学生）6. Students match the statements and responses.
1b
（教师）1.Say, You will hear four conversations. Each conversation will give you the matching responses for one of the four sentences..
（教师）2. Play the recording. Say, Check your answers to activity 1a.
（教师）3.Talk about the answers together.
（答案）
1. d 2.a 3.b 4.c
（听力材料原文答案）Tapescript
A: I think I’m going to wear jeans to the party.
B: If you do, the teachers won’t let you in.
A: I think I’m going to stay at home.
C: If you do, you’ll be sorry.
A: I think I’m going to take the bus to the party.
B: If you do, you’ll be late.
D: I think I’m going to go to the dance with Karen and Ann.
C: If you do, you’ll have a great time.
1c
（教师）1. Read the instructions.
（教师）2. Ask two students to read the example in the sample dialogue in activity 1c. Say, You will work with your partner. Make a conversation using the things that are happening in the picture.
（教师）3.Ask several pairs of students to say their conversations to the class.
II 放完第二段视频后，
① 请本地教师组织教学，学生小组活动
2a
（教师）1.Read the instructions with the students.
（教师）2 Students complete the task.
（教师）3. Check the answers.
（答案）a. 3 b. 1 c.2 d.6 e.4 f.5
（听力材料原文答案）Tapescript
Andrea: Hi, Mark. I want to have a class party. Will you help me organize it?
Mark: Sure, Andrea. I can help you. So when shall we have the party?
Andrea: Let’s have it today after class.
Mark: No, today is too early. If we have it today, half the class won’t come.
Andrea: Okay, let’s have it tomorrow.
Mark: Hmm…There’s a test tomorrow. Students will leave early to study for their tests. Let’s have it on the weekend.
Andrea: Okay, let’s have it on Saturday afternoon. We can all meet and watch a video.
Mark: No, I don’t think we should watch a video. Some students will be bored. Let’s play party games.
Andrea: Okay, good idea. Can you organize the party games?
Mark: Sure, I can do that. And can you make some food for us?
Andrea: Yes, that’s no problem.
2b
（教师）1. Read the instructions.
（教师）2. Play the recording again.
（学生）3. Students complete the task.
（教师）4. Check the answers.
（答案）
Half the class won’t come.
Students will leave early to study for their tests.
Some students will be bored.
Mark is going to organize the party games.
Andrea is going to make some food.
2c
（教师）1.Draw attention to the sample dialogue.
（学生）2. Students complete the task.
（教师）3. Check the answers.
② 全班讨论
Ask students to work in small groups. Ask each group to write down as many sentences like those in the Grammar Focus as they can. See which group can think of the most sentences. Count how many each group has. Have the groups read their sentences to the class. Write original sentences on the board and discuss the sentences with the class.
III 放完第三段视频后，
请本地教师组织教学，学生小组活动（教师）1. Read the instructions. Point out the notice from the principal. Then point to the dialogue. Say, First read the notice from the principal. It is about a school party. Then fill in the blanks in the dialogue.
（教师）2.Ask different students to read one line each of the dialogue to the class..
（教师）3.Read the dialogue to the class saying blank each time you come to a blank line.
（教师）4. Then say, Now read the notice again and fill in the blanks.
（教师）5. As students work, move around the room offering help where needed.
（答案）
1. the school party
2. I’m going to
3. The teachers won’t let you in.
3b（教师）1. Read the instructions.
（教师）2. Point out the words in the box. Say, You will be using the words in this box and the notice from the principal to make conversations.
（教师）3. Ask two students to read the example in sample dialogue in activity 3b. Say, In your conversations, tell what will happen if the student does what he or she is planning to do. Ask students to give some possible ways to complete the last sentence in the example.
（教师）4. Say, Now have a conversation abut the rules with your partner.
（教师）5. Ask one or two pairs of students to say their conversations to the class.
4
（教师）1. Read the instructions.
（教师）2.Ask two students to read the sample dialogue..
（教师）3. Ask another one or two students to suggest other charity events. Pick a topic of current interest in the news.
（教师）4. Ask students to complete the work in pairs.
.（教师）5. Ask a few students to share sample conversations.
注：黑色的斜体字是老师在课上组织教学时所用到的语言。
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