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人教新目标英语八年级上册全册教案

Unit 2 How often do you exercise ? Teaching goals:

1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .

2. Learn to talk about how often do you do things .

3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .

4. 句子结构: What do you usually do on weekends ?

How often ··· ?及回答.

Important and difficult points :

What does she /he do on weekends ?

She often goes to the movies .

How often do you shop ?

Once a week / Twice a week ··· .

Teaching aids : cards , pictures and a tape recorder .

Period 1

Teaching procedures :

Step 1 Leading-in

1.Greetings:Talk about something the students did on summer vacation .

Step 2 Pre-task

SB Page9 , 1a .

1. Look at the picture (学生识图).

2. Name each activity .

T: What are they doing ?

They are shopping /reading /exercising /watching TV /helping with housework .(Help the students to answer )

3. Write the activities on the line .

4. Check the answers on the Bb .Correct their own activities .

5. Practise reading .

SB Page 9, 1c .

1. Focus on the conversation in the box .

2. Practise reading .

3. Pairwork : What do you do on weedends ? I ··· .

4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:

S1:What do you do on weekends ?

S2:I ··· .

S1:What does she /he do on weekends ?

S2:She /He ··· .

5. Act out their own dialogues .

Step 3 While-task

SB Page 1 , 1b .

1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.

2. Make sure what they will hear and do .

3. Read these adverbs and explain.

4. Play the tape twice .Write the letters on the line.

SB Page 10 , 2a & 2b .

1. Read the activities and the answers of “how often” first .

2. Practise reading .

3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities.

4. Play the tape for a first time .Ss only listen .

5.Play the tape a second time .Ss do 2a .

6. Play the tape a third time .Check the answers .

7. Play the tape .Ss do 2b .

8. Check the answers .

In this part ,we should pay attention to how often引起的特殊疑问句及回答.

Step 4 Post-task

SB Page 10, 2c .

1. Focus on the conversation .

2. Practice reading .

3. Read the activities in the left box .

4. Fill in the chart .

5. Pairwork: Make conversations .

Period 2

Teaching procedures :

Step 1 Leading-in

1. Greetings

2. Drills:

T: What do you usually do on weekends ?

S1: I usually play soccer .

T: How often do you play soccer ?

S1: I play soccer twice a week .

T: How often does he play soccer ?

The other Ss: He plays soccer twice a week .

Repeat for three times .

Step 2 Pre-task

SB Page 2 ,Grammar Focus .

1. Review the grammar box .Ss say the questions and answers .

2. Practise reading .

Step 3 While-task

6.SB Page 3 , Part 3 .

1. Call attention to the survey .Make sure the Ss understand the chart .

T: What activity do ninety-five percent of Green High students do every day ?

Ss answer .If necessary , give them help .

2. Review the information in the green box with Ss .

3. Read the article first by the Ss .

4. Read it to the class .

5. Look at the survey and fill in the blanks in the article .

6. Finish the activity individually .

7. Check the answers .

8. Practise reading .

Step 4 Post-task

SB Page 3,Part 4 .

1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ··· ?

2. Think of more things you can do to improve your English and write them here .

3. Ask several Ss each question .

4. See: Who is the best English students in the class

Homework: Revise the new words.

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings & free talk .

2. Practise reading the article in Page

3. Check the homework.

Step 2 Pre-task

SB Page4 , 1a .

1. Point out the five phrases .

2. Ss read after the teacher .

3. Make sure the Ss understand what do they mean .

4. Call attention to the pictures .Say something about the pictures .

5. Match the words with the pictures .

6. Check the answers .

7. Practice reading .

Step 3 While-task

SB Page 4 , 1b .

1.pay attention to the conversation in the box on the right .

2. Read it to the class .

3. Explain : “be good for” means :有益于…，对…有好处.

4. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations .

5. Share the students’ conversations.

SB Page 4 ,2a&2b .

1. T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll k now who is healthy , Bill or Katrina ?

2. Read the questions in 2a .

3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart .

4. Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .

5.Play the tape again .This time ,if we have heard one questions and we have a

pause .Make sure Katrina’s and Bill’s answer.

6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ?

Step 4 Post-task

Role-play .

Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .

S1: How often do you exercise ?

S2: I exercise every day .

S3: … .

With the help of 2b .

Homework

请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.

Unit3 I’m more outgoing than my sister。

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 –er and –ier words in the first column and the words that use more in the second column .

Play the recording and check the answers .

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 .

Period 2

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 –er .

Write the phrases “more athletic than”.Say,when you complete things using words with three or more syllables ,you use the word more .

Practice : happy , outgoing , short , thin , good .

Step 3 While-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 .

Period 3

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 .

Period 4

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 .

Uint 4 What’t the best movie theater ?

Period 1

I. Teaching aims and demands :

Students learn to make polite requests and ask for permission.

II. Teaching key and difficult points:

A. V ocabulary

teenager, buy some drinks, borrow some money, use your CD player, snacks, disagree, invite your friends, clean the living room,

B. Target language

Could you buy some drinks and snacks?

Could I invite my friends to a party on Saturday?

III. Teaching methods: Audio-lingual methods

IV. Teaching aids: a tape recorder

V. Teaching procedure

Step 1. Revision

This activity introduces the key vocabulary.

Read the instructions in 1a. Read the items in the chart. And then fill in the chart on their own.

Correct the answers.

Step 2. Pairwork

Make your own conversations about the items in activity 1a.

T: Teenagers say, Could you clean your room ?

S: No, I disagree. Parents say, Could you clean your room?

Do a second example if the students wish.

Then the students work in pairs.

Ask several pairs to say their conversations to the class.

Step 3.Listening

A. Listen carefully and check the things in activity 1a that you hear .Then check the answers .

B. Listen again and fill in the chart.

Step 4. Pairwork

Practice: Could you take out the trash?

Yes, sure.

Homework

3. Review the vocabulary .

4. Write your own conversations about chores.

Period 2

I.Teaching aims and demands :

Students learn to make polite requests and ask for permission.

II. Teaching key and difficult points:

A.V ocabulary

take care of, take him for a walk, move to a new house, work on, forget, use

B.Target language

Could you please clean your room? Yes, sure.

Could you please do the dishes? Sorry, I can’t. I have to do my homework.

Could I please use the car? No, you can’t. I have to go out.

Could I please go to the movies? Yes, you can.

Pay attention to the questions and answers, ask and answer loudly.

III. Teaching methods: Audio-lingual methods and Control-writing.

IV. Teaching aids: a tape recorder

V.Teaching procedure

Step 1. Revision

Task1. Check the homework. Ask and answer.

Task2.Revise the vocabulary.

Step 2. Reading and writing

Task 1.Teach these words: take care of, take him for a walk, move to a new house, work on, forget, use.

Task 2. Ask the students to read the e-mail message on their own.

Task 3. Ask the students to complete the chart on their own.

Correct the answers.

Step 3.Reading and writing

Task 1. Read the instructions.

Ask a student to read the beginning of the e-mail message. Then finish the message. They can get ideas about things to write from activities1 and 2 on Page 76.

Task 2. Ask some students to read their messages to the class.

Step 4. Writing on your own.

Imagine you are going to move to a new house. Write an e-mail message to a friend and ask him or her for help.

Step 5. Groupwork

Work in groups of three. Student A, look at page 94.Student B, look at page 95.Student C, look at page 96.

Step 6.Self Check

Ask the students to do the exercises on their own .Then check the answers. Homework

1.Review the vocabulary .

2.Finish off the exercises.

Unit 9 Can you come to my party？

教学目标:

1. 知识目标:

a.学习,理解掌握和运用以下单词: lesson calendar tomorrow invitation whole till invite

b.学习,理解掌握和运用以下词组baseball game ;football match; the day after tomorrow; the day before yesterday ;come over to，have a piano lesson another(next) time

c.学习,理解掌握和运用以下句子:Can you come to my party? Can he/she go to the baseball game? Can they go to the concert? Sorry , I can’t. Sure, I’d love to./ Great. I’d love to. Come and have fun. Come and join us. Maybe another /next time. Thank you for asking/inviting me/your invitation.

2能力目标

a.能礼貌的发出,接受.拒绝邀请

b.能谈论已有的计划或安排

c.能用情态动词have to

d.能用现在进行时表示将来计划或安排.

3情感目标

a.通过小组活动和合作,在多种英语学习情景中用英语交流互帮互助

b.互相邀请学会相互关心和体谅

教学重点和难点

1本单元的重要词汇和句型.

2如何发出.接受拒绝邀请

3,如何写邀请卡和邀请信

4如何写电子邮件或便条来回复邀请.

课时安排:4课时,本教案例是Section A的两课时

Teaching procedures

Period 1(Section A 1a-2c)

Step1.Warm-up(课前热身,激发学生兴趣)

T: What weekend activities do you know? Make a list.

Ss: Study for a test/ go to a movie /have a piano lesson /surf the internet/ help my mother /visit my grandfather /play basketball and so on.

让学生把所知活动写在黑板上,这样既为下一步要用到活动名提供了选择和参考,又让学生学习以前知识且能体验到成就感,兴趣大增,在列举的基础上补充如Go to the doctor /go to the baseball game/ have a guitar lesson等且写在黑板上.

Step 2导入新课

T; What activities do you want to do this weekend?

S:I want to …

T: What activities do you not want to do?

S:I don’t want to study for a test/…

T; Yes, you don’t like these activities but you have to do them.

把句型You have to do something.写在黑板上,这样导入了表示拒绝的重点句型I have to…然后问学生是否能参加我的生日晚会(晚会时间各不相同有上课时,周末等)回答中必然有肯定和否定两种,帮助学生回答完整且把下列对话写在黑板上. A: Can you come to my party?

B: Sure , I’d love to .Thanks for asking.

Sorry I can’t. I have a piano lesson/have too much homework…

I’m sorry , I can’t . I have to help my mother./go to the doctor.

I’m sorry , I can’t. I’m playing soccer./going to the movies.

这样表示拒绝的三种理由表达法都呈现出来了,.下一步学生就会使用以上三种句型来拒绝邀请.

Step 3 Pairwork(2c)

Task: Give and accept or decline invitations in pairs like2c.Then ask several pairs to act out their conversations.

此任务是学以致用,利用以上所学来向对方提出或拒绝或接受邀请,这样一来学生在使用目标语中慢慢掌握了本节课重点内容.

Step4 Groupwork

当最后两组学生互相邀请时,随后问全班同学Can he /she come to his or her party ?Help them to answer .No he /she can’t. He /She has a football lesson /has to help her mother/is surfing the Internet. Then ask the class to ask and answer in threes to practice following conversations.

A: Can you go to the movies?

B: Sorry, I can’t . I have to go to the doctor.

C: Can he go to the movies?

A: No he can’t .He has to go to the doctor.

通过练习会话,操练和掌握了第三人称的相关内容.

Step5 Invitation and report

Task1: Invite five classmates to a concert.

Task2: Report the result.

假设马上有一个音乐会,六人为一组,一人邀请其余五人同去,然后汇报邀请结果,这样学中用,用中学既练习如何发出,接受和拒绝邀请,同时练习了用第三人称汇报邀请结果.

Step6 Listening

Task: Listen to 1b,2a&2b and finish the exercises in them.

在训练熟练的基础上再做听力,既能起到再次训练和巩固的作用,有能让学生体验到成功的喜悦,提高学习兴趣和听力。

Homework

1巩固所学词汇和表达法

2邀请6位同学参加某项活动,把结果写在练习本上.

Period 2(Section A 3a-4)

Step1 Revision

Task 1:列举出拒绝邀请的几种表达法，如：I have a violin lesson. I have to go to the doctor. I’m going shopping 检查所学。

Task 2:创设情景让几位学生邀请他人参加，这必然会用到上节课所学，再次口头上巩固所学，同时提供交流机会，让学生展示自己，有成就感，从而提高兴趣，学生既复习旧知识，又提高了口语交际能力。

Step 2 Presentation

T：We learned how to give ,accept and decline invitations .But if we want to invite lots of people and we don’t have enough time, what shall we do ?

Ss: Call him ,ask other’s help ,write a letter, send an e-mail and send an invitation card.

T: Great. You have so many ways. Today we will learn how to write an invitation card . First look at the card in 3a .

Task1:List different ways to invite people.

Task2:Look at the card and answer following question:

T: What must we write on the card ?

Ss: Time , place, from or for whom, event and invitation.

通过学习了解邀请卡的内容,学会写邀请卡.

Step 3 Pairwork (3a)

Task 1:Fill in the blanks in pairs and check the answers in class. Then read the conversation together.

通过此会话的学习,能看懂邀请卡且能由卡上内容向他人发出邀请.

Step 4. Practice (3b)

Task 1:Make an invitation card.

T: Try to imagine an event and fill in the card with details of an event.

S:. Students imagine events and fill in the chart alone. Two of them write down their card on the Bb. Ask several students to read out their cards.

Task 2.Invite each other to the event according to their invitation cards

A: Hi ,B. Call you go to the baseball game ?

B: When is it ?

A: It’s on Saturday ,June 10, at 7:00 pm.

B: Where is it ?

A: It’s in Hong Shan Stadium.

B: Great , I’d love to.

Step 5. Presentation

首先，趁学生制作邀请卡时，把下列日程安排表画在黑板上，然后向学生提问,从而引导学生如何制定周安排.

Lucy’s Calendar Monday Tuesday Wednesday Tuesday Friday Saturday

&Sunday

Morning School School School School School

Afternoon Babysit my sister Have a guitar lesson Visit my aunt

Evening Do homework Help my mother Do homework Go shopping

T: Suppose you are Lucy. And answer my questions.

T：Can you go to the movies this week?

S1: Sure, I’d love to. When?

T: What are you doing on Monday evening?

S1 :I have to do my homework.

T: Well. What are you doing on Friday afternoon ?

S1: I’m going shopping.

T: What are you doing Tuesday evening?

S1: Nothing. I can go with you.

Step 6 Pairwork

Practice the conversation in Part 4 on page 27 in pairs.

学习询问彼此的日程安排,从而决定出共同做某事的时间.

Step 7 Finding a partner.

T: First make a reasonable calendar for a week on vacation .Then invite one friend to do something together with you.

S: First make a calendar for a week. Then make a conversation to invite a partner. Homework

1.Revise what learn today.

2. Make an invitation card and make a conversation to invite someone according to the invitation card.

Unit8 How do you make a banana milk shake?

Period 1

Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c .

Teaching goal :

1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon .

2. Patterns: How do you make a banana smoothie ?

How many bananas do we need ?

How much cinnamon do we need ?

3. 能力目标:学会使用how many 和how much 分别对可数名词和不可数名词的量提问.

4. 情感目标:培养学生热爱劳动的习惯.

Teaching aids : tape , tape-recorder , cards .

Teaching procedures:

Step 1 Leading in

Greeting .

Step 2 Pre-task

SB Page 41 , 1a .

Look at the picture .What can you see ?

Point out the blank likes in the picture .Ask Ss to write the names of the actions .Choose the correct words .

Ask Ss to fill in the blanks on their own .

Check the answers .

SB Page 41, 1b .

Point out the actions in the picture and the list of actions in activity 1b .

Play the recording and check the answers .

Step 3 While-task

SB Page 41 , 1c .

Point out the instructions in activity 1b .Ask Ss to talk with a partner .

SB Page 42 , 2a .

Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .

Play the recording and check the answers .

SB Page 42 , 2b .

Say ,Now listen again .This time listen to the amout of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount .

Ask a student to read the amounts in the first column .

Play the recording .Ss work .Check the answers .

Step 4 Post-task

SB Page 42 ,2c .

Read the instruction for the activity .

Point to the sample conversation .Ask two students to read the questions and answers to the class .

Have Ss work in pairs .

Ask some pairs to present their conversations .

Step 5 Homework

Make a banana smoothie or fruit salad with your friends .

Period 2

Teaching procedures :

Step 1 Leading in

Greeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad .

Step 2 Pre-task

Grammar focus .

Review the grammar box .Ask Ss to say the questions and answers .

Write the words countable and uncountable on the Bb .

Ask one or two students to eXPlain what these words mean

Call attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these .

Step 3 While-task

SB Page 43 , 3a .Point out the picture and ask Ss what the boy and girl are doing .

Point to the four words at the beginning of the activity .

Ask Ss to number the words to show the order .

Read the conversation .Ask Ss to complete it .

Check the answers .

Ask Ss to read the conversation with their partner .

SB Page 43 , 3b .Point out the picture .

Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .

Ask a student to read the directions in the box .

Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn .

Step 4 Post-task

SB Page 43 , Part 4 .

Ask Ss to work in teams of three .Read the instructions. Ask Ss to work in pairs .Then ask some pairs to present their questions and answers to the rest of the class .

Step 5 Homework

Write your own recipe about a sandwich .

Period 3

Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .

Teaching procedures :

Step 1 Leading in

Review how to make fruit salad .Ask Ss to answer .

Step 2 Pre-task

Say ,Let’s make a sandwich .

Ask Ss that what ingredients they need .Ask two students to say and write the ingredients on the Bb .

Then ask ,How do you make your favorite sandwich ?

Ask one student to answer .

Say , let’s make it together .

Step 3 While-task

SB Page 44 , 1a ,1b .

Point to the sandwich ingredients in the picture .Say each word and ask Ss to repeat it .

Read the instructions and point to the lines where Ss write the things they like in a sandwich .

Students work .After that .Say, Now ask and answer .Point

out the conversation in the box .Ask Ss to work with a partner .As Ss work ,move around the room monitoring .

Ask some pairs to say their conversations to the class .

SB Page 44 , 2a .

Read the instructions to the class .Point to the foods in activity 1a .Play the tape the first time .Ss only listen .Play the tape again .Ss circle the words in activity 1a .

Check the answers .

SB Page 44 ,2b .

Listen carefully and write the ingredients on the correct lines in the chart .Check the answers .

Step 4 Post-task

SB Page 44 , 2c .

Ss work in pairs .Ask several pairs to act out .

Step 5 Homework

Make a sandwich .

Period 4

Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck .

Teaching procedures :

Step 1 Leading in

Ask some students to show the sandwiches they made .

Step 2 Pre-task

SB Page 45 , 3a .

Read the instructions to the class .Have a student to read the recipe to the class .Point to the words vegetables ,meat and others in the chart .Point to the example answer .Say ,Now read the recipe and write the ingredients under the correct words in the chart .

Check the answers .

Step 3 While-task

SB Page 45 , 3b .

Read the instructions to the class .

Read the recipe to the class .Say “blank” each time when coming to a blank line .

Say ,Now write a word in each blank .Check the answers .

SB Page 45 , 3c .

Read the instructions to the class .

Then ask students to write their recipes .As students work ,move around the room offering assistance as needed .Ask students to read their recipes to a partner .Ask some students to read their recipes to the class .

Step 4 Post-task

Selfcheck .

Ask students to finish the work .

Ask some students to present their answers to the class .

Check the answers .

Step 5 Homework

SB Page 45 , Part 4 .

Ask students to work with a partner .

Tell your partner how to make a sandwich with the ingredients in your list .

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Unit 1 Can you play the guitar？重点难点 I．复习词汇：can，play，want 2.词汇：guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar 3．句型：Can you/he/she/you dance? Yes，I/he/she/we can．／No，I/he/she/we can’t． Can Bill play the guitar? Yes，he can，but he can’t sing．语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成 Section A 教学内容 Section A(教材P59～61) 教学目标知识与能力 Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。过程与方法采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、情感态度价值观 Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。教学重、难点及教学突破重点学习询问和谈论彼此的能力和特长；语法难点情态动词can的构成和使用。教学突破 Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。教学准备教学步骤一、第一教学环节：情景创设，导入新课教师活动学生活动 Section A的主要内容是运用情态动词Can“询问和谈论能力”。在导入新课时，可采取演绎导人法和视听导入法。1．出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"?But I can’t dance／swim／sing／...等，学习表达活动的动词短语。 2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说．I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。 3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。

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U n i t3I’m m o r e o u t g o i n g t h a n m y s i s t e r. Period 1 Section A 1a-2d 教学目标：一、知识目标 1.Words and expressions:outgoing,better,loudly,quietly,which,competition,fantastic, hard-working, clearly,win, funny,friendly,smart,lazy,Both...and,as...as... ,Singing, competition. 2.Sentences: 1)That’s Tara, isn’t it? 2)She also sings more loudly than Tara. 3)he most important thing is to learn something new and have fun. 4)Nelly danced better than Lisa. 二、能力目标 1、学会对比表达，初步培养学生的语言综合运用能力。 2、掌握形容词副词比较级的用法。三、情感目标逐步培养学生的逻辑表达能力，使学生相互了解，增强人际交往，以形成良好的人际关系。四、语法难点形容词副词的比较级用法。教学过程： Step 1 Presentation 1.Ask the students to compare two objects by height /weight and so on. 2.List some adjectives and their comparatives:good-better funny-more funnier outgoing-more outgoing:and make a sentence like ,She speaks English better than me. 3.Let the students make sentences with the words above. Step 2 1a 1.Learn new words:outgoing,better loudly quietly which competition fantastic hard-working clearly win funny friendly smart lazy. 2.look at the picture in 1a and make a list of the adjectives. Step 3 1b listen and write the number of the pairs. 1.Listen again for the students to listen and fill in the chart. 2.Check the answers with the class.

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