第一篇：八年級英語上冊 Unit 7 Seasons Grammar教案 (新版)牛津版

Unit 7 Seasons

Grammar I.Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.talk about seasons with their own words.2.know about different structures of different sentences.3.learn to make up sentences with different structures.II.Teaching contents 1.New words and phrases: cloud, kick, fever, cough, awful, from morning till night, kick the ball, have a high fever, cough a lot, an awful day 2.New structures: The clouds became dark.Luckily, it didn’t rain.III.Focus of the lesson and predicted area of difficulty Grasp different structures of sentences.Change sentences to different kinds of sentences with different structures.IV.Teaching procedures Step 1 Lead-in Show a beautiful painting of a landscape in spring and ask students to describe the picture.【設計意圖】導入新課，快速進入英語語境。

Step 2 Presentation of “S + V”, “S + V + P” and “S + V + O” 1.Present the sentence structure “S + V”

(1)Show a picture of spring and encourage students to try to fill in the blanks to complete the sentences according to the picture of spring.(2)Explain the structure of each sentence like “S+V”.(3)Work in pairs to find out sentences in the poem or change the sentences to those with the structure like “S+V”.2.Present the sentence structure(1)Show a picture of summer.Lead the students to talking about their feelings about summer according to the picture of summer.(2)Explain the structure of each sentence like “S+V+P”.(3)Work in pairs to change as many sentences to the sentences with the structure of “S+V+P” as possible.3.Present the sentence structure “S + V + O”

(1)Show two pictures of autumn.Let students think about the question “What can you think of?” Then fill in the blanks to complete sentences to describe autumn.(2)Explain the structure of each sentence like “S+V+O”.(3)Go to the poem again and get students to make up the sentences with the same structure of “S+V+O”.4.Summary(1)Work out the rule An intransitive verb does not take an object, but can have a prepositional phrase after it.A transitive verb takes an object.A linking verb(such as: be, become, feel, get, look, seem, sound, stay, smell, taste, turn)links the subject and the adjective phrases or noun phrase that describes it.(2)Practice T: Pay attention to the underlined verbs.Which are transitive verbs? Which are intransitive verbs? And which are linking verbs? 5.Practice Finish the exercises on P85 of the text book.【設計意圖】首先引導學生對所展示的圖片中的春天的景象進行描述，幫助學生了解并理解“主+謂”的句子結構。讓學生在reading課文中找出類似“主+謂”結構的句子，并通過合作和討論的形式，讓學生把課文中的句子改寫成“主+謂”結構，達到“現學會用”的目的。然后引導學生對所展示的圖片中的夏天的景象進行描述，幫助學生了解并理解“主+系動詞+表”的句子結構。讓學生在reading課文中找出類似“主+系動詞+表”結構的句子，并通過合作和討論的形式，讓學生把課文中的句子改寫成“主+系動詞+表”結構，達到“現學會用”的目的。之后引導學生對所展示的圖片中的秋天的景象進行描述，幫助學生了解并理解“主+謂+賓”的句子結構。讓學生在reading課文中找出類似“主+謂+賓”結構的句子，并通過合作和討論的形式，讓學生把課文中的句子改寫成“主+謂+賓”結構，達到“現學會用”的目的。最后在課堂完成課本練習，鞏固所學知識并及時反饋，幫助學生理解和掌握“主+謂”、“主+系動詞+表”和“主+謂+賓”三種句子結構。

Step 3 Presentation of “S + V+DO+IO” and “S+V+DO+OC” 1.Present the sentence structure “S + V+DO+IO”(1)Show some photos and ask students complete the sentences.(2)Explain the structure of the sentence like “S+V+DO+IO”(3)Give more examples and explanations.2.Present the sentence structure “S+V+DO+OC”

(1)Show some photos and ask students complete the sentences.(2)Pratice: What’s the function of the underline words in each sentence ?

(3)Explain the structure of the sentence like “S+V+DO+OC”.Give more examples and explanations.3.Read the sentences from Amy’s diary entries on P86 【設計意圖】通過看圖說話的形式，引導學生表達出“主+謂+直接賓語+間接賓語”和“主+謂+直接賓語+賓語補足語”的句子，并對類似結構進行講解和操練，幫助學生理解、區別和掌握此類型的句子結構。在課堂完成課本練習，鞏固所學知識并及時反饋，幫助學生理解和掌握“主+謂+直接賓語+間接賓語”和“主+謂+直接賓語+賓語補足語”的句子結構。

V.Homework 1.Finish the exercise B on P86.2.Write down some sentences with different structures in your own exercise books.

第二篇：廣州牛津八年級英語上冊1教案

八年級英語上冊1

一：重點單詞publishchiefeditorsuggestexperiencevoteresponsiblelistfreepayconsider

concludemarchactivityincludecongratulationspeechnervousconfidenceteenagedesign

fashionpresentmembercommitteepleasedclinicreturnbreakdepartmentlonelypolite

二：?？级陶Ztake charge ofvote fortalk overbe free forpay forhave the habit oftry one’s

besttry toget on wellbelong totake part inat the end ofbe interested in

三：重點句型what do you think of-----?

What about +doing sth.?

四：語法1 情態動詞 should 與 ought to 及否定形式下列動詞后面的動詞常用動名詞(ing)形式 considersuggestadviselook forward to

admit denyavoidkeeppracticefinishenjoylonely 與alone 的區別pay，spend，cost，take的用法take part in 與 joinbecause 與 because of

五：作文，以 my favourite newspaper為題，談談你平時最喜愛的一份報紙。

范文

Reading newspapers is interesting and useful.My favourite newspaper is Guangzhou Daily.It has many sections , including News, Sports, Travel, Cars and so on.I like Sports section best

because football and basketball are my favourites.Also, I can learn something about sports stars.I think it is a good newspaper, and my parents like it too.六：補充練習

第三篇：新牛津英語Unit8教案

7A Unit 8 教案

Comic strip and welcome to the unit Teaching Aims: 1.Learn some new words about fashion.2.Arouse the students’ interests in fashion and learn to enjoy nice things.Step 1.Lead-in

Enjoy a short video about a fashion show, teach the word “fashion”.And draw the Ss’ interest in the following words and expressions.Step 2.Presentation

Show some pictures to learn the new words: fashion n.時裝；時尚，風尚 think about 考慮

spend vt.度過；花費（錢、時間等）lazy

adj.懶惰的

blouse

n.(女子穿的）短上衣，襯衫 tie

n.領帶 lend vt.借給

Step 3.Learn some words about clothes

Present the words about clothes and make sure Ss know each word then fill in the boxes in PA on Page 93.Step 4.Borrowing things

1.Listen to the conversation between Millie and Mum, then answer

1)What does Millie need for the fashion show?

2)Why doesn’t she wear Mum’s blouse?

2.Read aloud and then make a similar conversation about borrowing things from others.A: Can you lend me/ us …?

B: Of course.A: What size/ colour is/ are your …? B: …

A: Oh, it’s … but … can … it/ them.B.OK then.A: Thank you, …

Step 5.Listen and fill in the blanks.Listen to the conversation between Eddie and Hobo on Page 92, then fill the blanks:

Eddie is ________ about what to wear.But Hobo tells him dogs don’t _______ clothes.So Eddie wants to ________ ten more minutes in bed.He is a ______ dog.Step 6.Read and act

Read aloud the conversation in groups, then present the comic strip on the screen for the Ss to act out the conversation.Step 7.Explain 1.wear 穿著，戴著（表示穿、戴的狀態）

put on 穿上，戴上（表示穿戴的動作）

e.g.She likes wearing red.她喜歡穿紅色。

It’s cold outside.Put on your coat.外面冷，穿上外套。2.think about sth.考慮某事；想起某事

e.g.She is thinking about how to spend her holiday.她正考慮如何度假呢。Don't think about it any more.不要再去想這事了。

3.what to wear

意思是“穿什么”，英語中“疑問詞+ to do ”是一個短語而不是句子。

e.g.I don’t know what to do.我不知道該怎么辦？

Let me tell you how to do it.讓我告訴你如何做這件事。4.spend vt

花費，度過

常用結構(1)Sb.+ spend +time/money doing sth.(2)Sb.+ spend + money on sth.e.g.He spends a lot of time playing football every day.他每天花大量時間踢足球。

How much does she spend on clothes every year? 她每年在衣服上花多少錢？

5.spend ten more minutes = another ten minutes

再花十分鐘 e.g.We need five more chairs.6.lend sb.sth.= lend sth.to sb.把某物借給某人

e.g.Can you lend me your bike? 你能把自行車借給我嗎？= Can you lend your bike to me? 注：lend 是“借給”，而英語中的borrow

是指句子的主語將東西借進，含義是“借來”。常用結構是borrow sth.from sb.“向某人借某物”。e.g.Can I borrow your rubber? 我可以借用你的橡皮嗎？ Step 8.Exercises

一、根據Millie 與Mum的對話內容填空：

Millie wants her mother to _______ her some clothes for the _________ show.Her mother’s red ________ is ________ 4.It’s too large for her.but she thinks Sandy can _______ it because Sandy is tall.So she borrows it from her mother.二、翻譯：

1.她正在考慮去哪度假（holiday)。2.我可以再吃兩個蘋果嗎？ 3.你穿多大尺碼的鞋？ 4.Tom經常將自行車借給我。Homework: 1.Act out the two conversations in pairs after class.2.Preview the new words in Reading.Reading I Teaching Aims: 1.Learn some new words about fashion.2.Practise reading skills by learning Millie’s article.Step 1.Presentation Present the new words: lady

女士，夫人

gentleman

(pl.gentlemen)先生;君子 style

風格，樣式 trainer

運動鞋

comfortable

舒適的，使人舒服的 popular

受喜愛的，受歡迎的 among

在（三者或以上）中 purple

紫色(的)grey

灰色(的)smart 衣著講究的；聰明的；精干的 cool

酷的，絕妙的 cotton 棉；棉織物 scarf

(pl.scarves)圍巾 both

兩者（都）jeans

（復）牛仔褲 silk

（蠶）絲；絲綢 wool 羊毛，羊絨 boot

靴子

both… and …

…和… 都；不僅…而且… be made of … 由… 制成 Step 2.Lead-in

Present two pictures about a fashion show and ask: What are they doing? Are you interested in it? Step 3.Reading

1.Listen to Millie’s article and answer the questions:

1)Where do they hold the fashion show? 2)How many students are there in this show? 2.Read the article and complete the form:

3.Complete B1 on Page 95.4.Read aloud the article and put T or F in the blanks.5.Complete B3 & 4 on page 96.Step 4 Homework

1.Read aloud the article and underline the difficult parts.2.Remember the new words in this lesson.Reading II Teaching Aims: 1.Learn the language points in this article.2.Learn to describe a fashion show.Step 1.Revision The students are having a fashion show in the school _______ in the ________.Millie wears _______ clothes.She thinks trainers are __________ to wear, so they are popular _________ young people.Simon’s shirt is _______ and his trousers are ________.He looks _______.______ Amy _______ Daniel wears blue ________.Young people also like to wear them.Sandy looks ________ because she is in red _______ blouse, a ______ wool skirt and a pair of red __________.Step 2.Explain 1.trousers, jeans本身就是復數，其數量的表達要用 a pair of 這樣的短語，這樣的短語作主語時要由pair 的單復數形式來決定謂語動詞形式。e.g.The jeans are popular among young people.There is a pair of jeans in the bag.The two pairs of trousers are different.2.look cool 看上去很酷

當look的譯為“看起來，看上去” 的意思時是連系動詞，這種動詞后面可以接形容詞作表語，但不能接副詞，e.g.You look happy today.（正）（happy是形容詞）

You look happily today.（錯）（happily 是副詞，不能作表語）

? 本課短文中的look cool, look smart，look modern中look都是連系動詞。3.both 兩者（都）

(1)這個詞只能用于兩者或兩部分時，三者及以上的“全，都”要用all。e.g.His parents are both teachers.There are 40 students in our class.We are all Chinese.(2)“both of + 名詞復數/ 賓格代詞”作主語時謂語動詞要用復數形式。

Both of them work in Beijing.（3）both … and …

…和… 都；不僅…而且… She can both sing and dance.她不僅會唱歌而且會跳舞。4.Here comes Sandy.西蒙來了。

這是一個以Here 開頭的倒裝句，句子的真正主語是Sandy。請觀察here 開頭的倒裝句的兩種不同情況：

Here comes the bus.(主語是名詞the bus）

Here it comes.(主語是代 it）

Here you are.(主語是you)5.be made of …

由… 制成

Sandy’s blouse is made of silk.桑迪的襯衫是由絲綢制成的。6.be popular among …

在……中很受歡迎

Jeans are popular among young people.Step 3.Exercises

一、用所給詞的適當形式填空。

1.Good evening, ________(lady)and _____________(gentleman)!2.You will feel ___________(comfort)if you wear trainers.3.Whose ________(scarf)are these? 4.My T-shirt is ________(make)of cotton.5.His red and grey tie ________(match)his clothes.6.Look!Amy is ________(wear)a blue scarf.二、完成句子：

1.今天我打算向你們展示不同式樣的鞋子。2.牛仔褲在年輕人中很受歡迎。3.瞧，汽車來了。

4.她今天看起來時髦又漂亮。5.他的褲子是棉制的。6.我們倆都喜歡穿運動鞋。7.今天的會議到此結束。

8.Amy正穿一件紅色的羊毛短裙。Step 5.Interview You are an interviewer.You want to interview Millie about the fashion show.Work in pairs, try to ask at least five questions about the show.Homework 1.Recite this article.2.Remember the language points in this lesson.Grammar Teaching aims: Learn the use of the present continuous tense.Step 1.Presentation Present the new words: write to, wait for, look for… Step 2.Lead-in Present three pictures in gif.and ask: What are they doing? /What am I doing? /What is he doing? Help them to answer and tell them they are using the present continuous tense.Step 3.Grammar

一、現在進行時肯定句和否定句的構成：

肯定句:

主語+ am/ is /are + v-ing...肯定句:

主語+ am/ is / are not + v-ing...I am not eating.You/ We/ They are not eating.He/ She/ It is not eating.二、動詞ing形式的構成：

Exercise 1: Complete Part A on Page 97.三、現在進行時一般疑問句的構成及回答： I am eating.→ Am I eating?

Yes, I am./ No, I am not.(或 No, I’m not.)

You/ We/ They are eating.→ Are you/ we/ they eating?

Yes, we/you/ they are.No, we/ you/ they are not(或用縮寫aren’t)He/ She/ It is eating.→ Is he/ she/ it eating? Yes, he/she/it is.No, he/she/it is not.(或用縮寫isn’t)規律：將be 動詞移到主語前面。注意：肯定回答時主語be動詞不能縮寫，否定回答時be動詞和not可以用完全形式也可以用縮寫。

Exercise 2: Complete Part B on Page 98.四、語法補充：

（一）現在進行時可以表示說話時正在進行或發生的動作，也可表示當前一段時間內的活動或現階段正在進行的動作。Look!He is reading in bed.(說話時正在進行）Mr Green is writing a new book.(現階段正在做）

（二）現在進行時的判斷方法：

如果句子中帶有鮮明的時間狀語，如：now, 或帶有Look, Listen 等暗示動作正在發生，或有表示現在的上下文語境時，我們常用現在進行時。Listen!She is singing in the next room.—Where is your mother? — She is cooking dinner.（三）注意點：

（1）現在進行時的謂語動詞由“be 的某種形式+ 動詞ing 形式” 這兩部分構成。這時be是個助動詞，沒有實際意思，只起構成時態的作用。同學們在使用現在進行時時千萬不要忘了用be動詞。

We having breakfast.(錯）We are having breakfast.(正)(2)有些動詞一般不用進行時，如：know, understand(理解), love, like, want, hope, hear, see等。

(3)雙寫末尾一個輔音字母再加ing形式的動詞的條件參考書本P121。這個規律不易掌握，所以同學們可以在學習英語的過程中學到一個雙寫詞就記住它，慢慢體會規律。以下是已經學過的一部分雙寫詞：shop, run, get, swim, begin, stop, cut, hit，forget等。Homework Remember the new words in this lesson.Integrated skills

Teaching Aims: 1.Practise listening skills by listen to a conversation.2.Practise speaking skills by talking about different materials of the things.Step 1.Presentation Present the new words by showing some pictures: go for sth.去做某事，去參加 fit for

適合于

think of

認為；想起；考慮 glove

n.手套 leather n.皮革

smooth

adj.光滑的，平坦的；順利的 lovely adj.可愛的；親切友好的 hat

n.(有檐的）帽子 Step 2.Lead-in

Show a picture of a lady and let Ss discuss what she is going to do? Step 3.Listening 1.Listen to a conversation and complete A1 on page 99.2.Listen to the conversation again and complete A2 on page 99.3.Complete A 3 according to A1 & A2.Step 4.Speak-up 1.Listen and answer: 1)What colour are Kitty’s gloves? 2)What are the gloves made of? 3)What is Amy’s hat made of? 2.Read after the recorder.3.Talk about different materials of the clothes your classmates wear like this.Step 5.Explain 1.go for sth.去從事（某項活動或運動），去參加

go for a walk 去散步

go for a meeting 去開會

go for a dinner

去吃晚飯 2.am/ is / are going to do sth.打算做某事

—What are you going to do tomorrow?

你明天打算做什么？

—I’m going to see my grandparents.我打算去看望我的外祖父母。3.What do you think of … ?

(= What do you think about …?)

你覺得……怎么樣？（用來詢問別人對某事的看法的問句）

What do you think of this film? 你覺得這部電影怎樣？

It’s so boring.太無趣了。4.plan(to do)sth.計劃(做)某事

（注：plan---planning)

They are planning a school trip.他們正計劃一次學校組織的旅游呢。5.They’re made of leather.be made of 由 …… 制成，通常表示該成品仍看得出原材料。

This bottle is made of glass.這個瓶子是由玻璃制成的。

be made from 由……制成，表示該制成品看不出原材料。

Paper if made from wood.紙是由木頭制成的。

6.feel soft and smooth 摸上去柔軟光滑

feel 感覺，摸上去（是連系動詞，后常接形容詞）

I’m not feeling well.我覺得有點不舒服。（well 作“健康的，身體好的”之意時是形容詞，而不是副詞)11 7.sb + look + 形容詞+ in + 顏色

= 顏色 +look + 形容詞+ on sb.意為“ 某人穿某種顏色怎樣怎樣” You look good in red.= Red looks good on you.你穿紅色很好看。Step 6.Exercises 翻譯句子：

1.他今晚得去參加一個生日聚會。2.運動鞋適合長時間步行。3.她穿白色漂亮極了。

4.你的圍巾是什么制成的？

是絲綢制成的。5.—你覺得這本書怎么樣 ？

—很有興趣。Homework 1.Remember the new words and the language points in this lesson.2.Preview the next lesson.Study skills & Task Teaching aims: 1.Learn syllables in words.2.Write about the S’s own fashion design.3.Review the important points in this unit.Step 1.Presentation

Present the new words by showing some pictures: jacket

n.夾克衫，短上衣 feature n.特征 material n.材料 design

n.設計；構思 model

n.模特；模型

dark

adj.昏暗的；黑暗的，深色

include vt.包括，包含

Step 2.Learn syllables in words.1.英語單詞可以劃分成音節。一個單詞可能分成一個、兩個、三個或更多音節。例如：

clean，late, feel, tea, at

（單音節）

lazy

fashion about

（雙音節）

expensive

popular（三個音節）

2.Listen to A and repeat the words: 3.Listen to B and write down the number of syllables in the blanks.Keys: 2,3,21,2,3,1,4 4.Listen and complete C & D on page 101.Keys:

C:

special, weekend, present，children, football, modern D:

3, 5, 6, 7 Step 3.Read Part A on Page 102 and answer the following questions: 1.What is the shirt made of? 2.What colour is the jacket? 3.What are the trainers made of?

Step 4.Task 1.Listen and complete the form.2.Read aloud the article and then try to complete Part C.Step 6.Exercises

一、選擇題：

1.I’m thinking about ______.A.what to do it

B.how to do

C.to do what

D.how to do it 2.She always spends a lot of money ____

clothes.A.buy

B.buying

C.buys D.to buy 3.Can she ___ you her dictionary?

A.lends

B.lend

C.borrows

D.borrow

4.This pair of trousers ____ made of leather.A.is

B.be

C.are

D./ 5.Look!Here _____ two bus.A.come

B.comes

C.is coming

D.are coming 6.It’s six o’clock.Sandy ____ a letter.A.writes

B.writing

C.is writeing

D.is writing 7.---____ you ___ with her now?

---No, I’m not.A.Do;play

B.Are;play

C.Are;playing

D.Do, playing 8.She looks ____ with her new hat.A.beautifully

B.happily

C.lovely

D.well

二、翻譯：

1.你能把你的深藍色的夾克衫借給我嗎？ 2.這件男襯衫摸上去柔軟光滑。3.她不僅會唱歌而且會跳舞。4.瞧！他正在河里游泳。

5.你覺得這雙皮鞋怎么樣？

6.白色和其他任何一種顏色都可搭配。Homework Review all the new words and language points in this unit.

第四篇：八年級英語上冊教案

Unit 1 How often do you exercise ? Teaching goals:

.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc.Learn to talk about how often do you do things.一些表示頻率的副詞: always , usually , often , never , hardly ever , sometimes.句子結構: 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 Look at the picture(學生識圖).1

Name each activity.T: What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer)Write the activities on the line.Check the answers on the Bb.Correct their own activities.Practise reading.Focus on the conversation in the box.Practise reading.Pairwork : What do you do on weedends ? I ···.Groupwork :Divide the class into groups of four or five.Make conversations.Step 3 While-task SB Page 1 , 1b.Look at each picture in 1c.Tell what the person does on weekends.Check the Ss orally.Make sure what they will hear and do.Read these adverbs and explain.Play the tape twice.Write the letters on the line.SB Page 2 , 2a & 2b.read the activities and the answers of ―how often‖ first.Practise reading.2

In 2a we should know the activities you hear.In 2b we should know the answers of how often he does the activities.Play the tape for a first time.Ss only listen.Play the tape a second time.Ss do 2a.Play the tape a third time.Check the answers.Check the answers.In this part ,we should pay attention to how often引起的特殊疑問句及回答.Step 4 Post-task SB Page 2 , 2c.Focus on the conversation.Practice reading.Read the activities in the left box.Fill in the chart.Pairwork: Make conversations.Homework: Copy the new words.Review Section A 1a-2c prepare 3.Period 2 Teaching procedures : Step 1 Leading-in

Greetings 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.Review the grammar box.Ss say the questions and answers.Practise reading.Step 3 While-task SB Page 3 , Part 3.Call attention to the survey.Make sure the Ss understand the chart.Review the information in the green box with Ss.Read the article first by the Ss.Read it to the class.Look at the survey and fill in the blanks in the article.Finish the activity individually.4

Check the answers.Practise reading.Step 4 Post-task SB Page 3,Part 4.T: What can you do to improve your English ?(e.g.read English books, practice reading and speaking)How often do you ··· ? Think of more things you can do to improve your English and write them here.Ask several Ss each question.Homework: 1.Revise and copy the new words.2.Prepare for Section B.Period 3 Teaching procedures : Step 1 Leading in Greetings & free talk.Practise reading the article in Page 3.Check the homework.Step 2 Pre-task SB Page4 , 1a.Point out the five phrases.Make sure the Ss understand what do they mean.5

Call attention to the pictures.Say something about the pictures.Match the words with the pictures.Check the answers.Practice reading.Step 3 While-task SB Page 4 , 1b.pay attention to the conversation in the box on the right.Explain : ―be good for‖ means :有益于…，對…有好處.Pairwork.Choose a new partner.Use the words in Activity 1a to make conversations.Share the students’ conversations.SB Page 4 ,2a&2b.Read the questions in 2a.Listen to the tape carefully twice.Circle ―yes‖ , ―no‖ or ―I don’t know‖ in the chart.Before we check the answers in 2a,we’ll read through the questions in 2b.Pay attention to Katrina’s and Bill’s answers.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.step 4 Post-task Role-play.6

Homework

Revise and copy the new words.Make a suvery with the qudstions from 2b,write down the answers and compare.Unit 2 What’s the matter ?

Teaching goals:

詞匯.讓學生熟記這些單詞，能夠很熟練地指出表示身體部位的某些單詞.能夠用所學的單詞談論身體并且能給出中肯的建議.通過聽力練習，爭取能夠提高學生的聽力能力.文化欣賞，中國文化.Important and difficult points: words.How to talk about the health and give the advice.Period 1 Teaching procedures: Step 1 Leading in 1.T :How many parts of the body can you name ? What’s this ?(head , mouth etc.)

Today we’ll learn some parts of the body.2.This is my head.Oh ,I have a headache.Step 2 Pre-task 1.Read the new words by the Ss first.Then check the Ss if they can read the new words by themselves correctly.if there is a mistakes ,correct.Practice reading the new words.Give them 6 minutes.Have a competition between boys and girls.Write the words you remembered just now on the blackboard.Page7,1a.Do this part by the Ss first.Write the correct letter after the name of each body part on the list.Check the answers.Step 3 While-task SB Page 7, 1b.Listen and check the answers.SB Page 8, 2a.Point out the eight items in this activity.Read the item to the class.Ss repeat.There are different conversations.Listen carefully.people are talking about health problems they have and getting advice.Match the problems with the advice.Play the tape twice.Check the answers.7

Step 4 Post-task

同桌之間設計一個醫生與病人之間的對話.Step 5 Homework

Remember the name of your body part.Write conversations between the doctor and the patient.Period 2 Teaching procedures : Step 1 Leading in Free talk.Revise playing the game.Practice reading the dialogues.Step 2 Pre-task SB Page 8, 2b.Pay attention to the four pictures.Each of these pictures illustrates one of the conversations.Play the tape ,write the missing words on the blank lines.Play the tape again and check the answers.Pairwork.Practice reading the dialogues in the pictures.Take turns having the problem and giving the advice.SB Page 9, 3a.Point out the picture and ask Ss to describe it.(There is a boy sitting on a bench.He’s sick.A teacher is talking to him).Fill in the blanks in the conversation.Go over the answers.Step 4 Post-task SB Page 9 , 3b.Look at the picture with activity.A: What’s the matter ?

B: I’m not feeling well.I have a toothache /fever/sore throat /sore back.Pairwork.Make your own dialogues setting 3a as an example.Act out the dialogue.Ask some pairs to come to the front to act out their onw dialogues.SB Page 9, Part 4.Read the instructions and demonstrate what a ―mime‖ is.Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is.Ask one student to give advice.Give several students an opportunity to come to the front and mime an illness.Step 5 Homework

When you had some problems.please remember what the doctor said.Remember the new words.Period 3 Teaching procedures : Step 1 Leading in Free talk.8

Play the game :One student mimes an illness , the other students guess the illness and give advice.What’s the matter? Do you have a sore throat ? Step 2 Pre-task SB Page 10 ,1a.Look at the picture.Point out the four new words and expressions.Say each word and ask Ss to repeat.The first picture.Explain something about it using one of the four words and expressions.Match the words with the pictures by the Ss.Check the answers.Practice reading and make sure the Ss understand the meaning of the words.Step 3 While-task SB Page 10,1b.Read the four sentences ,Ss practice reading.Look at the picture and match each picture with advice.Check the answers.SB Page 10 ,2a & 2b.First ,make sure the Ss understand what they will hear.Then read the four names

Listen and write the problems on the bland lines.If possible ,write what each person ―should‖ and ―shouldn’t‖ do for their problem.Check the answers.Step 4 Post-task SB Page 10,2c.Ask two students to read the conversation to the class.Pairwork.Make conversations with your partner.Act out the conversations for the class.Write two dialogues in the exercise book.Step 5 Selfcheck SB Page 12 ,Part 1.Fill in the blanks on their own.Make your own sentences with the words.SB Page 12,Part 2.Read the letter.Make sure Ss can understand it.Step 6 Homework Remember the words in this unit.Do the exercises on Pages 6-8of the workbook.Unit 3 What are you doing for vacation ?

Teaching goals : Words & phrases: babysit ,get back , fishing , rent , think about , decide(on), tourist etc.How to talk about future plans.9

現在進行時表示將來計劃或行動.特殊疑問句（where , when , how long引導）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 Free talk.Put up the wall calendar.Step 2 Pre-task SB Page 13 , 1a.Look at the picture carefully and tell what you see in the picture.Write the activities from the pictures in the box and add some more.Practice reading.Step 3 While-task

Using the activities we write in 1a to make conversations.For example :What are you doing for vacation ? I’m visiting my uncle.Pairwork.Practice in pairs.用第三人稱練習對話.Groupwork.Divide the Ss into groups of four or five.Make conversations.Listening Page 13,1b.Check the answers.SB Page 14 ,2a & 2b.First ,read the names of the people.Play the recording and let Ss fill in the chart.Check the answers.Step 4 Post-task SB Page 14,2c.Read the conversations first.Groupwork and fill in the chart.Step 5 Homework Period 2 Teaching procedures : Step 1 Leading in Free talk.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.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.Do in the same way with ―she‖ and a girl’s name.Step 3 While-task SB Page 15, 3a.Read the conversation by the Ss and practice reading.Listen and fill in the chart.Check the answers.SB Page 15, 3b.Look at the conversation in the box.Practice reading.Pairwork.Make conversations using the information in 3b.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.Period 3 Teaching procedures : Step 1 Leading in Free talk.Check the homework :Ask one or two Ss to say something about their dream vacation.并給出全適的評價.Step 2 Pre-task SB Page 16, 1a.Say each phrase and ask Ss to repeat.Call attention to the pictures.Say something about the pictures.Match each phrase with a picture.Check the answers.Step 3 While task Make conversation.Work with your partner.Talk about what you would like to do on vacation.Share their conversations.SB Page 16 , 2a&2b.1.Read the reporter’s questions together.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.11

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.Period 4 Teaching procedures : Step 1 Leading inGreetings.Make an interview with a student.Step 2 Pre-task SB Page 17 ,Part 4.T: What are you doing this weekend ? Ask each other ,write down their answers.One student to present his /her exercise.Step 3 While-task SB Page 17 , 3a.Read the article about Ben Lambert’s vacation plans by the Ss.Tick out the new words.Read the article to the class.Explain the new words.Play the tape.Ss listen and repeat.Point out the five numbered pictures.Ss identify the items.Check the answers.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.Unit 4 How do you get to school? Teaching goals : Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop.Talk about how to get to places(談論出行方式)take the bus /subway /train /taxi , ride a bike /walk.how引導的特殊疑問句，表示乘坐何種交通工具的方式.how far ,how long 引導的特殊疑問句.復習基數詞及時間的表示方法.了解中外文化的差異.Important and difficult points :

how /how far /how long 引導的特殊疑問句.乘坐交通工具的表示方法.Teaching aids: cards and a tape-recorder.Period 1 Teaching procedures : Step 1 Leading in 1.Greetings and free talk.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 Step 2 While-task SB Page19 ,1a&1c.Write down how you get to school.Look at the picture.Write down how the students get to school.Make dialogues with the phrases.Groupwork: Divide the students into groups of three or four.Practice reading the dialogues.Act out their dialogues.SB Page 19 , 1b.Listening

Make sure the Ss know what ot do.Give them an example orally if possible.Read the names.Play the tape and check the answers.SB Page 20 , 2a&2b.Revise the numbers.Teach the new word :minute.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 用對話的形式告訴老師你是怎么到達學校并需要多長時間，then please tell me how you get to school and how long it takes.Period 2 Teaching procedures : Step 1 Leading in Greetings.Check the homework.Go over the dialogue in Page20 ,2c.Step 2 Pre-task SB Page 20 ,Grammar focus.Review the grammar box.Ask students to say the statements and responses.Practice reading.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.Pay attention to the speech bubbles.Read the questions.13

Read the passage by the Ss.Find the answers to the questions and write the answers on the lines.Check the answers.SB Page 21, 3b.Show Ss the example in the box.Two students read it to the class.Pairwork: Make your own conversations using the information in the left box.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

Period 3 Teaching procedures : Step 1 Leading in Greetings and free talk.Check the homework.Go over the passage in 3a Page 21.Step 2 Pre-task SB Page 22 ,1a.Say the four new phrases and Ss repeat.Match the words with the pictures.Check the answers.Step 3 While-task SB Page 22,2a&2b.Play the tape for the students to finish them.Point out the two sets of pictures with a blank line in front of each.Check the answers.SB Page 22, 2c.Talk about how Nina gets to school.Step 4 Post-task SB Page 23, 3a.Read the instructions to the class and read through the statements abut the article.Read the article again by the Ss.Write if the statements are true or false in your exercise books.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.Look at the picture.Make sure what the people in the picture doing.Finish the conversation.Practice reading.14

Step 5 Homework Write a newspaper article.Go over this unit.Unit 5 Can you come to my party ? Period 1 Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals : vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party.Patterns: Can you come to my party ?z

Sure, I’d love to.Sorry ,I can’t.I have to ….能力目標:學會邀請別人以及回答的方式.情感目標:培養學生禮貌用語的習慣.Teaching procedures : Step 1 leading in

Play the song : Happy birthday.Say ,today it’s Meimei’s birthday.She wants to invite you to her birthday party.Can you tell me what she should say ? Ask students to say.Step 2 Pre-task Page 25 ,1a ,1b.Ask ,Can you come to my party ? Ask some students to answer.Ask the students who say I can’t go to say why.Call attention to the words in Activity 1a.Read together.Say ,look at the picture.Ask Ss to tell what they see in each scene.Match the words with the picture and check the answers.Say ,now listen to the recording.Write the name of each person next to his or her picture.Play the recording.Ask Ss to complete the activity individually.Correct the answers.Step 3 While-task SB Page25 , 1c.Point to the example in the box.Ask Ss to do a practice with partners.Ask some groups to act.Game: One student invite some students to his/her party.The other students answer.SB Page 26, 2a.Point to the five sentences.Say ,listen to each conversation and then circle the word that makes the sentences correct.Play the recording.Check the answers.SB Page 26 ,2b.Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word ―can‖ or ―can’t‖.Say ,now listen to the recording again.Write the number of the conversation(1 through 3)in front of the reasons.15

Play the recording.Write down these answers.Check the answers.Step 4 Post-task SB Page 26 ,2c.Call attention to the points listed in activity 2b.Ask students to make their own conversation like the example.As students work ,move around the room and monitor.Ask some students to present their dialogue.Step 5 Homework Practice : Invite your friends to come to your party.Write down their answers.Period 2 Teaching contents :Section A Grammar focus , 3a , 3b , 4.Teaching goals : vocabulary : whom , start , join , practice , math test , mall , calendar.Patterns : Can you go to the mall this week ?

Can she/he/they go to movies ? 能力目標:學會寫請貼，會制做日程表.情感目標:學會人際交往的基本常識.Teaching procedures : Step 1 Leading in

Ask :How many people did you invite yesterday ?What did they say ? Ask one student to show his answer.Step 2 Pre-task SB Page 26 , Grammar focus.Review the grammar box.Ask Ss to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Call attention to ―has to‖ and ―have to‖ ,under the words write ―I’m ing , and she’s ing.‖ Step 3 While-task SB Page 27 , 3a.Call attention to the invitation.Ask questions about it.eg.What kind of invitation is it ? Call attention to the dialogue.Ask a pair of students to read it to the class ,saying blank each time they come to a blank line.Ask students to fill in the blanks according to the invitation.Check the answers.SB Page 27 , 3b.Ask two students to act the conversation you just completed.Call attention to the blank invitation card.Complete this card.Ask some pairs to present their conversations to the class.Step 4 Post-task SB Page 27 ,Part 4.Read the instructions for this activity to the class.16

Read the dialogue with a student.Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class.Step 5 Homework Make your own calendar.Make an invitation.Period 3 Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals: vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow.Pattern: Can you play tennis with me ?

What’s today ?

能力目標:能訓練地用英語和別人進行交際.Teaching aids : Step 1 Leading in Ask the student who is on duty to say something to the class.Step 2 Pre-task SB Page 28 ,1a , 1b.Show the days of the week in a large monthly calendar.Point out the days of the week at the top of the calendar and ask a student to read these words aloud.Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date.Complete activity 1a ,check the answer.Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books.Step 3 While-task SB Page 28, 1c.Call attention to the example in the box.Ask two students to read it to the class.Ask Ss to work in pairs.Ask :What do you want to do on Monday , Tuesday … ? Write down your answers.Make some conversations with your partner.Ask some Ss to present their conversations.SB Page 28, 2a, 2b.Point to the picture.Listen to the conversation.Can Vince play tennis with Andy ?Circle ―yes‖ or ―no‖.Play the recording.Ask what can Vince do today.Pay attention to the list of five activities ,and the three lettered words.Play the recording.Correct the answers.Step 4 Post-task

SB Page 28, 2c.Help student find partners.Say ,one student is Andy ,the other is Vince.Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation.Period 4 Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck.Teaching goals : vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till Patterns: Thank you for your invitation.I’m sorry I can’t.I have to ….能力目標:學會以―邀請‖為主題的書面表達形式，弄懂E-mail 的寫作法.情感目標:理解―義務‖涵義.Teaching aids : tape , tape-recorder , cards.Teaching procedures: Step 1 Leading in Show an article to the class.Say ,this is a e-mail message.Call attention to the form.Read the article individually.Step 2 Pre-task SB Page 29 ,3a.Say ,there is another e-mail message.Ask a student to read it to the class.Call attention to the blank calendar.Say ,Now read it again.Then complete Sonia’s calendar.Check the answers.Step 3 While-task SB Page 29 ,3b.Point out the e-mail message.Ask a student to read it aloud.Say ,Fill in the blanks in the e-mail message ,use ―I’m+verb+ing‖ or ―I have to +verb‖.Ask students to complete the activity on their own.Ask some Ss to present the answers to the class.SB Page 29 ,3c.Say ,now write your own e-mail message to a friend.say why you can’t visit next week , give some reasons you wish.As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class.Step 4 Post-task SB Page 29 ,Part 4.Read the instruction to the class.Complete the calendar on Page 88.Say ,now go around the class.Ask Ss if they can come to your party at the time you are free.Step 5 Exercise Selfcheck

Then ask some students to present their answers.Check the answers.Unit 6 I’m more outgoing than my sister.Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c.Teaching goals : vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin.Pattern: He has shorter hair than Sam.Is Tom smarter than Tim ? 能力目標:能對人物的外表進行描繪，個性進行比較.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.19

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 he 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 連詞成句: Tom , Sam , intellectual , more , than , is.her sister , as … as.not, sports , at , good, is ,Liu Ying.me , same , as , the , friend , my , is.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

Unit 7 How do you make a banana salad Period 1 Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goal : vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon.Patterns: How do you make a banana salad?

How many bananas do we need ?

How much cinnamon do we need ? 能力目標:學會使用how many 和how much 分別對可數名詞和不可數名詞的量提問.情感目標:培養學生熱愛勞動的習慣.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.22

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..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.Unit 8 How was your school trip ? Teaching goals : words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of.Use the past tense to talk about things.掌握由there be 結構和行為動詞構成的一般過去時.掌握規則和不規則動詞的過去時.Important and difficult points : How to use the past tense correctly.The form of the past tense.Teaching aids : card , picture and a tape recording.Period 1 Teaching procedures : Step 1 Leading in

Greeting : talk about something the Ss did last week.Step 2 Pre-task SB Page 47 , 1a , 1c.T: What did you do on your last school trip ?Look at the picture.Guess :What did Tina … do ? Pairwork : Did Tina buy a souvenir ? No , ….Step 3 While-task SB Page 47 , 1b.Listen and check the answers.SB Page 48 , 2a , 2b.Play the recording and correct the answers.Step 4 Post-task SB Page 48 , 2c.Pairwork : Make conversations.Ask several students to present their conversations.Step 5 Conclusion Grammar focus.Review the grammar box.Ss say the questions and answers.Practice reading.Period 2 Teaching procedures : Step 1 Leading in

Greeting : talk about what last day off was like.Was it a good day off or a terrible day off ? Step 2 Pre-task SB Page 50 , 1a , 1b.25

Look at the pictures.say something about the pictures.Point out the five phrases.Ss read after teacher.Make sure Ss understand what they should do.Rank them from 1-5.Pay attention to the conversation in the box on the right.Read.Pairwork : make conversations.Share the students’ conversations.Step 3 While-task SB Page 50 , 2a , 2b.Say , Now you will hear a conversation about what Tina and Tony did on their last day off.Point out the sample answer in 2a.Listen carefully twice.Fill in the chart.Read the sentences in 2b.Pay attention to who said these things.Play the tape again.Listen carefully.Check the answers.SB Page 49 , 3a.Ask one student to read the article.Ss read and work : correct the statements below.Listen to the recording.Read after it.Ask Ss to read together.Step 4 Post-task

Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ? Step 5 Homework Make up a story.Period 3 Teaching procedures: Step 1 Leading in Free talk.Check the homework.Step 2 Pre-task SB Page 51, Part 4.Say ,Here are some photos of your last vacation.What did you do ? Ask and answer with your partner.Question like this : Did … ? What … ? Were there … ?

Where … ?

How was … ? Pairwork.Step 3 While-task SB Page51 ,3a.Read the letter about the things Nick did by Ss.Explain the new words.Play the tape.Ss listen and repeat.Point to the number 1-5.Point out the sample answer.Ss work.Then check the answers.26

Play the tape again.Practice reading.SB Page 51 , 3b.Say , Imagine you are Tony and you’ll give Nick a letter.Point out the letter.Read the letter to the class.saying blank each time when come to a blank line.Read the letter and fill in the blank.Ask one student to present the answers.Step 4 Post-task SB Page 51, 3c.Say :We read about the things Tony and Nick did.What did you do on your last day off.Let’s write a letter about them.Give them help if they need.Ss work.Step 5 Homework Complete the selfcheck.Unit 9 When was he born ? Teaching goals:

Learn to use ―be born‖ to ask sb sth

掌握一般過去時態的以how long , when , where 等疑問詞開頭的特殊疑問句.能用有關的形容詞來描述人，并能用一般過去時來談論熟知的、敬佩的人物.Period 1 Teaching procedures : Step 1 Leading in

Greeting.Ask Ss when they were born and which sports stars they like.Step 2 Pre-task SB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss

Ask :T: Who’s that ?

S: That’s ….T:When was he born ?

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

Collect the information about sports stars.Then make cards.Period 2 Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b.27

Teaching procedures : Step 1 Leading in Revise the past tense.Step 2 Pre-task SBPage54,Grammarfocus.AskSs to say the questions and responses.Answer the questions the Ss might have.Step 3 While-task SB Pag3 55 , 3a.Ask Ss to point to the names in the chart below the article.Read the name to the class.Explain the word achievement.Divide the class into two groups —A and B.Have them continue filling in their own charts , on their own.SB Page 55 , 3b.After Ss have finished reading and filling their answers , ask Ss to work in pairs.Draw the chart on the Bb.Ask the Ss who finish first to write the answers in the chart.Correct the answers.Step 4 Post-task SB Page 55 , 4a.Write this sample question on the Bb.Then ask two Ss to ask and answer these questions.Ask Ss to talk to several other Ss.Move around the room checking their progress.SB Page 55 , 4b.Ask Ss to tell the class what they learned about a student.Allow other Ss to ask questions if they don’t understand something another student says.Ask each student to read at least one statement from his chart.Step 5 Homework(改錯)I went to the classroom , but no one were there.Last summer I go to HongKong.Lucy and Lily didn’t late for school last week.Did your friend bought a new watch yesterday ? Period 3 Teaching contents : Section B 1a , 1b ,2a , 2b , 2c.Teaching procedures : Step 1 Revision Check the homework.Step 2 Pre-task SB Page 56 , 1a.Write on the Bb the eight words at the top of the page.Ask a student to the names of the people in the pictures.Ask Ss to write one or two words from the list under each person’s picture.SB Page 56 , 1b.Ask several Ss to read the class the words they wrote under each picture.Say , Now work with a group.Make your own statements about the people in the pictures ,using the words you wrote in your book.Ask Ss to tell the class what they said about some of the people.Step 3 While-task

SB Page 56, 2a.Read the instructions and point out the words in the list in activity 1a.Play the recording.Ss listen and circle the words they hear Check the answers.SB Page 56 , 2b.Point out the eight sentences.Ask two Ss to read them.Play the recording and have Ss write down the answers.Correct the answers.Step 4 Post-task SB Page 56 , 2c.Ask two Ss to read the sample conversation.Have Ss work with a partner.Ask and answer questions using the sentences in activity 2b.Ask several pairs to say a conversation to the class.Step 5 Homework Remember the words learned in this class.Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck.Teaching procedures : Step 1 Leading in Ask some Ss some questions :When were you born ? When did you get to school yesterday ? etc.Step 2 Pre-task SB Page 57, 3a.Ask Ss to read the phrases in the chart.Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand.Ask Ss to read to the class any words or phrases they circled.Write them on the Bb.Ask other Ss to explain what they mean.Ask Ss to read the article again and fill in the information in the chart.Correct the answers.Step 3 While-task SB Page 57 , 3b.Ask Ss to use these sentences to start their articles.Ask Ss to use the article about Midori as an example.SB Page 57 , 3c.Read the instructions and ask Ss who they write about.Ask Ss to work on their own.When they finish,ask the Ss to read the article to a partner and to talk about the person in the article.Step 4 Post-task SB Page 57 , Part 4.Ask Ss to work in groups of four.Point out the sample conversation.Ask three Ss to read it to the class.Then ask Ss to work with their groups.29

Step 5 Homework Get Ss to finish the selfcheck on their own.Unit 10 I’m going to be a basketball player.Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c.Teaching goals: vocabulary :programmer ,engineer ,pilot ,professional Pattern: I am going to do sth.能力目標:掌握一般將來時的用法.Important and difficult points : be going to 的用法.Teaching procedures : Step 1 Leading in

復習一般現在時表示計劃、打算做某事的用法.Step 2 Pre –task SB Page 59 , 1a.Read each of the words to the class.Teach the new words Have Ss complete activity 1a.Check the answers.SB Page 59 , 1b.Play the recording.Ss listen and write down the answers.Correct the answers.Step 3 While-task SB Page 59,1c.In pairs ,Ss look at the jobs in activity 1a and have conversations about these jobs.SB Page 60 , 2a.Point to the picture.Ask Ss to say what they see.Play the recording.Ss listen and write down the answers.Check the answers.SB Page 60 , 2b.Ask a student to read the sample question and sample answer to the class.Play the recording.Ask Ss to write their answers in the chart.Correct the answers.Step 4 Post-task SB Page 60 , 2c.Ask two Ss to read the sample conversation to the class.Point to the questions and answers in activity 2b.Ask Ss to make conversation about Cheng Han.Ask several pairs to say their conversations to the class.Step 5 Homework Preview the grammar box.30

Period 2 Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals: vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire.能力目標: 談論未來自己與他人的理想職業及原因.Teaching procedures : Step 1 Leading in Have Ss make sentences with ―be going to‖.Step 2 Pre-task SB Page 61, 3a.Call attention to the diary.Read the paragraph to the class.Then read the instructions to the class.Have them know what to do.Ask Ss to finish the activity on their own.Correct the answers.Step 3 While-task SB Page 61 , 3b.Point to the questions.Say , Answer these questions.Tell the truth about your life.What do you plan to do ?

As Ss write ,move around the room offering help if needed Point out the sample conversation.Ask two Ss to read it to the class.Ss work in pairs.Ask some pairs to say their conversations to the class.Step 4 Post-task SB Page 61 ,Part 4.Write the year 2008 on the Bb.Ask the class why that is an important date for Beijing and China.(China is hosting the Olympic Games in 2008)Divide the class into small groups.Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 Homework Write the sentences in Part 4 on the exercise books.31

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

SB Page 62, 2a.Read the instructions and point out the phrases in the list in activity 1a.Play the recording.Ss listen and circle the phrases on the list in activity 1a they hear.Check the answers.SB Page 62 , 2b.Play the recording.Ask Ss to write their answers on the blank lines after each person’s name.Ask three Ss to write one answer each on the Bb.Check the answers.Step 4 Post-task

SB Page 62, 2c.Ask two Ss to read the sample conversations.Then ask Ss to work with a partner.Step 5 Homework Have Ss write their resolutions on the exercise books.Period 4 Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals: vocabulary: reader , keep , fit , keep fit , build.能力目標:學習制定未來一段時間的計劃.Teaching procedures : Step 1 Leading in Check homework.Step 2 Pre-task SB Page 63 , 3a.Call attention to the magazine article.Ask a student to read it.Ask Ss to make a list of the New Year’s resolutions in this article.Check the answers.Step 3 While-task SB Page 63, 3b.Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s resolution was.Then ask some other Ss to tell how each person was going to make his or her resolution work.Point to the magazine article in activity 3a.Ask Ss to write an article like this one.Step 4 Post-task SB Page 63 , 3c.Ask some Ss to tell the class about their New Year’s resolutions.Then ask Ss to write about their resolutions on their own.SB Page 63 , Part 4.Divide Ss into small groups to do the activity.Ask some groups to write their plans on the Bb.Step 5 Selfcheck Ask Ss to finish the selfcheck on their own.Step 6 Homework Write the article in activity 3c on the exercise books.Unit 11 Could you please clean your room ? Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c.Teaching goals : vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting.patterns : Could you please + do sth ?

Could you + do sth ?

能力目標:學習有禮貌地提出請求.Important and difficult points :請求允許做某事.Teaching procedures : Step 1 Leading in Greetings.Step 2 Pre-task Teach the new words.Step 3 While-task SB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class.Play the recording and let Ss fill in the chart.Check the answers.SB Page 65 , 1c.Point out the sample conversation in activity 1c.Ask two Ss to read it to the class.Have Ss work in pairs.Step 4 Post-task SB Page 66 , 2a & 2b.First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check ―yes‖ or ―no‖.Correct the answers.Do with activity 2b in the same way.Step 5 Pairwork

SB Page 66 , 2c.Ss work in pairs , then ask some pairs to act out their conversations.Step 6 Homework In pairs make a conversation using ―Could you please …? Could you … ?‖.Period 2 Teaching contents:Section A Grammar focus,3a ,3b,4.Teaching goals : Vocabulary :work on , laundry , do the laundry , wash.Master and use : I like doing sth because ….I don’t doing sth because ….3.情感態度目標:教育學生在人際交往中要有禮貌.Teaching procedures : Step 1 Leading in Revise the pattern : Could you please … ? Could you … ? Step 2 Pre-task SB Page 66 , Grmmar focus.Ask Ss to say the questions and answers.Explain :the questions use the word could and the answers use the words can and can’t.Step 3 While-task SB Page 67 , 3a.Read the conversation to class with a student.Say blank every time you come to a blank.Ask Ss to fill in each blank with the work make or do.Correct the answers.SB Page 67 , 3b.Ask two Ss to read the sample phrases.Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a.34

Ask a student to say the name of a chore.Then ask another student to say I like or I don’t like.Then ask a third student to give a reason.Step 4 Post-task SB Page 67 , Part 4.In groups of five , give each group a set of blank cards.Ask Ss in each group to write one core onto a card.In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason.Step 5 Homework

Make some sentences with ―I like doing sth because ….‖ or ―I don’t like doing sth because ….‖

Period 3 Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals : vocabulary: snack ,borrow ,invite ,disagree ,teenager 能力目標:熟悉并能靈活運用Could you(please)… ? Teaching procedures : Step 1 Leading in Ask some Ss with questions :Could you please … ? Could you … ? Step 2 Pre-task SB Page 68 ,1a.Say , Look at the items on the list ,ask Ss to complete the writing on their own.Correct the answers.Step 3 While-task SB Page 68, 1b.Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a.Call several pairs to say one or more of their conversations to the class.SB Page 68, 2a & 2b.Read the instructions and have Ss know what to do.Play the recording and ask Ss to write their answer on their own.Ask two Ss to write their answers on the Bb.Correct the answers.Step 4 Post-task SB Page 68, 2c.Point out the sample conversation and ask two Ss to read it to the class.Then point to the phrases in the box.Ask Ss to ask and answer with a partner.Ask several pairs to say their questions and answers to the class.Correct any incorrect questions or answers.Step 5 Homework

英漢互譯: 1.洗餐具

2.處理瑣事，干家務3.購物

4.take out the trash 5.make the bed 6.fold your clothes

Period 4 Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck.Teaching goals :

vocabulary :take care of ,feed ,mine ,weren’t=were not 能力目標:學習寫留言條以請求他幫助.Important and difficult points : 留言條的書寫.Teaching procedures : Step 1 Leading in Ask Ss to translate some Chinese phrases.Step 2 Pre-task SB Page 69 , 3a.Read the instructions and have Ss know what to do.Ask Ss to read the letter on their own and complete the chart.Ask two Ss to write their answers on the Bb.Correct the answers.Step 3 While-task SB Page 69 , 3b.Ask a student to read the beginning of the e-mail message.Have Ss finish the message.Tell them they can look at the Chart in activity 2b for ideas.Ask some Ss to read their message to the class.SB Page 69 , 3c.Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class.Step 4 Post-task SB Page 69 , Part 4.Point out the sample conversation and read the instructions to have Ss know what to do.Divide Ss into groups of three and ask them to make conversations.Ask several groups to say their conversations to the class.Step 5 Homework Finish the selfcheck.Unit 12 What’s the best radio station ? Period 1 Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c.Teaching goals : vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station.能力目標:掌握一些形容詞的比較級和最高級.Difficult points :

特殊形容詞的比較級和最高級.Teaching procedures : Step 1 Leading in

Revise the comparative forms and superlative forms of some adjectives.Step 2 Pre-task SB Page 71 , 1a.Ask Ss to explain what the word or phrases means in their own words.Then ask Ss to decide which of the things are important or unimportant.36

Step 3 While-task SB Page 71 ,1b.Ask some Ss to read the sentences,then play the recording.Correct the answers.SB Page 71, 1c.Ask Ss to make a list of real movie theaters they know.In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters.Step 4 Post-task SB Page 72, 2a & 2b.Ask some Ss to read the phrases and sentences.Play the recording ,Ss listen and write down their answers.Check the answers.Step 5 Role play

SB Page 72 , 2c.Have Ss work in pairs.Check the progress and offering help as needed.Ask some pairs to say their conversations to the class.Step 6 Homework Preview the grammar box.Period 2 Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals : vocabulary :teen ,bargain , delight , by bus.能力目標:學習進行簡單的比較并表達自己的好惡.Teaching procedures: Step 1 Leading in Ask a student to say something about the comparative and superlative forms of adjectives.Step 2 Pre-task SB Page 72, Grammar focus.Ask a student to read the sentences to the class.Say ,these sentences show different grammar points.Explain the two grammar points.Answer questions the Ss might have.Step 3 While-task SB page 73 , 3a.Point to the chart.Ask Ss what they will write in the chart.Ask Ss to read the article on their own.Ask Ss to read the article again and complete the chart on their own.Correct the answers.SB Page 73,3b.Point out the sample conversation and ask two Ss to read it to the class.Ask Ss to say the names of stores in your town and write the names on the Bb.Step 4 Post-task SB Page 73, Part 4.Ask the class for the names of three places to have lunch near the school and write them on the Bb.Divide the class into small groups.Ask them to choose three restaurants and fill in the chart.Step 5 Homework

寫出下列單詞的比較級和最高級：happy , late , good , bad , beautiful , heavy , big , wet , small , much.Period 3 Teaching contents :Section B 1a , 1b, 2a , 2b , 2c.Teaching goals : vocabulary: positive , negative , dull , performer Teaching procedures : Step 1 Leading in Check the homework.Step 2 Pre-task SB Page 74, 1a.Point to the sample answer in the chart and ask a student to read the pair of words to the class.Ask Ss to complete activity 1a on their own.Correct the answers.SB Page 74 , 1b.Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner.Ss work in pairs to talk about the people they know.Ask several Ss to say their sentences to the class.Step 3 While-task SB Page 74 , 2a.Ask Ss what a ―talent show‖ is and ask Ss to tell what people do at talent show.Point to the five pictures.Ask different Ss to say what the people are doing in each picture.Play the recording.Ss listen and write the correct name.Check the answers.SB Page 74 , 2b.Play the recording and ask Ss to write what different people say about the performers.Correct the answers.Step 4 Post-task SB Page 74 ,2c.Ask two Ss to read the sample conversation to the class.Then Ss work in pairs.Step 5 Homework Ask Ss to write their questions and answers in activity 2c on the exercise books.Period 4 Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck.Teaching goals : vocabulary: province , still , enough , distance , farthest 能力目標:學習進行簡單的調查.Teaching procedures : Step 1 Leading in Greetings.38

Step 2 Pre-task SB Page 75, 3a.Read the instructions and point out the words in the box.Point out the sample answer for number 1.Ask Ss to write one work from the box on each blank line.Correct the answers.SB Page 75 , 3b.Say ,Now write an article about the other people in activity 2b.Write about Vera , Dennis ,and the math teachers ,you can use information in the chart to help you.Ask Ss to complete the article on their own.Ask some Ss to read what they wrote to the class.Step 3 While-task SB Page 75, 3c.Ask Ss to say the names of famous performers they might write about.Ask Ss to write their article on their own.Ask some Ss to read their articles to the class.Step 4 Post-task SB Page 75 , Part 4.Point out the chart where the Ss can write the answers.Ask two Ss to read the sample conversation to the class.Ask Ss to interview three classmates.Ask several Ss to read the information from one column to the class.Step 5 Homework Review the grammar focus on Page 72.39

第五篇：2013新人教版八年級上冊英語Unit10教案

Unit 10

If you go to the party , you’ll have a great time!

Teaching goals: 1.Words and expressions in this unit.2.Target language: Are you going to the party? Yes, I am.I’m going to wear my jeans.If you do, you’ll have a great time.You should wear your cool pants.3.掌握現在進行時態表示將來(Present progressive as future).4.學習條件狀語從句: if + will.5.進一步了解情態動詞should的用法.6.學習談論因果關系.7.做出決定是否做某事.Important and difficult points: 1.學習運用be going to 和will構成的一般將來時。2.if 引導的條件狀語從句。Teaching aids:

teaching cards, a tape recorder.Period 1

Teaching contents: Section A 1a, 1b, 1c, 2a, 2b, 2c, grammar focus.Teaching procedures: Step 1 Leading in

Draw two pictures on the Bb ,in the first picture a boy is getting up late, and in the second picture the boy can’t catch the early bus.Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus.” Read the sentences ,Ss repeat.Repeat with other sets of pictures.Step 2 Pre-task SB Page 73, 1a.1.Point out the pictures and ask Ss to tell what they see.2.Ask some students to read the statements and responses.3.Have Ss match the statements and responses on their own.Step 3 While-task SB Page 73, 1b.1.Play the tape and get Ss to check their answers to activity 1a.2.Talk about the answers together.SB Page 73, 1c.1.Ask two Ss to read the example in the sample in activity 1c.2.In pairs, get Ss to talk about what happened in the pictures.3.Ask some pairs to present their conversations to the class.SB Page 74, 2a & 2b.1.Read the instructions.Make sure the students know what to do.2.Play the recording.Ss listen and write down their answers.3.Correct the answers.Step 4 Post-task SB Page 74, 2c.1.Ask two students to read the sample dialogue.2.In pairs, get the students to role play the conversation between Andrea and her friend.3.Ask a few pairs of students to practice their conversations for the class.Step 5 Grammar Focus SB Page 75, Grammar Focus.1.Review the grammar focus.Ask Ss to say the statements and responses.2.Ask Ss to work in small groups.Ask each group to write down as many sentences like those in the grammar focus as they can.3.Ask some groups to share their sentences with the class.Homework: Have Ss write their sentences on their exercise books.Period 2 Teaching contents: Section A 3a, 3b, 3c, Section B 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e.Teaching procedures: Step 1 Leading in Ask some students to make sentences with if.Step 2 Pre-task SB Page 75, 3a.1.First, let Ss read the notice from the principal.2.Read the dialogue to the class saying bland when come to a blank line.3.Get Ss read the notice again and fill in the blanks.4.Correct the answers.Step 3 While-task SB Page 75, 3b.1.Complete the sentences using your own ideas.3.Get some pairs to say their conversations to the class.SB Page 76, 1a & 1b,1c 1.Read the instructions and play the recording.2.Ss listen and write down their answers.3.Correct the answers.SB Page 76, 2a-2e.In pairs, get Ss to role play a conversation according to the information in activity 2b.Homework: Have Ss write their conversations on their exercise books.Period 3

Teaching contents: Section B 3a, 3b, 3c, Self Check.Teaching procedures: Step 1 Leading in Check the homework.Ask a few students to present their dialogue to the class.Step 2 Pre-task SB Page 79, 3a.1.Talk to someone you know.Find out his/her three biggest worries.Try to think of some solutions to the problems and write them down.3.Check the answers.Step 3 While-task SB Page 79, 3b.1.Use the structures below to plan your writing.SB Page 79, 3c.1.Write a passage with your advice.Step 4 Self Check SB Page 80, Self Check Part 1.1.Ask Ss to fill in the blanks with the words in the box.2.Check the answers.3.Ask Ss to make their own sentences with the words given.SB Page 80, Self Check Part 2.Correct the answers.Step 5 Homework Have students write the sentences in Part 3 on their exercise books.