新目标英语八年级下册全册教案

2011年人教版新目标英语八年级（下册）英语教学计划

一、指导思想

为促进教育教学质量的提高，在本学期的英语教学中，要坚持以下理念的应用：

1、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；

2、突出学生主体，尊重个体差异；

3、采用任务型的本文来自范文网教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；

4、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。 二、全期教学总目标

学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同本文来自范文网完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。 三．教材简要分析

《新目标英语》八年级（下册），全书共有十个单元，另两个复习单元。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。 四、学情简要分析

整体而言，学生成绩和学生的学习态度的两级分化十分严重，少部分英语基础好的优秀学生，不管是在学校，还是在家，都能认真学习、主动思考问题，同

时还能够及时反馈学习情况，在他们身上，教和学得到了比较好的统一。与此相反的是，另一部分同学英语基础很差，有些连26个字母都不能背全；学习态度也十分懒散，不但不愿学，不想学，还影响课堂纪律，影响他人学习。其他大部分学生属于中间层次，虽然不太吵，但学习情况依然很不理想，还是存在很多不想学不愿学的情况。

总的来说，学生在英语学习上所存在的问题主要表现在:

(1)听、说、读、写等方面的基本技能未能掌握，连音标和单词的拼读都没有掌握好；

（2）受方言影响，多数同学的发音不准确。 (3)单词量掌握较少；

（4）上课时精力不集中，对英语有一定的抵触心理； （5）学生整体的惰性还是很强，自觉性很差。

（6）学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。 五、提高教学质量的可行措施及教改措施 一、面向全体学生，注重素质教育。 二、以学生为主体，尊重学生个体差异。 三、采用活动途径，倡导体验与参与。 四、开发课程资源，拓展学用渠道。 具体来说：

1.认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。

2.充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。

3.多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。 4.积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲，课前五分钟活动等。 5.注重个别辅导，在面向全体学生的基础上，培优补差。 6.不断学习，加强自身素质和业务能力的提高。

古城中心学校八年级英语第二学期教学进度计划 周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 日期 教学内容 课时 2 4 4 4 4 3 4 4 4 4 4 4 4 4 4 2月 28 — Will people have robots?(1.2) 3月 4 日 3月 7 — Will people have robots？(3-5) 3月 11 日 What should I do?(1) 3月 14 — What should I do?(2-5) 3月 18 日 3月 21 — What were you doing when the UFO arrived？(1-4) 3月25 日 3月 28 — What were you doing when the UFO arrived？(5) 4月 1 日 He said I was hard-working.(1-3) 4月 4 — He said I was hard-working.(4-5) 4月 8日 4月 11 — If you go to the party, you will have a great time. 4月15 日 (1-4) 4月18 日 If you go to the party, you will have a great time. 4月 22日 (5) Recycle11 4月 25 日 Recycle1 4月29 日 5月 2 — 期中考试，五一放假 5月 6 日 5月 9 — How long have you been collecting shells?(1-4) 5月13 日 5月16日- How long have you been collecting shells?(5) 5月20 日 Would you mind turning down the music?(1-3) 5月23日- Would you mind turning down the music?(4-5) 5月27 日 Why don’t you get her a scarf?(1-2) 5月30日- Why don’t you get her a scarf?(3-5) 6月3 日 Have you ever been to an amusement park?(1) 6月6 日— Have you ever been to an amusement park?(2-5) 6月10 日 6月13日- It’s a nice day, isn’t it?(1-4) 6月17 日 It’s a nice day, isn’t it?(5) 6月20日- Recycle2 6月24 日 Recycle 6月 27日- 7月1 日 7月4 日— 复习 7月 8 日 7月11日— 期末考试，总结放假 7月15日

Unit 1 Will people have Time

robots ?

1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答. 3. There be 句型的一般将来时.

Teaching

4. more , less , fewer 的用法.

goals:

5. 学习一般将来时态的相关知识，学会对未来进行预测.

6. 对five years ago ,today ,in five years 简洁回顾与展望的

方式，贴近实际符合学生心理，激发学习兴趣.

Lesson

7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.

1. will构成一般将来时态的句式。

Important

2. There be 句型的一般将来时态。

and

3. more , fewer , less 的用法。

difficult

4. How to make predictions .

points

教学资源

Teaching procedures: 共 性 教 案 个性教案 Period 1 Step 1 Leading in 1. Greetings: Welcome to school . What’s the date today ? Who’s on duty today ? Do you enjoy your winter holiday ? Do you finish your homework ? Do you want to live on the moon ? Can you guess what will happen in ten years ? Collect the Ss’ answers and say something about their predictions . Step 2 Pre-task SB Page 2 ,1a . 1. Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years . 2. Read each predictions to the class .Explain the new

vocabulary .

3. Read the instructions .Make sure Ss know what they should do . 4. Do it by themselves . 5. Talk about the answers with the class . Explain :一般将来时态 构成: will / be going to +动词原形 Step 3 While-task SB Page 2 ,1b . 1. Practice reading the six predictions . 2. Read the instructions to Ss .Circle the things you hear on the recording . 3. Play the tape twice . 4. Play the tape a third time .At the same time ,check the answers . SB Page 2 , 1c . 1. Pay attention to the dialogues . 2. Read the dialogues fluently . 3. Pairwork .Work in pairs to make predictions according to the sample . 4. Ask several pairs to share their conversations to the class . SB Page 3 , 2a & 2b . 1. Read the predictions . 2. Read the instructions and point out the sample answer . 3. Play the tape twice .Ss circle the words they hear in each sentences: more , less , fewer . 4. Check the answers . 学生探究: less , fewer 的区别。 Step 4 Post-task 1. Point to the example in the sample dialogue .Practice reading . 2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions . Grammar Focus: 1. Review the grammar box .Ss say the statements and responses . 2. Make summaries about “will” ,“fewer” and

“less” .

Homework: 1. Make predictions about yourself in 10 years .Write down 5 sentences . 2. Go over the new words . Period 2 Teaching procedures : Step 1 Leading in 1. Greetings and free talk . 2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价) Step 2 Pre-task 1. Go over what we learnt yesterday . 2. 通过三种时间的对比简略复习一般过去时与一般现在时。 Step 3 While-task SB Page 4 , 3a . 1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future . 2. Read the instructions . 3. Complete filling in the blanks individually . 4. Check the answers . 5. Practise reading .Then ask some Ss read them out . SB Page 4 , 3b . 1. Look at activity 3a .Make predictions about Sally . 2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class . 3. Practise reading . 4. Pairwork .Make their predictions about Sally . Step 4 Post-task 1. Write about yourself . With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years . 2. Complete the work individually . 3. Review the task .Ask a few more Ss for answers .

Homework : Draw a picture of the city in 20 years .Describe it to the class . Period 3 Teaching procedures : Step 1 Leading in 1. Greetings . 2. Say yourselves :five years ago , today and in five years . 3. Check the homework. Step 2 Pre-task SB Page 5 , 1a . 1. Look at the form and read the headings to the class .Make sure the Ss know what they mean . 2. Read the list of seven words .Explain the new words . 3. Write each word in the correct column .Check the answers. SB Page 5 , 1b . 1. Read the words already written on the chart . 2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition . Step 3 While-task SB Page 5 , 2a . 1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them . 2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 . 3. Play the tape twice .Check the answers . SB Page 5 , 2b . This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years . 1. Read the instructions . 2. Pay attention to the sentences and the verbs in the box . 3. Play the tape and correct the answers .

Step 4 Post-task 1. Read the instructions . 2. Pairwork. One is Alexis, one is Joe . 3. Point out the example in the sample dialogue .Read it to the Ss . 4. Talk about Joe’s life now , ten years ago and in ten years . 5. Ask some pairs of Ss to say their dialogues . Homework: 1. Go over the words . 2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。 Period 4 Teaching procedures: Step 1 Leading in 1. Greetings . 2. Ask two Ss to say sth about Joe . 3. Check their homework . Step 2 While-task SB Page 6 , 3a . 1. Read the instructions . 2. Give Ss 3 minutes to read the passage , tick out the new words. 3. Explain the new words and practice reading . 4. Point out the chart .Read the column headings to the class . 5. Read the passage again .Write words from her answers in the correct columns below . 6. Check the answers . 7. Practise reading . SB Page 6 , 3b .Playing a game :Who write it ? 1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper . 2. Put all the Ss’ papers together . 3. Take turns reading the paper .The other Ss guess who wrote it . Step 3 Post-task SB Page 6 , Part 4 .

1. Read the questions below .

2. Ask two Ss to read the dialogue . 3. Answer the questions . 4. Pairwork. Get your partner’s answers . 5. Share a few Ss’ conversations . Homework: 1. Finish selfcheck as their homework . 2. Go over the words in this unit . Period 5 Teaching contents: Reading :Do you think you will have your own robot ? Teaching procedures : Step 1 Leading in 1. Greetings and free talk . 2. If possible,draw a robot on the Bb or put up a picture of a robot. Tell :What does it look like ? What can it do ? 3. Tell your partner what you know about robots . Step 2 Pre-task SB Page 8 , 1b . 1. Read the title of the passage . 2. Look at the picture together .Ask a few Ss to describe What they see . 3. Read the words and phrases in the box .Practice reading the words . 4. Circle the words you think you will read in the passage . Step 3 While-task SB Page 8 . 1. First let Ss scan the passage for the main idea . 2. Explain something . help sb with sth /do sth do the same as … make sb do sth It takes /took /will take … 3. Ask a few comprehension questions around the class . 4. Read the passage by the Ss . Step 4 Post-task

1. Go through the reading again .

How many words in 1b did you correctly predict ? 2. Go over the structures in SB Page 9 , 3b . Make their own sentences . Homework: 1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese . 2. Go over this unit . 3. Make their own sentences . 4. What ways do you think a robot will help you and your family in the future .Write your ideas .

课堂小结

课后反思

:

Lesson Unit 2 What should I do ? Time 5 1. Words & phrases : keep out , loud , argue , What’s wrong ? Teaching football , either , except , themselves , include ,etc . 2. 情态动词could /should 的用法。 goals: 3. Why don’t you … ?结构表建议的运用。 4. 如何谈论问题及提出建议。 5. 在处理问题中学会自省与人际交往。 1. should /could 情态动词的用法。 Important 2. 如何提出建议。 and . difficult points Teaching aids : a tape recorder , cards

Teaching procedures:

共 性 教 案 个性教案 Period 1 Teaching procedures : Step 1 Leading in 1. Greetings and free talk . 2. Check the homework . Step 2 Pre-task T: I want to buy a new guitar but I don’t have enough money .What should I do ? Ss think it over ,and try to give his/her advice . Write their advice on the Bb . 1. Borrow one . 2. Buy a second-hand guitar . 3. Get a part-time job . 4. Don’t buy a guitar . 5. Wait until next year . Practice reading the advice by the Ss . 导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do . Step 3 While-task SB Page 10 , 1a . 1. Read the instructions to the Ss . 2. Read the problems by the Ss . 3. Ask Ss to write the problems in the “Serious” or “Not serious” columns . 4. Explain . 5. Talk about the answers with the class .Practice reading . SB Page 10 , 1b . Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers . Step 4 Post-task SB Page 10 , 1c . Look at the problems in activity 1a and make conversations .

Step 5 While-task SB Page 11 , 2a .

1. Read the instructions .Make sure the Ss understand what should they do . 2. Point to the sentences below . 3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice . 4. Play the tape again .Ss circle “could” or “should” . 5. Correct the answers . SB Page 11 , 2b . Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers . Step 7 Post-task Make conversations with peter and his friend with the help of 2a & 2b . Step 8 Grammar Focus Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should . Homework: 1. Go over the words . 2. My clothes are out of style ,what should I do ? Please give the advice . Period 2 Teaching procedures : Step 1 Leading in 1. Greeting and free talk . 2. Check the homework .Collect the students’ advice .Write it down on the Bb . Step 2 Pre-task 1. Review the differences between “could /should” . 2. Learn the new words in Page 12 . Step 3 While-task SB Page 12 , 3a . 1. Read the instructions . 2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” . 3. Talk about the students’ answers .

4. Make sure the students understand the dialogue.Practice reading Step 4 Post-task SB Page 12 , 3b . 1. Read the instructions .Point out the example conversation and ask two students to read it to the class . 2. Use your head .Find some other ways to get money that aren’t in the book . 3. Ask Ss to work with partner as they ask for and give advice . 4. Pairwork . 5. Act out the conversations to the class . Step 5 While-task SB Page 12 , Part 4 . 1. Read the instructions .Make sure the Ss understand what they should do . 2. To students read the dialogue . 3. Practice reading . 4. Ask another pair to give their advice on another topic . 5. Pairwork . Homework : 将下列短语或句型译为汉语 1. keep out 2. out of style 3. What’s wrong ? 4. call sb up 5. pay for 6. ask for something 7. summer camp 8. stay at home Period 3 Teaching procedures: Step 1 Leading in 1. Greetings and free talk . 2. Check the homework . Step 2 Pre-task SB Page 13 , 1a . 1. Read the instructions to the students . 2. Read the sentences and ask a student to read the sentences to the class .

3. Write NI , I , VI for each statement . 4. “What is important to you when you choose clothes ?”Write one or more of their statements to the class . Talk about the answers with the class . Step 3 While-task SB Page 13 , 2a . 1. Read the instructions .Make sure the Ss understand what they should do . 2. Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems . 3. Play the tape twice .Ss check the problem they hear . 4. Play the tape again ,Ss correct the answers . SB Page 13 , 2b . 1. Read the instructions .Make sure Ss understand what they should pay attention to . 2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class . 3. Play the recording again .Ss write their answers . 4. Play the recording again ,one sentence by one sentence .Check the answers . Step 4 Post-task SB Page 13 , 2c . 1. Point out the example in the sample dialogue .Ss practice reading . 2. Pairwork: What do you think Erin should do ? 3. Share their conversations with whole class . Homework : You left your homework at home ,what should you do ? Please give your advice . Period 4 Teaching procedures : Step 1 Leading in 1. Greetings & free talk . 2. Check the homework :I left my homework at home ,what

should I do ? Share some students’ advice .

Step 2 While-task SB Page 14 , 3a . 1. Scan this letter ,underline the problem . 2. Read the letter again , tick out the new words . 3. Explain something : except=but 除…之外（不包括在内） besides 除…之外（包括在内） All the students went to the park except him . Lucy and Lily will come to the party besides me . find out = learned 了解到 find 找到 I just find out there is a dance tomorrow . 4. Listen to the recording .Ss practice reading . SB Page 14 , 3b . 1. Pairwork: Give some advice to the lonely kid in 3a . 2. Suppose you’re Mary .Write the letters on your own . 3. Read the letters to the class . SB Page 14 , Part 4 . 1. Read the problem in the box . 2. Two students read the dialogue . 3. Pairwork : Think them over and give your advice . 4. Groupwork: See which classmate has the best advice . Step 3 Post-task SB Page 15 , Selfcheck . 1. Fill in the blanks with the words given .Try to make your own sentences with the words . 2. Read the letter to Aunt Chen’s advice column and then write some advice . Homework : What’s your problem ? Please write your own letter to an advice column . Period 5 Teaching procedures : Step 1 Leading in 1. Greetings and free-talk .

2. Check the homework :Read the letter out in the class ,the other Ss give their advice . Step 2 Pre-task 1. What after-school activities can you think of .Write what you do and what you don’t do . 2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary . Step 3 While-task SB Page 16 . 1. Read the passage quickly and get the main idea . 2. Listen to the recording .Circle the words in the box in 1b . 3. Explain something : busy enough It’s time for sth . the + 姓s : 夫妇/一家 SB Page 17 , 3a . 1. Read these statements . 2. Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number . 3. After a while .All pairs with the same number from a group and compare ideas . 4. After five minutes .Each group report their ideas to the class . Homework : 1. Write four sentences using one of the words from 1b in each sentence . 2. Are you or your friends under pressure ? Do a survey to find out .

课堂小结

课后反思

Unit 3 What were you doing 5 Lesson when the UFO arrived ? Time 1. Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , Teaching follow , shirt . 2. when , while 引导的时间状语从句。 goals: 3. 学习过去进行时态。 4. 利用知识谈论过去发生的事情。 5. 复习过去式，学会讲故事。 6. 了解一些自然科学知识和社会科学知识。 1. when , while 引导的时间状语从句。 Important 2. 学习过去进行时态。 and difficult points Teaching aids : a tape-recorder , cards . Teaching procedures: 共 性 教 案 个性教案 Period 1 Teaching procedures : Step 1 Leading in 1. Greetings and free-talk . 2. Check the homework . 3. Dictate the words in Unit 2 . Step 2 Pre-task SB Page 18 , 1a . 1. Point to the sentences .Read the sentences .Explain what each one means . 2. Look at the picture .Point out the six people .Match the statements with the people in the picture . 3. Check the answers . 4. Practice reading .

Step 3 While-task

SB Page 18 , 1b . 1. Read the instructions .Make sure the Ss understand what they should do . 2. Look at the dialogue in the picture . Explain : 过去进行时态的构成: was / were + doing . 用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。 I was standing in front of the library when the UFO arrived . 3. Play the tape twice . Circle the correct responses . 4. Check the answers . Step 4 Post-task Talk about what people were doing when the UFO arrived . Step 5 While-task SB Page 19 , 2a . 1. Read the sentences .Make sure the Ss understand what they mean . 2. Play the tape twice .Order these statements . 3. Play the tape again ,correct the answers . SB Page 19 , 2b . 1. Read the instructions . 2. Play the recording .Write “when” or “while” on each line . 3. Play the recording again ,correct their answers . Notice: when / while ※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time . Step 6 Post-task SB Page 19 , 2c . 1. Point ort the picture .Ask what each person is doing . 2. Groupwork : Ask “What was …doing when the UFO arrived ?” 3. Ask a group to say its conversation to the class .

Step 7 Grammar Focus Review the grammar box by asking some students to read the sentences . Homework : 1. Go over the words in this unit 2. 用介词或介词短语填空。 ① They were talking the phone . ② I was the barber’s chair . ③ The boy was walking the street when a UFO landed . ④ I had a very unusual experience Sunday . ⑤ The alien visited the Museum Flight . Period 2 Teaching procedures : Step 1 Leading in 1. Greetings and free-talk . 2. Check the homework . Step 2 While-task SB Page 20 , 3a . 1. Read the instructions . 2. Read the e-mail by the Ss first .Number the pictures in the correct order . 3. Explain something . 4. Practice reading and listen to the tape . SB Page 20 , 3b . Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students . If necessary , do it as homework . SB Page 20 , Part 4 . What were you doing at these times last Sunday ? 1. Read the sample dialogue in the box . 2. Look at the table .Read the times for the Ss . 3. Pairwork : Talk about what they were doing at different times . 4. Write down your answers . 5. Practice reading .

Step 3 Post-task

Make an interview . Interview two classmates in your class and write down their answers .Begin like this :What were you doing at … ? I was … . Homework : Cover the story in 3a .Try to retell the story . Period 3 Teaching procedures : Step 1 Leading in 1. Greetings and free-talk . 2. Check the homework . Step 2 Pre-task SB Page 21 , 1c . 1. Look at the pictures .Please say something about the picture . 2. Read the sentences and explain the new words . 3. Match the sentences with the pictures . 4. Check the answers . Step 3 While-task SB Page 21 , 2a & 2b . 1. Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart . 2. Play the recording the first time .Ss only listen . 3. Play the recording a second time .Check the phrases they hear on the recording . 4. Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons . 5. Play the tape again and correct the answers . Step 4 Post-task SB Page 21 , 2c . Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence . ① While John was walking to school , he saw a cat in a tree .

② While John was climbing the tree , a man saw him . ③ While the man was calling the police , a woman called the newspaper . ④ While the newspaper reporter was taking photos ,the cat went up the tree again . Ss can say them out by themselves . Homework : SB Page 23 , Selfcheck , Parts 1and 2 . Period 4 Teaching procedures: Step 1 Leading in 1. Greetings and free-talk . 2. Check the homework : Correct the answers . Step 2 Pre-task SB Page 22 , Part 3 . 1. Read the instructions ,pointing to the article and the list of questions . 2. Scan the passage for the main idea . T: Who found Linda’s dog ? (the police officer’s dog ) 3. Read the questions by the Ss .Make sure they understand them . 4. Play the recording .Ss listen carefully . 5. Write answers to the questions . 6. Practice reading . 7. Correct the answers . Step 3 While-task SB Page 22 , 4a . 1. Read the instructions . 2. Look at the pictures .Discuss in groups . 3. Ask students to explain what is happening in each picture . 4. Complete the work on their own .Remind them to use times in their stories . 5. Share their stories .(If someone can’t finish it in class ,do it as homework .) Step 5 Post-task SB Page 22 , 4b .

1. Read the instructions . 2. Read the times . 3. Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this : A: Where were you at … ? B: I was in the park . A: What were you doing there ? B : … . 4. Show the role-plays to the class . Homework : 1. Finish Selfcheck , Part 3 . 2. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子 。 Time Action Linda Me 8:00 am read English play football 12:00 am have lunch read newspaper 2:00 pm have a rest play computer games 4:00 pm play basketball sleep 6:00 pm do homework watch TV Period 5 Teaching procedures: Step 1 Leading in 1. Greetings and free-talk . 2. Check the homework . Step 2 Pre-task SB Page 24 , Groupwork . 1. Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives . 2. Tell the Ss to help each other with vocabulary they might need and don’t know . Step 3 While-task 1. Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading . 2. Read the title ,which gives an indication of the

content of the reading .Think of one question they think might be answered in the reading .

3. Play the recording , Ss listen . 4. Ask Ss to read the story out to the class . 5. Ask Ss to comment on whether their questions in the previewing stage were answered . Step 4 Post-task SB Page 25 , 3a . Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction . Homework : Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news . 课堂小结 课后反思 Unit 4 He said I was 4 Lesson Time hard-working . 1. Vocabulary: hard-working ,report card ,can do Teaching better ,speaking ,listening ,average ,surprise . 2. Patterns: What did your math teacher say ? goals: He said he could speak three languages . 3. 直接引语和间接引语的转换。 4. 写成绩报告单，并能将自己的成绩报告给他人。 1. 新的词汇和习语。 Important 2. 个人Report card 的写作。 and 3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词difficult 的变化。 points

Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 个性教案 Period 1 Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,Grammar focus . Teaching procedures : Step 1 Leading in Ask several Ss what they are going to do after school .Write their sentences on the Bb . Step 2 Pre-task Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ? Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat . Repeat this process with the other sentences on the Bb . Step 3 While-task SB Page 26 , 1a . 1. Ask a student to read the four questions . 2. point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night . 3. Repeat with the other pictures . SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class . SB Page 26 , 1b .Play the recording and correct the answers . Step 4 Post-task SB Page 27 , 2a & 2b . 1. Ask several Ss to read these sentences .

2. Play the recording .Ss circle their answer . 3. Check the answers . Step 5 Grammar Focus 1. Review the grammar box by ask Ss to say the statements . 2. Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations . Step 6 Homework 用she/he said 将直接引语改为间接引语。 1. I am a clever girl . 2. I am having lunch at school . 3. I can dance well . 4. I play football every day . 5. I don’t like my younger brother . Period 2 Teaching contents :SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c . Teaching procedures : Step 1 Leading in Check the homework .Ask several students to read their sentences to the class . Step 2 Pre-task SB Page 28 , 3a . 1. Read the article to the class . 2. Ask Ss to fill in the blanks on their own . 3. Correct the answers . SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class . Step 3 While-task SB Page 29 , 1a . 1. Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves . 2. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that

answer .

SB Page 29 , 2a & 2b . 1. Read the instructions to Ss .Make sure they know what to do . 2. Play the recording two or three times .Correct the answers . Step 4 Post-task SB Page 29 , 2c . Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues . Step 5 Homework SB Page 28 , 3b .Ask Ss to write anything they want . Period 3 Teaching contents: SectionB 3a , 3b , 3c , 4 , selfcheck . Teaching procedures : Step 1 Leading in Check the homework .Ask several students to read their episodes to the class . Step 2 Pre-task SB Page 30 , 3a . 1. Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b . 2. Correct the answer . SB Page 30 , 3b . 1. Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards . 2. Ask a student to read his or her completed letter to the class .Orally correct any mistakes . Step 3 While-task SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary . SB Page 30 , Part 4 . 1. Get Ss to make up their teachers comments .

2. Pairwork. In pairs ,talk about their report cards .

3. Ask several pairs to share their conversations . Step 4 Post-task SB Page 31 ,Selfcheck ,Part 1. 1. Ask Ss to fill in the blanks on their own . 2. Correct the answers. 3. Have Ss make sentences with the words . SB Page 31 , Selfcheck , Part 2 . 1. Ask Ss to read the story . 2. In pairs ,have Ss to make conversations according to the story . 3. Ask some Ss to share their conversations with the class . Step 5 Homework Ask students to write their conversations on their exercise books . Period 4 Teaching contents: Reading :She said helping others changed her life . Teaching procedures : Step 1 Leading in Ask Ss to think of people who need help and write some ideas .Then discuss with their partner . Step 2 Pre-task SB Page 32 , Section 2 . 1. Have Ss read the passage first for meaning . 2. Ask Ss to read it again and fill in the blanks . 3. Check the answers . Step 3 While-task SB Page 33 , Section 3 , 3a . 1. Ask Ss to read through again to find the relevant information for Yang Lei’s students . 2. Ask Ss to complete the information under “you” , saying what is true for their own lives . 3. Have Ss discuss their answers with their partner . SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .

SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five . Step 4 Post-task SB Page 33 , Section 4 . 1. Have a class discussion about the work each organization does . 2. Ask some Ss to say which organization they would like to work for and why . Step 5 Homework Write the summary of the reading on their exercise books . 课堂小结 课后反思 Unit 5 If you go to the 4 Lesson Time party , you’ll have a great time ! 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 . Teaching If you do , you’ll have a great time . goals: You should wear your cool pants . 3. 掌握现在进行时态表示将来(Present progressive as future ). 4. 学习条件状语从句: if + will . 5. 进一步了解情态动词should的用法. 6. 学习谈论因果关系. 7. 做出决定是否做某事.

1. 学习运用be going to 和will构成的一般将来时。 Important 2. if 引导的条件状语从句。 and difficult points Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 个性教案 Period 1 Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus . Teaching procedures : Step 1 Leading in Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat . Repeat with other sets of pictures . Step 2 Pre-task SB Page 34 , 1a . 1. Point out the pictures and ask Ss to tell what they see . 2. Ask some students to read the statements and responses . 3. Have Ss match the statements and responses on their own . Step 3 While-task SB Page 34 , 1b . 1. Play the tape and get Ss to check their answers to activity 1a . 2. Talk about the answers together . SB Page 34 , 1c . 1. Ask two Ss to read the example in the sample in activity 1c.

2. In pairs , get Ss to talk about what happened in the pictures .

3. Ask some pairs to present their conversations to the class . SB Page 35 , 2a & 2b . 1. Read the instructions .Make sure the students know what to do . 2. Play the recording .Ss listen and write down their answers . 3. Correct the answers . Step 4 Post-task SB Page 35 , 2c . 1. Ask two students to read the sample dialogue . 2. In pairs ,get the students to role play the conversation between Andrea and her friend . 3. Ask a few pairs of students to practice their conversations for the class . Step 5 Grammar Focus SB Page 35 , Grammar Focus . 1. Review the grammar focus .Ask Ss to say the statements and responses . 2. Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can. 3. Ask some groups to share their sentences with the class . Homework : Have Ss write their sentences on their exercise books. Period 2 Teaching contents: SectionA 3a,3b,4,SectionB 1,2a,2b,2c. Teaching procedures: Step 1 Leading in Ask some students to make sentences with if . Step 2 Pre-task SB Page 36 , 3a . 1. First ,let Ss read the notice from the principal . 2. Read the dialogue to the class saying bland when come to a blank line . 3. Get Ss read the notice again and fill in the blanks .

4. Correct the answers . Step 3 While-task SB Page 36 , 3b . 1. Ask some students to read out the sample dialogue and the words in the box . 2. In pairs , let Ss have a conversation about the rules . 3. Get some pairs to say their conversations to the class . SB Page 36 , Part 4 . 1. Read the instructions and ask Ss to complete the work in pairs . 2. Ask a few students to share their conversations . Step 4 Post-task SB Page 37 , Part 1 . Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class . SB Page 37 , 2a & 2b . 1. Read the instructions and play the recording . 2. Ss listen and write down their answers . 3. Correct the answers . SB Page 37 , 2c . In pairs , get Ss to role play a conversation according to the information in activity 2b . Homework: Have Ss write their conversations on their exercise books. Period 3 Teaching contents :SectionB 3a , 3b , 3c , 4 , selfcheck . Teaching procedures : Step 1 Leading in Check the homework .Ask a few students to present their dialogue to the class . Step 2 Pre-task SB Page 38 , 3a . 1. Read the instruction and ask students to read the

article first for the meaning .

2. Let Ss read the article again and complete the chart . 3. Check the answers . Step 3 While-task SB Page 38 , 3b . 1. Read the instructions .Ask Ss to look back at activity 2a and 2b to get ideas for the letter . 2. Ask Ss to complete the letter on their own . 3. Ask some students to read their completed letters to the class . SB Page 38 , 3c . 1. Ask two different students to read the two sets of sentences in the examples . 2. Have Ss write about their own plans . 3. Ask several students to read their sentences to the class . Step 4 Post-task SB Page 38 , Part 4. 1. Read the instructions and then have a student read the example . 2. Ask the whole class to practice doing the exercise together . 3. Ask Ss to work in groups of four or five .Then let several groups to say their stories to the class . Step 5 Selfcheck SB Page 39 , Selfcheck Part 1 . 1. Ask Ss to fill in the blanks on their own . 2. Check the answers . 3. Ask Ss to make their own sentences with the words given . SB Page 39 , Selfcheck Part 2. Have Ss fill in the blanks on their own .Correct the answers . Step 6 Homework Have students write the sentences in Part 2 on their exercise books . Review of units 1-5 Teaching contents: Review of units 1-5(SB Page 40-43) .

Step 1 Leading in SB Page 40 , 1a .Ask Ss to do the crossword individually .Correct the answers . SB Page 40 , 1b . 1. Have Ss understand what they need to do by explaining the example . 2. Ask Ss to do the activity in pairs . 3. Ask several pairs to share their clues with the class .Let the other students guess the answer . Step 2 Pre-task SB Page 41 , 2a & 2b . 1. Read the instructions and let Ss know what to do . 2. Play the recordings of conversations 1-4 . 3. Correct the answers . SB Page 41 , 2c . 1. Replay the second dialogue about the school fire . 2. Ask two pairs of students to practice the sample dialogue for the class . 3. Ss complete the task . Step 3 While-task SB Page 42 , Part 3 . 1. Remind Ss to write in sentences . 2. Ask some Ss for their suggestions . SB Page 42 , Part 4 . 1. Ask a few Ss about things they like to do ,tell Ss to write five things they do . 2. Ask Ss to share their activities with their partner . 3. Ask Ss to share the answers with their partner . Step 4 Post-task SB Page 42 , Part 5 . 1. Ask Ss to rank the signs in order of importance . 2. Ask Ss for their answers . SB Page 43 , Part 6 . 1. Explain to Ss that aliens landed at your school the week before .Ask Ss to interview several people and write down what the people said .

2. Instruct Ss to turn the quotes they have into reported speech in their magazine article .Let Ss do activity on their own .Monitor and provide support as required . Step 5 Homework SB Page 43 , Part 7 .Have Ss complete the questionnaire . 课堂小结 课后反思 Unit 6 How long have you 4 Lesson Time been collecting shell ? 1. Words and expressions in this unit . 2. 现在完成进行时的用法。 Teaching 3. Patterns: How long have you been doing sth ? goals: I have been doing sth since … . I have been doing sth for … (period of time) . 4. 谈论人们做某事持续多长时间。 5. 谈论人们的业余爱好。 1. Words and expression in this unit . Important 2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。 and difficult points Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 Period 1

个性教案

Teaching procedures : Step 1 Leading in Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in 2003.Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat . Repeat the activity with other students . Step 2 Pre-task SB Page 44 , 1a . 1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago . 2. Have Ss work in groups of four . 3. Ask the class each question and call on several different students to answer . Step 3 While-task SB Page 44 , 1b . 1. Play the recording and get Ss to fill in the chart . 2. Correct the answers . SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class. SB Page 45 , 2a & 2b . 1. Read the instructions and have Ss know what to do . 2. Play the recording .Ss write down their answers . 3. Correct the answers . Step 4 Post-task SB Page 45 , 2c . 1. Read the example in sample dialogue in activity 2c . 2. In pairs,role play the interview between Alison and the reporter .

3. Ask two pairs to say their conversations to the class . Step 5 Grammar Focus SB Page 45 , grammar focus . 1. Review the grammar box . 2. Explain that in these sentences “since” comes before a date and “for” before a period of time . 3. Ask What is the difference between “How long did you skate ?”and “How long have you been skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment . Step 6 Homework Review the present perfect progressive . Period 2 Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c. Teaching procedures: Step 1 Leading in Ask some students the questions: How long did you skate ?How long have you been studying English ? Step 2 Pre-task SB Page 46 , 3a . 1. Ask Ss to read the passage and fill in the table . 2. Check the answers . SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers . Step 3 While-task SB Page 47 , 1a & 1b . 1. Ask different students to say the items they see in the picture . 2. Ask students to write the names of things they collect and things they would like to correct in the chart . 3. Ask some students to read their lists to the class .

4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why . 5. Ask several pairs to say their conversations to the class . SB Page 47 , 2a & 2b . 1. Read the instructions and let the students know what to do . 2. Play the recording and get students to fill in the chart . 3. Correct the answers . Step 4 Post-task SB Page 47 , 2c . 1. Ask two students to read the example in the sample dialogue . 2. Have students practice conversations in pairs . 3. Ask two pairs to say their conversations to the class . Step 5 Homework SB Page 46 , Part 4 . 1. Read the instructions and ask two students to read the dialogue . 2. Make sure students understand what they need to do . 3. Have students complete the work in groups of four after class . Period 3 Teaching contents: Section A 3a,3b,4a,4b,selfcheck. Teaching procedures: Step 1 Leading in Check the homework .Ask on group of students to share their conversations with the class . Step 2 Pre-task SB Page 48 , 3a . 1. Ask some different students to tell what they see in the picture . 2. Read the instructions and make sure students know what to do .

3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description. 4. Correct the answers . Step 3 While-task SB Page 48 , 3b . 1. Read the instruction to make sure students know what to do . 2. Ask students to complete the message ,writing about Bob ,Marcia or Liam in activity 2a . 3. Ask some students to read their messages to the class . SB Page 48 , 4a . 1. Ask two students to read the dialogue. 2. Ask a student the same questions but let him answer with his own hobbies . 3. In groups of four ,have students complete the work . 4. Ask two groups of students to share their conversations . SB Page 48 , 4b . 1. Point to the questions and ask a student to read them to the class . 2. In groups of four ,get students discuss each question . 3. Read the four questions one by one and ask each group to say their answers to the class . Step 4 Post-task SB Page 49 , Selfcheck , Part 1. 1. Ask students to fill in the blanks on their own . 2. Ask one student to write the answers on the Bb . 3. Correct the answers . 4. Ask some different students to make sentences with the words given . SB Page 49 , Selfcheck , Part 2 . Ask students to complete the letter on their own .Then ask on student to read his letter to the class . Step 5 Homework Have students write their letters on their exercise

books .

Period 4 Teaching contents: Reading:I’ve been studying history in China . Teaching procedures : Step 1 Before reading SB Page 50 , Section 1 . 1. In groups of four ,get students to discuss the three questions . 2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know . Step 2 While reading SB Page 50 , Section 2 . 1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand . 2. Let students read the passage again for detail . Step 3 After reading SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences . SB Page 51 , Section 3 , 3b & 3c . 1. In groups of three ,let students practice the sample conversations first ,then make their own conversations . 2. Ask two groups of students to present their own conversations in front of the class . Step 4 Go for it 1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas . 3. In the same way ,do with the right part of the chart . Step 5 Homework 1. Remember the words and expressions in this unit . 2. Review the present perfect progressive . 课堂小结

课后反思 Unit7 Would you mind turning 5 Lesson Time down the music? 1．能使用目标语言礼貌的提出要求。 Teaching 2．能使用目标语言表示歉意 goals: 3．能写一张留言条。 4．了解其它国家相关的文化背景。 5．能比较熟练的使用目标语言写一封complaint letter 1. Words and expressions in this unit . Important 2.Would you mind +gerund (formulaic) and Will for intentions difficult 3.Target language: points Could for polite requests----Would you mind moving your

bike?----Not at all. I’ll do it right away. ----Could you please take out the trash? ----Sorry. I’ll do it right away.

Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 1st period I. Duty report II. Lead-in Ask the students to revise the polite ways of asking people to do things. 个性教案 eg. Can you give me the book? Please give me the book. Could you please give me the book? Would you like to give me the book? Today we will learn a very polite way of making a request. Would you mind giving me your book? III. 1a Talk about the picture in 1a. Students ask and answer questions about the pictures in pairs. Ask the students to repeat each phrase .Explain what each one means. Match the requests with the people in the picture. Ask students to write the letter of each request in the correct place in the picture. IV. Listening practice Read the instructions and point to the list of requests in activity 1a. Play the recording twice, let the students write the numbers 1 through 4 on the lines after the requests. Play the recording a third time, let the students repeat each conversation. V. Pairwork Ask the students to make requests in pairs Ask some pairs of students to say their conversations to the class.

VI. Listening practice (2a&2b) Read the instructions and point to the five pictures. Play the recording the first time. Students write the number of each conversation in front of the correct picture. Play the recording a second time, let them write the letters in the blanks. Check the answers. Play the recording a third time, and repeat each sentence. VII. Pairwork Students make conversations after the models. 2nd period I. Duty report II. Review of the listening comprehension on Page 53. III. Reading comprehension Read the instructions of 3a. Talk about the five pictures. Ask the students what is happening in the pictures. Ask the students to read the note and complete the table. Check the answers. Ask the students to read the note again and learn to write a note. IV. Pairwork Read the instructions. Ask two students to read the sample dialogue. Students look at the list of requests and commands in the box. Work in pairs. Make conversations using “would you”, “could you”, and “have to”. Ask several different pairs of students to say one of their conversations to the class. V. Groupwork Read the instructions. Ask the students to read the dialogue. Pick a topic of current interest in the news. Ask the students to give their opinions on another topic.

Ask students to complete the work in groups.

Ask students to share their answers. 3rd period (Section B) I. Duty report II. Revision III. Section B 1a & 1b Read the instructions to the class. Talk about the pictures. Ask the students to read each situation and think about the two questions. Remind the students of the words “complain, annoying”. Ask some students to share their answers with the class. Ask other students if they agree with the opinions or not. Ask students to number the ideas from most annoying to least annoying. IV. Listening practice Read the instructions to the class and give examples to show how to fill in the chart. Play the recording the first time, let the students try to finish 2a. Play the recording a second time and try to fill in the blanks in the chart. Play the recording a third time and try to retell the conversations. Role play the requests with their partner. 4th period I. Duty report II. Revision III. Section B 3a Talk about the pictures first. Ask the student to tell what they see. Write down any words or phrases that are new to them on the blackboard and teach them to pronounce them. Ask them to read the article on their own and circle what people do when annoying things happen. Check the answers. Get the students to ask and answer questions on the article.

Explain some words and expressions which are difficult for the students to understand.

IV. 3b Writing practice: Read the instructions and ask the students to complete the sentences. Read some samples to class. V. Self-check 1. Ask the students to fill in the blanks with the words given. Check the answers. 2. Get them to make their own sentences with the words. 3. Get the students to look at the picture, ask them to write a polite letter complaining about three things 5th period I. Duty report II. Reading comprehension 1. Pre-reading 2. Extensive reading Get the students to read the passage and try to finish Exercises 2&3 (Check the sentences that is the main idea of each paragraph & Match the words and expressions with their meanings). Go through the reading finish Exercise 4(Find the answers to these questions) Get the students to read the passage again and summarize each paragraph in their own words. 3. Intensive reading Help to deal with the difficulties in the passage (e.g. The use of the new words and expressions, analysis of the structure of the long sentences, and etc.). 4. Writing practice Write an answer letter to the angry parents. Help the students read their letter to the class. 课堂小结

课后反思 Lesson Unit 8 Why don’t you get her a scarf? Time 5 Teaching goals: 1. Language goals: (1) Learn to compare qualities. (2) Master the target language. a. The new words。 b. How to give suggestions and comments. how about… what about… why not… why don’t you… That’s a good idea. That’s boring/personal/creative. That sounds good. c. Present perfect tense. 2. Ability goals: Train students’ abilities of listening to special

information.

Important and difficult points 3. Moral goals: (1) Let students’ know the habits of giving gifts on special days in foreign countries. (2) Train students’ feelings of loving their parents and friends. 1. The target language . 2. How to give suggestions and comments Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 个性教案

The first period (1a-1c) Teaching procedures: Step1.Leading in (Talking about the teacher’s best gift ) 1. The teacher show some gifts to some students such as a scarf, a ring and so on . T: What’s this? SS: It’s a ring. T: The ring is the most important gift for me. Do you know why? 2. Make the students guess. SS: Because it is expensive/interesting… T: No, because it is the first gift from my husband. It cost only ¥100, but it’s my best gift .I love it because I love my husband. I got it ten years ago. Step2.Pre-tast (Talking about the gifts the students have) T: What gifts do you have? SS: Talk about the gifts they have. T: Do you like them? Why? Help students to answer with cheap, expensive, boring, interesting. T: What do you get on your friend’s birthday? T: Show the target words. It’s cheap/expensive/boring/interesting. Step3.While—task Task1. 1. Show the task: What do you think of these gifts? Read the instruction to the students. 2. T: Here are some gifts. What do you think of them? SS: Write the names of gifts in the chart then finish activity 1a. T: Can you add other gifts to each column? SS; Add other gifts to each column. 3. Check the answers in pairs. Task2. (Pairwork) 1. Show the task: What should I get my mom for her birthday? T: Tomorrow is my mother’s birthday. What should I get her? Can you help me find a gift for her? You can discuss it in

pairs.

SS: Give suggestions with How about…? What about…? Why not…? Why don’t you…? T: Give comments. eg: T: What should I get my mother for her birthday? SS: How about a sweater? T: No, that’s too boring. SS: How about a scarf? T: Yes, that’s a good idea. (2).Lead students to drill the conversation. (3).Practice the dialogue in the whole class. Finish the activity of 1c. Task3: Listening task 1. Show the task: Listen and number the comments in the order, then finish the activity of 1b. 2. Check the answers. Step4.Post—task (Pairwork) Make a survey and fill in the blanks .What should you get on special days for special people? Special Mother’s Father’s Women’s Children’s Teachers’ Days Day Day Day Day Day Gifts Comments Step5.Summary Sum up the main knowledge Step6.Homework 1.Recite 1b and 1c. 2.Make a survey about gifts . The second period (2a-2c) Teaching procedures: Step1. Leading in 1. Revision Check the homework of survey. What should you get on these

special days for special people. 2.Revise how to give suggestions and comments.

Step2.Pre-task (Pairwork) 1. Make one—minute dialogue. A: What should I get my mother on Women’s Day? B: How about a scarf? A: No, that’s too boring. B: … 2. Get some pairs to act out their own dialogues. Step3.While-task Task1.Listening task. 1. Show the task. Listen to the tape and finish the activities of 2a and 2b. 2. Read the instructions to the class. 1) Tell the students that they are going to hear three conversations about the pictures of 1a. 2) Play the recording the first time. The students only listen. 3) Play it a second time. Write down the answers. 4) Check the answers. 5) Listen again and finish 2b. (Learn the new words: suggestion; comment; album; personal; not special enough ) 6) Check the answers to 2b. Task2. (Pairwork) 1. Show the task. Think of a friend or a family member who is having a birthday soon, but you have only ¥50. Discuss what you should or should not get for him. 2. Discuss in pairs. 3. Act out in pairs. Step3.Post-task. (Groupwork) 1. Help the teacher find a gift and then fill in the blank. T: I want to spend ¥100 to buy some New Year’s presents for a 3-year-old girl and a 10-year-old boy. What do you think I should get? And tell me your reasons. 2. Please discuss in groups. Then fill in the blank . People For a 3-year-old For a10-year-old girl boy

Suggestion 1

Comment 1 Suggestion 2 Comment 2 Suggestion 3 Comment 3 3. Let students report their suggestions. 4. The teacher decide to choose one of suggestions and say thanks for their help. Step4.Grammar focus: 1. Review the grammar box. Ask students to say the statements and responses. 2. Make summaries about suggestions and comments. Step5. Summary Sum-up how to give suggestions and comments again. Step6.Homework 1. Go over the new words. 2. Revise how to compare qualities. The third period (3a-4) Teaching procedures Step1.Leading in T: Miss Qu has some personal questions to ask you. Can you tell me? T: Have you ever received letters? Who wrote it to you? T: Have you ever received any gifts on your birthday? (Write down the sentences on the blackboard.) T: Who gave it to you? SS: Talk about the questions. Step2. Pre-task 1. Show the task: Talk about the teacher’s gifts. 2. Show a card. T: What’s this? SS: It’s a card. T: Do you know who gave it to me? SS: Guess the gift. T: That’ s the most creative gift I have ever received. One of my students gave it to me on Teachers’ Day. It was made by himself. It looks like a heart .I love it.

3. Show another gift (a watch).

T: Can you guess when I got it? SS: Guess. T: That’s the most expensive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever. Step3: While-task Task1.Talk about your own gifts.(Pairwork) 1. Show the task. What’s the best gift you have ever received ? ( have+过去分词) When did you receive /get it? Who gave it to you? (Write the three sentences on the blackboard.) 2 ．Talk about in pairs. 3. Ask and answer in pairs, then finish 3b . 4. Ask some pairs to present their conversations to the class. Task2. (Pairwork) 1. Show the task: You are talking about gifts the four people received got .You will say what the best gift is, when the person got it and who gave it to him. 2. Let the students read the chart for one minute . 3. Students A and B practice in pairs. 4. Check the answers to activity 3a. Step4. Post-task. Play a guessing game then finish 4 1. Read the instructions to the class. Students can practice several times. 2. Ask two students to read the dialogue. 3. Make similar dialogues in groups. 4. Ask some students to present their conversations to the class. Step5. Summary 1. Sum-up how to give suggestions and comments 2. Sum-up the usage of present perfect tense Why don’t you get her a scarf? Section B The fourth period (1a--- 2c)

Step1. Leading in

1. The teacher will ask some questions to lead in the topic. (1)Do you like pets? (2)Have you ever kept a pet? What’s it? (3)What do you think of them? Are they friendly? Are they easy to take care of? 2. The students discuss the questions. Step2. Pre-task 1. The teacher will show some animal pictures and ask some students if they know about them. 2. Let the students learn the new words by themselves. ( goldfish; turtle; snake; mouse; spider; hamster; dog; parrot ) 3. The students learn and practice the animal words. Step3. While-task Task1 1. Show the task: Which of these animals would be good or bad pets? 2. Point out the pet shop in the picture. Ask the students to say the names of the animals. 3. Ask the students to say some other animals. 4. Write down the names of the animals in the picture in the correct parts of the diagram, then finish activity 1a. 5. Discuss the answers. (1) Ask some students to say why they think the animals are good or bad pets and why they aren’t sure. (2) Help the students use the target language such as friendly, easy to take care of, too scary and so on. 6. Make a list of the pets they have. Talk about pets they have at home, then decide which are the most popular pets and the most unusual pets, then finish activity 1b. Task2. Listening task 1. Show the task. Tell students they will listen to the recording and number the pets in the order they hear in activity 2a. 2. Ask different students to read the names of the pets in 2a. 3. Play the tape the first time. The students only listen. 4. Play it again. The students listen and fill in the blanks with 1—5. 5. Check the answers.

Task3. Listening task

1. Show the task Tell the students they will listen to the recording again and they should draw lines to match the pets with the comments. 2. Ask different students to read the names of the comments. 3. Listen and draw lines. 4. Check the answers. Task 4. (Pairwork) 1. Show the task. Find a best pet for my family members. 2. Tell the students I don’t know much about animals. Can you help me find a best pet for my family members? Can you give me the reasons? My daughter is a 6-year-old girl. My mother is an 80-year-old woman. My husband is a 35-year-old man. You can discuss in pairs first, then fill in the chart. Members age reasons pets Daughter mother a 6-year-old girl An 80-year-old woman husband A 35-year-old man 3. Talk in pairs 4. Check the answers by calling on different pairs to talk about their own choices. Step4. Post - task Find a best pet for yourselves and give your reasons. Step5. Summary 1. Revise the words of animal pets. 2. Sum up the comments about animals pets. Step6. Homework Make a survey about your friends what pets they have ever kept and why they kept them. The fifth period (3a-4) Step1. Pre-task 1. Revise the pets they have learnt.

2. Ask some students if pigs can be pets. 3. Tell students today we are going to learn the trendiest kind of pet these days in North London. Do you want to know what it is?

(Teach the new word of trendy.) 4. Students guess the trendiest pets. Maybe some students can speak out pot-bellied pig. If they can’t, teacher can tell them about it. Step2. while- task Task1. Reading practice using the target language.(Pairwork) 1. Show the task. Here is an article about pot-bellied pig. Please read it and answer these questions. 2. Read the instructions to the class. Make sure they understand the words of pot-bellied (fat) ; popular ( many people like them ) ;advantages (good things) and disadvantages (bad things). 3. Read the article by students then write down the answers to the two questions. 4. Check the answers in pairs. 5. Check the answers in class. 6. Teacher read the story to the class, then ask students if they have problems. 7. The teacher should explain the new words and sentences. (1) What’s the meaning of trendy and perfect? (2) Can you understand the sentences. … a pot-bellied pig named Connie … life with a pig isn’t always perfect … she’s too big to sleep in the house … I don’t have enough time to spend with her 8. Let the students read the story again. If they still have problems, teacher should offer help. Task 2. Writing practice by using the target language.(Groupwork) 1. Show the task. Write an article about hamsters by using these notes in activity 3b. 2. Point to the picture and ask some students what it is and If they know about hamsters? (hamster) 3. Look at the notes for one minute and answer what the advantages and disadvantages of keeping hamsters are? 4. The students will discuss in pairs.

5. Point out the list of good and bad things about hamsters in class. 6. Ask a student to read the beginning of the article. Students will finish writing the article using the phrases. They can add their own ideas. 7. Ask some students to read their own article. 8. Exchange their articles in groups. Then the teacher may read the teacher’s article to the students. Task3. Play a game. (Groupwork) Guess what it is. 1. Show the task. Look at the picture in activity 4, and describe one of the animals. The other students guess what it is. 2. Please write an article about one of the pets. Remind students not to say what the animal is. 3. The students can write their articles. 4. Ask a few groups to read their own articles. The other students must guess. Step4. Post-task 1. Make a discussion between Group A and Group B. Group A can agree with keeping pets in an apartment. Group B can’t agree with keeping pets in an apartment. Group A and B should tell their reasons. 2. Fill in the table. Advantages Disadvantages 3. Ask a few groups to share their lists. Step5. Homework 课堂小结 课后反思

Lesson Teaching goals: Unit 9 Have you ever been to amusement park 1. 掌握如何运用现在完成时。 Time 7 2. 对比现在完成时，一般过去时的用法。 3. 描述某人曾经去过哪些有趣的地方。 1. 现在完成时态。 2. so 和neither 的区别。 3. have been to sw 与have gone to sw 的区别。 Structures : Have you ever been to an aquarium ? Yes , I’ve been to an aquarium . No ,I haven’t . No ,I’ve never been to an aquarium . I’ve never been to a water park . Neither have I . Functions : Talk about past experiences . Important and difficult points Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 个性教案

Period 1 Step1.Revision and lead-in 1. Let’s revise The Present Perfect Progressive Tense. 2. Today we will learn another kind of tense------- The Present Perfect Tense. (a) Using: 1.表示过去发生或已经完成的动作对现在造成的影响或结果。 2.表示从过去某一时间开始一直持续到现在的动作。 (b) Structure: S+have +p.p（过去分词） Eg. I have had my lunch. (c) 过去分词的构成：（略） Step 2. Exercise. 1．They have been to Shanghai. 2．I have studied English for 3 years 3．He has finished his homework. Step 3. SB Page 68 , 1a . 1. Read each of the words and phrases at the top of the page to the class . 2. Read the instructions . 3. Do a quick check to see where Ss would like most to visit . Step4. SB Page 68 , 1b . 1. Read the instructions . 2. Point out the sample answer . 3. Play the recording .Ask Ss to check off their answers . Steo5. SB Page 68 , 1c . 1. Read the instructions for the activity . 2. Point to the example in the sample dialogue .Ask two students to read the dialogue to the class . 3. Then have Ss work in pairs . 4. Check the answers by calling on several different pairs of students to say their conversations to the class . Homework: 1.Copy the model sentence for twice. 2.make some more sentence by students. Period 2 Step 1. Revise the using of the pefect tense. Have you ever been to Europe ? Yes ,I have . / No , I’ve never been to Europe .

Step2.SB Page 69 , 2a . 1. Read the instructions .

2. Point to the map ,play the recording and ask Ss to circle places on the map . 3. Correct the answers . Step3.SB Page 69 , 2b . 1. Read the instructions .Point out the sample answer . 2. Point out the statements about the three conversations . 3. Play the recording again .Ask Ss to circle the word true or false after each statement . 4. Correct the answers . Step4.SB Page 69 , 2c . 1. Point to the map and tell Ss they can talk about any of the places on the map . 2. Ask Ss to work in pairs . 3. Ask several pairs of students to say their conversations to the class . Step 5 Grammar Focus Review the grammar box .Ask students to say the statements and responses . Exercise designing for Period 词组翻译 1. 太空博物馆 2. 娱乐公园 3. 水上公园 4. 乘地铁 5. 去年 6. 明年 Period 3 Step1. Rivision and lead-in. Step 2. SB Page 70 ,3a (p70) 1. Read the instructions . 2. Then read the story to the class .After you finish ,ask if Ss have any questions about words and phrases in the article . 3. Ask Ss to read the story again .Circle all the interesting things . 4. Discuss the students’ answers . Step3 . SB Page 70 , 3b . 1. Read the instructions . 2. Ask a pair of students to read the example in sample dialogue to the class .

3. Then Ss work in pairs . 4. Ask one or two pairs to say their conversations to the class . 5 Ask Ss to complete the work in pairs . 6.Ask a few students to share their list .You can ask for details and explanations of their answers . Exercise designing for Period :词组翻译 1. 从没去过迪斯尼乐园 2. 玩得愉快 3. 结束 4. 主题公园 5. 当然 6. 一直 7. 许多著名的人物 8. 听说 9. 行驶不同的路线 10. 在同一个地方 Period 4 Step1.Revision Step 2. SB Page 71 , 1a . 1. Read the instructions. 2. Read each sentence to the class . 3. Read the instruction again and say , Put 1after the most important reason that you learn English ,put 2 after the second most important reason and continue the same way . 4. Do a quick check to see which reasons Ss think are most important . Step3.SB Page 71 , 1b . 1. Point to the example in the sample dialogue .Ask two students to read it to the class . 2. Ss work in groups . 3. Ask several groups to say their conversations . Step4.SB Page 71 , 2a . 1. Read the instructions and point out the sample answer . 2. Play the recording .Ask Ss to circle their answers . 3. Check the answers . Step5 .SB page 71 , 2b . 1. Read the instructions and point out the questionnaire .Ask a student to read the headings at the left . 2. Play the recording .Ask Ss to fill in the answers . 3. Check the answers. Ask Ss to write the answers on the board . Step6.SB Page 71 , 2c .

1. Point to the example in the sample dialogue .Ask two students to read it to the class . 2. Ask Ss to work in small groups . 3. Ask several pairs to say their conversations to the class . Period 5 Step1.Revision Step2.SB Page 72 , 3a . 1. Ask different students to read each of the paragraphs to the class .Answer any questions students may have . 2. Then say, Now read the paragraphs again and answer the questions .Correct the answers . SB Page 72 , 3b . 1. Ask Ss to review the information in activity 3a . 2. Ss write articles about themselves .As they work , move around the room offering language support as needed . SB Page 72 , Part 4 . 1. Read the instructions to the class . 2. Point out the example in the speech bubbles and have two students read it to the class . 3. Discuss the answers with the class . Period 6 Step1. Revision:Let’s have a dictation. Step 2.SB Page 73 , Part 1 . 1. Ask Ss to fill in the blanks on their own . 2. Check the answers . 3. Ask Ss to make their own sentences with the words . 4. Write a number of students’ answers for each word on the board Step3.SB Page 73 , Part 2 . 1. Read the instructions with the students . 2. Ask Ss to complete the task by interviewing other students . 3. Ask Ss to share their results with the class . Step4.SB Page 73 , Part 3 . 1. Read the instructions and sample answer with the students . 2. Ask Ss to complete the task . 3. Ask Ss to share their short report with the class .Make sure Ss

include details .

Period 7 Ⅹ.Teaching Procedures: Step1. Section 1 Before you Read Ask students to answer the following questions: Step 2 While-reading Have you ever been to Singapore ? 1. Ask Ss if they have ever thought about traveling to a favorite foreign destination .Elicit ideas as a class . 2. Ask the groups to choose one of the capital cities in the box and write four things the group knows about it . 3. Discuss answer as a class . Step3.SB Page 74 , Section 2 . Ask Ss to read slowly and thoughtfully .They should be aware of the words they are reading as they read . Step4SB Page 75 , Section 3 . 1. Ask Ss to scan the reading to find more words for the different categories . 2. Ask the class for any unusual words that they have found . 3. Tell Ss to first read the false information given in the exercise .Then ask them to scan the reading to find the correct details to write a true sentence . 4. Ss complete the task . 5. Check the answers . Exercise designing 单项选择 ( )1. He to Canada ,so you can not see him recently . A. went B. has been C. has gone D. have been gone ( )2. — have you been there since you became a teacher —Twice . A. How often B. How soon C. How long D. Hoe many times ( )3. London has ever hosted the modern Olympics Paris . A. So does B. So has C. Nor does D. Neither has ( )4. — I haven’t been to the space museum .

— .

A. So do I B. Me too C. Me neither D. So have I ( )5. There are many stores you can buy souvenirs from my hometown . A . which B. where C. when D. there 课堂小结 课后反思 Lesson Unit 10 It’s a nice day, isn’t 4 Time it? 1.掌握重点词汇和重点语法： （1）重点词汇：noon, bookstore, elevator, traffic, cross, low, slow, fan , note, come along, get along, at least, look through (2)重点句型（反意疑问句） It’s really windy today, isn’t it? Yes, it is. You’re Ben’s sister, aren’t you? Yes, I am. / No, I’m not. The NO.5 bus stops here, doesn’t it? Yes, it does. 2.学会与人搭讪，能写感谢信。 3.了解中西方文化差异。 1. 重点：（1）在特定场合中选择适当的话题与人搭讪 （2）写不同内容的感谢信 2.难点：理解前肯后否和前否后肯反意疑问句的不同回答。 Teaching goals: Important and difficult points Teaching aids : a tape-recorder , teaching cards , pictures Teaching procedures: 共 性 教 案 Period 1（Section A 1a-2b） Step 1. Lead in by introducing Labixiaoxin’s small talk!

个性教案

T: Labixiaoxin is traveling in England. How does he talk with foreigners, the people he doesn’t know? Let’s look.

Situation 1: Wait for the subway T: Now he’s at the subway station, waiting for the subway. He meets a foreigner,what does he say? S1: Hi. How are you? S2: Nice to meet you. S3: What’s your name? T: But in England, when people meet, they often talk about the weather. Eg: It’s really windy today, isn’t it? Yes, it is. It looks like rain, doesn’t it? Yes, it does. It’s a nice day, isn’t it? It sure is. Ok, are you clear? Now let’s practice. Act as Labixioaxin and the foreigner. Situation 2: The subway is late. T: Labixiaoxin has been waiting for a long time. But the subway doesn’t come. So the foreigner says,“The subway is late, isn’t it?” How should Labixiaoxin answer? S: Yes, it is. / It sure is. T 引导学生展开话题：It is always late, isn’t it? No, but sometimes. The line is moving slowly, isn’t it? Situation 3: In the subway T: There are many people in the subway. It’s very crowded. So he says:“The subway is crowded, isn’t it?” Situation 4: On the concert Labixiaoxin: You love violin music, don’t you? Foreigner: Yes, I do. L: He plays really well doesn’t he? F: He sure is. 教师引导学生展开话题：Do you have his new CD? Step 2. Pairwork Practice all the situations above. Step 3. Practice Situation: Two people are waiting in line for the bus. It’s a nice day, isn’t it? The bus is late, isn’t it? This line is moving slowly, isn’t it? Do you think it’s going to rain? (…have been waiting for twenty minutes, forgot to bring umbrella…) Step 4. Listening 1b After listening , the students practice the conversations. Step 5. Listening 2a、2b

T: To have successful small talk , both people need to ask questions.

1. Listen to three conversations. Are they successful or unsuccessful. Write“S”or“U”. 2. Then listen and do 2b. 3. Point out the new phrase: by noon Step 6. Make successful small talks Situation 1: Two people are watching NBA. Useful expressions: It’s really exciting, isn’t it ? You love basketball, don’t you? You like Yao Ming, don’t you? I watch NBA every week. How often do you watch NBA? Situation 2: Two people are waiting for the bus at the bus stop. (Section A 3a) Step 7. Homework Period 2 Step 1. Review Step 2. Play a game Work in pairs, choose a number. Then make a small talk . Situation 1: Looking through(浏览) books in a bookstore（书店）. Situation 2:waiting to cross（穿过） a busy street. Situation 3:Two people alone in an elevator(电梯). Situation 4:Waiting for rain stopping Situation 5:Waiting for a train Situation 6:Waiting in line to buy ice cream. Situation 7:Visiting an exhibition Situation 8:At the beach Situation 9:Watching a basketball match Step 3. performance: Act out your conversation Ppt shows the pictures of the situations below: Situation 1: Looking through(浏览) books in a bookstore（书店）. Situation 2:waiting to cross（穿过） a busy street. Situation 3:Two people alone in an elevator(电梯). Situation 4:Waiting in line to buy ice cream. Step 4. Groupwork Section A 4 Discuss in fours : What are some good small talk topics to use with these people? Fill in the chart . Make a report like this : When we have a small talk with a student , we can talk about … Step 5. Grammer Focus 反意疑问句的结构及类型 练习展示 Step 6. Homework

Period 3 Step 1. Review

Do some exercise of Grammer Focus. Step 2. Polite and impolite small talk T: When we have a small talk with people we don't know, wo should ask some polite questions. You may ask: What are polite questions? And what are impolite questions? Now let’s see some examples below.(ppt shows): You’re Anna’s brother, aren’t you? Do you like cartoons? It’s delicious, isn’t it? How much did your skirt cost? The train is always late, isn’t it? Your mobile phone is too cheap, isn’t it? Step 3. Pairwork Make up a conversation using one of the questions below. How big is your apartment? Do you like cartoons? You’re Anna’s brother, aren’t you? How much did your skirt cost? Step 4. Discuss in fours Which topics do people often use in small talks ? And in these topics ,which sentences do people usually use? Fill in the chart. topics sentences weather traffic Music, sports and movies The activities they are having Step 5. Listening Section B 2a& 2b Step 6. Make a small talk : At Karen’s Dance party Useful expressions: This is a great party, isn’t it? Hi. My name is___. I’m Karen’s friend. You love dancing, aren’t you? …… Step 7. Homework Period 4 Step 1. Role play: make a conversation Where: at Kim’s party Who: Maria and her new friend she doesn’t know well What: The party is very great Step 2. Enjoy a thank-you note The next day , Maria wrote a thank-you note to Kim… 见书本P80 Section B 3a Step 3. Read three thank-you notes and match each note with the

correct situation. Step 4. Fill in the blanks in the thank-you note.

指导学生正确运用阅读理解填空的方法技巧。 Step 5. Write your own thank-you note. 1. Ask students to make a list of ideas before they write their letters. 2. Discuss these ideas. 3. Ask students to write a complete thank-you note. 4. Invite some students to read their letters to the class. 让学生掌握感谢信的写法，并能就实际生活运用感谢信表达对他人的感激。. 课堂小结 课后反思

希望对大家有所帮助，多谢您的浏览！