新人教版八年级上册英语Unit 8 教案
课时教案 课题：Unit8Howdoyoumakeabananamilkshake?SectionA1(1a-2d)第课时总序第个教案 课型：编写时间：年月日执行时间：年月日 教学目标：
1.语言知识目标： 1)能掌握以下单词：shake,milkshake,blender,turnon,peel,pour,yogurt,honey,watermelon,spoon,pot,add,finally,salt 能掌握以下句型： ①─Howdoyoumakeabananamilkshake? ─First,peelthebananas… ②─Howmanybananasdoweneed? ─Weneedthreebananas. ③─Howmuchyogurtdoweneed? ─Weneedonecupofyogurt. 2)能了解以下语法： 掌握用howmuch和howmany对事物的数量提问。 3)学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。2.情感态度价值观目标： 1.通过制作食物的介绍,培养学生的实际生活能力,了解生活知识,增长生活阅历,培养实践操作能力和动手能力。 2.通过食物制作过程的介绍,让学生认识到劳动成果的来之不易,使之懂得不能浪费食物,珍惜他人的劳动成果。
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教学重点：1)用howmuch与howmany来对数量提问。 2)动词词组；描述过程的顺序词。 教学难点：掌能恰当地使用祈使句表达食物的制作过程。 教学用具：多媒体 教学方法：任务型教学 教学过程： I.Warmingup
1.T:What’syourfavoritefruit? S:apple,orange,strawberry,banana,pear,watermelon. 2.T：What’syourfavoritedrink? S:Cola/milk/juice/tea/milkshake… II.Lead-in T:Great,thosetastenice.Todaywearegoingtolearnhowtomakeabananamilkshake.Howmanybananasdoweneed?Howmuchmilkdoweneed? S:…. Teachershowsthepicturestostudents,andmakesstudentsknowtheprocessofmakingmilkshake.Thenwritedownthekeywordsontheblackboard.
2.Do1a.AskSstowritethenamesoftheactions.Choosethecorrectwords.AskSstofillintheblanksontheirown.Thenchecktheanswers. 3.Teachthenamesofallitems.Pointtothepicturesoftheitemsandaskstudentstorepeat. Focusonthepictures.Askthestudentstotellwhattheyseeinthepicture.Describeeachactionandaskstudentstorepeatthefollowing: peelthebananas,cutupthebananas,putthebananasandthe,milkintheblender,pourthemilkintheblender,Turnontheblender;drinkthemilkshake. 4.Pointouttheactionsinthepictureandthelistofactionsinactivity1b. Playtherecordingandchecktheanswers.Askstudentstorecitetheconversationatonce. Ⅲ.Listening 1bListenandputtheinstructionsinorder. Ⅳ.Game 1.Showsomepicturesinthebigscreen. 2.LetSstellwhattheycansee. 3.LetSstrytheirbesttosayhowtomakeabananamilkshake. Ⅴ.Pairwork Workon1c: 1.LetSsreadthemodelwithapartner.
HowmuchHowmanywashfirst Oneboxof2bananaspeelthen cutupnext put…intoblenderafterthat turnon…last 2.Usetheinformationin1b.Askandanswerwithapartner. 3.Letsomepairsaskandansweraboutthechart. Ⅵ.Listening Workon2a: 1.LetSslookatthepicturesbelow.Letonestudentreadthewordsinthepicturesifnecessary. 2.PlaytherecordingfortheSstolistenandcompletethechart. 3.Playtherecordingagaintochecktheanswers. Workon2b: 1.LetSsreadthechartbelow.TellSsthattheyshouldwritetheingredientunderthecorrectamountinthechart. 2.PlaytherecordingfortheSstowritethecorrectanswersinthechart. 3.Playtherecordingagaintochecktheanswers. Ⅶ.Pairwork 1.TellSstoaskandanswerquestionsabouthowtomakefruitsalad. 2.GiveamodeltotheSs. 3.Ssworkinpairs.Trytoaskandanswerabouthowtomakefruitsalad. 4.Asksomepairstoactouttheirconversations. Ⅷ.Role-play 1.Readtheconversationsandfillinthechartbelow. one cabbage one three four five some 2.Explainsomenewwordsandmainpointsintheconversation. ①onemorething另外一件事情 anothertenminutes再多十分钟 “数字+more+物品”指“另外的……”“another+数字+物品”指“另外的……”当数字为one时，常与more连用或只用another Givemetwomorehamburgers,please.请再给我两个汉堡。 Theboysrodeanothertwohours.那些男孩子们又骑了两个小时。 Doyouwantonemorecupoftea?Doyouwantanothercupoftea? 你想再来杯茶吗？ ②forgettodosth.忘记（去）做某事Don’tforgettoclosethewindows. 不要忘记关上窗户。 3.LetSsreadtheconversationaftertheteacher. 4.Practicetheconversationwiththeirpartner.Thenletsomepairstoactouttheconversation. 作业布置：做自己喜欢的水果奶昔，并简要说明过程。 可以用下列表示过程的词汇来让你描述更加清晰明了。 first,next,then,…finally… 教学（后记）后思：
课时教案 课题：SectionA2(Grammarfocus-3c)第课时总序第个教案 课型：编写时间：年月日执行时间：年月日 教学目标：
1.语言知识目标： 1)学习掌握下列词汇：sugar,cheese,popcorn,corn,machine,dig,hole 2）进行一步复习巩固学习SectionA部分所学的生词和词组。 3）掌握正确用howmuch和howmany对事物的数量进行提问。 4)能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。 2.情感态度价值观目标： 1.通过制作食物的介绍,培养学生的实际生活能力,了解生活知识,增长生活阅历,培养实践操作能力和动手能力。 2.通过食物制作过程的介绍,让学生认识到劳动成果的来之不易,使之懂得不能浪费食物,珍惜他人的劳动成果。
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教学重点： 1)复习巩固SectionA部分所学的生词和词组，达到熟练运用的目标。 2)掌握正确用howmuch和howmany对事物的数量进行提问。 教学难点： 1)能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。 2)能够分清可数名词与不可数名词，会用数量词来计量一些不可数名词。 教学用具：多媒体 教学方法：任务型教学 教学过程： Ⅰ.Warming-upandrevision
1.Game:Howdoyoumakeabananamilkshake? LetsomeSsdescribehowtomakeabananamilkshake. Attentiontouse“first,next,then,finally”correctly. 2.HowdoyoumakeaRussiansoup? Attentiontouse“first,next,then,finally”correctly. Ⅱ.GrammarFocus. 1.学生阅读GrammarFocus中的句子，然后做填空练习。 ①你怎样做香蕉奶昔？_____doyou_____bananamilkshake? ②首先，将香蕉剥皮。______，_____thebananas. ③接下来，将香蕉放入果汁机中。____,_____thebananasintheblender. ④然后，将牛奶倒进果汁机中。_____,_____themilk____theblender ⑤最后，打开果汁机。______,__________theblender. ⑥我们需要多少香蕉？_____________bananasdoweneed? ⑦我们需要三只香蕉。We______three_________. ⑧我们需要多少酸奶？____________yogurtdoweneed? ⑨我们需要一茶杯。Weneed____________yogurt. 2.学生们根据记忆，看大屏幕来完成填空练习。 3.学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ.TrytoFind 一、如何问答名词的数量： 1.询问不可数名词的数量：_________+不可数名词……？ 2.回答不可数名词的数量： ___________+不可数名词一杯________;一碗________ 3.询问可数名词的数量：__________+可数名词……？ 练一练：句型转换： ①Weneedthreecupsofsugar.(提问)________________sugardoweneed?
人教版八年级上册英语全册教案
sth.Important sentences:1.Where did Lisa go on vacation?2.Did she do anything special there?3.Did she buy anything for her best friend?4.How was/were...?【能力目标】能够使用skimming和scanning阅读技巧找出文章的主要内容,并完成任务。
【情感目标】培养学生的阅读能力和语言表达能力,陶冶情操。
教学一般过去时态的各种句式。
重难点教学过程◆Step 1 Leading inT:Good morning,class.Today we will learn Section B(1a-2e).First,let’s review what we learnedyesterday.Now let’s have a free talk.教学过程T:Where did you go on vacation?S:I went to summer camp.T:Did you do anything special there?S:Yes,I...T:Did you buy anything for your parents or friends?S:Yes,I bought...for.../No,I bought nothing.T:How was/were...?S:It was/They were...设计意图让学生做到温故知新。
◆Step 2 1a1.Look at the six pictures.2.Match the words with the pictures.3.Students complete the task in 1b individually.4.Check the answers.(见课件)◆Step 3 1bNow class,look at the words in 1a again.Which words do you think describe good things and which ones not.Let’s have a try.Try to write words on the left.Write words on the right.Check the answers.(见课件)◆Step 4 1c & 1d1.Ask students to scan the questions in 1c.2.Play the recording for the first time.And say:Listen to the tape.Lisa is talking about her plete the four questions.。
新目标八年级英语上Unit8教案
新目标八年级英语上Unit8教案1. 教学目标•了解并掌握Unit 8中的重点词汇和短语；•能够运用所学的语言知识描述过去的经历；•能够运用所学的语言知识进行听、说、读、写的综合能力训练。
2. 教学重点•掌握动词过去式的构成和用法；•运用过去时态进行口语和书面表达；•运用所学的语言描述自己的经历。
3. 教学准备•教材：新目标八年级英语上Unit 8教材；•多媒体设备：投影仪、电脑；•教学素材：单词卡片、图片、录音设备等。
4. 教学步骤步骤一：导入新课（5分钟）•引导学生回顾上一单元的内容，通过提问和小组讨论的方式激发学生的学习兴趣。
步骤二：新课呈现（15分钟）1. 呈现重点词汇和短语•使用多媒体设备呈现Unit 8中的重点词汇和短语，让学生跟读并理解其意思。
2. 引入过去时态•通过给出一段关于自己经历的简短故事，引入过去时态的概念，并解释过去时态的构成和用法。
步骤三：教学练习（25分钟）1. 听说训练•让学生跟随录音回答关于过去经历的问题，提高学生的听说能力。
2. 阅读训练•让学生阅读课文并完成相关的阅读练习，培养学生的阅读理解能力。
3. 写作训练•让学生根据提供的写作指导，写一篇关于自己的过去经历的短文。
通过写作训练，提高学生的写作能力和叙述能力。
步骤四：课堂练习（20分钟）•在教材中选择相关练习题，组织学生进行个人、小组或全班的课堂练习。
步骤五：作业布置（5分钟）•布置相关阅读和写作作业，要求学生在家完成并在下节课交给老师检查。
5. 教学延伸•鼓励学生使用过去时态描述自己的经历，引导学生讨论并分享自己的经历，提高学生口语表达能力。
6. 教学反思本节课通过多种教学方法和形式，使学生在听、说、读、写的各个方面都得到了锻炼和提高。
课堂上设置了许多练习，能够帮助学生巩固所学的知识点，并且在动态的交流中，学生的学习主动性得到了调动。
本节课通过灵活运用教学手段，培养了学生的英语综合能力，并且通过个别辅导和点拨，使学生在应用所学知识的过程中建立信心，更好地完成课堂任务。
人教版新目标八年级上册英语优质课教案全册教案教学设计
人教版新目标八年级上册英语优质课教案全册教案教学设计U n i t1-10(总57页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 1 Where did you go on vacation?New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．Did she go to Central Park？Yes，she did．No, she didn’t语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
根据初中英语新课程标准和本科教材内容，我确定了以下目标：1． Master the vocabulary2． Master the key patterns:Where did you go on vacation? I went to the mountains •Did she go to Central Park？Yes，she did．No, she didn’t单元教学重难点1．Vocabulary and Expressions2. Grammar Focus：Where did you go onvacation？I went to the mountains. Did she go on Central Park？Yes, she did．No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following s entences：Where did you go on vacation?Did you go to…Yes. … /No，…Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，They are all interested in talking about it.Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus教学目标知识与能力1. Match the vocabulary：New York City，Central Park，exam．2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．Did you go to the beach？ Yes，I did．No, I didn’t．过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。
新人教版八年级上册英语全册教案(51页) 全册
单元课题Unit 4 What’s the best movie theatre?语法归纳Unit 4教学札记形容词的比较级和最高级（二）1. 形容词的比较级和最高级的用法（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。
than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。
另外，在上下文明确时，形容词比较级也可以单独使用。
例如：This room is smaller than that one (is). 这个房间比那个房间小。
He is younger than I(am). 他年纪比我小。
His English is better than his brother 's (is). 他的英语比他哥哥的好。
1.形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。
最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。
Of后面一般接表示同类的名词，in接表示范围的名词。
例如：He is the tallest of all. 他是所有人中最高的。
Li Hua is the best student in his class. 李华是他班上最好的学生。
2.比较级与最高级的区别与联系（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句：（A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。
(B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。
【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。
人教版八年级上册英语全册教案
◆Step9 Challenge 挑战自我
补全对话(见课件)
设计意图
通过此环节,使学生完成 2d 中的语言目标。
◆Step10 Summary
总结本节课语言知识点(见课件)。
设计意图
梳理本课的知识要点。
◆Step11 Homework
Makeaconversationaboutwhatyoudidlastweek.
Unit1 Wheredidyougoonvacation
教学课题
第一课时 SectionA(1a-2d)
教学目标
【知识目标】 Importantwords:anyone,anywhere,wonderful,few,most Importantphrases:quiteafew,onvacation,anythinginteresting Importantsentences: 1.Wheredidyou/he/she/theygoonvacation 2.Didyou/he/she/theygotoCentral Park
◆Step7 Pairwork 2c
以小组为单位分角色表演,完成 2c。(见课件)
设计意图 加强情景交际,进一步巩固一般过去时的特殊疑问句和一般疑问句。
◆Step8 Role-playtheconversation 2d
1.Fastreading:
Read2dandanswerthequestions.(见课件)
PreviewSectionB(1a-2e)
板书设计
SectionA(GrammarFocus-3c)
指代人的不定代词
指代物的不定代词
anyone,everyone,noone
something,anything,everything,
(完整版)新人教版新目标英语八年级上册优秀公开课教案全册导学案教学设计
语法归纳Unit 4教学札记形容词的比较级和最高级（二）1. 形容词的比较级和最高级的用法（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。
than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。
另外，在上下文明确时，形容词比较级也可以单独使用。
例如：This room is smaller than that one (is). 这个房间比那个房间小。
He is younger than I(am). 他年纪比我小。
His English is better than his brother 's (is). 他的英语比他哥哥的好。
1.形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。
最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。
Of后面一般接表示同类的名词，in接表示范围的名词。
例如：He is the tallest of all. 他是所有人中最高的。
Li Hua is the best student in his class. 李华是他班上最好的学生。
2.比较级与最高级的区别与联系（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句：（A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。
(B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。
【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。
句(B)中玛丽是这些女孩之一，所以用最高级。
（2）比较级可以用来表示最高级的含义。
新版人教版八年级英语上册教案(全册 共106页)
新版人教版八年级英语上册教案（全册共106页）目录Unit 1Where did you go on vacation?Unit 2How often do you exercise?Unit 3I'm more outgoing than my sister.Unit 4What's the best movie theater?Unit 5Do you want to watch a game show?Unit 6I'm going to study computer science.Unit 7Will people have robots?Unit 8How do you make a banana milk shake?Unit 9Can you come to my party?Unit 10If you go to the party，you'll have a great time!Unit 1Where did you go on vacation?本单元教材以Where did you go on vacation？为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy...？和特殊疑问句Where/What/How...？询问过去的事件，让学生学会谈论和分享过去发生的事件。
本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交流。
在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的一般疑问句：Did you...？及不定代词的用法。
Section B安排了许多听、说、读、写的任务活动，教师在教学中可以灵活运用这些活动，将其中的一些活动进行变化或整合，充分调动学生参与的积极性，提高学生的听说读写能力。
人教版八年级上册英语全英版教案：Unit8 SectionB(3a-Self Check)
Unit8 SectionB（3a-Self Check）全英版教案Teaching Aims1. Knowledge objects(l)Function：Talk about how to make a kind of food.(2)Key V ocabulary：No new words(3)Target Language：To make this special food, you need to...(4)Structure：how question2. Ability Objects(1) Describing a process and follow instructions.(2) Learning to make imperatives First…. Next….Then.... Finally….(3) Learning about countable/ uncountable nouns.3. Moral ObjectsAfter learning this unit, we can make many delicious food for the people that we love.Teaching Key Points1. To learn to describe a process and follow instructions.2. To learn to make imperatives.3. To learn about countable/ uncountable nouns.Teaching Difficult PointsThe process and instructions of making something.Teaching MethodsMaking conversations. Writing Method.Teaching AidsA tape recorder and CAITeaching ProceduresStep 1 3a (about 5 minutes)T：Many people like to eat rice noodles, especially Yunnan rice noodles.Do you know how to make it? Here it is! Turn to page 63. Look at 3a.Read the recipe below and fill in the blanks with the words in the box.Step 2 3b, 3c (about 15 minutes)T：Now, it’s your turn to introduce your favorite food. Look at 3b. Think of a favorite food in your hometown. Make a list of ingredients. If you don’t how to say them in English, you can ask me for help.S：My favorite food is Beijing roast duck. To eat it we need green onion, sauce, pieces ofduck and some pancakes.T：We have written down the ingredients of the food. Can you write a recipe for it?You should use First, Next, Then and Finally in order to make your compositions clear.T：Let’s check the answers.S：First, check you have all the ingredients. You need green onion sauce, pieces of duck and some pancakes. Then, put duck, sauce and green onion into a pancake. Next, roll the pancake. Finally, eat it. It is very delicious.Attention：If there are some mistakes in the composition the teacher must correct them. If it is easy, the teacher can ask the students to correct it by themselves.Step 3 Self Check (about 14 minute)Let’s do some easy exercise to relax. Turn to page 64. Look at Self Check.T：We are going to finish this unit. Here are two parts to check what we have learned. First, look at part 1. Do you like to eat tomato and egg soup? Do you know how to cook it? Number these instructions for making tomato and egg soup in the correct order. Then complete the instructions with the words in the box.Check the answers.T：We all know sentences are made up of words. Can you make a sentence with given words? Now look at Self Cheek 2. Write questions and answers using the words in brackets.Check the answers.Step 4 4 (about 8 minutes)T：Some kinds of food w ere invented by accident. Now let’s try inventing a new kind of food. Look at Section B 4.First, make up a crazy recipe with your partner.Then, tell another pair of students how to make this crazy food. The other pair will draw it. Maybe you will be a great food inventor.Step 5 Summary and Homework (about 3 minutes)Let student s sum up what they’ve learned in this class.Write a passage about the steps of your favourite food.Blackboard DesignUnit 8 How do you make a banana milk shake?The Fourth Period (Section B 3a—Self Check)First, check you have all the ingredients. You need green onion, sauce, pieces of duck and some pancakes. Then, put duck, sauce and green onion into a pancake. Next, roll thepancake. Finally, eat it. It is very delicious.。
八年级英语上册Unit 8教案2
Section AAdditional materials to bring to classcolored chalkExplain that students will learn more ways to talk about things that happened yesterday, last week or last year. Ask different students questions about things they did yesterday or last week using verbs they have already studied. Ask the students to give the short answers, Yes, I did, No, I didn't, Yes, I was, and No, I wasn't. Use theseverbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.T: Ali, did you buy any ice cream after school yesterday? S: No, I didn't.T: Sally, were you in school yesterday?S: No, I didn't.T: The question uses the word were. The answer can't use the word did or didn't. It has to use was or were. Sally, were you in school yesterday?S: No, I wasn't.T: Right.Then review the present and past of some verbs students have already studied. Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.T: I will say a sentence using the words every day. I want you to say the sentence using the word yesterday. For example, I go home at 3:00 every day. What do you say?S1: I went home at 3:00 yesterday.T: Right. I buy lunch in the cafeteria every day.S2: I bought lunch in the cafeteria yesterday.T: Good.1 a This activity provides a review of key vocabulary from past units.Read the instructions. Ask students to make separate Lists Ask students to read their lists to the class. On the board, make a list of all the activities students talk about using a past verb and the activity. Point to the items ask different students to read the items to the class.1 b This activity gives students practice in understanding the target language in spoken conversation. Point out the picture and the list of activities.Then read the instructions.Then point to the list of activities and say, Some of the things on this list are not on the recording. Listen carefully and circle only the things you hear on the recording. Point out the sample answer.Play the recording the first time. Students only listen. Then play the recording a second time. This time say Now listen again. Circle the things in the box that Tina did on her school trip.Check the answers.1 c This activity provides guided oral practice usingthe target language.Ask students to look at the picture in activity la. Then point out the sample conversation in activity lc. Ask two students to read it to the class.Then read the instructions to the class and answer any questions students may have.Say, Now work with a partner. Make your own conversations about the people in the picture.As students talk, move around the room monitoring their work. Offer language and pronunciation support as needed.Ask several pairs to present one or more of their conversations to the class.。
八年级英语上册Unit 8教案5
1 a This activity reviews earlier vocabulary and introduces some new words.Ask students to read the descriptions to the class.Ask students what a "day off' is (a day when they don't have school).Read the instructions and say, Put a I after the thing you would most not want to do on your next day off. Put a 2 after the next thing you would most not want to do) and so on.Then say, How many people made go for a drive number I? How many people made take a class number I? Write the results after each phrase on the board.1 b This activity provides guided oral practice using the target language.Read the instructions. Then point out the sample sentences. Ask different students to read the sentences to the class. Say, Now work with a partner. Say how you feel about the activities in activity la. Make some new sentences.As students talk, move around the room monitoring their "work. Offer language or pronounciation support as needed.Ask some pairs of students to say their sentences to the class.2a This activity provides listening practice using the target language.Read the instructions. Say, We will find out what Tony andTina did on their last day off.Point out the chart. Run your finger across the two rows next to the names Tony and Tina. Say, Look only at these two rows. Put a checkmark after each activity to show if Tony did it or if Tina did it.Play the recording the first time. Students only listen. Point out the sample answer. Say, There is a checkmark next to Tina's name and under the words "went camping in the rain" because Tina, not Tony, went camping in the rain.Play the recording the second time. This time students make checkmarks on the chart.Check the answers.2b This activity provides listening practice using the target language.Read the instructions. Say, What did Tony and Tina say about their last day off? Point out the list of statements. Say Write the name of the person who said each statement on these lines. Play the recording the first time. Students only listen. Then play the recording a second time. This time say, Now write in your book who said each statement. You may wish to stop the recording after each line or two to give students a chance to finish writing in their books.Correct the answers.2c This activity provides oral practice using the targetlanguage.Read the instructions. Say, Now you can talk about your last day off.Ask students to say what they did on their last day off. Write these examples on the board. Ask questions such as What is a good day off? Why? Did you... ?Ask students to work in pairs.Ask some pairs of students to present their dialogues to the rest of the class.。