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Unit 1 Where did you go on vacation? Part 1: Teaching Design (第一部分：教学设计) Teaching goals
●Learn some new place names
●Learn some description words
●Learn the past tense of some verbs studied
●Go on learning to talk about past events.
Section A
Teaching goals
●Master the new words: awful, unfriendly, fantastic, rainy, exam,
central, guide, museum, summer camp
●Learn to ask and answer: Where did Tina go on vacation?
She went to the mountains.
Where did they go on vacation?
They went to the New York City.
Did you / he / she / they go to Central Park?
Yes, I / he / she / they did.
No, I / he / she / they didn’t.
Teaching procedures
Step 1: Warming up
Activity 1
1.Teacher lists some verbs on the blackboard.
visit, go, stay, have, do, practice, am, are
2.Ask students to change the words into the past forms
together.
visited, went, studied, had, did, practiced,
Read the past forms loud.
Activity 2
Go on asking what you / he / she/ did last weekend using
the verbs they learned. Focus their attention on the form of
verbs.
Step 2: Presenting
1.Let students say out the verbs learnt before and teacher can help
them say as many as possible.
2.Ask students: Did you stay at home yesterday?
Did you stay at school last weekend?
Where did you go on vacation?
Where did your parents go on vacation?
3.Repeat the new language points.
Step 3: Practicing
Activity 1
1. Students work in pairs. Ask and answer about where their
parents, friends and they themselves went yesterday / last
weekend / on vacation.
Model: A: Where did you go yesterday?
B: I stayed at home. Did you stay at home?
A: Yes, I did. No, I didn’t. I went to the park.
B: Where did your parents go on vacation?
A: They went to Beijing last month.
2. Check some pairs.
Activity 2
1.Point to the pictures. Let students talk about where the people
went in pairs.
Model: A: Where did the old man go in Picture f?
B: He went to the beach.
A: Where did the kid go on vacation?
B: They went to a park.
2.Check some pairs.
Activity 3
1.Point out the numbered list of activities. Ask students to repeat.
2.Then ask students to match each phrase with one of the
pictures.
3.Check the answers
Step 4: Listening (1b)
1.Point to the picture. Ask students to tell what the person did in
each scene.
For example: She went to the mountains.
He went to the beach.
2.Play the recording the first time. Students only listen.
3.Play the recording the second time. Students listen and number the
people 1—5 in the picture.
4.Check the answers.
5.Students work in pairs. Ask and answer about where Tina / Brad
/Sally / Xiang Hua and Tom went on vacation.
Step 5: Listening. (2a, 2b)
1. Point to the 2 people’s names and read the names to the class.
Point to the 2 vacation activities and ask a student to read the
activities to the class.
2. Play the recording the first time, students only listen and match the person with the place.
3. Check the answers.
4. Play the recording the second time. Students listen and check “Yes,
I did” or “ No, I didn’t”. as they hear them talk.
5. Check the answers.
Go to Central Park? Yes, I did.
Play volleyball? No, I didn’t.
Swim? Yes, I did.
Go to the movies? No, I didn’t.
Study for exams? Yes, I did.
6. Students work in groups and talk about the activities in the chart
and other activities.
Model: Reporter: Nancy, where did you go on vacation?
Nancy: I went to New York City.
R: Really? Did you go to Central Park?
N: Yes, I did.
Ask Kevin and Julie in the same way.
6. Check some pairs.
Step 6: Practicing
Activity 1
1.Ask students to say out different kinds of weather learnt
before.
rainy, snowy, sunny, windy, cloudy, hot, cold, warm, cool,
humid
2.Ask students: What’s the weather like today?
How was the weather yesterday?
How was the weather last Sunday?
How was your last Sunday?
Activity 2
1.Point to the example. Read it to the class.
2.Ask students to work alone and fill in the blanks in the
conversation, using “was” “were”
3.Check the answers.
4. Students practice the conversation in pairs and act out. Activity 3
1.Point to each of the pictures and ask students to say what they
see. Then read the words under each picture. Pronounce any
new word and explain the meanings of them if necessary.
2.Students work in pairs and make their own conversations about
the pictures.
Model: A: How was your vacation?
B: It was fantastic.
A: Where did you go?
B: I went to the mountains.
A: How were the mountains?
B: They were beautiful.
A: How was the bus trip?
B: It was relaxing.
Activity 4
Ask students to take out their photos of vacations and show their
photos to the classmates and talk about their own vacations.
Model: I went to Xi’an on vacation last year.
It’s a very old city. The weather was sunny. My parents
and I visited the Bell Tower. The people there were
friendly --
Section B
Teaching goals
●Master the new words: water, cry, corner, feel, decide, make,
classmate, discuss, report, activity
●Learn to use new sentences:
We had great fun playing in the water.
The shops were too crowded.
I didn’t really enjoy it.
I found a small boy crying in the corner.
That made me feel very happy.
We decided to play tennis.
Teaching procedures
Step 1: Making a revision
Ask students: What did you have for breakfast / lunch / supper yesterday?
How was your breakfast / lunch/ supper yesterday?
Where did you go on vacation?
What did you do on vacation?
Guide students to answer the questions in past tense and try to use
the description words they learnt before.
Step 2: Practicing
Activity 1
1.Point to the words. Say each word and let students repeat it.
2.Describe the picture as a model for students:
This is a ring. It’s one hundred million dollars. It’s
expensive.
3.Ask students to describe the other 5 pictures in the same
way.
4.Ask students to match the words with the pictures.
5.Check the answers.
Activity 2
1.Point out the smiley face and frowny face. Say the smiley
face is for good things. The frowny face is for bad things.
2.Call attention to the six words in 1a. ask students to write
each word under smiley face or frowny face individually.
3.Check the answers: Smiley face: delicious, cheap, not
crowded. Frowny face: awful, expensive, crowded
4.Students ask and answer about the 6 pictures in pairs.
Model: A: How is the ring?
B: It’s expensive.
Step 3: Reading
1.Point to the 2 questions in 2a. ask a student to read them to the
class. Draw students’ attention to listen to Vera talking about her vacation carefully.
2.Play the recording the first time. Students listen and write down
the answers to the questions in the blanks in 2a. Check the answers.
3.Call students’ attention to the chart in 2b. Play the recording the
second time. Students listen carefully and fill in the chart.
4.Check the answers.
5.Students listen again and repeat.
6.Students work in pairs. Sa is Vera’s friend. Sb is Vera. Talk about
Vera’s vacation, using the information in the chart in 2b. Sa begins his questions with these words.
Where did...?
What did ...?
Did you ...?
How was ...?
How were ...?
Step 4:
1.Call students’ attention to Bob’s diary and give students some
questions. Let students read the diary alone and find out the
answers to the questions given.
Question 1: How was the weather on July 15th / July 16th / July
17th ?
Question 2: Where did he go on July 15th / July 16th / July 17th ?
Question 3: What did he do on the 3 days?
Question 4: How were his 3 days on the vacation?
2.Check the answers.
3.Explain the instructions in 3a. Then ask students to read the
article alone again to circle the good things about his vacation
and underline the bad things.
4.Check the answers.
5.Call students’ attention to the new phrases in the diary.
have fun doing sth, be crowded, find sb doing sth, be lost, help
sb do sth. Make sb do sth, walk back to, decide to do sth
Explain the phrases and give more examples to use them. Then
let students make up their own sentences with the phrases
above.
Step 5: Writing
1.Students work in pairs and talk about the places of interest.
2.Students take out a piece of paper and work alone to write a
travel diary, imagining they are foreigners on vacation in
Beijing. They can go like this:
Thursday, August 1st
Today I went to the Place Museum. It was cool. Then I ....
3.Ask some individual students to read their diary to class.
Self-check
Teaching goals
●Help students to review all the key vocabulary presented in this unit.
●Help students practice writing a survey using the past tense.
●Give students an opportunity to use the target language in
conversation.
Teaching Procedures
Step 1: Learning words
1.Ask students to read the key words in Part 1 aloud and know the
meaning of them.
2.Ask students to divide the words in 3 groups.
1)verbs: stayed at home, visited
2)nouns: vacation, summer camp, mountain, museum,
3)adjectives: delicious, awful, cheap, crowded,
3.Ask students to write five or more new words in their
vocab-builder.
Step 2: Making a survey
1.Draw students’ attention to the form and explain the instructions
above it.
2.Ask students to fill in the form with the information about their
last vacation.
3.Ask students to work in groups of four and ask their classmates
questions about their last vacation.
4.After students finished asking questions. Tell them to discuss in
their groups about the best place for a vacation.
5.Ask several groups to tell the class which place they think is the
best vacation destination.
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Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
译林版九年级上册unit1教案全集
9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.
人教版新目标英语八年级上全册教案
四面城九年一贯制学校中学部备课簿 年级八年一班 学科英语 授课人强艳双 2015 - 2016 学年度第 1 学期
Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions.
(完整)人教版八年级下册英语教案unit1
人教版八年级下册英语教案unit1 课题：Unit One What’s the matter? Period 1 Section A (1a-2d) 一、Teaching date: 二：学情及教学内容分析: 主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they…do?”“I/ you/ he/ she/they should do…?”“I have a headache/stomachache/toothache.”“Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。 教学目标: 三：教学目标： 1. 语言知识目标： 1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist, 2) 能熟悉以下句型： What’s the matter with…?” “What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…” 2. 情感态度价值观目标： 教会学生关心他人，培养同学间团结、友善的精神。 四：教学重难点 掌握相关的单词和词组，并能够灵活运用会使用以下句型：“What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…” 五：教学流程： Step1 Greet the whole class as usual.
最新人教版九年级英语Unit1 教案
Unit 1How can we become good learners? 1 2 单元话题 Talk about how to study, in this unit, students learn to talk 3 about how to study for a test and give advice to those who have difficulties 4 in studying. 5 单元语法By ＋ sth./doing sth. 6 教学目标 7 1.语言目标：理解重点句子，掌握学习英语的方法。介词by引导的方式状语8 的合理运用。 9 2.技能目标：正确运用动名词谈论学习中的问题。 10 3.情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅11 读，培养学生的文化意识，陶冶思想情操，让学生树立终身学习的道德素养。 12 13 14 第一课时Section A(1a～2d) 15 自主学习案 16 翻译下列词组。 17 1．通过制作生词卡 ________________________________ 18 2．通过听录音带___________________________________ 19 3．向某人寻求帮助__________________________________ 20 4 大声读来练习发音___________________________________ 21
5．小组合作学习___________________________________ 22 6．和朋友练习对话___________________________________ 23 7．逐个单词___________________________________ 24 8．作报告___________________________________ 25 9．意群___________________________________ 26 10．慢慢来___________________________________ 27 11．口语技能___________________________________ 28 12 英语口语___________________________________ 29 §课堂导学案 30 Step 1 准备与热身(Preparation) 31 Lead-in with a free talk(自由对话导入新课)(2分钟) 32 Greeting with the students：Hello, everyone.Welcome back to school.I'm 33 very happy to see you again.Most of you got good grades last term ! Of 34 course, don't lose your heart if you didn't get good grades. 35 OK.Today, let's talk about how to study for a test and how to learn 36 English well. 37 T: How do you study English? Do you study English by the following ways? 38 (Show some pictures and present the important phrases.) 39 T: How do you study English? 40 S: I study English by ________. 41
人教版英语八年级下册unit1教案
Unit1 What’s the matter? 1. Knowledge Words: have, cold, back, arm, ear, eye, foot, hand, head, leg, mouth, neck, nose, tooth, fever, rest, should, headache, ago, so, illness, thirsty, early, problem, way, traditional, believe, weak, angry, medicine, western, everybody, get, few, stay, important, moment, late, until, yesterday, hear Phrases: have a cold, be stressed out, a few, at the moment Structures: Have for talking about health problems. Modal: should / shouldn’t 2. Skills Talk about your health. Give advice. 3. Learning Strategies Using what you know. Inferring content. II. Background III. Teaching Time: Six Periods Period One Teaching Aims: 1. Learn and master the following words and phrases: matter, have, cold, have a cold, stomachache, sore, back, arm, ear, foot, hand, head, leg, mouth, neck, nose, stomach, tooth, throat 2. Develop the students’ listening ability. 3. Be able to talk about health. 4. Sentence Patterns What’s the matter? I have a sore throat. Teaching Difficult Point The sentence patterns. Teaching Methods Listening practice to train the students’ listening ability. Pairwrok Teaching Aids Some pictures. A tape recorder. Teaching Procedures Step I Greetings. Step II. 1a Teach the students to study the new words by showing some pictures. eye, nose, mouth, ear, tooth, face, head, neck, back, stomach, arm, hand, leg, foot Ask a student to read the list of thirteen names of body parts. Then let the students look at the picture and write the correct letter for each part of the body. Check the answers. Answers: k arm c back g ear i eye m foot a hand l head b leg f mouth e tooth d neck j nose h stomach Step III 1b Show some illnesses. e.g. I have a cold. I have a stomachache. Let several students say some illnesses. Ask a student to read the names. Nancy, Sarah, David, Ben, Judy
人教版(新目标)初中英语七级上全册教案
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation. 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。Step6. Work on 1a. 看1a图并写出图中人物名字，看有什么规律。这部分内容培养了学生的观察能力。