人教版Go for it!英语八年级上册 Unit 7 Section B 2a-2e教学设计
Lesson PlanningStudents: 55 junior high school students, Class 8, Grade 8Materials: PEP Go for it!八年级上册Unit 7 Section B 2a-2eType of lesson: ReadingLesson duration: 45minsAnalysis of the text book:Section B 部分将Section A部分“谈论未来世界”的话题拓展到“谈论个人的未来生活”的话题。
其中2a-2e是一个整体的阅读板块。
该单元阅读语篇谈论的是未来机器人的发展话题，其中涉及到机器人过去和现在的状况，并主要介绍了两派科学家对未来机器人发展的不同预测。
2a是读前活动，通过问题激活学生的背景知识。
2b-2d是读中活动，2b旨在让学生通过略读判断各段段落大意，以获得对文章的整体理解。
2c旨在让学生通过细读摘取文中有关机器人现在状况的细节信息。
2d文段是对阅读语篇的缩写，通过填词帮助学生转换文章信息，加深对文章的理解，属于读后活动。
2e也是读后活动，旨在发展学生想象力，预测未来机器人的样子，让学生输出已学知识。
Objectives:1. Instructional objectives1) Be able to use the new words and phrases in the passage2) Be able to use “will” to express future things3) Be able to use the following reading skills to finish tasks, such as predicting, skimming for the gist and scanning for the details2. Educational objectivesArouse students’curiosity and creativity, guide them to think from different perspectives and inspire their imagination.3. Personal objectives1) Use simple and clear classroom instructions, try to make the students relaxedand willing to take an active part in activities by encouraging and praising sincerely.2) Teach new words at different stages, guiding students to guess unknown words from the context.Focal points:1. The use of new words and phrases2. Consolidate the use of future tense. Identifying different verb tenses and finishing the chart correctly.3. Use “will+do” to write a compositionDifficult points:e the new words and phrases(too many new words and phrases in this passage)2.Scan the passage and complete the charte “will+do” to write a composition about robotsProcedures and Time AllotmentStage 1Getting students ready for learning (5 mins) Step 1 GreetingsT: Hello, boys and girls.Ss: …Step 2 Predicting based on a short video and the title if it is needed.T: Before class, I’d like to share a video with you, while you are watching it, you can guess what it is in this video.<调动学生好奇心，激发学生兴趣，同时引入本课主题robot>Step 3 Dancing like robotsT: You guys are so good at guessing! And do you know how to dance like a robot? A robot dance like this(教师展示动作), right? Is that funny? Now, you guysstand up, please. Let’s follow the video and dance to the music.<活跃课堂气氛>Stage 2 Pre-reading (6 mins) Step 1 V ocabulary presentation and practiceT: Just now we know how a robot dances. What else do you know about robots? Do you know the shapes of robots? There are robots of different shapes. For example, this one and this one look like humans. We are humans. These two look like animals. Can you tell me what does “shape” mean? Yes, it means“形状”. OK, follow me, “shapes” “humans”T: What can robots do?T: They can do a lot of things. For example, what are they doing?T: They are working in factories. Factory here means “工厂”. Follow me, “factories”, it’s the plural form of “factory”.<此步骤教授部分单词：shape, human and factory(factories)>Step 2 Skimming and matching (working on 2b)T: We’ve learned much about robots, now let’s read our passage and learn more about robots. Please turn to page77. Read the article quickly and match each paragraph with the question it discusses. You have 2 minutes. Go!Paragraph 1 Will robots think like humans in the future? Paragraph 2 What will robots be like in the future? Paragraph 3 What can robots do today?Paragraph 4 What are robots like in movies?T: OK, time is up. Let’s check your answer. (最后5秒钟开始播放倒计时，提醒学生时间)<此步骤要求学生快速阅读，并整合概括每段大意，在检查答案时补充追问答案依据。
旨在考查学生对信息的综合加工能力。
>Stage 3 While-reading (15 mins) Step 1 Scanning and completing (working on 2c)T: You did a very good job. Now, look at the following 4 questions. Readthe passage quickly again and complete the sentences. Still you have only two minutes. You’d better first find out in which paragraph are these sentences. Tw o minutes, go.T: OK, time to check your answers. … In this sentence, “many times” can be replaced by a phrase from the article, that is “over and over again”.(阅读过程中教授短语over and over again)<此步骤要求学生浏览文章，考察学生对细节信息的理解，阅读过程中要求学生寻找关键词相关句子，以便提高阅读效率>Step 2 Reading and completing the paragraph (working on 2d)T: Here is a short passage, please fill in the blanks with words from the article. （阅读过程中继续教授单词agree，dis agree, side…）<此步骤为填词题，学生必须基于对文章的理解才能完成，检测学生对文章的深度理解>Step 3 Reading and filling in the chartStage 4 Post-reading (… mins) Step 1 Watching a video of the latest robot showT: Do you know how quickly the robots are developing. Here is a video introducing the latest robots, let’s enjoy.<开阔学生视野，激发学生想象力，为学生设计有创意的机器人奠定基础>Step 2 Discussing and writingT: Now, it’s our turn to design our own robots, here are three questions, discuss with your group member, then write a composition about your group’s ideal robot. You may draw a picture of your robots. Please use “will do”, pa y attention to the verb tense.1. What will your robots be like in the future? You may draw a picture if yourrobots are not like anything in the world.2. What will they be able to do?3. Do you think your robots will be popular? Why?I think some future robots will look like _______. They willStep 3 Sharing students’ ideas and all the students decide which invention is the most popular.Stage 5 Assigning homework (3 mins) Step 1 ConclusionStep 2 Homework1.Watch the TV program <杨澜访谈录--人工智能>；2.Write your own composition about the robots you want to have in the future. (pay attention to the verb tense)。
Unit 7 Section A (2a—2d) 八年级英语上册(人教新目标Go For It!)
Lead-in
Hello, boys and girls. Did you think about your future life? Did you predict what would happen in the future? Do you want a robot to help you do everything? In this lesson, we will learn about what the future will be like. Let’s start our class.
应用实践类活动
Task 2 Fill in the blanks according to the conversation. Jill is reading a book about the future. Can you imagine what _w_i_ll_ the future _b__e_ like? Cities _w_i_ll_ _b_e_ more crowded and polluted. There _w__il_l_ _b__e_ fewer trees and the environment _w__il_l_ _b_e__ in great danger. _W__il_l_ we _h_a_v_e_ __t_o_ move to other planets? What can we do to live on the earth? We can use _le_s_s_ water and plant _m__o_r_e_ trees. Everyone should _p_l_a_y_ _a__ _p_a_r_t_ _i_n_ saving the earth.
学习理解类活动
人教版八年级英语上册Unit 7 SectionB 教学设计
人教版八年级英语上册Unit 7 SectionB 教学设计1a-1e一、教材解读本单元的话题是“未来的生活”，学生通过学习本单元能够谈论对未来的预测，能正确使用一般将来时，和more,less fewer表示数量，能正确使用工作，交通，住房和环境等相关词汇和常用表达。
Section B 1a-1e 是听说拓展版块。
通过听力材料内容，让学生复习一般过去时和一般现在时，进一步学习一般将来时，陈述过去和预测未来。
二、学情分析学生现在没有学习到第七单元，一般将来时要新授，所以有点难度，不过听力文本所涉及的新词汇不多。
学生进入八年级以后，大部分同学英语词汇有一定的增加，学习习惯也有所改变，但是也有部分学生因为个人学习态度，英语极速滑坡。
不过学生对于本单元话题应该是感兴趣的。
三、大单元教学设计说明《义务教育课程方案》（2022年版）中关于“探索大单元教学”的这样一句话：注重知识学习与价值教育有机融合，发挥每一个教学活动多方面的育人价值。
具体设计时可以从以下两个方面来思考：一是关于教的内容。
如何将单元知识进行整合后的一定的社会思想、价值观念以及道德规范融进教的内容里；二是关于教的效果。
要根据本单元的大主题、大目标，明确通过这一单元的学习最终要让学生形成怎样的价值观念和价值态度及怎样的正确价值原则的生活方式。
《英语课标（2022版）》要求教师认真分析单元教学内容，梳理并概括与主题相关的语言知识、文化知识、语言技能和学习策略，并根据学生实际水平和学习需求筹教学安排。
在此过程中，英语教学应重视科学地设计教学过程，努力创设所需情境，以营造启动学生思维的教学环境，帮助学生获取知识，加速内化，灵活运用，变语言为工具，拓展视野，并有机渗透情感、态度和价值观。
总的来说，英语的大单元教学需要着眼于“大”字，从大处着眼，大处着手，总分总结构，具体表现在视野大、内容大、主题大，情境大和目标大等等。
四、教学目标Teaching aims（教学目标）At the end of this class, students are able to :1.get specific Information about Joe's life indifferent periods through listening.2.describe and compare one's life in different periods.3. describe the changes of our hometown and motherland.4.predict the trend of future life, feel the hope to the future and expect the future.五、教学重难点How to use the future tense to describe the life in the past ,now and in the future.六、教学过程Step 1 : Warm-up and danceHave Ss warm up by waving the Five-starred Red Flag and dancing to the music , watching the video" The Changes Of China in The Past 10 Years",which BGM is "My People, My Country".Step 2 : Think and Lead-inHave Ss to think about the video and then move to the big task.T:After watching this video,we know that many changes have taken place. Many people want to know more.T:The Tiktok is holding a short video competition, which topiac is "Yesterdat, today and tomorrow."T:Let's prepare for our short videos.Step 3: Learn new word and expressions through Liangliang's storyBy recalling Liangliang's story to teach the words about transportations, living places and jobs:Teach the newwords by presenting pictures: astronaut, apartment, rocket, space, space stationActivity 1: look and say ——in transportationActivity 2: look and learn——in transportationActivity 3: look and learn——in living placesActivity 4: look and predict——in jobsStep 4: Think and classifyActivity 5 : think and classify(1a)Have two students play the game to classify the words of transportation, living places and jobs;Other students finish 1a on students' textbooks.Step 5 : Listen and number --Work on 1c.Activity 6: Listen to Alexis and Joe. Number the pictures [1-3].Have Ss listen to the conversation between Alexis and Joe. Then, number the pictures 1–3.Check Ss’ answers.Then have Ss think of other words and write them on the task sheet too.Step 6 : Listen and fill --Work on 1d.Activity 7: Fill in the blanks with the correct verbs in the box.Ss are to listen again to the conversation. This time, they are to work on 1d and fill in the blanks with the correct verbs from the box.Tell Ss that they can check their answers by using the ipad.Step 7 : Pair work.Activity 8 : Listen and write first, then Role-playHave Ss get into pairs. Student A is Robot Reporter and Student B is Liangliang or yourself.T: In your pairs, talk about Liangliang’s or your own life now, 10 years ago and 10 years from now.(Try to imitate the tone of the robot reporter)Step 8 : Group workThink and creat:Firstly, present the video about the changes of Teacher's hometown(Shiba Dong)Secondly, present the result of the survey ofXingsha(done by the students)Thirdly, present the video about the real changes of Xingsha(students' hometown)work in groups to make and rehearse(排练) your short videos: a rap or a street interview (choose one of them)Topic: Yesterday, today and tomorrow about Xingsha，Liangliang or yourself.Step 9：HomeworkA level: Better your short videos.B level: Tell Write the script of your short videos.。
Unit10 Section B (2a-2e)八年级英语上册(人教新目标Go For It!)
While-reading
2c
Read the passage again and answer the questions. Discuss your answers with a partner.
What do you think of Laura’s parents?
They are understanding.
If you have problems or worries, will you talk to your parents?
What can we learn from Laura’s story?
helps a lot
friends
Careful-reading
Read paragraph 2 and fill in the blanks.
Laura’s experience
her worry
Ways to solve it
She l_o__s_t_h__e_r__w__a__l_l_e_t_.
discuss your problems unless you talk talk to someone to do nothing
tell her parents run away from share her problems
Students often have a lot of problems and worries. Laura
04 思维品质: 培养有理有据阐述观点的思维。
CONTENTS
1 Lead-in 2 Pre-reading 3 While-reading nts 6 Exercises 7 Summary 8 Homework
人教版八年级英语上册Unit7SectionB(2a2e)说课稿
2.教学难点：
学生可能对一般疑问句和选择疑问句的回答句型掌握不够熟练，需要重点练习。
学生在运用一般现在时和一般将来时描述旅行计划时，可能会出现时态混淆的情况，需要加强引导和训练。
二、学情分析
（一）学生特点
本节课所面向的学生为八年级学生，他们处于青春期，具有以下特点：年龄特征上，他们活泼好动，好奇心强，喜欢探索新事物；认知水平上，他们已经具备了一定的英语基础，能够理解和使用简单的英语句型，但语法和词汇的应用还不够熟练；学习兴趣上，他们对旅行话题通常较为感兴趣，因为这涉及到他们的实际生活经验；学习习惯上，他们可能习惯于通过机械记忆来学习英语，而在实际运用方面可能缺乏足够的练习。
（四）总结反馈
在总结反馈阶段，我会采取以下方式引导学生自我评价，并提供有效的反馈和建议：首先，我会让学生自我总结本节课的学习内容，分享他们在学习过程中的收获和困惑。接着，我会根据学生的表现和作业完成情况，给予他们具体的反馈和建议。对于表现优秀的学生，我会给予肯定和鼓励，对于遇到困难的学生，我会提供个别指导，帮助他们找到解决问题的方法。同时，我还会鼓励学生之间互相评价，以促进他们之间的交流和合作。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：首先，通过展示一些旅行的图片或视频，引起学生的兴趣和共鸣；其次，设计一些互动性强的课堂活动，如角色扮演、小组讨论等，让学生在实际语境中使用目标语言；再次，设置一些有趣的任务，如制作旅行计划手册，让学生在完成任务的同时学习英语；最后，给予学生充分的肯定和鼓励，特别是对于基础较弱的学生，通过小步骤的成功体验来增强他们的学习信心和动力。通过这些策略，希望能够激发学生的学习热情，提高他们的学习效率。
Unit7 Section B 2a-2e-教案 人教版八年级英语下册
Step7. Homework
1.Answer the questions that appear during the class.
e the words in 2a and the knowledge students have learned in this class to talk about pandas.
教学内容
教学重点：
1.Improve students’ ability of reading comprehension.
2.Be able to compare facts and figures.
教学难点：
How to compare facts and figures.
教学过程
Step1. Warm-up.
3. Make a poster to call on all the other students in our school to protect the wild animals.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。
Para.2 Read it carefully and answer the questions.Help students feel about the keepers’love for pandas.
Para.3 Find out what these numbers mean. Why is the number of pandas getting smaller and smaller?Meanwhile, know about the reading strategy“息
八年级英语下册(人教新目标GoForIt!)Unit7第5课时SectionB(2a2e)教学设计
3.学生能够通过阅读理解文章，获取、整理并传递文章中的关键信息，提高阅读能力。
4.学生能够运用所学知识进行口头和书面表达，讨论成功的话题，提高口语和写作能力。
（二）过程与方法
1.通过小组合作、讨论、分享等方式，培养学生自主学习、合作学习和探究学习的能力。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结成功人士的品质和策略。
2.学生分享他们在课堂上的收获和感悟，教师给予鼓励和肯定。
3.教师强调成功并非偶然，鼓励学生在今后的学习和生活中，积极追求成功，面对挫折保持坚持和努力。
4.教师布置课后作业，要求学生结合本节课所学内容，进行拓展阅读和写作练习。
2.教师通过例句和情境，讲解一般现在时和一般过去时在描述成功人士习惯和行为中的应用。
3.教师指导学生阅读2b部分，让学生获取、整理并传递文章中的关键信息，提高阅读理解能力。
4.教师针对文章中的难点和重点进行讲解，帮助学生理解文章的深层含义。
（三）学生小组讨论
1.教师将学生分成小组，让他们根据2c部分的要求，讨论成功人士的品质和策略。
2.运用阅读策略，如预测、扫描、略读等，提高学生的阅读效率。
3.引导学生通过观察、思考、实践等途径，总结成功人士的共性和特点，培养学生的观察力和分析能力。
4.创设真实的语境，让学生在实践中运用所学知识，提高学生的语言运用能力。
（三）情感态度与价值观
1.培养学生积极向上的心态，激发他们对成功的渴望和追求。
八年级英语下册（人教新目标GoForIt!）Unit7第5课时SectionB(2a2e)教学设计
一、教学目标
（一）知识与技能
人教版八年级英语上册Unit7SectionB(2a2e)教学设计
设想：采用分层教学，针对不同水平的学生设计难易适度的听力任务。同时，教授学生关注关键词、预测听力内容和抓住主旨等技巧，提高学生的听力水平。
3.重难点三：情感态度的培养。学生在面对挫折和困难时，容易产生消极情绪，影响学习效果。
2.小组合作：将学生分成小组，进行讨论、分享和展示。培养学生的团队合作意识，提高学生的口语表达能力。
3.互动交流：设计角色扮演、辩论等课堂活动，让学生在实际操作中运用所学知识，提高语言运用能力。
4.激励评价：采用积极评价，关注学生的点滴进步，激发学生的学习积极性。同时，鼓励学生自评、互评，培养其自我反思和批判性思维。
1.教师引导学生复习一般过去时态，通过举例讲解现在完成时态的用法。
师：First, let's review the simple past tense. Now, let's move on to the present perfect tense. It's used to talk about actions that have been completed recently or have an effect on the present.
1.教师将学生分成小组，让他们用现在完成时态讨论以下话题：
话题1：Talk about your dreams and goals.
话题2：Share your experiences of achieving or failing to achieve a goal.
2.学生在小组内进行讨论，教师巡回指导，关注学生的语言运用情况。
师：It's great to have dreams. Today, we're going to learn how to talk about our dreams and goals using the past tense and the present perfect tense.
Unit8 Section B (2a-2e)八年级英语上册(人教新目标Go For It!)
04 思维品质:
学会有序处理问题，进一步培养思维逻辑。
CONTENTS
1 Lead-in 2 Pre-reading 3 While-reading 4 Post-reading
5 Language Points 6 Exercises 7 Summary 8 Homework
Post-reading
2e What do you think is the most special day in China?
Answer the following questions.
1. When is this special day?
the Mid-Autumn Festival
2. What are the reasons for this special day?
1. Where do people celebrate Thanksgiving? In North America.
2. When do people celebrate it? In the United States, this festival is always on the fourth Thursday in November, but in Canada iБайду номын сангаас falls on the second Monday in October.
A brief introduction of Thanksgiving.
Part 1
Where When
the United States Canada the fourth Thursday in November the 2nd Monday in October
Unit7SectionB2a-2d教学设计2023-2024学年人教版英语八年级上册
最后，我感到需要在课堂上提供更多的互动机会。通过设计更多的小组讨论和角色扮演等活动，可以让学生在实际语境中运用所学知识，提高他们的语言实践能力。同时，这也能够激发学生的学习兴趣，提高他们的学习积极性。
5. My dog sleeps all day.
教学反思
在完成Unit 7 Section B 2a-2d的教学后，我进行了一系列的教学反思。首先，我感到非常满意的是，学生们在课堂上积极参与，展现了他们对英语学习的热情和兴趣。他们能够主动提出问题，积极回答问题，并且在小组讨论中能够积极互动，展现了良好的合作精神和沟通能力。
3.思维发展：通过分析日常习惯和行为的描述，学生将能够培养自己的观察力和思考能力，提高分析问题和推理判断的能力。
4.文化意识：学生将能够更好地理解西方文化背景下的日常生活习惯和行为表达方式，增强文化意识，培养跨文化交流的能力。
5.学习策略：学生将能够通过本节课的学习，掌握一些有效的学习策略，如预测、归纳和总结等，提高自主学习和解决问题的能力。
3.改写句子：
（1）He likes playing football.
改写为：
A. He likes to play football.
B. He plays football every day.
（2）She does not smoke.
改写为：
A. She doesn't smoke.
B. She never smokes.
教学方法与策略
1.选择适合教学目标和学习者特点的教学方法：
人教版新目标英语(Go_for_it)八年级上册教案(全册)
Unit 1 How often do you exercise ?Teaching goals:1.Words &phrases: how often , hardly , twice , once , difference , lookafter , although ,etc .2.Learn to talk about how often do you do things .3.一些表示频率的副词: always , usually , often , never , hardly ever ,sometimes .4.句子结构: What do you usually do on weekends ?How often ··· ?及回答.Important and difficult points :What does she /he do on weekends ?She often goes to the movies .How often do you shop ?Once a week / Twice a week ··· .Teaching aids : cards , pictures and a tape recorder .Period 1Teaching procedures :Step 1 Leading-in1.Greetings:Talk about something the students did onsummer vacation .Step 2 Pre-taskSB Page 1 , 1a .1.Look at the picture (学生识图). each activity .T: What are they doing ?They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )3.Write the activities on the line .4.Check the answers on the Bb .Correct their own activities .5.Practise reading .SB Page 1 , 1c .1.Focus on the conversation in the box .2.Practise reading .3.Pairwork : What do you do on weedends ? I ··· .4.Groupwork :Divide the class into groups of four or five .Makeconversations .First S1 to S2:S1:What do you do on weekends ?S2:I ··· .S1:What does she /he do on weekends ?S2:She /He ··· .5. Act out their own dialogues .Step 3 While-taskSB Page 1 , 1b .1.Look at each picture in 1c.Tell what the person does on weekends .Checkthe Ss orally.2.Make sure what they will hear and do .3.Read these adverbs and explain.4.Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1.read the activities and the answers of “how often” first .2.Practise reading .3.In 2a we should know the activities you hear .In 2b we should know theanswers of how often he does the activities.4.Play the tape for a first time .Ss only listen .5.Play the tape a second time .Ss do 2a .6.Play the tape a third time .Check the answers .7.Play the tape .Ss do 2b .8.Check the answers .In this part ,we should pay attention to how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1.Focus on the conversation .2.Practice reading .3.Read the activities in the left box .4.Fill in the chart .5.Pairwork: Make conversations .Period 2Teaching procedures :Step 1 Leading-in1.Greetings2.Drills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step 2 Pre-taskSB Page 2 ,Grammar Focus .1.Review the grammar box .Ss say the questions and answers .2.Practise reading .Step 3 While-taskSB Page 3 , Part 3 .1.Call attention to the survey .Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them help .2.Review the information in the green box with Ss .3.Read the article first by the Ss .4.Read it to the class .5.Look at the survey and fill in the blanks in the article .6.Finish the activity individually .7.Check the answers .8.Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1.T: What can you do to improve your English ?(e.g. read English books,practice reading and speaking ) How often do you ··· ?2.Think of more things you can do to improve your English and write themhere .3.Ask several Ss each question .4.See: Who is the best English students in the classHomework:Revise the new words .Period 3Teaching procedures :Step 1 Leading in1.Greetings & free talk .2.Practise reading the article in Page3.3.Check the homework.Step 2 Pre-taskSB Page4 , 1a .1.Point out the five phrases .2.Ss read after the teacher .3.Make sure the Ss understand what do they mean .4.Call attention to the pictures .Say something about the pictures .5.Match the words with the pictures .6.Check the answers .7.Practice reading .Step 3 While-taskSB Page 4 , 1b .1.pay attention to the conversation in the box on the right .2.Read it to the class .3.Explain : “be good for” means :有益于…，对…有好处.4.Pairwork. Choose a new partner .Use the words in Activity 1a to makeconversations .5.Share the students’ conversations.SB Page 4 ,2a&2b .1.T : Now you will hear a reporter interview two people ,Katrina &Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2.Read the questions in 2a .3.Listen to the tape carefully twice .Circle “yes” , “no” or “I don’tknow” in the chart .4.Before we check the answers in 2a,we’ll read through the questions in2b .Pay attention to Katrina’s and Bill’s answers .5.Play the tape again .This time ,if we have heard one questions and wehave a pause .Make sure Katrina’s and Bill’s answer.6.From the answers in 2b ,we can tell who is healthy Bill or Katrina ? Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.Unit 2 What’s the matter ?Teaching goals:1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2.能够用所学的单词谈论身体并且能给出中肯的建议.3.通过听力练习，争取能够提高学生的听力能力.4.文化欣赏，中国文化.Important and difficult points:1.words .2.How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.T :How many parts of the body can you name ?What’s this ?(head , mouth etc.)Today we’ll learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Pre-task1.Read the new words by the Ss first .2.Then check the Ss if they can read the new words by themselvescorrectly .if there is a mistakes ,correct .3.Practice reading the new words .Give them 6 minutes .4.Have a competition between boys and girls .Write the words you rememberedjust now on the blackboard .5.Page7,1a.Do this part by the Ss first. Write the correct letter afterthe name of each body part on the list .6.Check the answers .7.Play a game .All the Ss close your books ,we’ll have a instructor tosay :Touch your nose /head /r ight ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .SB Page 8, 2a .1.Point out the eight items in this activity .Read the item to the class .Ssrepeat .2.There are different conversations .Listen carefully . people are talkingabout health problems they have and getting advice .3.Match the problems with the advice .4.Play the tape twice .5.Check the answers .Step 4 Post-task同桌之间设计一个医生与病人之间的对话.Step 5 Homework1.Remember the name of your body part .2.Write conversations between the doctor and the patient .Period 2Teaching procedures :Step 1 Leading in1.Free talk .2.Revise playing the game .3.Practice reading the dialogues .Step 2 Pre-taskSB Page 8, 2b .1.Pay attention to the four pictures .Each of these pictures illustratesone of the conversations .2.Play the tape ,write the missing words on the blank lines .3.Play the tape again and check the answers .4.Pairwork .Practice reading the dialogues in the pictures .Take turnshaving the problem and giving the advice .5.Practice reading the dialogue in 2c ,and make their onw conversations .6.Act out the dialogue .Step 3 While-taskSB Page 9, 3a .1.Point out the picture and ask Ss to describe it .(There is a boy sittingon a bench .He’s sick .A teacher is talking to him )2.Pay attention to the dialogue and the blanks in the dialogue .3.Fill in the blanks in the conversation .4.Go over the answers.5.Practice reading the dialogue with a student, then work in pairs . Step 4 Post-taskSB Page 9 , 3b .1.Look at the picture with activity .A: What’s the matter ?B: I’m not feeling well . I have a toothache /fever/sore throat /sore back .2.Pairwork.Make your own dialogues setting 3a as an example .3.Act out the dialogue .Ask some pairs to come to the front to act out theironw dialogues .SB Page 9, Part 4.1.Read the instructions and demonstrate what a “mime” is .2.Read the dialogue by the Ss .3.Ask a student to come to the front and mime an illness ,the other Ss guesswhat the illness is .4.Ask one student to give advice .5.Give several students an opportunity to come to the front and mime anillness .Step 5 Homework1.When you had some problems.please remember what the doctor said .2.Remember the new words .Period 3Teaching procedures :Step 1 Leading in1.Free talk .2.Play the game :One student mimes an illness , the other students guessthe illness and give advice .What’s the matter? Do you have a sore throat ?Step 2 Pre-taskSB Page 10 ,1a .1.Look at the picture .Point out the four new words and expressions .Sayeach word and ask Ss to repeat .2.The first picture .Explain something about it using one of the four wordsand expressions .3.Match the words with the pictures by the Ss .4.Check the answers .5.Practice reading and make sure the Ss understand the meaning of thewords .Step 3 While-taskSB Page 10,1b .1.Read the four sentences ,Ss practice reading .2.Look at the picture and match each picture with advice.3.Check the answers .SB Page 10 ,2a & 2b .1.First ,make sure the Ss understand what they will hear .2.Then read the four names3.Listen and write the problems on the bland lines .If possible ,write whateach person “should” and “shouldn’t” do for their problem.4.Check the answers .Step 4 Post-taskSB Page 10,2c .1.Ask two students to read the conversation to the class .2.Pairwork .Make conversations with your partner .3.Act out the conversations for the class .4.Write two dialogues in the exercise book .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you should do . Check the answers .2.3b .Let the Ss read the paragraph and fill in the blanks .Check theanswers .SB Page 11 ,Part 4.Play the gameStep 5 SelfcheckSB Page 12 ,Part 1 .1.Fill in the blanks on their own .2.Make your own sentences with the words .SB Page 12,Part 2.Read the letter .Make sure Ss can understand it .Step 6 Homework1.Remember the words in this unit .2.Do the exercises on Pages 6-8of the workbook .Unit 3 What are you doing for vacation ?Teaching goals :1.Words & phrases: babysit ,get back , fishing , rent , think about ,decide(on) , tourist etc.2.How to talk about future plans .3.现在进行时表示将来计划或行动.4.特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ?I’m watching TV .When are you going ?I’m going … .How long are you staying ?We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in1.Free talk .2.Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .Ss: I’m staying hom e on Saturday .T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1.Look at the picture carefully and tell what you see in the picture .2.Write the activities from the pictures in the box and add some more .3.Practice reading .Step 3 While-tasking the activities we write in 1a to make conversations .Forexample :What are you doing for vacation ? I’m visiting my uncle . 2.Pairwork .Practice in pairs .3.用第三人称练习对话.4.Groupwork . Divide the Ss into groups of four or five .Makeconversations .5.Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1.First ,read the names of the people .2.Play the recording and let Ss fill in the chart .3.Check the answers .Step 4 Post-taskSB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1.如果没填完上面的表格回去接着做完.2.记单词.Period 2Teaching procedures :Step 1 Leading in1.Free talk .2.Revise : Make conversations with the setences what are you doing forvacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1.Call attention to the sentences together .Read them by the Ss .Ask astudent to say the question using the word he and then again using a boy’s name .2.Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1.Read the conversation by the Ss and practice reading .2.Listen and fill in the chart .3.Check the answers .SB Page 15, 3b .1.Look at the conversation in the box .2.Practice reading .3.Pairwork . Make conversations using the information in 3b .4.Act out your conversations .Step 4 Post-taskVacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .Period 3Teaching procedures :Step 1 Leading in1.Free talk .2.Check the homework :Ask one or two Ss to say something about their dreamvacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1.Say each phrase and ask Ss to repeat .2.Call attention to the pictures .Say something about the pictures .Matcheach phrase with a picture .3.Check the answers .Step 3 While task1.Make conversation. Work with your partner .Talk about what you would liketo do on vacation .2.Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .2. Play the recording and check the answers .Step 4 Post-task1. Find a new partner .Student A is the reporter .Student B is He Yu . A interview B .2. Read the conversation in 2c and with the help of the listening . Step 5 Homework1. Remember the new words .2. Write the conversations about your interview .Period 4Teaching procedures :Step 1 Leading in1.Greetings .2.Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1.Ask each other ,write down their answers .2.One student to present his /her exercise .Step 3 While-taskSB Page 17 , 3a .1.Read the article about Ben Lambert’s vacation plans by the Ss .Tick outthe new words .2.Read the article to the class .3.Explain the new words .4.Play the tape .Ss listen and repeat .5.Point out the five numbered pictures .Ss identify the items .6.Check the answers .7.Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank eachtime when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 HomeworkComplete the Selfcheck .Unit 4 How do you get to school?Teaching goals :1.Words & phrases: get to , how far , bicycle , subway , minute , mile ,bus stop .2.Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3.how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.4.复习基数词及时间的表示方法.5.了解中外文化的差异.Important and difficult points :1.how /how far /how long 引导的特殊疑问句.2.乘坐交通工具的表示方法.3.It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free talk .3.T: How do we get to school ? Some students walk ,some students take thebus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .Explain : get toStep 2 While-taskSB Page19 ,1a&1c .1.Write down how you get to school .2.Look at the picture .Write down how the students get to school.3.Make dialogues with the phrases .4.Groupwork: Divide the students into groups of three or four .Practicereading the dialogues.5.Act out their dialogues .SB Page 19 , 1b .Listening1.Make sure the Ss know what ot do .Give them an example orally if possible .2.Read the names .3.Play the tape and check the answers .SB Page 20 , 2a&2b .1.Revise the numbers .2.Teach the new word :minute .3.Play the tape for the students to finish 2a&2b .Then play again and checkthe answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .Period 2Teaching procedures :Step 1 Leading in1.Greetings .2.Check the homework .3.Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1.Review the grammar box .Ask students to say the statements and responses .2.Practice reading .3.Explain the usage of “take” in “take the train” and “take sb sometime to do sth” .Step 3 While-taskSB Page 21,3a .1.Pay attention to the speech bubbles .Read the questions .2.Read the passage by the Ss. Find the answers to the questions and writethe answers on the lines .3.Check the answers .SB Page 21, 3b .1.Show Ss the example in the box .Two students read it to the class .2.Pairwork: Make your own conversations using the information in the leftbox.3.Ask some pairs to present the conversations to the classStep 4 Post-taskSB Page 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite two conversations in 3b in the exercise books .Period 3Teaching procedures :Step 1 Leading in1.Greetings and free talk .2.Check the homework.3.Go over the passage in 3a Page 21 .Step 2 Pre-taskSB Page 22 ,1a .1.Say the four new phrases and Ss repeat .2.Match the words with the pictures .3.Check the answers .Step 3 While-taskSB Page 22,2a&2b .1.Play the tape for the students to finish them .2.Point out the two sets of pictures with a blank line in front of each .3.Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-taskSB Page 23, 3a .1.Read the instructions to the class and read through the statements abutthe article .2.Read the article again by the Ss .Write if the statements are true orfalse in your exercise books.3.Do the activity individually and check the answers .SB Page 23 ,3b .Read the article and fill in the blanks .Check the answers.Selfcheck Part 2 .1.Look at the picture .Make sure what the people in the picture doing .2.Finish the conversation .3.Practice reading .Step 5 Homework1.Write a newspaper article .2.Go over this unit .Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1.vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt ,concert , party .2.Patterns: Can you come to my party ?zSure, I’d love to .Sorry ,I can’t . I have to … .3.能力目标:学会邀请别人以及回答的方式.4.情感目标:培养学生礼貌用语的习惯.Teaching procedures :Step 1 leading inPlay the song : Happy birthday .Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?Ask students to say .Step 2 Pre-taskPage 25 ,1a ,1b .Ask ,Can you come to my party ?Ask some students to answer .Ask the students who say I can’t go to say why .Call attention to the words in Activity 1a. Read together .Say ,look at the picture .Ask Ss to tell what they see in each scene . Match the words with the picture and check the answers .Say ,now listen to the recording .Write the name of each person next to his or her picture .Play the recording .Ask Ss to complete the activity individually .Correct the answers .Step 3 While-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners . Ask some groups to act .Game:One student invite some students to his/her party .The other students answer .SB Page 26, 2a .Point to the five sentences .Say ,listen to each conversation and then circle the word that makes the sentences correct .Play the recording .Check the answers .SB Page 26 ,2b .Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t” . Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .Ask students to make their own conversation like the example .As students work ,move around the room and monitor .Ask some students to present their dialogue .Step 5 HomeworkPractice :Invite your friends to come to your party .Write down their answers .Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1.vocabulary : whom , start , join , practice , math test , mall , calendar .2.Patterns : Can you go to the mall this week ?Can she/he/they go to movies ?3.能力目标:学会写请贴，会制做日程表.4.情感目标:学会人际交往的基本常识.Teaching procedures :Step 1 Leading inAsk :How many people did you invite yesterday ?What did they say ?Ask one student to show his answer .Step 2 Pre-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions and answers .Talk about the two ways people give reasons for saying no to an invitation . Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”Step 3 While-taskSB Page 27 , 3a .Call attention to the invitation .Ask questions about it .eg.What kind of invitation is it ?Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line .Ask students to fill in the blanks according to the invitation .Check the answers .SB Page 27 , 3b .Ask two students to act the conversation you just completed .Call attention to the blank invitation card .Complete this card .Ask some pairs to present their conversations to the class .Step 4 Post-taskSB Page 27 ,Part 4 .Read the instructions for this activity to the class .Read the dialogue with a student .Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87. Ask students to make conversations.Discuss the answer with the class .Step 5 Homework1.Make your own calendar .2.Make an invitation .Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1.vocabulary:Sunday ,Monday ,Tuesday ,Wednesday ,Thursday ,Friday ,Saturday ,tomorrow .2.Pattern: Can you play tennis with me ?What’s today ?3.能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB Page 28 ,1a , 1b .Show the days of the week in a large monthly calendar .Point out the days of the week at the top of the calendar and ask a student to read these words aloud .Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date.Complete activity 1a ,check the answer .Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books .Step 3 While-taskSB Page 28, 1c .Call attention to the example in the box .Ask two students to read it to the class .Ask Ss to work in pairs .Ask :What do you want to do on Monday , Tuesday … ?Write down your answers .Make some conversations with your partner .Ask some Ss to present their conversations .SB Page 28, 2a, 2b .Point to the picture .Listen to the conversation .Can Vince play tennis with Andy ?Circle “yes” or “no” .Play the recording .Ask what can Vince do today .Pay attention to the list of five activities ,and the threelettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB Page 28, 2c .Help student find partners .Say ,one student is Andy ,the other is Vince . Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation .Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1.vocabulary: e-mail message , invitation , science , match ,whole ,comeover to ,till2.Patterns: Thank you for your invitation. I’m sorry I can’t . I haveto … .3.能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法.4.情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .Say ,there is another e-mail message .Ask a student to read it to the class .Call attention to the blank calendar .Say ,Now read it again .Then complete Sonia’s calendar .Check the answers .Step 3 While-taskSB Page 29 ,3b .Point out the e-mail message .Ask a student to read it aloud .Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own .Ask some Ss to present the answers to the class .SB Page 29 ,3c .Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish .As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class .Step 4 Post-taskSB Page 29 ,Part 4 .Read the instruction to the class.Complete the calendar on Page 88 .Say ,now go around the class .Ask Ss if they can come to your party at the time you are free .Step 5 Exercise。