2013新版八年级上册全册英文教案.doc

Unit1 Where did you go on vacation?Section A(1a-2c)Step1 Leading-inShow students the picture and ask: What did she do last summer vacation? Where did she visit? And what did she do there? Discuss in pairs and answer these questions.Step2 PresentationShow some pictures about the past tense of verb phrases, the teacher leads students to discuss the pictures and review the past tense of verbs. Students ask and answer in groups.Step3 Pair-workAccording to the above pictures, students make a dialogue in pairs: Where did he/she/they go on vacation? Choose some groups to act it out in two minutes.Step4 PracticeLooking at the pictures, students ask and answer in groups: Where did you go on vacation? Discuss in pairs and ask some pairs to act them out.Step5 PresentationPresent the target languages by making a dialogue to make students master the new language points.Step6 PracticeShow these pictures again, students practice dialogues using: Where did? Did you.? Review verb phrases and practice new languages.Step7 ListeningListen to the conversations and do exercises about 2a and 2b. Listen again, check the answers.Step8 Pair-workAccording to the listening materials, make dialogues using the information offered. Choose several groups to perform in front of the class. Correct mistakes they make.Step9 Do exercisesSection B (1a-1e)Step1 ReviewShow the pictures in Section A and review the past tense of verbs.Step2 LeadinginShow the following pictures and ask students how they feel about these things. Then match the words and the pictures, and write down their feelings using happy face or sad face.Step3 ListeningLisa is talking about her vacation. Listen and write down the answers. Ask some students to answer the questions, then listen again and check the answers. Finally repeat after the tape sentence by sentence.Step4 Pair-workAccording to above information about Lisa, students make dialogues using: Where did? What did? Did she? How was? How were?Step5 Do exercises.Language goalIn this unit students learn to talk about past events.New languageWhere did you go on vacation? I went to the mountains.Where did they go on vacation? They went to New York.Where did he go on vacation? He stayed at home.Where did she go on vacation? She visited her uncle.Did you go to the beach? Yes, I did. /No, I didnt.Section AAsk questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend lastSaturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write thissentence on the board. Underline the word visited.Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.Play the recording the first time. Students only listen.Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.Correct the answers.1 C This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Make your own conversations about the pictures.Say the dialogue in the picture with a student. Do a second example, if you wish.Then have students work in pairs. As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed.2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the three peoples names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.Say, This is a recording about three peoples vacations. Please match the people with the places they went to on vacation.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.Correct the answers.2b This activity provides more listening practice using the target language.Call attention to the chart. Ask a student to read through the names and activities listed.Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the Yes, I did. or No, I didnt. blank after each activity. |Play the recording the first time. Students only listen.Point out the sample answer under Yes, I did in the first blank after the words Nancy. go to Central Park? Say, Did Nancy go to Central Park? Yes, she did.Play the recording again. Ask students to put checkmarifl in the correct blanks.2c This activity provides guided oral practice using the target language.Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.As students talk, move around the room, monitoring the conversations and offering support as needed.You may want to have a group of students present their conversation to the class.3a This activity provides reading and writing practice using the target language.Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.Correct the answers.3b This activity provides guided oral practice using the target language.Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students dont know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.Say,Now work with a partner. Make your own conversations about the pictures.Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.4. This activity provides speaking practice using the targetlanguage.Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.Once students have completed their photo albums, draw students attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.Have students interview their classmates about their vacation photo albums.When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.Have several pairs explain their choices of vacation destination to the rest of the class.Section BNew languagedelicious, awfulexpensive, inexpensivecrowded, uncrowded1 a This activity introduces more key vocabulary.Point out the six words. Say each word and ask students to repeat it.Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. Its expensive!Do the same thing for all six pictures.Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.Point out the sample answer. As students work, move around the room answering questions as needed.1 b This activity provides writing practice using the targetlanguage.Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.Ask students to finish the activity individually.Check the answers.2a This activity gives students practice in understanding the target language in spoken conversation.Say, Now listen to this conversation. Vera is talking about her vacation.Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.Play the recording the first time. Students only listen.Play the recording a second time. This time say, Listen to the recording and write the answer to each question.Correct the answers.2b This activity provides further listening practice using the target language.Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoaSay, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.Point out the sample answer. Say, What does Vera thil of her vacation? It was great.Play the recording. Students fill in the chart.Play the recording a second time. Ask students to finish filling in their answers and to check their answers.Correct the answers.2c This activity provides guided oral practice using tbtarget language.Call attention to the question words. Have a student read them to the class.Say, Please work with a partner. Student A, you are Veras friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.Help with the first question. Point to activity 2a. Ask Where did you go on vacation?Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.3a This activity provides reading practice using the target language.Call attention to Kirns diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.Explain the instructions to the activity. Point out the sample answer weather. Say, The weather was a good thing. It was great.Say, Now read the diary and circle all the good things about Kirns holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is good or bad (e.g. great,beautiful, fun = good;not much fun, boring,crowded = bad). You may want to ask a student to tellyou what the first bad thing was (i.e. Kirns kite breaking).Ask students to finish the activity individually.Check the answers.3b This activity provides guided writing practice using the target language.Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.) 4. This activity gives students listening and speaking practice using the target language.Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.As students talk, move around the room, offering vocabulary and pronunciation support as needed.Unit 2 How often do you exercise ?Teaching goals:1.Words &phrases: how often , hardly , twice , once , difference , look after , 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 on summer vacation .Step 2 Pre-taskSB Page 1 , 1a .1.Look at the picture (学生识图).2.Name 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 .Make conversations .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-task SB Page 1 , 1b .1.Look at each picture in 1c.Tell what the person does on weekends .Check the 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 the answers 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 .教学后记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