以下是小编给大家收集的仁爱英语八年级上教学参考，本文共17篇，欢迎大家前来参阅。
篇1：仁爱英语八年级上教学参考
目 录
前言………………………………………………………………………………( )
Unit 1 Playing Sports…………………………………………………………( )
一、教学目标…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教学建议…………………………………………………………………( )
四、相关语言知识材料………………………………………………………( )
Unit 2 Keeping Healthy………………………………………………………( )
一、教学目标…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教学建议…………………………………………………………………( )
四、相关语言知识材料………………………………………………………( )
Unit 3 My Hobby…………………………………………………………………( )
一、教学目标…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教学建议…………………………………………………………………( )
四、相关语言知识材料………………………………………………………( )
Unit 4 Our World………………………………………………………………( )
一、教学目标…………………………………………………………………( )
二、教材分析…………………………………………………………………( )
三、教学建议…………………………………………………………………( )
四、相关语言知识材料………………………………………………………( )
Recording ………………………………………………………………………( )
学生用书参考答案………………………………………………………………( )
前 言
教材编写组的中外编者们汇聚京华,辛勤笔耕,共同打造了Project English这套有着丰厚文化底蕴的教材。这是全国第一套严格按照教育部新课标教材编写程序：先立项通过--后编写教材--送审教材--教育部审查通过的七年级零起点英语教材。它带着博大精深的语言文化而来，向我们展开了浓缩当今世界原貌的万里画卷；它深入浅出地为我们展示生活的细节，诠释情感的真谛；它不仅给我们文化积淀，而且它那些最美、最人性的元素将会通过语言一点一滴地浸染、渗透我们的血液；它让我们胸怀天下，让我们感觉我们不仅是中国的公民，而且也是世界的一员。
编者们不敢说深谙语言文化的交流之道，但绝对是交际语言教学的忠实践行者。在王德春教授、Jim Greenlaw教授两位著名学者的带领下，编者们精心打造了这套Project English。Project是这套教材的核心，它本身就是一个内涵丰富的词汇，有着四层含意：
1．n．任务、活动、课题 a planned task
2．v．生动地与他人交流 communicate vividly
3．v．推动 put forward
4．v．预知未来,未雨绸缪 predict, plan ahead
可以说这套教材就是通过不断出现的任务和活动，使学生能够用多种手段生动地与他人交流，并开展课题探究。它将最先进的语言知识和教学方法植入课堂，为学生将来能用英语与他人自信、有效地交流做好较为充分的准备。
教材的特点
1．零起点,针对性强：教材针对中国大部分地区初中学生的特点而编写，起点为零。从二十六个字母开始学习，重视语音、语调，以图文结合的形式呈现教学内容；教材内容体系的安排由浅入深、由简单到复杂逐步过渡；重视新旧知识的结合和语言现象的复现。话题环环相扣，因此单词、句型再现率特别高，使学生的词汇量和语言知识像滚雪球一样不断循环滚动，逐渐增大，学生的英语水平呈螺蜁式逐步提高。
2．体例体系新：教材创造了国内最新的新课标英语教材编写体例、体系，以康康等四个小主人公相识、相知、成长、学习、生活的故事情节为主线贯穿教材始终，生活气息浓厚。整套教材共六册，每册由四个模块组成。每个模块由单元--话题--功能--任务构成，编写思路清晰，符合学生认知发展规律。单元按语言功能意念项目编排，话题按相关教学任务编排，每一话题四个小节(section）按听、说、读、写的语言技能编排。
3．语言地道：本书的加拿大主编Jim Greenlaw先生是加拿大著名英语教育专家，不列颠哥伦比亚大学教育学博士。他所率领的加拿大编写团队的每位成员均为ESL教育专家，有丰富的教材编写经验，保证了教材语言的纯正、地道、原汁原味。
中方主编王德春教授是博士生导师，中国修辞学会会长、中外语言文化比较学会副会长，享受国务院特殊津贴的国家级突出贡献专家。他领衔的中方编写专家，都有着多年的一线教学经验和教材编写经历，保证了这套教材的优越性和思想性，同时还赋予了教材丰厚的中国文化内涵，注重跨学科领域的联系。例如教材介绍了京剧等中国传统文化、中国少数民族服饰文化、中国革命史等等，使学生能够在学习外语的同时进一步了解中国博大精深的文化遗产。通过学习，他们有能力让世界了解中国，从而为中国走向世界做出贡献。
4．好教易学：教材充分体现了新课标的指导思想，把任务型教学与交际教学法灵活地运用于英语课堂。课题(project）探究活动构成了每个单元的核心，旨在让学生综合运用在本单元所学的语言知识、语言技能，提高用英语获取信息、处理信息、分析和解决问题的能力。 每个课题(project）都需要学生通过体验与实践、积极参与合作、交流与共同探究来完成，在完成任务中达到掌握运用语言技能的目的。这些活动的设计与安排周密、合理，富有弹性，能给教师提供灵感，有利于教师进行课堂教学设计，使教师施教更具主动性，又给学生留出更大的发展空间。幽默可爱的卡通形象，简练生动的语言，新颖、有趣且贴近实际生活的对话，突出主题富有真实感的语篇，能使学生快速进入情景、进入角色、进入思考状态、投入感情；使学生思路清晰，易于理解、接受语言，乐于积累语言材料从而形成语感；让学生毫无杂乱之感，学习中倍感轻松，从而激发他们的英语学习兴趣。
《教师用书》使用说明
整个教师用书的设计是在学生用书的基础上，设置了一个个活动和情景，给教师们提供异彩纷呈的活动思路。教师将它们和教材任意组合，就能整合出精妙的课堂设计。
本册《教师用书》供八年级上期使用。书中包括下列内容：
“教学目标”以表格的形式直观地为教师展示了各单元要求掌握的语言知识、语言技能、情感态度和学习策略。教师可以以这些教学目标为核心，以教学建议里的各种活动为半径，展开教学活动。教师最后要回到教学目标上来，以检查学生对表格里的内容掌握的情况。例如：每课讲完后，教师可以直接让学生听写每一格的单词，也可以让学生用这些词造句、写对话、写段落，检查学生的目标完成情况。
“文化意识”、“补充材料”以英汉两种形式为教师提供了一些背景知识。并非所有的背景材料都是英汉对照，有些材料是互补的，教师可以各取所需。例如教师可以选一些句子或段落给学生，也可以改写或进行英汉互译提高英语水平。
“教材分析”为教师理清各单元思路，鸟瞰全单元内容，讲解知识、功能和话题间的联系，分析本单元采取什么措施，如何完成新课标的要求。
“教学建议”分五部分，展现具体的活动，提供课堂用语，英美语言对照，帮助教师完成课堂设计。“教学建议”每课都有英汉两种方案，可根据需要任意选用。
“本单元相关语言材料”标有相关句子在学生用书上出现的页码，讲解教材难点。
另外，本书还在最后提供了“听力材料”和“学生用书参考答案”，均标有它们在学生用书上出现的页码。
给教师的几点建议
教师还可以在以下方面有所作为：
一、学习策略的培养
贯彻新课标精神，努力改善学生学习的方式，提倡参与、探究、体验、主动、创新、合作、自主等学习方式，改变过去学习过程中的死记硬背和机械训练等不良学习方式。
Project English中有相当多的活动，如有Work alone; Listen and follow； Read and say； Listen, read and understand等等。当然，还有group work, pair work等强调合作学习、探究的学习方式。如何利用这些学习材料，帮助学生发展学习能力，提高英语学习效率，是教师应该研究的问题。
二、学习资源的开发
新课改已经对课程和教材进行了反思与“概念重建”。教材不再是教师的圣经，我们要以学生为中心，开发学习资源，学会“用教材”而不是“教教材”。尽管Project English的学生用书已经为教师提供了丰富的活动和任务，也配备了丰富的辅助资源，但教师还要根据自己的实际情况，开发学习资源，整合学习资料。
三、学习环境的创设
1．给学生一个英文名字让他享用终生。
2．课堂尽量使用英语教学。
3．每周举办一次英语角活动。
4.家长鼓励孩子在家用英文汇报表演。
5.每人有一个英语搭档课内外督促说英语。
6.鼓励学生开口，增强学生的信心是教师最重要的工作。创设情景、鼓励学生积极参与课堂活动。说英语的目标是流利，写作的目标才是准确。因此，学生课堂口语错误，应在活动结束后书面纠正，也可以及时重复正确句子而不是批评。
7.多用可视资料，提供形象的教具，寓学于乐，增强趣味性。
8.鼓励创造性，不让学生死记硬背。
课堂教学参考建议
(五指教学法RPCPP）
说明：
每课根据话题找出中心活动部分，其余是过渡部分。我们可以设计一些有意义的活动，使学生能够大容量地输出语言。
Step 1 (The first finger）
Review复习：
七年级开始：a. 限定时间、角色；
b. 全体起立，排练；
c. 两组为单位互相表演、观看；
d. 展示两组；
e. 鼓励与纠正。
过渡: 推出关键生词。
Step 2 (The second finger）
Presentation 呈现：
七年级开始：a. 给出问题并放录音；
b. 回答问题；
c. 头脑风暴 (Brainstorming）， 让全体学生一起分类整合出重点句型；
d. 让学生找出关键词,使思路连贯。
Step 3 (The third finger）
Consolidation 巩固：
七年级开始：a. 放录音，跟读，用铅笔标出重读与语调；
b. 擦去所标语调，让学生逐句先读后听，核对语音语调；
c. 人机对话，即学生和录音机对话；
d. 为光盘配音或和磁带齐读。
Step 4 (The fourth finger）
Practice 练习：
a. 限定时间、角色；强调抛开课本，最多只允许看关键词；
b. 全体起立，排练；
c. 两组互相表演、观看；
d. 展示几组，相近两组不允许重复；
e. 鼓励与纠正。
过渡：提供文化差异、文化背景、书上铺垫活动部分等。
Step 5 （The fifth finger）
Project 活动产品：
a. 必须用上新学的主要内容；
b. 不可相同，要有创造性。
例: 1．做海报 2．贴墙上 3．分组排练
4．展示5．评价、鼓励6．纠正、强化
词汇教学建议
单词拼写练习：
音节对应：读音节，手指在空中写出这个音节的字母构成。要达到“听其音而知其形,见其形而读其音”的能力。
单词推出方法：
幻灯、图片、实物、动作、定义、解释、语境、猜测、故事、聊天、翻译、头脑风暴、同义词、反义词、模仿等。
树立全新的课堂教学设计理念
让合理的学生活动贯穿课堂始终，让书本知识走进学生的生活，让学生在快乐的活动中体验知识、情感，发展智能。备课时，不要那种粗放教学的零散备课，而要集约教学的整体备课--它不仅重视本学科之内的纵横联系，而且重视与相关学科之间的纵横联系，联系学生实际，形成知识网络，增强教学功能。整个课堂设计要体现集约教学，以高效、经济、优化为主旨，让学生快速观察、快速思维、快速听记、快速阅读、快速表演，培养学生对快节奏教学的适应能力，实现知识、能力、人格三者的结合。
在课堂中，赋予各部分活动名称，将学生引入一个新天地，使活动层次更分明，教师操作更简单。
复习活动要超越以前那种只重视新旧知识点之间的逻辑关系从而连点成线，即所谓的“线型联系”；也要超越单元教学那种只强调本单元内部知识点间的纵横联系从而构成知识面，即所谓的“面型联系”；要运用结构教学的复习方式，由知识、方法、情感所构成的一种立体的信息交流，故称为“体型联系”。我们将学生学过的旧知识、本单元的新知识和其它各种元素交织在一起设计复习活动，实现由“线”到“面”再到“体”的飞跃。以前我们说，失败是成功之母，让学生在活动中尝试错误和失败，再学会生词。现在我们要让学生先用旧知识进行活动，尝试成功，再愉快地感受和体验新知识，最后学会运用新知识，体验用新知识进行活动，尝试成功的喜悦。
课堂设计要以学生为主体，充满人文关怀，尊重学生的个性。以前我们重视认知教学，现在我们更重视情知教学。我们把教材的思想性、科学性、情感性与教师的设计和情感融为一体，激发学生的兴趣、求知欲，使其身临其境产生共鸣。这样设计会产生浓浓的教学氛围：教师、学生、教材的情感充分交融；整个教学活动目标明确、内容丰富；学生兴趣浓厚、情绪高涨。当然，教师还可以用课件、图片等增加课堂空间广度。它们能创设情景、引发动机、激励情感、焕发兴趣、启发思维、发展智能。
我们直接指导学生运用恰当的学习策略。从单词的记忆到语法的掌握都提供一些周到的方法。句型变化也可用动画演绎，使它通俗易懂。教学设计也要体现启发式教学。学生活动的设计，要体现从重视知识联系到重视人际交往的转变，课堂活动场所涉及到的交往模式要有单边、双边到多边活动。设计要体现出从重视结果教学到重视过程教学；从重视竞争学习到重视合作学习；从片面评分到包括学生自我评价在内的全面评价。
最后设计还要为异步教学的实现提供可能，体现从同步教学到异步教学的转变。
课堂的整体设计要让学生“学会关心”，而不仅仅是“学会生存”。
教材配套
本套教材有学生用书和录音磁带、教师教学用书、活动手册、评价手册、同步练习册、同步整合方案、同步听力训练、同步阅读训练、新课标教材讲解、教学挂图、VCD光盘和开心寒（暑）假等。
最后希望在课程改革的热潮尘埃落定的时候，广大教师和学生通过对Project English系列教材的学习成为真正的赢家！
Unit 1 Playing Sports
一、教学目标
语言知识 语音 学习一般疑问句、选择疑问句和特殊疑问句的语音语调
Will you join us↗?
Which sport do you prefer, running ↗or walking↘?
How often does he go skating↘?
词
汇 内 容 课次
almost, every day, during, cheer sb.on, of course, team, win, quite a bit/a lot, club, join 1A
famous, arrive in/at, play against, fan, leave for, the day after tomorrow 1B
baseball, twice, at least, hour, pretty well, be good at, take part in, high jump, long jump, popular, all over the world, be good for, heart, keep fit, healthy, relax oneself, themselves 1C
once, most 1D
fall ill, be glad to, really, Would you mind...? practice, start, far from, smoke, somewhere, make one’s bed 2A
careless, chance, shame, fight, do one’s best, believe, angry, serve, turn down, in a minute, at once, important, break 2B
Russia, enjoy, competition, invent, college, even, score, put, into, throw, follow the rules, century, more and more 2C
however, tired, active, fresh, instead of, coach, mile, build up, sick, feel, feeling, window, wind, homework 2D
foreign, e瞞ail, address, form, fill out, reason, go on, maybe 3A
shall 3B
gold, grow up, brave, clever, among, grass, visitor, improve, environment 3C
ring, symbol, stand for, across, be fond of 3D
prefer, ski, bicycling, climbing 1A
p.m., lung, 1C
loudly, softly 2A
goal, better, quietly, clearly, apology 2B
traveling, tiring, court 2C
chips, easily 2D
host, the Olmpics, Roast Duck Shop 3A
the People’s Republic of China, medal, behave 3C
语
法 选择疑问句及其回答:
Which sport do you prefer, skating or skiing?
I prefer skating.
功
能
话
题 特殊疑问句及其回答:
What’s your favorite sport, Jane?
Basketball.
Who’s your favorite player?
Michael Jordan.
How long will you play tennis?
For half an hour.
How often does he go skating?
Once a week.
一般将来时：
Will you join us?
Yes, I will./No, I won’t.
I will join the skiing club.
Will you come and cheer us on?
Of couse I will.
The school sports meet will be on October 20.
How long will you play?
Two hours.
Beijing will host the Olympics.
It’s too bad that they won’t stay in Beijing for long.
They’re leaving for Japan the day after tomorrow.
There will be more roads.
宾语从句:
I hope our team will win.
I think I will sit in a quiet place in Beijing, watching what’s going on.
Michael, we believe you can do better next time!
Beijing will host the 2008 Olympic Games, but we still don’t know who will be the mascot.
They are sure that she will win.
I’m very sorry for what I said.
功
能
话
题 谈论体育活动、个人爱好及习惯行为：
Which sport do you prefer, skating or skiing?
I prefer skating.
Do you skate much?
Yes, quite a bit/ a lot./No,seldom.
She spends at least half an hour in the gym every day.
请求和建议：
Could you please do me a favor?
Sure. What is it?
Would you mind teaching me?
Not at all./Of course not.
Would you mind not smoking here?
Sorry.I’ll go somewhere else.
听 1.能听懂关于体育活动、个人爱好及习惯行为的对话或短文。
2.能听懂他人所提出的建议和意见。
3.能听懂关于奥运会的对话或短文。
说 1.能用英语谈论个人爱好及习惯行为。
2.能就他人所提出的建议和意见进行沟通。
3.能使用简单的英语谈论奥运会。
读 1.能读懂对话或短文，抓住主要信息。
2.能读懂体育活动、个人爱好等方面的课外辅导材料。
3.能读懂简短的奥运会方面的文章。
写 1.能写出体育活动、个人爱好及习惯行为内容的短文。
2.能用简单的句子描写奥运知识。
1.培养学生积极向上的人生态度。
2.培养学生积极参加英语实践活动的兴趣。
3.乐于接触并了解世界体育活动。
4.用不屈不挠的奥运精神磨练学生的意志，培养学生的爱国热情。
1.积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。
2.充分运用学习中使用英语的机会。
3.在日常学习中不断开阔自己的视野，扩大知识面。
语 言 技 能
情 感 态 度
学习策 略
文化意识
美国人的休闲和运动
国际性的竞技场上，体育的成就往往也是国力的象征之一。美国社会对体育非常重视和投入。体育设施随处可见，如健身房、游泳池、网球场、足球场，甚至高尔夫球场。美国体育活动的推广，其实与商业活动非常有关。许多大公司，诸如烟、酒、银行、石油公司，为塑造公司健康形象，不惜投下巨资赞助体育活动。美国的职业棒球、篮球和美式足球是电视曝光率最高的三项运动。而这三项职业运动并非一年到头都在比赛，而是有“季节性”。一般春、夏属于棒球季,秋天是足球季，冬天则是篮球的天下。此外，美国大学篮球及足球亦是荧光屏上的常客，所受到的“眷顾”不输于职业队。一般来说，不论是棒球、篮球或美式足球，美国各大城市至少拥有一支所属的职业队。这三类观赏性球赛采取的比赛方式大致相同，分为“季节赛”(regular season)和“季后赛”(postseason或playoffs)两阶段。季节赛中各队比赛场数相同，战绩优秀的球队在季节赛结束后继续参加淘汰制的季后赛。季后赛的优胜队伍则冠以“世界冠军”的头衔，次日在所属的城市举行盛大的庆祝游行，最后被邀请到白宫和总统合照，可谓风光之至。
篮球的起源
1891年12月初在美国马萨诸塞州斯普林菲尔德市基督教青年会国际训练学校（后为春田学院），该校体育教师詹姆斯奈史密斯博士发明了篮球。当年的篮球规则只有13条。奈史密斯博士于1939年去世，终年78岁。他未曾料到，由他创建的篮球项目竟然在二百多个国家流传着，而且至今美国篮球还誉满全球。 为了纪念奈史密斯博士发明的篮球功绩，在春田学院校园内修建了美国篮球名人馆-詹姆斯奈史密斯纪念馆。
NBA
联赛名称：美国职业篮球联赛, NBA是National Basketball Association的缩写（国家篮球协会），成立于1946年6月6日。联赛总部： 美国纽约第五大道645号 （ No.645 Fifth Ave.,New York, NY 10022），现有30支球队。
迈克尔.乔丹(Michael Jordan)
1984年NBA选秀大会第一轮被芝加哥公牛队选中，1991-1993年率公牛队完成NBA总冠军“三连冠”霸业。随后宣布退休，转而投身美国职业棒球联赛，加盟芝加哥白袜队。但篮球天才并非放之四海而皆准，棒球生涯受挫的乔丹于1995年3月19日重返NBA，之后-又带领公牛队3次夺得NBA总冠军。1月13日，乔丹宣布正式退役，他的23号球衣也在联合中心体育馆永久退役。
主要战绩： 6次获得NBA总冠军：(1990-1991, 1991-1992, 1992-1993, 1995-1996, 1996- 和1997-) 。
2次夺得奥运会冠军：1984年、1992年。
荣誉： 1985年获NBA年度最佳新人奖；6次当选NBA总决赛最有价值球员：(1991, 1992, 1993, 1996, 1997, 1998)；5次当选NBA最有价值球员：(1988, 1991, 1992, 1996, 1998)；3次当选NBA全明星赛最有价值球员：(1988, 1996, 1998)。
姚明
上海人, 1980年出生。
荣誉：
19入选中国篮球明星队。
19入选中国篮球南方明星队。
年5月，获99赛季全国男篮甲A联赛最有进步球员奖。
2月，入选1999年亚洲全明星队。
203月，入选1999－年全国男篮甲A联赛全明星阵容。
2000年3月，获1999－2000赛季全国男篮甲A联赛篮板、扣篮、盖帽三个单项奖。
2月，入选 NBA 全明星阵容。
现效力于美国休斯敦火箭队。
贝克汉姆（David Beckham）
英国足球队员，1975年出生。能够踢出世界上最好的右路传中球，任意球和角球也是世界超一流水准，长传球犹如巡航导弹一样精确。加上帅气的外表与冷酷的眼神，使他成为足球场上的“万人迷”。
现效力于西班牙皇家马德里队。
罗纳尔多（Ronaldo）
巴西足球队员，1976年出生。他是当之无愧的新一代球王。他体会过少年成名的荣耀，经历过状态低迷的彷徨；他承受了伤筋断骨的伤痛，感受了世人不信的炎凉。在世界杯冠军赛中踢进两球，帮助桑巴舞王以2比0击败德国， 赢得创纪录的第五座世界杯冠军。
现效力于西班牙皇家马德里队。
齐达内（Zedane）
齐达内技术特点：脚法细腻、优美、准确，盘球技术干净利落，场上视野开阔，善于把握场上形势，传球巧妙而精确，射门方法多，门前冲击力强。
荣誉：
1998年12月，被法国《足球》杂志评为欧洲足球先生。
1998年12月，当选由英国《世界足球》杂志评选出的世界足球先生。
1999年1月，被法国《队报》评选为1998年世界最佳运动员。
1999年2月1日，当选国际足联 1998年世界足球先生。
1999年12月，入选99年欧洲全明星阵容。
2000年欧锦赛冠军。
现效力于西班牙皇家马德里队。
奥林匹克运动会(the Olympic Games/the Olympics)
奥林匹克格言是：“更快、更高、更强”。它是国际奥委会对所有参与奥林匹克运动的人们的号召，号召他们本着奥林匹克的精神奋力向上。奥运会期间在主会场燃烧的火焰即是奥林匹克圣火，象征着光明、团结、友谊、和平、正义。奥林匹克旗，为白底无边，中央有五个相互套连的圆环(the five interlocking rings /the Olympic rings)，环的颜色自左至右为蓝、黄、黑、绿、红。会旗和五个环的含义是：象征五大洲的团结以及全世界的运动员以公正、坦率的比赛和友好精神在奥运会上相聚一堂。
1949年以后，新中国的运动健儿先后参加了第15、23、24、25、26、27、28届夏季奥运会，并取得了比较辉煌的成绩。第23届奥运会，许海峰为中国夺得了首枚金牌，实现我国奥运金牌“零”的突破。第23届洛杉矶奥林匹克运动会中国获金牌15枚; 第24届汉城奥林匹克运动会中国获金牌5枚; 第25届巴塞罗那奥林匹克运动会中国获金牌16枚; 第26届亚特兰大奥林匹克运动会中国获金牌16枚; 第27届悉尼奥林匹克运动会中国获金牌28枚；第28届雅典奥林匹克运动会中国获金牌32枚；第29届奥林匹克运动会将于在中国北京举行。
二、教材分析
本单元教学内容的三大部分分别为，第一部分“What’s your favorite sport?” ， 通过谈论自己最喜欢的体育运动这个话题，学习描述和谈论一些体育运动项目，介绍自己最喜欢的体育明星，这个话题是学生们比较感兴趣的内容。语法方面复习一般现在时，引出新的语法项目: 一般将来时。第二部分“Would you mind saying sorry to Michael?”语言知识方面继续以体育为主线，主要介绍了篮球的起源，采访了一个篮球运动员，记述了一场篮球比赛后的情景。语法方面继续学习一般将来时；复习一般过去时；向他人提出请求和建议；责备他人。 第三部分“Beijing will host the 2008 Olympics.” 语言知识方面以奥林匹克运动会为主线，以北京将于20举办奥林匹克运动会为话题，介绍了奥林匹克运动会的五环旗，讨论了2008年北京奥运会将以什么作为吉祥物，以及我们应为奥运做些什么。语法方面继续学习一般将来时的否定句、特殊疑问句及其回答；一般将来时的宾语从句；一般将来时的There be句型。
Topic 1 What’s your favorite sport?
Section A 主要学习一般将来时，有一般将来时的肯定句、一般疑问句及其回答。由于是本单元的第一个Section ，要求不宜过高。2a是一个很好的练习模式，出现了一般将来时的一般疑问句及其回答，同时还有一般现在时和现在进行时句子的对照，要让学生分组活动，看图说话，进行大量的对话练习，让学生对英语的时态有一个清晰的认识。本话题还出现了选择疑问句，比较容易掌握，注意选择疑问句的发音，前升后降，回答不能使用Yes or No,要用陈述句。如：Which sport do you prefer, skating or skiing? I prefer skating. 1a中还出现了宾语从句，不是Section A的主要内容，让学生了解即可。
Section B在自主学习和分组活动中继续练习和掌握一般将来时和一般现在时句子。
Section C 主要内容是自己所喜欢的运动并说明原因，这是学生比较感兴趣的话题，教师应抓住机会，扩大学生的知识面，提高学生学习英语的积极性。语法方面有一般现在时和一般将来时，功能和话题紧密地结合在一起。
Section D 对前三个Section的复习，复习How long和 How often 表示的特殊疑问句，要让学生能够明确地区分出这两个疑问词的不同含义。
Topic 2 Would you mind saying sorry to Michael?
Section A 在语法方面继续学习一般将来时, 包括一般将来时的肯定句、一般疑问句、特殊疑问句及其回答。在功能用语方面引出了向他人提出请求和建议，这也是本话题的重点。老师要带领学生多做练习，让学生熟练应用，因为这一话题在我们生活中经常使用。
Section B 继续练习一般将来时和一般过去时，还出现了表示责备他人的句子：You shouldn’t speak to me like that.表示道歉和应答的方式是Section B 的重点，因为这一话题在我们日常生活中也经常使用。
Section C继续练习一般将来时和一般过去时。1a 谈论了篮球运动员Ming 的工作和生活，有机地把一般将来时和一般过去时的句子结合在一起使用。2a讲述了篮球的起源，对帮助同学们了解篮球方面的知识有很大的帮助。
Section D 是对前三个Section 的复习和总结。1a 复习了一般现在时和一般过去时，讲述了自己的锻炼经历，告诉我们应该怎样健康地学习、生活和锻炼，紧扣中心话题。
Topic 3 Beijing will host the 2008 Olympics.
Section A中1a主要讲述北京的一位出租车司机要加入一个英语俱乐部，以及要加入英语俱乐部的原因，引出本话题的中心：2008年北京奥运会，介绍北京的人文风貌，练习一般将来时。
Section B的主要内容在1a, Kangkang 和Michael约定去远足，两人讨论在何时何地见面，1b 和1c 继续就此话题展开练习。2a和2b 继续以练习一般将来时为主，把未来的天气和计划进行的活动结合在一起。
Section C复习一般过去时，学习一般将来时的得There be句型。Section C围绕奥林匹克运动会展开话题。1a 谈论我国参加奥运会的情况及获金牌情况。1c谈论2008年北京奥运会的吉祥物。2a1看图说话，以What will the 2008 Olympics bring us?为题，学习There will be ...句型。2a2看图说话,以What should we do for the Olympics?为话题复习向他人提建议。2b谈论我们应为奥运做些什么：What are you doing now for the 2008 Beijing Olympics? What will you do for the Beijing Olympics in 2008?
Section D 是对前三个Section的复习和总结。 1a学习奥运会五环旗及其含义。2a，2b总结本topic 的语法内容和有用的表达方式,总结一般将来时的宾语从句和一般将来时的There be句型。4是一首英语歌曲,歌曲内容紧扣本单元话题,激发我们奋发努力的上进心。5是本单元最后总结性的任务,对本单元的内容进行总结性的练习。
三、教学建议
Topic 1 What’s your favorite sport?
Section A
重点活动是1a和2a。
教学目标：
1. 了解一般将来时。
2. 复习选择疑问句。
3. 谈论自己所喜欢的体育活动以及自己的打算。
教学过程：
第一步：复习
师生问答：谈论同学们的课余生活及个人爱好。
What do you usually do after school?
I usually...
Do you like playing basketball /tennis/ football...?
Yes, I do. / No, I don’t.
I’d like to play basketball. Will you join us?
引出下一步。
第二步：呈现
1. 老师使用第一幅图，图上画有学生正在打篮球。师生问答：
（板书出一个对话）
A: What are they doing?
B: They are playing basketball.
A: I’d like to play basketball. Will you join us？
帮助学生回答：
B: Yes, I will. / No, I won’t.
老师使用第二幅图，图上画有学生正在打排球。师生问答：
A: What are they doing?
B: They are playing volleyball.
A: I’d like to play volleyball. Will you join us？
B: Yes, I will. / No, I won’t.
老师使用第三幅图，图上画有学生正在踢足球。师生问答：
A: What are they doing?
B: They are playing soccer.
A: I’d like to play soccer. Will you join us？
B: Yes, I will. / No, I won’t.
2. 老师尽量多使用一些图片让学生根据板书和图画内容作对话。
3. 老师向同学展示图片：
使用图4、5、6、7教学词和词组bicycling, cheer sb. on, skiing，climbing。
老师使用第4幅图，图上画有自行车运动。师生问答：
A: What are they doing?
B: They are bicycling.
老师使用第5幅图，图上画有学生欢呼加油。师生问答：
A: What are they doing?
B: They are cheering us on.
老师使用第6幅图，图上画有学生滑雪。师生问答：
A: What are they doing?
B: They are skiing.
老师使用第7幅图，图上画有学生登山运动。师生问答：
A：What are they doing?
B：They are climbing mountains.
4. 听1a的录音，回答问题：
What will Michael do?
Will Kangkang come and cheer them on?
第三步：巩固
1. 放录音1a。 学生先听，后跟读并模仿，核对语音语调。
2. 让学生和录音机一起读。人机对话，即学生和录音机对话。
3. 学生两人一组表演1a.
4. 双人活动。根据1a重新编一个类似的对话，完成1b。
A: Hi, ...
B: Hi,... I’d like to play soccer. Will you join us?
A: I’m afraid I can’t. I have to do my homework first. By the way, I see you play soccer almost every day.
B: Yes. We’ll have a game between ... team and our team this Sunday. Will you come and cheer us on?
A: Of course I will.
5. 分组活动。使用图片进行看图说话练习， 完成2a。
A: Which sport do you prefer, ... or...?
B: I prefer ...
A: Do you ... much?
B: Yes, quite a lot.
A: We are planning to have a ... club. Will you join us?
B: Yes, I will./No, I won’t.
第四步:练习
1. 双人活动。使用图片进行看图说话表演，谈论自己最喜欢的体育活动。
2. 分组活动。讨论各自所喜欢的体育活动以及自己的打算。 如自己打算参加某个体育俱乐部。
3. 分别从每组中找一名代表到前面,汇报本组同学所喜欢的体育活动以及他们的打算。
第五步: 活动产品
让学生以短文的形式写一篇介绍自己以及同伴所喜欢的体育活动的文章，作为作业。
Like this: My favorite sport is basketball. I play basketball a lot. I think it is exciting. I will join the basketball club. My friend, Li Lei’s favorite sport is ...
Section A
The main activities are 1a and 2a.
Teaching aims and demands:
1. Learn the Simple Future Tense.
2. Review the alternative questions.
3. Talk about the sports that the students like best and what they will do.
Teaching procedure:
Step 1 Review
Ask and answer between the teacher and the students: Talking about the things that the students like doing after class.
What do you usually do after school?
I usually...
Do you like playing basketball /tennis/ football...?
Yes, I do. / No, I don’t.
I’d like to play basketball. Will you join us?
Lead into the next step.
Step 2 Presentation
1. The teacher shows Picture 1. There are some students who are playing basketball. The teacher and the students ask and answer like this: (Write down the dialog on the blackboard.)
Picture 1 Picture 2 Picture 3A: What are they doing?
B: They are playing basketball.
A: I’d like to play basketball. Will you join us？(Help the students to answer)
B: Yes, I will. / No, I won’t.
The teacher shows Picture 2. There are some students who are playing volleyball. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are playing volleyball.
A: I’d like to play volleyball. Will you join us？
B: Yes, I will. / No, I won’t.
The teacher shows Picture 3. There are some students who are playing football. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are playing football.
A: I’d like to play football. Will you join us？
B: Yes, I will. / No, I won’t.
2. The teacher shows more pictures to let the students make more dialogs.
3. The teacher shows the pictures to the students. Learn the new words and phrases : bicycling, cheer sb. on, skiing,climbing,etc.
Picture 4 Picture 5 Picture 6 Picture 7The teacher shows Picture 4. There are some students bicycling. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are bicycling.
The teacher shows Picture 5. There are some students cheering. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are cheering us on.
The teacher shows Picture 6. There are some students skiing. The teacher and the students ask and answer like this:
A: What are they doing?
B: They are skiing.
The teacher shows Picture 7.There are some students climbing mountains. The teacher and the students ask and answer like this:
A:What are they doing?
B:They are climbing mountains.
4. Listen to 1a and answer the following questions:
What will Michael do?
Will Kangkang come and cheer them on?
Step 3 Consolidation
1. Ask the students to listen to Section A 1a. Ask them to mark the intonations.
2. Ask them to read with the tape together.
3. Ask them to act out Section A 1a in pairs.
4. Make a similar conversation in pairs, and finish 1b.
A: Hi, ...
B: Hi... I’d like to play soccer. Will you join us?
A: I’m afraid I can’t. I have to do my homework first. By the way, I see you play soccer almost every day.
B: Yes. We’ll have a game between ... team and our team this Sunday. Will you come and cheer us on?
A: Of course I will.
5. Make conversations with the pictures in groups, and finish 2a.
A: Which sport do you prefer, ... or...?
B: I prefer ...
A: Do you ... much?
B: Yes, quite a lot.
A: We are planning to have a ... club. Will you join us?
B: Yes, I will./No, I won’t.
Step 4 Practice
1. Make conversations with the pictures and act them out in pairs. Talk about the sports that they like best.
2. Talk about the sports that they like best and what they want to do. For example: They want to join a sports club.
3. Ask one student from each group to come to the front to express their favorite sport and what they want to do.
Step 5 Project
Let the students write down a short passage to introduce his and his partners’ favorite sports.
It may be their homework.
For example: My favorite sport is basketball. I play basketball a lot. I think it is exciting.
I will join the basketball club. My friend Li Lei’s favorite sport is ...
Section B
重点活动是1a和2a。
教学目标：
1. 继续学习一般将来时。
2. 复习一般过去时。
3. 谈论自己所喜欢的体育运动和体育运动员。
教学过程：
第一步: 复习
1. 让学生尽量多地说出运动项目。
2. 选择几个学生到前面，复述自己作业中关于自己的以及同伴所喜欢的体育活动的文章。
第二步: 呈现
1. 老师向同学展示图片, 使用图片教学单词和词组：famous, places of interest, sportsman,sportswoman,fan， 并把生词板书到黑板上。
图1 图2 图3 图4
教学famous,places of interest 可以多使用一些图片。如：故宫、颐和园、长城等。师生问答：
A：What are these?
B：They are famous places of interest.
教学sportsman, sportswoman 也可以多使用一些图片。如：姚明 、贝克汉姆（David Beckham）、罗纳尔多（Ronaldo）、齐达内（Zedane）等。师生问答：
A：Who are they?
B：They are famous sportsmen.Yao Ming is a famous basketball player. David Beckham，Ronaldo and Zedane are famous soccer players.
使用一些女运动员图片。如：乒乓球奥运冠军王楠、跳水奥运冠军郭晶晶、女足队长孙雯等。师生问答：
A：Who are they?
B：They are famous sportswomen.
老师使用第4幅图，图画上有篮球迷或足球迷, 学习fan。师生问答：
A：Who are they?
B：They are basketball / football /soccer fans.
第三步：巩固
1. 学生独立学习，阅读2a并回答下面问题:
Where did David Beckham arrive yesterday?
Who will they play against?
What about the soccer fans?
Will they stay in Beijing for long?
Where will they leave for the day after tomorrow?
2. 听1a的录音，回答问题：
What’s Michael’s favorite sport?
Who is Michael’s favorite player?
检查学生答案。
3. 放录音1a, 学生先听，后跟读并模仿，核对语音语调。
4. 让学生和录音机齐读。人机对话，即学生和录音机对话。
5. 学生双人活动, 分角色对话。
6. 学生小组活动，谈论同学所喜欢的体育运动和体育运动员。
检查学生答案。
7. 学生独立学习，根据 1a 补全1b短文, 检查学生答案，并完成1b。
第四步：练习
1. 学生小组活动，制作组内调查表，并用短文描述。
Name Favorite sport Favorite sportsman Favorite sportswoman
Li Ming
Han Mei
Liu Xiaodong
My friend Li Ming’s favorite sport is
________________________________________
. His favorite player is
________________________________________每组挑选一名同学到前面介绍本组同学的情况, 完成1b。
2. 双人活动, 对1c中的问题进行问答练习，找几对同学到前面表演。
第五步：活动产品
独立活动，制作自己最喜欢的运动员的名片，并写成小短文完成3。可以作为作业。
Name Card
Name
Sex
Age
Birthday
Country
Job
Like this: My favorite player is...
Section B
The main activities are 1a and 2a.
Teaching aims and demands:
1. Go on learning the Simple Future Tense.
2. Review the Simple Past Tense.
3. Talk about the favorite sports and the favorite sports players.
Teaching procedure:
Step 1 Reveiew
1. Let the students say the sports names as many as they can.
2. Choose several students to retell their and their partners’favorite sports.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: famous, places of interest, sportsman, sportswoman, fan. And write down the information on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
We can use more pictures to teach: famous, places of interest. For example: the Palace Museum,the Summer Palace, the Great Wall, etc.
Ask and answer like this:
A：What are these?
B：They are famous places of interest.
We can also use more pictures to teach: sportsman, sportswoman. For example: Yao
Ming，David Beckham，Ronaldo，Zedane，etc.
Ask and answer like this:
A:Who are they?
B：They are famous sportsmen. Yao Ming is a famous basketball player. David Beckham，Ronaldo and Zedane are famous soccer players.
Use pictures of some women players. For example: Wang Nan, Guo Jingjing, Sun Wen, etc.
Ask and answer like this:
A：Who are they?
B：They are famous sportswomen.
The teacher uses Picture 4 to learn:fan, with football fans or basketball fans.
Ask and answer like this:
A：Who are they?
B：They are basketball / football /soccer fans.
Step 3 Consolidation
1.The students read 2a alone and answer the following questions:
Where did David Beckham arrive yesterday?
Who will they play against?
What about the soccer fans?
Will they stay in Beijing for long?
Where will they leave for the day after tomorrow?
2. Listen to 1a and answer the following questions:
What’s Michael’s favorite sport?
Who’s Michael’s favorite player?
Check the answers.
3.Ask the students to listen to Section B 1a. Ask them to mark the intonations.
4. Ask them to read with the tape together.
5. In pairs, act the conversation out.
6. The students talk about their favorite sports and favorite players.
7. The students learn alone, and fill in the blanks in 1b according to 1a. Check the answers in 1b and finish 1b.
Step 4 Practice
1. Work in groups. The students make a survey about their favorite sports and favorite players. Then change the form into a short passage.
Name Favorite sport Favorite sportsman Favorite sportswoman
Li Ming
Han Mei
Liu Xiaodong
My friend Li Ming’s favorite sport is... His favorite player is...
Ask one student from each group to come to the front to introduce their favorite sports and favorite players. Finish 1b.
2. Ask and answer the questions from 1c in pairs. Ask several pairs to act it out in front. Finish 1c.
Step 5 Project
Work alone， make the favorite player’s name card, and make it into a short passage.Finish 3.It may be homework.
Name Card
Name
Sex
Age
Birthday
Country
Job
For example: My favorite player is...
Section C
重点活动是1a，1b和2a。
教学目标：
1. 继续学习一般将来时。
2. 复习一般现在时。
3. 继续谈论自己所喜欢的体育活动及原因。
教学过程：
第一步:复习
1. 让学生两人一组，手拿图片，到前面进行问答表演，复习自己所喜欢的体育活动。
2. 选择几个学生到前面，复述自己作业中关于自己最喜欢的运动的文章。
第二步:呈现
1. 老师向同学展示图片, 使用图片教学生单词和词组：baseball, gym, spend, at least, hour, high jump, long jump， 并把生词板书到黑板上。
老师使用第1幅图，图上画有学生正在打棒球。师生问答：
A: What is he doing? (帮助学生回答)
B: She is playing baseball.
老师使用第2幅图，图上画有Ann在体育馆健身。师生问答：
A: What’s Ann doing in the gym? (帮助学生回答)
B: She is doing sports.
A: She spends at least half an hour in the gym every day.
老师使用第3幅图，图上画有学生正在跳高。师生问答：
A: What is she doing? (帮助学生回答)
B: She is doing high jump.
老师使用第4幅图，图上画有学生正在跳远。师生问答：
A: What is he doing? (帮助学生回答)
B: He is doing long jump.
2. 头脑风暴法： What sports do you know? 让学生举手说出自己所知道的体育运动的名称，同时把这些词板书到黑板上。
两人一组，完成1a，检查答案。
3. 听1b的录音，回答问题：
Does Ann like sports?
What is she planning to do?
然后打开书自主学习并回答下面问题：
What does Ann often do on Sundays?
How often does she go bicycling?
How long does she spend at least in the gym every day?
How often does she play baseball?
Will her classmates cheer her on?
检查学生答案。
4. 放录音1b, 学生先听，后跟读并模仿，核对语音语调。
5. 让学生和录音机齐读。人机对话，即学生和录音机对话。
6. 老师示范，学生独立完成1a， 根据 Ann 的活动时间表描述Ann一星期的运动情况。如：
Ann goes to the gym from 8:30 to 9:30 a.m. everyday. She goes bicycling from 5 o’clock to 6 o’clock on Wednesday afternoon and Friday afternoon...
第三步：巩固
学生双人活动进行对话练习，完成2a。
第四步：练习
1. 挑选一些同学到前面根据Ann的活动时间表描述出Ann一星期的运动情况。
2. 小组活动，同学们可以使用课本上的图画，或者画出自己所喜欢的运动项目，描述自己所喜欢的体育活动及原因。
第五步：活动产品
1. 学生小组活动，列出运动项目，完成下面表格。例如：
Team games basketball, soccer, volleyball, baseball, etc.
Other ball games tennis, table tennis, golf, etc.
Track and Field running, swimming, horse racing, high jump, long jump， etc.
International sports events Olympic Games, World Cup Football League, etc.
2. 学生独立活动，完成下面表格并形成短文介绍自己的运动计划。可以作为作业。如：
Time Sports
6∶ 20a.m. ～ 6∶ 40a.m. every day running
5∶ 30p.m. ～ 6∶ 00p.m. every day basketball
4∶ 00p.m. ～ 6∶ 00p.m. Saturday afternoon soccer
I run from 6∶ 20 to 6∶ 40 in the morning every day...
Section C
The main activities are 1a,1b and 2a.
Teaching aims and demands:
1. Go on with the Simple Future Tense.
2. Review the Simple Present Tense.
3. Go on talking about the favorite sports and reasons.
Teaching procedure:
Step 1 Review
1. The students ask and answer in pairs to talk about their favorite sports with pictures.
2. Choose several students to retell their favorite athletes.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: baseball, gym, spend, at least, hour, high jump, long jump.Write them down on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. There is a student who is playing baseball. The teacher and the students ask and answer like this:
A: What is she doing? (Help the students to answer)
B: She is playing baseball.
The teacher shows Picture 2. Ann is doing sports in the gym. The teacher and the students ask and answer like this:
A: What’s Ann doing in the gym? (Help the students to answer)
B: She is doing sports.
A: She spends at least half an hour in the gym every day.
The teacher shows Picture 3. There is a student who is doing high jump. The teacher and the students ask and answer like this:
A: What is she doing? (Help the students to answer)
B: She is doing high jump.
The teacher shows Picture 4. There is a student who is doing long jump. The teacher and the students ask and answer like this:
A: What is he doing? (Help the students to answer)
B: He is doing long jump.
2. Brain stormings: What sports do you know? Let the students say the sports words and write down these words on the blackboard.
Work in pairs to finish 1a, and then check the answers.
3. Listen to 1b and answer the following questions:
Does Ann like sports?
What is she planning to do?
And then, ask the students to open their books and answer the following questions by themselves:
What does Ann often do on Sundays?
How often does she go bicycling?
How long does she spend at least in the gym every day?
How often does she play baseball?
Will her classmates cheer her on?
Check the answers.
4.Ask the students to listen to section C 1b,and then read after the tape.Ask them to mark the intonations.
5.Ask the students to read with the tape together.
6.The teacher makes a model and students finish 1a. According to Ann’s sports timetable, talk about Ann’s exercise in a week. For example:
Ann goes to the gym from 8∶ 30 a.m. to 9∶ 30 a.m. every day. She goes bicycling from 5 o’clock to 6 o’clock on Wednesday afternoon and Friday afternoon...
Step 3 Consolidation
Pair work, finish 2a.
Step 4 Practice
1. Choose some students to talk about Ann’s exercise in a week according to Ann’s sports timetable.
2. According to the pictures in the book or drawing pictures by themselves, the students talk about their favorite sports in groups.
Step 5 Project
1. Work in groups to set out the sports names and finish the chart. For example:
Team games basketball, soccer, volleyball, baseball, etc.
Other ball games tennis, table tennis, golf, etc.
Track and Field running, swimming, horse racing, high jump , long jump, etc.
International sports events Olympic Games, World Cup Football League, etc.
2.The students work alone to finish the chart and write a short passage to introduce themselves’exercise plan.
Time Sports
6∶ 20a.m. ～ 6∶ 40a.m. every day running
5∶ 30p.m. ～ 6∶ 00p.m. every day basketball
4∶ 00p.m. ～ 6∶ 00p.m. Saturday afternoon soccer
I will run from 6∶ 20 to 6∶ 40 in the morning every day...
Section D
重点活动是1和3。
教学目标：
1. 复习总结一般将来时。
2. 继续谈论自己所喜欢的体育运动。
3. 复习特殊疑问词。
教学过程：
第一步：复习
分组活动, 复习运动项目，小组之间展开竞争, 看哪个小组说出的单词又多又准确， 说得最多的小组是获胜组, 大家一起为他们鼓掌。
第二步：呈现
1.老师和一名同学使用前三课中用过的图片，进行对话练习示范：
A: Which sport do you prefer,... or...?
B: I prefer... . I will play it with my brother.
A: What time will you play?
B: At about 4 o’clock p.m.
A: How long will you play?
B: Two hours.
A: How often do you play?
B: Oh, twice a week.
把对话中的问句板书到黑板上。
双人活动, 根据个人爱好重编对话, 鼓励同学们到前面使用图片表演。
2. 双人活动, 完成1。
第三步:巩固
独立活动，完成3，检查学生答案，并完成2a和2b。
第四步:练习
小组活动，谈论自己所喜欢的体育运动和运动员。介绍自己每天以及每个星期的运动情况,完成4。
第五步:活动产品
写一个自己的体育锻炼计划。
Section D
The main activities are 1 and 3.
Teaching aims and demands:
1. Review and summarize the Simple Future Tense.
2. Go on talking about the favorite sports.
3. Review the special questions.
Teaching procedure:
Step 1 Review
Review the sports names in groups, and have a competition among them.
Step 2 Presentation
1. The teacher uses the pictures we have used and make a model dialog:
A: Which sport do you prefer,...or...?
B: I prefer... I will play it with my brother.
A: What time will you play?
B: At about 4 o’clock p.m.
A: How long will you play?
B: We will play two hours.
A: How often do you play?
B: Oh, twice a week.
Write down the questions in the dialog on the blackboard.
Work in pairs, and make their own dialogs. Encourage the students to act them out in front with the pictures.
2. Work in pairs, and finish 1a.
Step 3 Consolidation
Students work alone, and finish 3. Check answers and finish 2a, 2b.
Step 4 Practice
Work in groups. Talk about their favorite sports and favorite players. Introduce their daily exercise,and finish 4.
Step 5 Project
Write down a short passage about exercise plan.
Topic 2 Would you mind saying sorry to Michael?
Section A
重点活动是1a和2。
教学目标：
1. 继续学习一般将来时。
2. 提出请求和建议。
教学过程：
第一步：复习
1. 让学生谈论自己喜欢的体育运动和运动员。
2. 让学生谈论自己每天的体育锻炼情况。
3. 让学生谈论自己的体育锻炼计划。
告诉学生：We will have a soccer game this Saturday. But one of our teammates fell ill.
让学生推测teammates 和 fell ill 的汉语意思。引出下一步。
第二步：呈现
1. 老师使用第1幅图，学习fall ill。 师生问答：
（板书对话）
A：What’s wrong with him? （帮助学生回答）
B：He falls ill.
老师使用第2幅图，图上画有首都体育场。师生问答：
A：What’s this? （帮助学生回答）
B：This is the Capital Stadium.
学生之间对话，呈现be glad to ,far from, would you mind...等。
A:Do you want to go to the Capital Stadium?
B:Yes,very much.Is it far from here?
A:Yes.You’d better take a bus.
B:Would you mind going there with me?
A:Not at all.Let’s meet at the school gate.
老师使用第3幅图，图上画有一人在吸烟。师生问答：
A：What’s he doing? （帮助学生回答）
B：He is smoking.
2. 听1a录音，回答下列问题：
Can you guess“do me a favor”?
What will they do this Saturday?
What’s wrong with one of Kangkang’s teammates?
读对话，完成1a。
第三步: 巩固
1. 放录音1a, 学生先听，后跟读并模仿，核对语音语调。
2. 让学生和录音机齐读。人机对话，即学生和录音机对话。
3. 学生两人一组表演1a。
4. 双人活动，根据1a重新编一个类似的对话，完成1b。
5. 自主学习，听录音，补全对话，完成1c。
第四步: 练习
1. 双人活动，调整对话顺序，然后和同伴进行练习。完成2。
2. 自主学习，听录音，对话和图片一一对号入座。完成3。
3. 双人活动，根据3对话，进行练习。
第五步: 活动产品
双人活动，自编两段对话：
1. 问路。需要用上：do me a favor, far from.
2. 请求别人做某事。需要用上：Would you mind...? / Would you mind not...?
Section A
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the Simple Future Tense.
2. Requests and suggestions.
Teaching procedure:
Step 1 Review
1. Let the students talk about their favorite sports and favorite players.
2. Let the students talk about their daily exercise.
3. Let the students talk about their exercise plan.
Step 2 Presentation
1. The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask and answer like this:
The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask like this:
(Write down the dialog on the blackboard.)
A:What’s wrong with him? (Help the students to answer）
B:He falls ill.
Picture 1 Picture 2 Picture 3
The teacher shows Picture 2 to learn the Capital Stadium. The teacher and the students ask and answer like this:
A:What’s this?（Help the students to answer）
B:The teacher helps the students to make a dialog, presenting: be glad to, far from, would you mind...?
A:Do you want to go to the Capital Stadium?
B:Yes.Very much.Is it far from here?
A:Yes.You’d better take a bus.
B:Would you mind going there with we?
A:Not at all.Let’s meet at the school gate.
The teacher shows Picture 3 to learn “smoke”. The teacher and the students ask and answer like this:
A：What’s he doing? (Help the students to answer）
B：He is smoking.
2.Listen to 1a and answer the following questions:
Can you guess: “ do me a favor”?
What will they do this Saturday?
What’s wrong with one of Kangkang’s teammates?
Read the dialog and finish 1a.
Step 3 Consolidation
1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2.Ask them to read with the tape together.
3.Act out 1a in pairs.
4.In pairs, the students make a similar dialog according to 1a, and finish 1b.
5.Work alone, listen to the tape , fill in the blanks, and finish 1c.
Step 4 Practice
1.In pairs, number the sentences to make a conversation, then practice with their partners and finish 2.
2.Work alone, listen to the tape and match the conversation with the pictures, and finish 3.
3.In pairs, practice with their partners according to 3.
Step 5 Project
In pairs, make two conversations.
1.Ask the way with the words: do me a favor, far from
2.Ask others to do something with the drills: Would you mind...? / Would you mind not...?
Section B
重点活动是1a和2。
教学目标：
1. 继续练习一般将来时和一般过去时。
2. 表示责备他人的用语。
3. 表示道歉和应答的用语。
教学过程：
第一步：复习
1. 双人活动，同伴进行练习并表演关于问路的对话。
2. 双人活动，同伴进行练习并表演关于请求别人做某事的对话。
第二步：呈现
1. 老师向同学展示图片：
图1 图2 图3 图4
使用图片教学单词和词组：careless, goal, fight, angry, 并把生词板书到黑板上。
老师使用第1幅图，师生问答：
A：Look at Li Ming’s homework. How is Li Ming? (帮助学生回答)
B：He is careless.
老师使用第2幅图，师生问答：
A：What did he do? (帮助学生回答)
B：He got a goal.
A：If he didn’t get a goal, he missed a good chance.
老师使用第3幅图，师生问答：
A：What are they doing? (帮助学生回答)
B：They are fighting.
老师使用第4幅图，师生问答：
A：What’s wrong with Li Ming? (帮助学生回答)
B：He is angry.
学生之间展开问答练习，先熟悉一些生词。还可以进行其他练习。如：
老师使用第1幅图，师生问答：
Li Ming’s careless. What will Li Ming do? (帮助学生回答)
He will do his best.
老师使用第2幅图，师生问答：
If he misses the goal, he misses a good chance. How will his teammates feel? (帮助学生回答)
They will feel angry with him and someone may say“shame on you”.
2. 听1a的录音，回答下列问题：
Did Michael miss a good chance?
Will Michael do better next time?
读对话，完成1a。
第三步:巩固
1. 放录音1a。 学生先听，后跟读并模仿，核对语音语调。
2. 让学生和录音机齐读。人机对话，即学生和录音机对话。
3. 学生两人一组表演1a, 完成1a。
4.自主学习，根据1a的内容，用所给的单词完成短文，检查答案，完成1b.
第四步: 练习
1.双人活动，用所给的词组完成对话，使对话意思完整。找部分同学到前面表演。如：
A:Your room is too dirty.Would you mind cleaning your room？
B:Sorry, I’ll do it in a minute.
完成2。
2.自主学习，给道歉和应答连线，使内容匹配。完成3。
3. 双人活动，就3内容进行问答练习并表演。
第五步:活动产品
小组或双人活动，创设一个情景或短剧，内容有：出现问题、抱怨、道歉和应答。如：一位同学让另一位同学久等了，或者不小心把同学的书弄坏了等，内容可以随意发挥。要求内容完整，意思连贯，表达准确。
Section B
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the Simple Future Tense and the Simple Past Tense.
2. Blame others.
3. Apologies and responses.
Teaching procedure:
Step 1 Review
1. In pairs, practice and act out the conversations about asking the way.
2. In pairs, practice and act out the conversations about asking others to do something.
Step 2 Presentation
1. The teacher shows the pictures to the students. Learn the new words and phrases: careless, goal, fight, angry. And write down the new words on the blackboard.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A：Look at Li Ming’s homework. How is Li Ming? (Help the students to answer)
B:He is careless.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What did he do? (Help the students to answer)
B:He got a goal.
A:If he didn’t get a goal, he missed a good chance.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What are they doing? (Help the students to answer)
B:They are fighting.
The teacher shows Picture 4. The teacher and the students ask and answer like this:
A:What’s wrong with Li Ming? (Help the students to answer)
B:He is angry.
The students ask and answer in pairs to practice the new words. They can also make other exercises. For example:
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:Li Ming’s careless. How will Li Ming do? (Help the students to answer)
B:He will try his best.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:If he misses the goal, he misses a good chance. How will his teammates feel? (Help the students to answer)
B:They will feel angry with him and someone may say“shame on you”.
2.Listen to 1a and answer the following questions:
Did Michael miss a good chance?
Will Michael do better next time?
Read the dialog and finish 1a.
Step 3 Consolidation
1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2.Ask them to read with the tape together.
3.Act out 1a in pairs.
4.Work alone. Read 1a and fill in the blanks with the words in the box. Check the answers and finish 1b.
Step 4 Practice
1. Work in pairs. Finish the dialogs with the given words. Ask some students to act them out in front. Finish 2.
2. Work alone. Match the complaints and the apologies. Finish 3.
3. Work in pairs. Practice in pairs and act out according to 3.
Step 5 Project
Work in pairs or in groups. Make a short play about problems, complaints, apologies and answers. For example: one student made the other students wait for a long time, or broke others’ books, and so on.
Section C
Section C部分用2个课时
重点活动是1a和2。
教学目标：
1. 继续练习一般将来时和一般过去时。
2. 了解篮球方面的知识。
教学过程：
第一步：复习
小组或双人表演关于道歉和应答的对话。
第二步:呈现
1. 老师向同学展示图片教学单词：France, Korea, Russia, Canada /Canadian
老师使用第1幅图，师生问答：
A:What country is it? (帮助学生回答)
B:It’s France.
老师使用第2幅图。师生问答：
A：What country is it? (帮助学生回答)
B：It’s Korea.
老师使用第3幅图。师生问答：
A：What country is it? (帮助学生回答)
B：It’s Russia.
老师使用第4幅图。师生问答：
A：What country is it? (帮助学生回答)
B：It’s Canada.
A：Jim Greenlaw is from Canada. He is a Canadian.
2. 听1a的录音，回答下列问题：
Where will Ming be in March/June/August?
When did Ming start playing basketball?
读对话，完成1a。
3. 根据1a学生双人活动，完成1b。
第三步:巩固
1. 放录音1a。 学生先听，后跟读并模仿，核对语音语调。
2. 让学生和录音机齐读。人机对话，即学生和录音机对话。
3. 学生两人一组表演1a, 完成1a。
4. 根据1a学生双人活动，完成1b。
第四步:练习
1. 学生独立活动，阅读2文章，回答下面问题：
Who invented basketball?
Where was he from?
What did he do?
When did he invent basketball?
Why did he invent basketball?
Can you say something about NBA?
2. 分组活动，讨论关于篮球的知识, 完成2。
3. 集体活动, 拍手齐唱, 完成3。
第五步:活动产品
1. 分组活动，讨论组内最喜欢的篮球明星，并制作他的个人档案。
Name
Age
Sex
Country
Hobby
Team
Favorite color
Favorite food
Number
2. 根据最喜欢的篮球明星的个人档案，写一篇介绍他的短文。
Section C
The main activities are 1a and 2.
Teaching aims and demands:
1.Go on learning the Simple Future Tense and the Simple Past Tense.
2.Learn something about basketball.
Teaching procedure:
Step 1 Review
In groups or in pairs, act out the conversations about apologies and responses.
Step 2 Presentation
1.The teacher shows the pictures to the students to learn the new words and phrases: France, Korea, Russia, Canada /Canadian.
Picture 1 Picture 2 Picture 3 Picture 4
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:What country is it? (Help the students to answer)
B:It’s France.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What country is it? (Help the students to answer)
B:It’s Korea.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What courntry is it? (Help the students to answer)
B:It’s Russia.
The teacher shows Picture 4. The teacher and the students ask and answer like this:
A:What courntry is it? (Help the students to answer)
B:It’s Canada.Jim Greenlaw is from Canada.He is a Canadian.
2.Listen to 1a and answer the following questions:
Where will Ming be in March/June/August?
When did Ming start playing basketball?
Read the dialog and finish 1b.
Step 3 Consolidation
1. Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.
2. Ask them to read with the tape together.
3. Act out 1a in pairs.
4. In pairs, role瞤lay the conversation and finish 1b.
Step 4 Practice
1. Work alone, read 2 “ Basketball”, and answer the following questions:
Who invented basketball?
Where was he from?
What did he do?
When did he invent basketball?
Why did he invent basketball?
Can you say something about NBA?
2. Work in groups. Discuss the knowledge about basketball and finish 2.
3. Class activities. Let’s chant together, and finish 3.
Step 5 Project
1. Work in groups. Discuss the favorite basketball player in the group, and make a name card.
Name
Age
Sex
Country
Hobby
Team
Favorite color
Favorite food
Number
2. Write a short passage about the favorite basketball player according to the name card.
Section D
重点活动是1a。
教学目标：
1. 复习和总结前三个Section 。
2.复习一般现在时和一般过去时。
3.教给学生怎样健康地学习、生活和锻炼。
教学过程：
第一步：复习
1. 找几个同学到前面介绍自己最喜欢的篮球明星。
2. 找几个同学到前面介绍自己平时的体育锻炼情况。
第二步:呈现
1. 老师向同学展示图片, 教学生单词和词组：coach,muscle,to do one’s homework
老师使用第1幅图。师生问答：
A：What is he?/What does he do? (帮助学生回答)
B：He is a coach.
老师使用第2幅图。师生问答：
A：What’s this? (帮助学生回答)
B：This is muscle.
老师使用第3幅图。师生问答：
A：What is he doing? (帮助学生回答)
B：He is doing his homework.
2.学生独立活动，阅读1a文章，回答1b问题:
Why did the boy begin his running?
What kind of food does he eat now?
How does he feel when he does running?
老师检查答案, 完成1a, 1b。
第三步: 巩固
学生独立活动，根据1a文章，完成1c表格，然后根据表格复述这个男孩的学习、生活和锻炼情况。
第四步: 练习
1. 双人活动，创造一个有抱怨、道歉和应答的对话，并到前面表演。
Would you mind...?/Would you mind not...?
I’m very sorry...
2. 集体活动，拍手合唱 The Olympic chant, 完成4。
第五步:活动产品
写一篇介绍自己身体情况的短文，并制定一个锻炼身体的计划。
Section D
The main activity is 1a.
Teaching aims and demands:
1. Review and summarize the three sections ahead.
2. Review the Simple Present Tense and the Simple Past Tense.
3. Teach the students how to study, exercise and keep healthy.
Teaching procedure:
Step 1 Review
1. Ask several students to talk about their favorite basketball players in front.
2. Ask several students to introduce how they exercise usually.
Step 2 Presentation
1. The teacher shows the pictures and the students learn the new words and phrases: coach, muscle, to do one’s homework.
Picture 1 Picture 2 Picture 3
The teacher shows Picture 1. The teacher and the students ask and answer like this:
A:What is he?/What does he do? (Help the students to answer)
B:He is a coach.
The teacher shows Picture 2. The teacher and the students ask and answer like this:
A:What’s this? (Help the students to answer)
B:This is muscle.
The teacher shows Picture 3. The teacher and the students ask and answer like this:
A:What is he doing? (Help the students to answer)
B:He is doing his homework.
2. Work alone, the students read the passage in 1a, and answer the questions in 1b:
Why did the boy begin his running?
W
篇2：八年级上仁爱英语Unit3 Topic1 教学设计 (仁爱版英语八年级)
Unit 3 Topic 1 复习课教学设计
（八年级上仁爱英语Unit3 Topic1）
哈尔滨市阿城区第四中学 刘志平
教材分析
1教材地位及作用
Unit 3的教学内容主要围绕谈论个人的兴趣和爱好，了解音乐知识和谈论周末活动展开的。第一话题 I love collecting stamps.的核心内容是谈论业余爱好。让学生学习如何表达自己的兴趣和爱好，包括以前的和现在的业余生活，通过二者的对比,引出本话题的主要语法used to。由于这一话题与学生的生活贴近，能较大地提高学生的积极性。通过本单元的学习，鼓励学生有广泛的兴趣和爱好，并积极参加社会实践活动，从而培养学生积极向上的情感，活泼开朗的个性，为学生的终身发展奠定基础。
2 教学目标
根据《英语课程标准》关于总目标的具体描述和英语教学大纲的规定，结合第三单元第一话题的教材内容，我将本课的教学目标细分为知识目标、能力目标、情感目标三大方面：
知识目标: 谈论个人的兴趣与爱好。学会表达自己喜欢和不喜欢做的事。熟练使用不同句式谈论爱好,如:l like/love/I enjoy/ I prefer/ I am fond of/ I am interested in …掌握used to 句式的变化,提高综合运用语言的能力.
能力目标: 在小组合作、交流过程中提高语言技能，综合运用语言的能力。着重培养学生英语语言的表达和组织能力，归纳、总结能力及写作能力。
情感目标：培养学生学习英语的浓厚兴趣及良好的兴趣爱好和对生活、未来的一种积极态度。在学习中敢于用英语来表达自己的看法，培养大胆实践的精神。培养学生积极向上的情感，活泼开朗的个性，为学生的终身发展奠定基础。
3教学重点、难点
重点：巩固使用谈论爱好的句式及used to 句型。
难点：如何把书中有关爱好的信息和同学谈论中有用的素材进行加工整理，写出表达个人爱好方面的文章。
二 学情分析
1.经过一年多的英语学习，学生有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。
2.本单元学情剖析：本课课型为综合课。主要采取任务型教学法和小组合作的学习策略，帮助学生复习重点句型，以便学生能比较好地运用到写作中。
三 教学策略： （1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。 （2）兴趣激发策略。只有让学生真正有了参与的欲望，才能点燃他们的思维火花。 （3）任务型活动策略。在做中学，在做中练，在做中巩固往往有良好的效果。 （4）循序渐进和尊重差异策略。由简到繁，由易及难，为有困难的学生搭好梯子，让有能力的学生跳起来摘到果子。
学习策略：（1） 培养学生有信心，热情地参与课堂上各种活动（2）合作学习，任务要求要明确。学会思考，学会表达，学会讨论，学会倾听，学会评价。注意学习方法，及时提问并注意倾听他人意见。在小组合作中，学习他人之长处，学习沟通技巧。（3）课前或课后能作延伸学习。
四 教学手段
本课采用任务型教学法，同时辅助多媒体教学。用音乐，图片使抽象的语言变得直观，为学生运用英语进行交际创设情景．
五 教学步骤
Step 1
Warming-up 2’
Let the students enjoy the teacher’s photos ,then guess what’s the teacher’s hobby?
(设计说明: 由欣赏照片引入复习课的话题,拉近了师生之间的距离,让学生对老师有一种亲切感.)
Step 2 Task 1 (The first round) Talk about your own hobbies
Get them to talk about their hobbies in groups.
(some hints: I love/like…/I enjoy…/I prefer…
I am interested in…../I am fond of…)
(设计说明: 从复习本单元重点的句式入手,任务简单,可操作性强。让学生先进行小组讨论，给他们留出谈论的时间，通过小组之间学生的合作形式帮助表达能力弱的同学。同时伴随小组竞赛,以闯关形式进行比赛。激发他们参与比赛、竞争的意识及用英语表达的能力。)
Step 3 Task 2 (The second round) Why do you have this hobby?
Have them go on talking about why they have these hobbies in groups.
They had better make up a short dialog .
（设计说明：任务设计较前一个难度增大，不再仅是简单句式的练习，需要用英语的思维表达自己的想法。小组合作可增强信息的广度和深度。）
Step 4 Task 3 (The third round) Make a survey
Let them collect their classmates’ information and give a report to the class.
names
Used to
Now
Reason
A
B
C
I
（设计说明：此任务是前一个话题有引申和补充。同时又突出了本话题的另一个重要语法项目。即：used to 的练习和使用。小组合作可锻炼学生的语言组织能力。）
Step 5 Task 4 ( The fourth round) Write five sentences
Then let them check the work. Show it to the class.
Names Hobbies and reasons
Li Ming Listen to the rock music and it helps him relax
Maria Collect dolls just for happiness
Li Tao Read books and it can help him learn knowledge
I …
（设计说明：该项任务是本节复习课的升华部分，在前面几项任务中，学生锻炼语言表达能力、组织能力之后，来检测一下写的功底。夯实基础知识，加强语言的准确性。）
板书设计：
Revision of Unit3 Topic 1
I like/love…
Used to I enjoy…
I prefer…
Hobbies I am interested in …
now I am fond of …
教学反思 ：本课以谈论爱好为主线，采用任务型教学法，设计梯度不同的任务来引导学生对本话题进行系统的复习，并始终伴以闯关比赛的形式进行，让学生在竞赛中完成任务，并在此过程中实现三维目标的整合，即：知识与技能、过程与方法、情感与价值观。若学生的开口能力强的话，会有热烈的气氛。为了让学生有更多的机会开口，让学生说的时间会占较多，因此，笔头练习可能会安排时间较少，练习得不充分。
篇3：八年级上学期的英语教学计划仁爱版
一、本学期的指导思想
针对学生情况，教学的时候需要注意在备教案和学案中增加趣味性，以此来提高学生对英语学习的兴趣。对他们要想办法在巩固基础的同时进行知识与技能的提高，使他们逐渐适应考试题型、掌握做题的技能。九年级的学习和复习工作十分关键。针对这种情况，就需要更加深入地研究教材，根据学科特点及学生特点研究切实可行的课堂教学模式。努力探索适合学生特点、学生乐于接受的教学方法及模式。同时，要进行分层次教学因材施教，使学生在原有的基础上有所提高。
二、学生情况分析
经过两年的英语学习，有部分学生已逐步掌握了基本的学习方法和技能，从上学期期末考的成绩来看，(1)、(2)两班学生的英语学习情况不容乐观，学生英语水平普遍下降，一部分学生已经对英语失去了信心，一部分学生觉得英语越来越难，渐渐力不从心了，针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣，同时注意在面对绝大多数学生时，注重打好基础，从最基本的东西抓起，注重复习的有效性，避免走马观花，急于求成。
针对这种现状，在本学期的英语教学中，特作如下计划：
1、要针对不同的学生，关注不同学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神;
2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野;
3、让学生在使用英语中学习英语，让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐
三、教学具体措施
1.认真钻研教材和课标，精心备课，明确每堂课的基础内容和拓展内容，满足不同层次学生的不同需求，做到上好每一堂课。在课堂上注重激励机制，鼓励学生学习，并让他们体验学习英语的成就感，不可忽视差生的学习和情感，不可盲目追求效率和进度。
2.对学生因材实教，尊重学生个体差异，力争让不同学生全面发展;
3.充分利用课堂作业与课外作业，严格要求学生抓好落实，强化所学，力争让每位学生皆有所获。
4.充分利用多媒体教学设备，加强直观教学，提高课堂教学效率。
5. 在课堂上积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语句子接龙比赛、唱英文歌曲等。
6. 课后加强个别辅导与答疑，做好培优补差。
7. 教师个人要不断学习，加强自身素质和业务能力的提高。
8.注意分层次教学，对不同层次的学生在作业的布置上体现出不同的要求，让他们在原来的基础上都有各自的提高。注重课堂学生知识的反馈并及时调整教学进度。
9.注重阅读教学，采用精读与泛读相结合，多种学习方式相结合，培养学生的英语阅读能力和技巧。
10.培养和提高英语书面表达能力。每周写一篇英语作文。
篇4：八年级上学期的英语教学计划仁爱版
一、教学目标
本学期我担任八年级三四班的英语教学工作，在这一学期中主要培养学生优良的英语学习兴趣、习惯，帮助学生树立自信心，提高、发展自主学习的能力，形成有效的学习策略;使学生掌握一定的语言基本知识和技能，有较好的语感，获得初步运用英语的能力，为实际应运打下扎实的基础。同时注重综合能力的开发、提高，培养他们的观察、思维、记忆、想象和创造等方面的能力;让学生了解中西方文化的差异，培养爱国主义精神，增强世界观意识，并结合课外学习，达到教学的最优秀性，培养学生良好的自学能力和习惯，并做到持之以恒，使本年段的英语教学能进一步发展、提高。
二、学生情况分析
经过一年的初中英语学习，有部分学生已逐步掌握了基本的学习方法和技能，从上学期期末考的成绩来看，(3)、(4)两班学生的英语学习情况不容乐观，学生英语水平普遍下降，一部分学生已经对英语失去了信心，一部分学生觉得英语越来越难，渐渐力不从心了，针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣，同时注意在面对绝大多数学生时，注重打好基础，从最基本的东西抓起，注重复习的有效性，避免走马观花，急于求成。
针对这种现状，在本学期的英语教学中，特作如下计划：
1、要针对不同的学生，关注不同学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神;
2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野;
3、让学生在使用英语中学习英语，让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐
三、教学具体措施
1.认真钻研教材和课标，精心备课，明确每堂课的基础内容和拓展内容，满足不同层次学生的不同需求，做到上好每一堂课。在课堂上注重激励机制，鼓励学生学习，并让他们体验学习英语的成就感，不可忽视差生的学习和情感，不可盲目追求效率和进度。
2.对学生因材实教，尊重学生个体差异，力争让不同学生全面发展;
3.充分利用课堂作业与课外作业，严格要求学生抓好落实，强化所学，力争让每位学生皆有所获。
4.充分利用多媒体教学设备，加强直观教学，提高课堂教学效率。
5. 在课堂上积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语句子接龙比赛、唱英文歌曲等。
6. 课后加强个别辅导与答疑，做好辅优扶困。
7. 教师个人要不断学习，加强自身素质和业务能力的提高。
篇5：仁爱版八年级英语上册教学工作计划
仁爱版八年级英语上册教学工作计划
一、教材概况及新课标分析
我校使用的八年级下册英语教材，是北京仁爱教育研究所编著的《Project English》共计四个单元，十二个话题，具体内容是：
UNIT 5 Feeling Happy
Topic 1 Why all the smiling faces?
Topic 2 I feel better now.
Topic 3 Many things can affect our feelings
UNIT 6 Enjoy cycling
Topic 1 We are going on a spring field trip.
Topic 2 How about exploring the Ming Tombs?
Topic 3 Bicycles are popular.
UNIT 7 Food Festival
Topic 1 We are preparing for a food festival.
Topic 2 Cooking is fun
Topic 3 Welcome to our food festival!
UNIT 8 Our clothes
Topic 1 What a nice coat!
Topic 2 Different jobs require different uniforms
Topic 3 Letldquo;so that ldquo;预习----展示----反馈”的三环节制定课时计划，课时计划采用集体备课的方案，设计体现实用性、开放性，充分了解学生学习情况，把握教材重难点，始终体现学生的探究、合作，发挥学生的主体地位
具体步骤如下：
第一步，主备人根据备课计划提前备好课，一式四份，并在每周五下午之前分发到八年级英语教师手中。
第二步，八年级英语学科组定于每周五下午进行对主备人提供的教学计划集体讨论，有学科组长主持，先由主备人介绍备课思路，教学设计的意图，重难点如何突破，其他成员补充，每位成员讨论时可以结合自己对教材的.理解和本班学生的实际发表观点和意见。
第三步，根据周五的集体研讨，每位成员根据主备人提供的课时计划进行修改，删减或增添部分教学环节，形成自己最终的教学计划，在本人上课时，个人还可以根据出现的新情况对教案适当调整，教案使用后自己保存，并按时装订成册，上缴档案室。
主备人在设计教学计划时，应注重以下几点。
第一、体现分层设计方案，以小组为单位，合理分组，设置不同的教学任务和目标，不但让基础好的学生有发挥的余地，培养他们的实践能力、创造能力，而且让基础差的学生获取语言知识，获得学习兴趣，逐步帮助他们树立自信心。
第二，教学计划要具有开放性，以学生为中心设计教学方案，遵循让学生在活动中学习，在质疑中探索、创新极大限度的发挥学生的主动性，合理及时利用教师的点拨和启发。
第三，教学的设计体现任务，在教师引导下，通过各种形式来完成任务，在做中学，注重学生活动的过程，学习的过程，设计一定要有利于促进学生的综合运用语言的能力，在听说读写各方面都能得到发展。
篇6：仁爱版八年级英语上册教学设计
Unit 1 Playing Sports
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3. Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4. Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5. Talk about sports and games.
Ⅱ. Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习学过的运动项目名称，引出生词。
1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)
T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss: …
(板书并要求学生掌握。)
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示学生在打篮球的图片。)
T: Look at the picture. Do you know what they are doing? S1, please.
S1: They are playing basketball.
T: Do you like playing basketball?
S1: Yes, I do. / No, I don’t.
T: How many players are there in the basketball team?
(板书并要求学生掌握。)
team
S1: There are five players.
(展示学生在打排球的图片。)
T: What are they doing? S2, do you know?
S2: They are playing volleyball. (教师帮助该生回答。)
(板书并要求学生掌握。)
volleyball
(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)
(板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。)
cycle, row, skate, tennis, table tennis, ski
2. (用黑板上有关运动的生词操练，导出prefer的用法。)
T: Which sport do you like better, cycling or rowing?
S3: Rowing.
T: Good! The phrase “like … better” means “prefer”.
(板书并要求学生理解。)
prefer
T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1. (利用plan to do sth.，导入“be going to+do”结构。)
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.
S?1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
(板书，学习新语法。)
be going to do sth.
T: When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T: I plan to go out for dinner tonight. S2, please.
S2: You are going to go out for dinner tonight.
T: I plan to climb mountains tomorrow. S3, please.
S3: You are going to climb mountains tomorrow.
T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.
2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4: I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4: Yes, I am.
(板书，学习新句型。)
—Are you going to swim?
—Yes, I am.
(教师视学生掌握的情况来决定是否要进行更多的操练。)
3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)
T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss:Yes, we’d love to./I’d love to.
(板书，让学生猜词义，并要求掌握。)
against, cheer, cheer ... on
(出示教学挂图，让学生看图片猜测对话内容，导入1a。)
T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.
(出示小黑板。)
(1) Which class is Michael’s class going to play against?
(2) Is Kangkang going to cheer them on?
(听后核对答案。)
4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)
(出示小黑板，领读关键词;解释并要求学生掌握almost和win。)
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win
Step 3 Consolidation 第三步 巩固(时间:10分钟)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1. (根据小黑板上的关键词，分角色表演对话。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)
(教师先做示范，然后让学生两人一组练习。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: What about you, S2?
S2: I’m going to study math hard.
T: Oh, it’s a good plan. S3, do you know what your partner is going to do?
S3: Yes. He is going to learn rowing.
T: Discuss with your partner what you are going to do this term.
3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)
T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.
(板书)
be going to, play, I’m afraid, homework, summer, play against, I hope
(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)
Example:
S4: Hi, S5.
S5: Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4: Of course. I’d love to. And I hope you will win.
(让几组学生到教室前面表演类似的对话，评出表演组及演员等。)
(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)
Step 4 Practice 第四步 练习(时间:10分钟)
完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1. (通过看图片，练习be going to的用法，导入2。)
T: Look at the pictures, what are they going to do?
Ss: (Picture 1) They are going to go skating.
(Picture 2) They are going to go skiing.
…
T: Which sport do you prefer, … or …?
S1: I prefer …
T: What about you, S2?
S2: I prefer …
T: S3, do you often go swimming?
S3: Yes, very often.
T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”
(板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)
quite, bit
very often = quite a lot/a bit
I go swimming very often.= I go swimming much.
T: S4, do you go rowing much?
S4: Yes, quite a lot/a bit.
T: S5, do you go skiing much?
S5: Yes, quite a lot / a bit.(肯)
S6: No, seldom.(否)
T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
(板书，教学生词，并要求学生掌握。)
join, club
T: Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club.
S8: …
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)
2. (让学生听3录音，并完成3。)
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.
(再放录音3，核对答案。)
3. (做一个运用“be going to+do”句型的游戏。)
(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)
T: Please do an action about your favorite sport.
(S10表演一个动作。)
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…
(让学生尽量多表演动作。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1. (小组活动，在小组中做采访并向全班同学作报告。)
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.
(1)Which sport do you prefer, … or …?
(2)Do you … much?
(3)Are you going to … next week?
2. Homework:
用be going to造五个句子，要求用不同的人称、句式。
板书设计：
Are you going to play basketball?
Section A
prefer be going to + do sth.
cheer … on We are going to have a basketball game against Class Three on Sunday.
quite a bit / a lot Which sport do you prefer, cycling or rowing?
I prefer rowing.
Are you going to join the school rowing club?
Yes, I am./No, I’m not. I’m going to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single
2. Go on learning the future tense with be going to:
—What are you going to be when you grow up?
—I’m going to be a dancer.
3. Talk about the favorite sports and players:
(1)—What’s your favorite sport, Maria?
—Basketball, of course.
(2)—Who’s your favorite player?
—LeBron James. / I like Yao Ming best.
Ⅱ. Teaching aids 教具
图片/小黑板/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)
T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?
S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?
S2: I prefer … What about you, S3?
S3: I prefer … S4, which sport do you prefer, volleyball or soccer?
S4: I prefer …
2. (教师询问学生新学期计划，复习“be going to+do”。)
T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?
S5: I’m going to join an English club.
S6: I’m going to learn to play basketball. I want to be a good player.
S7: …
3. (教师通过展示图片导入本课新单词。)
T: Look at the girl in the picture. What is she doing now?(教师指着图片问。)
S8: She is sleeping.
T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.
(板书，让学生猜词义，并要求掌握。)
dream, job, future, in the future, grow, grow up
T: We know her dream job is to be a teacher in the future. What about you?
S9: My dream job is to be a teacher in the future.
S10: My dream job is to be a basketball player in the future.
(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)
T: S11, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片，帮助学生理解。)
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
(板书，教学生词和新句型。要求学生理解dancer;掌握新句型。)
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
(让学生两人一组做类似操练。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a，继续学习be going to的特殊疑问句式。
1. (教师展示一些运动员的图片，如刘翔、姚明、迈克尔?菲尔普斯等，导入1a对话。)
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
(出示小黑板上的问题，听1a录音。)
(1)Who’s Michael’s favorite player?
(2)What is Michael going to be when he grows up?
(3)What’s Maria’s dream job?
(核对答案。)
2. (出示小黑板，依据1a完成表格。)
T: Read 1a and complete the information about Yao Ming in the table.
Player Yao Ming
Height
Play for
T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.
(板书并要求学生理解player, Houston Rockets;了解NBA。)
player
Houston Rockets
NBA
3. (再放1a录音，让学生跟读，并注意语音语调。)
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 巩固(时间:10分钟)
分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)
T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.
Example:
T: S1, are you ready? Please report.
S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.
Step 4 Practice 第四步 练习(时间:12分钟)
完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。
1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)
T: I have some photos of famous sports stars, who are they? Can you say something about them?
S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.
(板书并要求学生理解Olympic。)
Olympic
S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)
T: Do you know an active runner named Liu Xiang?
S3: Yes.
(板书，教学生词，并要求学生掌握single和active;理解runner和athlete。)
athlete, single, active, runner
T: Do you like him?
S3: Of course, I do.
T: OK. Do you know anything about him?
S3: …
(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)
T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the Athens Olympics and won a gold medal. But in the Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.
(板书，教学生词，并要求学生掌握break(broke), record, gold, give up;理解medal。)
break(broke), record, gold, give up, medal
(让学生回答问题，核对答案。)
2. (播放2a录音，让学生跟读，完成2b，并核对答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)
T: Please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame;
Phelps — eight — in swimming — first athlete — single;
Zhang Yining — table tennis players — twice
4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)
T: Please retell the passage according to the key words.
5. (播放3录音，完成短文。)
T: Now listen to the tape of 3. Complete the passage by yourselves.
(播放录音，核对答案。)
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过制作自己喜欢的运动员的名片，学会描述一些运动员。
1. (小组讨论并制作自己喜欢的运动员的名片。)
T: Please make a card about your favorite sports player.
(教师出示小黑板上的表格。)
Name Card
Name
Gender
Age
Birthday
Country
Job
2. Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
Are you going to play basketball?
Section B
grow up What are you going to be when you grow up?
in the future I’m going to be a dancer.
play for What a shame!
give up
篇7：仁爱版八年级英语上册教学设计
Unit 1 Playing Sports Topic 1 Are you going to play basketball? Section A The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2. Learn some useful sentences: (1)I saw you play basketball almost every day during the summer holidays. (2)Would you like to come and cheer us on? 3. Learn the future tense with be going to: (1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club? 4. Talk about preferences: —Which sport do you prefer, cycling or rowing? —I prefer rowing. 5. Talk about sports and games. Ⅱ. Teaching aids 教具 图片/海报/教学挂图/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟) 复习学过的运动项目名称，引出生词。 1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。) T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays? Ss: … (板书并要求学生掌握。) term T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones. (展示学生在打篮球的图片。) T: Look at the picture. Do you know what they are doing? S1, please. S1: They are playing basketball. T: Do you like playing basketball? S1: Yes, I do. / No, I don’t. T: How many players are there in the basketball team? (板书并要求学生掌握。) team S1: There are five players. (展示学生在打排球的图片。) T: What are they doing? S2, do you know? S2: They are playing volleyball. (教师帮助该生回答。) (板书并要求学生掌握。) volleyball (用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。) (板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。) cycle, row, skate, tennis, table tennis, ski 2. (用黑板上有关运动的生词操练，导出prefer的用法。) T: Which sport do you like better, cycling or rowing? S3: Rowing. T: Good! The phrase “like … better” means “prefer”. (板书并要求学生理解。) prefer T: S4, which sport do you prefer, basketball or soccer? S4: I prefer basketball. … Step 2 Presentation 第二步 呈现(时间:10分钟) 通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。 1. (利用plan to do sth.，导入“be going to+do”结构。) T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please. S?1: Yes, I do. T: So you plan to play volleyball tomorrow afternoon, right? S1: Yes. T: OK. When we plan to do something, we can say we are going to do something. (板书，学习新语法。) be going to do sth. T: When I tell you my plan, you retell it with be going to. OK, boys and girls? Ss: OK. T: I plan to go out for dinner tonight. S2, please. S2: You are going to go out for dinner tonight. T: I plan to climb mountains tomorrow. S3, please. S3: You are going to climb mountains tomorrow. T: Good! When we express something that is going to happen or we plan to do something, we can use be going to. 2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。) T: OK, S4, please tell me what you plan to do tomorrow afternoon. S4: I’m going to swim with my brother tomorrow afternoon. T: Are you going to swim? S4: Yes, I am. (板书，学习新句型。) —Are you going to swim? —Yes, I am. (教师视学生掌握的情况来决定是否要进行更多的操练。) 3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。) T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on? Ss:Yes, we’d love to./I’d love to. (板书，让学生猜词义，并要求掌握。) against, cheer, cheer ... on (出示教学挂图，让学生看图片猜测对话内容，导入1a。) T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions. (出示小黑板。) (1) Which class is Michael’s class going to play against? (2) Is Kangkang going to cheer them on? (听后核对答案。) 4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。) (出示小黑板，领读关键词;解释并要求学生掌握almost和win。) basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win Step 3 Consolidation 第三步 巩固(时间:10分钟) 创设情景，编对话，在真实的语境中培养学生口头交流能力。 1. (根据小黑板上的关键词，分角色表演对话。) T: OK. Now you can use the key words above to act out the dialog in roles. 2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。) (教师先做示范，然后让学生两人一组练习。) T: S1, what are you going to do this term? S1: I’m going to learn English better. T: What about you, S2? S2: I’m going to study math hard. T: Oh, it’s a good plan. S3, do you know what your partner is going to do? S3: Yes. He is going to learn rowing. T: Discuss with your partner what you are going to do this term. 3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。) T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard. (板书) be going to, play, I’m afraid, homework, summer, play against, I hope (学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。) Example: S4: Hi, S5. S5: Hi, S4. I am going to play … Are you going to play with us? S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays. S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on? S4: Of course. I’d love to. And I hope you will win. (让几组学生到教室前面表演类似的对话，评出表演组及演员等。) (教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。) Step 4 Practice 第四步 练习(时间:10分钟) 完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。 1. (通过看图片，练习be going to的用法，导入2。) T: Look at the pictures, what are they going to do? Ss: (Picture 1) They are going to go skating. (Picture 2) They are going to go skiing. … T: Which sport do you prefer, … or …? S1: I prefer … T: What about you, S2? S2: I prefer … T: S3, do you often go swimming? S3: Yes, very often. T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?” (板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。) quite, bit very often = quite a lot/a bit I go swimming very often.= I go swimming much. T: S4, do you go rowing much? S4: Yes, quite a lot/a bit. T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯) S6: No, seldom.(否) T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there. (板书，教学生词，并要求学生掌握。) join, club T: Discuss with your partner which sports club you would like to join. S7: I am going to join the school rowing club. S8: … (学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。) 2. (让学生听3录音，并完成3。) T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3. (再放录音3，核对答案。) 3. (做一个运用“be going to+do”句型的游戏。) (挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。) T: Please do an action about your favorite sport. (S10表演一个动作。) S9: Are you going to play basketball? S10: No, I’m not. S9: Are you going to play volleyball? S10: Yes, I am. … (让学生尽量多表演动作。) Step 5 Project 第五步 综合探究活动(时间:8分钟) 通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。 1. (小组活动，在小组中做采访并向全班同学作报告。) T: Work in groups. Ask your partner the following questions, then give a report to your classmates. (1)Which sport do you prefer, … or …? (2)Do you … much? (3)Are you going to … next week? 2. Homework: 用be going to造五个句子，要求用不同的人称、句式。 板书设计： Are you going to play basketball? Section A prefer be going to + do sth. cheer … on We are going to have a basketball game against Class Three on Sunday. quite a bit / a lot Which sport do you prefer, cycling or rowing? I prefer rowing. Are you going to join the school rowing club? Yes, I am./No, I’m not. I’m going to …
篇8：仁爱版八年级英语上册教学设计
Unit 1 How often do you exercise ? 第一课时 一、教学目标： 1、目标语言 重点词汇：1,want somebody to do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody < to>do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind of unhealthy 重点句型：-含有以上词组的11句子。 综合能力：能阅读介绍饮食习惯方面的文章 2、情感渗透 学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。 二、教学准备： 教师准备：1， 设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。 学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。 预习导航:： 1、听单词录音，熟记Section A的新单词，并制作单图片。 2、完成1a，列出图中物品的英语单词，并识记新单词。 3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny. 4、找出并区别I you my your his her。 三、教学过程： 1. 预习导学或自测 1) 很少/几乎不曾_______________ 2) surf the lnternet _______________ 3) 大部分学生__________________ 4) as for ________________________ 5) 一周两次_______________________ 6) be good for ________________________ 7) 照顾___________________________ 8) eating habits ______________________ 9) 六到八次_______________________ 10) try to do sth ___________________ Step1. Revision. Ask and answer in pairs like this. What do you do on weekends/、、、/I often exercise How often do you exercise ?. I exercise five times a week. (设计说明)先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。 Step2.Leading in. 1，要求学生将单词和字母对应，完成1a任务,2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。 (设计说明)这里可巩固练习词组,want somebody to do.与 be good for并造句子。 Step3： 3.播放录音，要求学生完成2a的听力内容。 4.再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。(设计说明)通过听力训练，使学生学会听关键词和推测词意的能力,并理解目标语言。 5.引导学生进行2c的Pair work活动，自编对话，完成2c中的学习内容。 6.引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究 课文解析. 3a 1) pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very. 相当健康： 2)I exercise every day, usually when I come home from School.我每天锻炼身体， 3) eating habits： 4) try to do sth意为 eg：他尽力通过考试： 5) Of course.： 6) So you see, I look after my health. 所以你看，我很在意我的健康。 look after 意为 eg：Can you when I leave? 能帮我照顾一下孩子吗? look还可以和许多词搭配，但意思不一样。 (1) look at eg：Please look at the blackboard. (2) look for eg：我在找我的笔 (3) look like eg::你爸爸长什么样? 4) Good food and exercise 好的饮食和锻炼帮助我学得更好。 5)帮助某人做某事 6) be good for 7)be good at =do well in 8)be good to sb. 9) 和…相同 与……不同 不同: (n.)difference eg.There are many (不同点)between the two pictures. 10) although虽然，尽管,引导让步状语从句，与 同义，但不能与 同时出现在一个复合句中，可与still, yet同用。 11) 保持健康： = be in good health =keep/ be healthy 4.拓展创新 注意sometimes与几个形似的词的区别。 A. sometime是副词，意为“在某个时候”，“某时” B. sometimes:有时候是副词。 C. some time是名词词组，意为“一段时间”，做时间状语用 D.some times是名词词组，意为“几次，几倍”。 eg：(1)I met him in the street last month. (2) Will you come again next week? (3) I will stay here for 5.引导学生阅读3b的短文，填单词，完成3b的内容。 1要求学生写一篇短文，谈一谈自己的生活和饮食习惯。 2.要求学生口头谈一谈父亲或母亲的生活和饮食习惯。 3，引导学生做调查，完成下列任务。 Activities frequency a. go to the movies b. watch TV c. shop d. exercise e.read F,listen to music (设计说明)循序渐进学习目标语言Step10. Do some exercises. 综合能力训练P9自主学习Step11. Summing-up Stress the important phrases and sentences in this class. Step12. Homework 介绍你自己： 四、教学反思： 学后反思：今天我学会了________________________________________________________ 我还不明白的是：______________________________________________________ 教后反思：____________________________ _____ Unit 1 How often do you exercise? 第二课时Section B 一、教师寄语 A bold attempt is half success.(勇敢的尝试是成功的一半) 二、学习目标 知识目标： Words: milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although, Phrases: junk food, as for, on weekends, no students, try to do, look after, kind of Sentences: 1.But my mother wants me to drink it. 2.She says it’s good for my health 3.I try to eat a lot of vegetables. 4.Is her lifestyle the same as yours or different? 能力目标: 学会谈论饮食习惯。 能了解哪些饮食习惯是健康的。 能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。 情感目标: 培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊， 加强人际交往，以形成良好的人际关系。 三、教学重、难点 区分How many /how much, health/healthy, different/difference 四、学习过程 Step1. Free talk 同桌练习How often do you ……?及其回答 Step 2.1.Talk about the pictures. Practice the key words.完成1a 2. Pairwork Ask the Ss to show their works and perform it. Step 3.Listening 完成2a,2b Check the answers Step 4.合作探究 课文解析. 3a 3b 1.Warm up and Lead in: Say something about your eating habits Talk about their eating habits. 2. Play the recorder. Listen and read 3a 3. Answer the questions .Try to answer these questions 4. Ask the Ss to sum up the language points Sum up the language points Textbook 5. Read and finish 3b Complete the article 讲解： 1.pretty:adj. 漂亮的，美丽的 adv.很，相当 2. when:conj. 当…的时候. 引导时间状语从句 3. eating habits饮食习惯 4. try to do sth.尽力做/努力做…. Try doing sth.试图做…. 5. look after 照顾=take care of ，关注，注重 6. get good grades:得到好的成绩 7. help sb. (to) do sth. 8. the same as和…相同 9. different (adj.)- (n.)difference good –better-best 10. although虽然，尽管,引导让步状语从句，与though同义，但不能与but 同 时出现在一个复合句中，可与still, yet同用。 11. maybe:或许，大概,常放在句首 Step 5. 梳理归纳 Section B 词组归纳： 1) be good for 对什么有益 2) be bad for对什么有害 3) want to do sth 想做某事 4) want sb to do sth想某人做某事 4) 5)try to do sth 尽量做某事 6) come home from school放学回家 7) of course = certainly = sure当然 8)get good grades取得好成绩 9) some advice 10)hardly=not nearly / almost not几乎不 11) keep/be in good health保持健康 12)pretty healthy 相当健康 13) my eating habits 我的饮食习惯 14)drink milk 喝牛奶 15)so you see 正如你所看到的 16)look after 照顾 17)my healthy lifestyle 我的健康饮食习惯 18)help sb.do sth 帮助某人做某事 19)the same as 和….一样 20)be different from 与….不同 Step 6.达标检测 根据汉语意思完成下列各句，每空一词。 1. 做眼保健操对你的眼睛有好处。 Doing eye exercises _______ _______ _______ your eyes. 2. 我们尽量准时到达那里。 We _______ _______ get there on time. 3. 散步有助于保持健康。 Walking helps to keep ______ _______ ________. 4. —你多长时间看一次电影? —我一个星期看两次。 — ______ _______ do you watch TV? — I watch TV twice a week. 5. 每天运动对我们的健康有好处。 It’s good for our health ______ _______ every day. Step7. 完成综训section B Step8. 课后反思 我的收获： 我的不足： 我的疑问：
篇9：八年级上册仁爱版英语教学计划
一、搞好集体备课，认真钻研教材教法，把握重点、难点、有的放矢地进行教学。
二、加强教育的思想性，根据对学生进行思想品德教育的精神，在本学期的英语教学中，要加强德育的渗透，寓德于教。对学生进行跨文化教育、爱国主义、集体主义教育，培养遵章守纪、勤学好问的品质。
三、充分把握教材特点，加强教育的条理性
1、有浅入深、由易到难、由已知到未知循序渐进地安排上课顺序。
2、有条理地安排教学内容，不断复习，多次循环，逐步扩展和加深。
3、在用中学，积极地运用语言。
4、以限度激发学生的英语学习兴趣，寓教于乐，并能使他们学以致用。
四、加强英语教学的听力训练听、说、读、写四种能力是相互依赖、紧密联系的。说的能力很大程度上依赖于听力，大致以五个不同的方式进行：1、课堂用语;2、注意新语言的发音;3、利用好录音带;4、作好听力练习;5、定期进行听写训练。
五、加强英语教学的口语训练，有效地进行操练、对话及交际活动。
六、加强英语教学的阅读训练，搜集并整理课外阅读材料，让学生经常阅读，提高阅读量和阅读技能。
七、有针对性地进行中考基础题训练，根据每天的学习内容，给学生布置适量的中考相关题型的作业，如翻译题(中翻英);根据中文提示和句义，写出单词的适当形式等。加强英语教学的测试和摸底工作，每单元结束，要进行一次测试;摸清学生掌握知识的程度，查漏补缺，并对差生及时补救。
篇10：仁爱八年级上英语课件
仁爱八年级上英语课件
教学目标
1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。
2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。。
3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。
通过本课的阅读，培养学生处理紧急事件的'基本能力，树立紧急事件时互相帮助的精神。
教学重难点
掌握情态动词should shouldn’t. 的用法
学习have的用法
教学工具
多媒体
教学过程
Step 1 Warming up and new words
1. Look at a picture and learn the parts of the body.
2. New words and phrases.
Step 2 Presentation
1a Look at the picture. Write the correct letter [a-m] for each part of the body.
___arm ___ back ___ ear ___ eye ___ foot
___hand ___ head ___ leg ___ mouth
___ neck ___nose ___ stomach ___ tooth
Step 3 Listening
1b Listen and look at the picture. Then number the names 1-5
Listen to the conversations again and fill in the blanks.
Conversation 1
Nurse: What’s the matter, Sarah?
Girl: I ___________.
Conversation 2
Nurse: What’s the matter, David?
Boy: I _________________.
Conversation 3
Nurse: What’s the matter, Ben?
Boy: I _________________.
Conversation 4
Nurse: What’s the matter, Nancy?
Girl: I _________________.
Conversation 5
Betty: What’s the matter, Judy?
Ann: She __________________.
Step 4 Speaking
1c Look at the pictures. What are the students’ problems? Make conversations.
Examples
A: What’s the matter with Judy?
B: She talked too much yesterday and didn’t drink enough water.
She has a very sore throat now.
A: What’s the matter with Sarah?
B: She didn’t take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has a cold.
Step 5 Guessing games
Guess what has happened to the students by using the important sentences.
Step 6 Listening
2a Listen and number the pictures [1-5] in the order you hear them.
2b Listen again. Match the problems with the advice.
Step 7 Speaking
2c Make conversations using the information in 2a and 2b
A: What’s the matter?
B: My head feels very hot.
A: Maybe you have a fever.
B: What should I do?
A: You should take your temperature.
Step 8 Role–play
Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.
2d Role –play the conversation
Step 9 Language points and summary
1. What’s the matter?
这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。类似的问句还有:
What’s wrong? 怎么啦?
What’s wrong with you? 你怎么了?
What’s your trouble? 你怎么了?
What’s the trouble with you? 你怎么了?
What’s up? 你怎么了?
2. have a cold伤风, 感冒, 是固定词组
表示身体不适的常用词组还有:
have a bad cold 重感冒
have a fever 发烧
have a headache 头痛
have a stomachache 肚子痛, 胃痛
have a toothache 牙痛
Summary
1. 牙疼 have a toothache
2. 胃疼 have a stomachache
3. 背疼 have a backache
4. 头疼 have a headache
5. 喉咙疼 have a sore throat
6. 发烧 have a fever
7. 感冒 have a cold
8. 躺下并且休息 lie down and rest
9. 喝热蜂蜜茶 drink hot tea with honey
10. 喝大量水 drink lots of water
11. 看牙医 see a dentist
12. 量体温 take one’s temperature
13. 看医生 go to a doctor
Step 10 Exercises
根据上下文意思填空。
Mandy: Lisa, are you OK?
Lisa: I _____ a headache and I can’t move my neck. What ______ I do? Should I
_____ my temperature?
Mandy: No, it doesn’t sound like you have a fever. What _____ you do on the
weekend?
Lisa: I played computer _____ all weekend.
Mandy: That’s probably why. You need to take breaks _____ from the computer.
Lisa: Yeah, I think I sat in the _____ way for too long without moving.
Mandy: I think you should ____ down and rest. If your head and neck still hurt tomorrow, then go to a _______.
Lisa: OK. Thanks, Mandy.
翻译下列句子。
1. 你怎么了？我头痛。
2. 他怎么了？他发烧
3. 李雷怎么了？他喉咙痛。他应该多喝水。
4. 如果你的头和脖子明天仍然疼的话，请去看医生。
Homework
Make up a conversation between a doctor and a patient.
篇11：八年级仁爱英语下册教学工作计划
为了搞好本学期的教学工作,更高的提高教育教学质量,现将本学期的教学工作计划如下:
一、指导思想：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;
3、突出学生主体，尊重个体差异;
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
6、以全面提高英语教育教学质量为目标。突出两个侧重，即侧重隐性效应，即苦练内功，转差培优。
二、所教班级学生基本情况分析：
本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。经过上学期的不懈努力，年段学生的基础知识得到了加强，学习态度也有所好转。但是学生整体的惰性还是很强，自觉性很差。另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。
三、主要教学工作：
1、以优化课堂结构，提高教学效率为中心。向45分钟要质量，要做到这点我要做到提前备课，没有教案不得进课堂;认真上好每一节课。
2、转变教育理念，改变教学方式，以充分调动学生学习积极性为突破口，培养学生学习兴趣、进行学习方法指导、信心培养、沟通学生心灵为主，切实做好防差、转差工作(转差要“有计划、有目的、有组织”)。树立“教学是学校的中心工作，质量是学校的生命线”的意识，加大转差力度。(主要措施：提高课堂效率;培养学生自主互助学习习惯及兴趣;作好差生思想工作，鼓励其学习信心;加强学习方法指导;实施小组辅导与组长负责制;课后作业加大面批次数，勤检测，勤鼓励，单词亲自督促，组长负责检查，老师以单元过关检测为主)。加强检查及时评估。
3、继续做好同学科、同年级教师之间交流，共同制定进度计划，单元测试卷，互相学习(尤其向有经验的教师学习)。
4、加大教学研究力度，积极进行新课改与信息技术整合，完成一篇高质量的教学反思。
5、教学常规工作：作业有布置，有批改，有反馈。作业的种类可分为：阅读、笔试等。英语教学在完成教材内容的同时，更应注意知识的延伸，内容的扩展。全面提高学生综合运用英语语言知识的能力。
6、英语兴趣的培养是辅导后进生的一种方法和途径。精心准备，上好每一节课，备课要做到有教学内容，教学过程，教学效果及信息反馈。
篇12：八年级仁爱英语下册教学工作计划
一、指导思想
以学校、年级、科组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对我校高一新生普遍英语底子差，基础薄的实际，坚持“务实基础，狠抓双基，改进教法，激发兴趣，提高能力”的原则，长期不懈地抓好学生学习英语的兴趣和习惯。
二、教学总目标
完成常规教学任务的同时注重激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。
学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读懂简单英语文章，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。
三、学情简要分析
今年我校高一年级共有六个班，两个国兴班，四个普通班。学生整体英语水平较低，普遍英语底子差，基础薄。我担任6班和4班的英语老师，这两个班分别是文科的普通班和理科的普通班，基础相对较差，并且学生的成绩参差不齐。
四、具体措施和工作要点
1、做好初高中英语知识点的衔接工作
为了高中阶段的英语教学可以比较顺利的展开，使学生打牢英语学习基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的词汇、短语、句型、语法分插于10个单元的新课教学中。
2、英语学习方法的指导和学习习惯的培养
学习习惯是学生学业成败的关键。英语教师要指导学生掌握正确的学习方法，通过严格持久的训练，养成良好的英语学习习惯，发挥他们的潜能，提高学习效率，培养自学英语的能力。
3、阅读训练
阅读理解能力的培养是高中英语教学的重点，也是高考的重头戏。在单元教学中专门抽出一两节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法。每周一次的课外阅读材料为中考题的阅读文章。
4、早晚读的单词记忆与巩固
单词的记忆与巩固一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。
篇13：仁爱英语八年级上unit1导学案 (仁爱版英语八年级)
Unit 1 Topic 1
Section A
写出下面动词的过去式
see---play---know---have---come---win---
cheer--- prefer--- row--- join--- skate---
在文中找到并划出下列短语并翻译
almost every day______________ during the summer holiday________________ this term____________
have a basketball game against Class Three_______________________ cheer us on____________
prefer rowing______________ row much______________ quite a bit / a lot_______________
join the school rowing club______________________ table tennis___________________
语法重点：be going to结构
be going to + 动词原形---表示将要发生的事或打算，计划，决定要做的事，常与表示将来时间的状语连用。如: tomorrow, this evening, next week, next year, in …
试一试吧！今天下午我打算去游泳。译：__________________________________________
下个星期我打算去参观博物馆。译：______________________________________________
总结：be going to结构的否定句和疑问句形式怎样变化？
Tom is going to play table tennis with his classmates this afternoon.
1 2
(否定句) ______________________________________________
(一般疑问) _______________________________________________
(划线提问1) _______________________________________________
(划线提问2) _______________________________________________
思考：“be going to + 动词原形”和 “will +动词原形”都可以表示将要发生的动作，它们之间有何异同？
多数情况下可换用。They are going to / will help us clean the house tomorrow morning.
但是在预测时，根据迹象表明某事可能发生就用“be going to+动词原形”;
如果说话者认为某事会发生就用“will+动词原形”
试一试吧！ I think it ______________________ rain. 译：_______________________
Look at those clouds. It _______________________ rain. 译：_______________________
在文中找到下列句子并翻译总结
1. I saw you play basketball almost every day during the summer holidays.
译：___________________________________________________
点拨：see sb. do sth. 看见某人做了某事
我们经常看见他帮助老人。 译：___________________________________________________
对比：see sb. doing sth. 看见某人在做某事
刚才我看见Jim在操场打篮球。 译：________________________________________________
链接：hear sb. do / doing sth. 听见某人做了/ 在做某事
2. ---Which sport do you prefer, cycling or rowing? ---I prefer rowing.
译：_______________________________________________
点拨: prefer doing sth. 更喜欢做某事 = like doing sth. better
滑雪和滑冰Tom更喜欢哪一项？ 他更喜欢滑雪。
(1)译：__________________________________________________________
(2)译：__________________________________________________________
Section B
一. 写出下面动词的过去式
dream--- grow---give--- take---
二. 在文中划出下列短语并翻译
know something about him___________________ 2.26 meters tall____________
play for the Houston Rockets_______________________ grow up_________ in the future____________
some photos of sports stars_________________________ an active young man______________________
one of the best runners in the world__________________________ win a gold medal______________
break the Olympic record________________ give up the race____________ His foot was hurt._____________
What a shame!______________ at a single Olympics____________ take part in_________
one of the world’s best women table tennis players_________________________________
三. 在文中找到下列句子并翻译总结
1. I like Yao Ming best. 译：____________________________________________
链接：like…best______________ like…better_________________ not like…at all_________________
试一试吧！ (1)我最喜欢滑冰。 (2)他比较喜欢滑雪。 (3)他们根本不喜欢划船。
(1)____________________________ (2)_____________________________ (3)________________________
2. What are you going to be when you grow up? I’m going to be a dancer. 译：_________________________
点拨：be going to后面要使用动词原形，所以am, is, are在其后要用原形be
试一试吧！Tom长大后打算当一名歌手。译：____________________________________________________
3. What a shame! 译：_________________________________
点拨：此句是个感叹句的省略形式，完整说是：What a shame it is!
试一试吧！What a lovely girl she is! 译：_________________________________
那棵树真壮啊！ 译：_________________________________
3. Liu Xiang took part in both the Athens and Beijing Olympics. Athens /’/ 雅典
点拨： take part in… 参加(活动) 对比：join… 参加(团体) 但是：join in = take part in 参加活动
both A and B A和B两者都
拓展：take part in the sports meet_____________ join in the sports meet___________ join us___________
试一试吧！ 刘翔打算参加下届奥运会。译：_______________________________________________
Tom和Jim两人都打算参加校划船俱乐部。译：____________________________________________
4. No one won eight gold medals at a single Olympics before Phelps. 译：______________________________
点拨：no one 没有一个人 同类词有---某个人__________ 任何一个人___________ 每个人__________
总结；以上都是不定代词(指人)，使用时都是单数！ 试一试, 用上面的不定代词填空。
(1). ---Is __________here? ---Tom isn’t here. 译：__________________________________
(2).There isn’t __________ in the classroom. It’s quiet. 译：__________________________________
(3).There is __________ in the classroom. It’s quiet. 译：__________________________________
(4).Listen! __________ is singing in the classroom. 译：__________________________________
拓展：还有一些不定代词(指物)，使用时也都是单数！
某事/物__________ 任何事/物___________ 每件事/物__________ 没一件事/物___________
试一试, 用上面的不定代词填空。
1.There is _____ wrong with my bike. I can’t ride it home. 3._____ is OK. Let’s have a party.
2.There is _____ wrong with my bike. I can ride it home. 4.There isn’t _____ in the box. It’s empty.
5. There is _____ in the box. It’s empty.
Section C
一. 写出下面动词的过去式
spend--- take--- do---make---cost---keep---
二. 在文中划出下列短语并翻译
go cycling____________ go mountain climbing______________ twice a week_____________
half an hour___________ spend…doing…____________ do exercise___________ pretty well____________
school sports meet___________ next weekend___________ take part in___________ the high jump_________
the long jump________ cheer her on_____________ be sure that…____________ make me strong_____________
be good for___________ keep healthy__________ a good way to keep fit___________ all over the world________
三. 在文中找到下列句子并翻译总结
1. She spends half an hour doing exercise in the gym every day. 译：_______________________
sb. spend money/time (in) doing sth. 某人花费时间/钱做某事 = sb. spend money/time on sth.
例如：I spent 50 yuan (in) buying the shirt. = I spent 50 yuan ____ the book.
链接：take/cost都有花费的意思，但用法不同。看例句：
The shirt cost me 50 yuan. It took me two hours to do my homework. (观察主语)
译：___________________________ _________________________________________
试一试吧！ 这辆新车花费了他五万元。(spend / cost)
译：_____________________________________ _____________________________________
他昨天花了一个小时打扫房间。(spend / take)
译：_____________________________________ _____________________________________
2. She is also good at jumping. = She does well in jumping. 切记：介词后面的动词用doing
试一试吧！他们很擅长画画。译：(1)_____________________________ (2)________________________________
你能用…pretty well试试吗？ (3)___________________________________
3. There is going to be a school sports meet next weekend. 译：______________________________________
分析：这是一个There be + be going to 的合成句---将会有…发生
There is going to be a heavy rain tomorrow morning. 译：________________________________________
明天下午在操场将会有一场排球比赛。译：_________________________________________________
4. They are sure that she will win. 译：_________________________________________________
点拨：that在句子中无实际意义，用来引导句子，可以省略。
链接：I’m sure (that) she will win. 译：_______________________________________
I’m afraid (that) they can’t join us. 译：_______________________________________
I think (that) Tom does well in volleyball. 译：_______________________________________
They hope (that) China will be strong in the future. 译：_______________________________________
5. Because it makes me strong and it is popular all over the world.________________________
make 使，让 后接形容词或名词
He always makes me angry.译： ____________________________
We made him our monitor(班长)last term. 译： ____________________________
试一试吧！ 昨天她让我们很开心。 译： ____________________________
6. Swimming helps to keep her heart and lungs healthy and it is a good way to keep fit.
译：_______________________________________________________________
思考：swimming在此的用法是_________________________
总结：keep (保持,保存) keep sb. / sth. + 形容词 --- 使某人/物保持…状态
Don’t keep the door open. It’s cold outside. 译： ___________________________________
试一试吧！我们应该保持教室清洁。 译：________________________________________
总结：a good way to do… 一个干...的好办法
Reading English is a good way to learn it well. 译：___________________________________
思考：当动词或动词短语做主语时，动词要使用什么形式？_________________
试一试吧！ 睡觉是一个休息的好办法。译：_________________________________________
7. Running is good for his legs, heart and lungs. 译：___________________________________
思考：swimming在此的用法是____________________________
总结：be good/bad for… 对…有好处/坏处
Reading in the sun is bad for your eyes. 译：________________________________________
试一试吧！吃得太多对我们的健康有害。译：________________________________________
注意：healthy(健康的)---health(健康)
拓展：sunny(阳光明媚的)---sun(太阳) cloud( )---cloudy noise( )---noisy()
Section D
一. 在文中划出下列短语并翻译
a famous soccer star__________ arrive in Beijing___________ leave for Japan____________ go skating__________
the day after tomorrow________ climb a mountain__________ row a boat_______ prepare for…__________
二. 在文中找到下面的句子并翻译
1. David Beckham, a famous soccer star, arrived in Beijing with his teammates yesterday.
译：_____________________________________________________________
arrive 到达(不及物动词) arrive at +小地方 arrive in +大地方
链接：get 做“到达” 讲时也是不及物动词，get to + 地点
注意：arrive, get若接地点副词home, here, there等，介词at, in, to一律省略
My father arrived home very late last night. 译:_____________________________________
我每天很早到校。__________________________________________________
2. They are leaving for Japan the day after tomorrow. 译：_____________________________
注： leave是短暂动词，进行时表示将要发生的动作
leave for…动身去某地 区别：leave…离开某地 (可不要小看了介词for哦)
试一试吧！(1)They are leaving London next week. (2)They are leaving for London next week.
译： (1)______________________________(2)____________________________________
三. 划线提问 ( 一提 二改 三抄 四问号 )
1.David Beckham arrived in Beijing with his teammates yesterday. ____________________________________________
2.The team is going to play against China’s national team tomorrow.___________________________________________
3.They are leaving for Japan the day after tomorrow.________________________________________________________
篇14：八年级下册仁爱英语教学计划
一、本学期的指导思想
在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;
3、突出学生主体，尊重个体差异;
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、所教班级学生基本情况分析
本届七年级五班和六班的学生和以往初二学生相比在英语基础方面很薄弱，由于英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。经过上学期我们几位英语老师的不懈努力，学生的基础知识得到了加强，学习态度也有所好转。但是学生整体的惰性还是很强，自觉性很差。
另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。
三、七年级下册英语教材特点
初中英语第二册(下)主要介绍了日常生活的交际用语以及一些西方国家的文化背景和风俗习惯，教材通俗易懂，旨在使初二级学生基本能用英语进行简单的交流。
四、七年级下册英语教学目标。能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题(如学校、家庭生活)交换信息。能读懂小故事及其他文
篇15：八年级下册仁爱英语教学计划
英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程，又是他们磨练意志，陶冶情操，拓展视野，丰富生活经历，开发思维能力，发展个性和提高人文修养的过程。在本学期的英语教学中，要坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神;
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;
3、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野;
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。在教学过程中以形成性评价为主，注重培养和激发学生的积极性和自信心;
6、开发课程资源，给学生提供贴近学生实际，贴近生活，贴近时代的内容健康和丰富的课程资源，要积极利用音像、电视、书刊杂志、网络信息等丰富教学资源，拓展学习和运用英语的渠道。
总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
篇16：仁爱英语八年级上册课件
仁爱英语八年级上册课件整理
一、学习目标 Aims and demands
1、Learn some new words and phrases;
2、Learn the future tense with be going to
二、重点难点 Key points
掌握下列句型：
1、Are you going to play basketball?
2、We are going to have a basketball game against Class Three on Sunday.
3、Would you like to come and cheer us on?
4、Which sport do you prefer, cycling or rowing?----I prefer rowing.
5、Do you row much?----Yes, quite a bit / a lot. / No, seldom.
三、学法指导 How to study
1、预习Unit 1 Topic1 Section A，并对语言点、难点做出标记；
2、学习学案，并完成学案上的练习题。
四、自主预习
在课本中找出下列短语划在书上并翻译
1、have a basketball game against? ____________2、cheer us on ______________
3、prefer rowing ________________ 4、quite a bit / a lot____________
5、join the school rowing club______________ 6、be going to?______________
五、知识链接 Hot links
1、【课文原句】Are you going to play basketball?
译文________________________________________________. 【分析点拨】be going to的用法
⑴ be going to是一种固定结构，后面要接动词原形，用来表示按计划或安排要发生的 动作， 有时也可以表示推测将要或肯定会发生的动作，有―准备；打算‖的意思。含有be going
to结构的句子中往往有表示将来的时间状语。例如：
We _____ going to ________ a class meeting this afternoon.今天下午我们打算开班会。（安排）
Look at the black clouds. It ________ going to ________.看那些乌云，快要下雨了。（推测）
⑵ be going to在肯定句中的.形式
be going to结构中的助动词be很少用原形，它一般有三种形式，即：am , is , are。当主语是I
时用______；当主语是第三人称单数时用______；当主语是其他人称时用______。
例如：
I ______________________something tomorrow morning.明天早上我要去买些东西。 She ________________________Mr. Wang tomorrow. 她打算明天去看望王先生。
⑶含be going to的句子变否定句和一般疑问句的变法
由于句子中有助动词be，因此be going to的否定句和一般疑问句的构成很容易，即在be (am,
is, are)的后面加上_______就构成了否定句；把_______放到句首，在句末加问号就构成了一般疑问句，其答语为：Yes,主语+ am/is/are. / No,主语+ isn't/aren't. / No, I'm not.不过 I am...在改为一般疑问句时常常改为―Are you ....?‖。例如：
They are going to see the car factory next week. (肯定句)
They ___________________________ the car factory next week. (否定句) -----__________________________ the car factory next week?
-----Yes, _______________. (No, _______________.) (一般疑问句及其回答)
2、【课文原句】I saw you play basketball almost every day during the summer holidays.
译文_______________________________________________________________.
see sb do sth 看见某人做某事，表示看见某人某动作行为的经常性、习惯性发生。
表示这个动作行为的动词要用原形。如：
I see him go to school very early every Monday morning.
翻译：___________________________________.
我经常看见一些女孩在体育馆里跳舞。
翻译：___________________________________.
【拓展】see sb doing sth 表示―看见某人正在做某事‖。如：
I saw my sister doing her homework in her study just now.
翻译：___________________________________.
我看见一些男孩在操场上踢足球。
翻译：___________________________________.
see 属于感官动词，常用的感官动词还有：hear, watch,notice等等。
3、【课文原句】Would you like to come and cheer us on?
译文_____________________________________________________________?
cheer sb on ( 以欢呼 )激励某人，为??加油，喝彩，向??欢呼。如：
My friends cheered their favourite singers on. 翻译：________________________.
We will cheer on our school football team next Sunday.
翻译：__________________________________________________.
【拓展】cheer sb up 使某人振作或高兴起来，如：
I will try to cheer him up. 翻译：________________________________.
Oh, come on! Cheer up! 翻译：________________________________.
4、【课文原句】I hope our team will win. 译文：_______________________________.
【回顾】hope可用于以下两种结构：
hope to do sth 如：我希望很快见到你。译文：____________________________.
hope + that从句，that可省略。如：I hope (that) she will get fine.
译文：______________________________.
【点拨】win 赢得（比赛，战争等） 过去式为won,名词形式为 winner (胜利者)
5、【课文原句】I prefer rowing. 译文：_______________________________.
【分析点拨】prefer 更喜欢，相当于like?better prefer的过去式为preferred
1. prefer+名词，如： ——Which do you prefer, meat or fish?-----I prefer meat.
译文：___________________________________.
2. prefer+动名词，如：
Do you prefer cooking for yourself or eating out？译文：______________________________ -----Do you like swimming？你喜欢游泳吗？
-----Yes, but I prefer _________.喜欢，但我更喜欢划船。
3. prefer+不定式，如：
I prefer to spend the weekend at home.我喜欢在家里度周末。
4. prefer A to B
在本句型中，A与B是平行结构，可以是名词，也可以都是动名词。例如：
I prefer _________ to _________. 在狗与猫之间我更喜欢狗。
Most people prefer ________ to ________.大多数人愿意坐火车而不愿坐汽车。
I prefer ___________ at home to ___________ out.我觉得在家里比出去好。
6、【课文原句】Are you going to join the school rowing club? 译文：___________________________________________
join 作―参加，加入‖讲时，一般指参加某一组织、团体或某群人。如：
join the Party_______________ join the army____________________
还有就是join in 作―参加，加入‖讲时，一般指参加某项活动，如：
join in the search_____________ join in a game ___________________
六、目标检测 Practice
Ⅰ、重点回顾：听写本部分重点短语
1、________________________ 2、________________________
3、________________________ 4、________________________
5、________________________6、________________________
Ⅱ、词汇
根据句意及首字母提示完成句子。
1. Do you swim much?----Yes, quite a b________.
2. Which do you p_______, bananas or oranges?
3. Which team are you going to play a____________?
4. Tom would like to c________ me on, so I am very happy.
5. They all hope their basketball game will w________ the game.
B) 用所给词的适当形式填空。
1. Maria prefers __________ (cycle).I prefer swimming.
2. I often see Michael____________(read) books in the library.
3. ____________(skate) is her favorite sport.
4.We are very excited(激动的), because our team ________ win the game yesterday.
5. She is going to _________ (join) the school ballet club.
Ⅲ、从方框中选择适当的句子补全对话。
Frank: Which do you prefer, swimming or skating?
Sam:
Frank: Me, too. Do you skate much?
Sam:
Frank: What‘s your favorite sport?
Sam: Football. What about you?
Frank: Sam: Who is your favorite player?
Frank: Yao Ming.
Sam: Ronaldo.
Frank: Don‘t miss it!
七、课外作业 （完型填空）
Jimmy lives in London and he began to swim a few months ago. He swimming, and he
often goes to the swimming pool near his with his mother and swims there for or two.
One day his mother said, ―You quite well now. And you want to see the sea, don‘t you?
Your father and I are going to you there on Sunday, and you are going to swim in the It‘s not cold now, and it‘s much nicer than a swimming pool.‖
Jimmy‘s parents took him the sea in their on Sunday. They at the side
of a small harbor(港口). Jimmy got out and looked at the sea for a long time, but he was not very ―Which is the shallow(浅的) end(部分)?‖
( ) 1.A. likes B. studies C. started D. is
( ) 2. A. school B. house C. library D. London
( ) 3. A. a day B. a minute C. an hour D. a year
( ) 4. A. swims B. swim C. swam D. swimming
( ) 5. A. take B. bring C. get D. put
( ) 6. A. lake B. sea C. river D. swimming pool
( ) 7. A. in B. at C. to D. on
( ) 8. A. bus B. bike C. train D. car
( ) 9. A. lived B. stopped C. stored D. stop
( ) 10. A. happy B. hungry C. angry D. well
八、总结与反思
篇17：仁爱八上英语片段教学设计
第一课时
Teaching contents(教学内容)
SectionA 1a,1b,1c,2a,2b,2c,grammar focus .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .
Repeat with other sets of pictures .
Step 2 Pre-task(任务前活动)SB Page 34 , 1a .
1.Point out the pictures and ask Ss to tell what they see .
2.Ask some students to read the statements and responses .
3.Have Ss match the statements and responses on their own .
Step 3 While-task(任务中活动)SB Page 34 , 1b .
1.Play the tape and get Ss to check their answers to activity 1a .
2.Talk about the answers together .
SB Page 34 , 1c .
1.Ask two Ss to read the example in the sample in activity 1c.
2.In pairs , get Ss to talk about what happened in the pictures .
3.Ask some pairs to present their conversations to the class .
SB Page 35 , 2a & 2b .
1.Read the instructions .Make sure the students know what to do .
2.Play the recording .Ss listen and write down their answers .
3.Correct the answers .
Step 4 Post-task(任务后活动)SB Page 35 , 2c .
1.Ask two students to read the sample dialogue .
2.In pairs ,get the students to role play the conversation between Andrea and her friend .
3.Ask a few pairs of students to practice their conversations for the class .
Step 5 Grammar Focus SB Page 35 , Grammar Focus .
1.Review the grammar focus .Ask Ss to say the statements and responses .
2.Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.
3.Ask some groups to share their sentences with the class .
Homework(家庭作业) :
Have Ss write their sentences on their exercise books.
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents:
SectionA 3a,3b,4,SectionB 1,2a,2b,2c.
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
Ask some students to make sentences with if .
Step 2 Pre-task(任务前活动)SB Page 36 , 3a .
1.First ,let Ss read the notice from the principal .
2.Read the dialogue to the class saying bland when come to a blank line .
3.Get Ss read the notice again and fill in the blanks .
4.Correct the answers .
Step 3 While-task(任务中活动)SB Page 36 , 3b .
1.Ask some students to read out the sample dialogue and the words in the box .
2.In pairs , let Ss have a conversation about the rules .
3.Get some pairs to say their conversations to the class .
SB Page 36 , Part 4 .
1.Read the instructions and ask Ss to complete the work in pairs .
2.Ask a few students to share their conversations .
Step 4 Post-task(任务后活动)SB Page 37 , Part 1 .
Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class .
SB Page 37 , 2a & 2b .
1.Read the instructions and play the recording .
2.Ss listen and write down their answers .
3.Correct the answers .
SB Page 37 , 2c .
In pairs , get Ss to role play a conversation according to the information in activity 2b .
Homework(家庭作业):
Have Ss write their conversations on their exercise books.
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents :
SectionB 3a , 3b , 3c , 4 , selfcheck .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Check the Homework(家庭作业) .Ask a few students to present their dialogue to the class .
Step 2 Pre-task(任务前活动)SB Page 38 , 3a .
1.Read the instruction and ask students to read the article first for the meaning .
2.Let Ss read the article again and complete the chart .
3.Check the answers .
Step 3 While-task(任务中活动)SB Page 38 , 3b .
1.Read the instructions .Ask Ss to look back at activity 2a and 2b to get ideas for the letter .
2.Ask Ss to complete the letter on their own .
3.Ask some students to read their completed letters to the class .
SB Page 38 , 3c .
1.Ask two different students to read the two sets of sentences in the examples .
2.Have Ss write about their own plans .
3.Ask several students to read their sentences to the class .
Step 4 Post-task(任务后活动)
SB Page 38 , Part 4.
1.Read the instructions and then have a student read the example .
2.Ask the whole class to practice doing the exercise together .
3.Ask Ss to work in groups of four or five .Then let several groups to say their stories to the class .
Step 5 SelfcheckSB Page 39 , Selfcheck Part 1 .
1.Ask Ss to fill in the blanks on their own .
2.Check the answers .
3.Ask Ss to make their own sentences with the words given .
SB Page 39 , Selfcheck Part 2. Have Ss fill in the blanks on their own .Correct the answers .
Step 6 Homework(家庭作业)
Have students write the sentences in Part 2 on their exercise books .
教学后记:
第四课时：测试课
一. 词组互译：
1. 允许进入，允许参加_ _ 2. 挣钱，赚钱___
3. 一直，总是_ __ 4. 全世界_ __
5. 谋生_ __ 6. 上大学___ _
7. take away _ 8. get injured_
9. have a good time__ 10. ask sb. to leave__
二. 根据句意，用所给词的适当形式填空。
1. (watch)TV too much is bad for your eyes.
2. Could you tell us the (different)between these two styles of music?
3. They are much (friend)than I thought.
4. The teacher (take)away my mobile phone because I used it in class.
5. It rained very hard. And it made a few drivers (injure)in the race.
三. 单项选择。
( )1. We’ll go to the Summer Palace _____ it doesn’t rain this Saturday.
A. when B. if C. until D. because
( )2. Don’t ________ jeans to the party.
A. put on B. wear C. wearing D. dress
( )3. I’m going to ______ time with my grandparents this vacation.
A. take B. have C. spend D. go
( )4. This book isn’t useful. Please _______.
A. take part in B. take it away C. take away it D. take it out
( )5. Jim asked me _______ him with his math.
A. help B. helping C. helped D. to help
( )6. What ____ you ______ at eight yesterday evening?
A. have, done B. did, do C. were, doing D. will, do
( )7. They found ______ they are famous for only a short time.
A. it B. this C. that D. them
( )8. Could you please _________ me the way to the hospital.
A. showing B. showed C. show D. shown
( )9. -I like flying all over the world. -I think being a ________ is just for you.
A. teacher B. tour guide C. policeman D. doctor
( )10. -What are you going to do tomorrow? -______.
A. Nothing much B. Much nothing C. Not anything D. No thing
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