Unit 4,Topic 1, Section D(仁爱版八年级英语上册教案教学设计)
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篇1：Unit 3 Topic3 SectionD(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.听力训练。
2.复习过去进行时。
学习重点：目标2.
学习疑点：目标1.
学习方法:自主学习，合作探究。
课前准备
翻译。
1.洗碗____________ 2.看报纸_________________
3.上周星期天上午九点时你正在做什么？我正在洗澡。
___________________________________________________
4.上周星期天我去了公园。
_____________________________________________________
5. 你那时正在玩电脑吗？是的，我是。
_______________________________________________________
6. 请别挂断。____________________________
7. 我觉得他它一般般。_________________________________
8. 停止做某事___________ 9.多精彩的一天啊！____________
10.回家_______________
教学步骤
Step1目标揭示，学法指导。
Step2 听1，独立完成1.
Step3 合作完成2.
Step4 合作完成3，注意过去时和过去进行时的区别。
Step5 合作学习4a,4b.
巩固提高
一． 选择。
1.---May I speak to Jane? This is Maria.
---_____.She is in her bedroom.
A.Hold the line,please B.I am Jane C.Yes, I am. D.Speaking
2.---What ____you ____at this time yesterday?
---I was watching TV with my family.
A.are,doing B.were, doing C.do, do D.did, do
3.---Yao Ming is a great basketball player.
---____.Many people like him very much.
A.I agree with you B.I don’t agree
C.I don’t think so D.That’s OK
4.Don’t be angry ____me. I ‘ll study hard.
A.in B.on C.of D.with
5.Jim ___in class. So his teacher was very angry.
A.listened to teacher B.make faces
C.answered questions D.helped others
6.Don’t make him _____like that.
A.to walk B.walking C.walk D.walks
7.They came here in ____.
A.1980’s B.the 1980s’ C.the 1980s D.1980s
8.It’s time for class.The students stopped _____.
A.talking B.to talk C.talk D.talked
9.His sister is ____young ____carry the box.
A.much,to B.so, that C.too, to D.very ,to
10.---Don’t be late for class next time.
---Sorry,_____.
A.I won’t B.I will C.I do D.I am
二．完形填空。
Mr. Brown and his wife had a small bar near a railway station. The bar didn’t close 1 midnight because people came to drink while they were 2 for trains. So the business was good
At three o’clock one morning , a man was 3 sitting at the table in the bar. He was 4 . Mr. Brown’s young wife wanted to go to 5 . She looked 6 the man several times, but the man kept sleeping. Then at last she went to her 7 and said to him, “You have tried to wake that man several times, and he isn’t drinking 8 . Why haven’t you sent him away? It’s too 9 .”
“Oh, no, I don’t want to send him away,” he answered 10 a smile . “You know, each time I woke him up, he gave me five pounds. Then he went to sleep again”
1. ( ) A.when B.until C.as D.while
2. ( ) A.looking B.asking C.waiting D.getting
3. ( ) A.only B.also C.still D.just
4. ( )A.sleeping B.drinking C.talking D.thinking
5. ( ) A.home B.bed C.school D.work
6. ( ) A.for B.in C.around D.at
7. ( ) A.room B.either C.husband D.bed
8. ( ) A.too B.either C.anything D.everything
9. ( ) A.dark B.early C.cold D.late
10. ( ) A.in B.by C.for D.with
课后反思：
篇2：Unit3 Topic3 SectionA(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.复习打电话用语。
2.学习过去进行时。
3.学习从日常生活中体会生活的多姿多彩。
学习重点：目标2
学习疑点：目标2
学习方法：自主学习，合作探究。
课前准备
一． 翻译。
1.等一会，稍等______________ 2.在昨天的这时__________________
3.洗澡_______________ 4.打扫卫生_____________________
5.听收音机______________ 6.玩电脑游戏___________________
7.植树________________ 8.最有趣的早晨__________________
9.练习作某事______________ 10.接电话_______________________
二．句型。
1. She was giving us a lesson this time yesterday.
变否定句：__________________________________
变一般疑问句：_______________________________
作肯、否定回答：_________________________________
对划线部分提问：____________________________________
知识点链接
1. While 意思为“当......的时候”，引导时间状语从句，从句要用延续性动词。
Somebody broke in while I went out.(×)
Somebody broke in while I was out.(√)
我出门不在时，有人破门而入。
注意：when 和while 意思相近，都可以引导时间状语从句。When当.......时，可以表示瞬间、时间点，主从句所陈述动作、主从句可以同时发生，也可以有先有后。
e.g. It was snowing when we got there.我们到达那里时正在下雪。（同时）
He went home when he finished his work.他做完工作就回家了。（表示动作先后）
While 用于两个延续性动作同时发生。
e.g. Mother was cooking while father was watching TV.
爸爸在看电视的时候妈妈正在做饭。
2. hold the line 相当于hold on, wait a moment, just a moment, 打电话用语，意思为“等一会，稍等。”
3. Take a shower 洗澡，同义词组have a shower, take a bath, have a bath.
e.g. I was taking a shower when the bell rang.
当门铃响时，我正在洗澡。
教学步骤
Step1复习现在进行时和一般过去时。
Step2 展示学习目标。
Step3听1a录音，回答下列问题。
a. What is Jane doing now?
_____________________________________
b. What was Jane doing at this time yesterday?
_______________________________________
Step4 合作学习1a,并掌握重点词组。Hold the line, answer the telephone, take a shower.
Step5 再听1a录音，让学生模仿语音语调并跟读。
Step6操练1a.
Step7根据1b图片及例子，操练1b。
Step8合作学习2a,操练过去进行时。
巩固提高
一． 完成课本2b.
二．选择。
1.---____you doing your homework at 9 last night?
---Yes, I ____.
A. Are, am B. Were, am C. Are, was D. Were, was
2. My mother doesn’t like playing ___guitar, he’s fond of playing ___basketball.
A., B., the C. the, D. the, the
3. The story is very ____. We are all ___in it.
A.interesting, interesting B.interested, interesting
C.interesting, interested D.interested, interested
4.---Do you often do some____at home?
---Yes, I often help my mother.
A.shopping B.read C.washing D.shop
5.---What ____you ___this time yesterday?
---I was reading a story book.
A. Were, doing B.was, doing
C.is, doing D.did, do
三．用所给动词的正确形式填空。
1.I usually __________(get) up at 6, but yesterday I _________(get) up at 7.
2.---Where was your mother this time yesterday?
---She ____________(cook) supper in the kitchen.
3.---________you ____________(skate) when I called you the day before yesterday?
---No, I____________(play) at home.
4.---What ______your parents_________(do) at 9 last night?
---They ______________(enjoy) the concert.
5.---How _____Tom usually_____(go) to school?
---By bus.
四．用所给的时间状语改写句子。
1.I’m doing my homework now.(this time yesterday)
______________________________________________
2.Jim takes a bath every day.(at that time)
_______________________________________________
3. We watch TV every evening.(at nine last night)
_____________________________________________________________
4. Are you sleeping now?(when I called you)
__________________________________________________________
5. What do you often do in the evening?(when I knocked at the door)
________________________________________________________________
课后反思：
Unit 3 Topic3 SectionB(1a-1c)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习表达同意与不同意的功能用语。
学习重点：目标1.2
学习疑点：由think引导的宾语从句变否定句的用法。
学习方法:自主学习，合作探究。
课前准备
一． 翻译。
1.看电影_______________ 2.同意某人(的看法)__________________
3.我认为如此___________________ 4我不认为是这样_________________________
5. 昨晚这个时候你在做什么？我在床上读小说
---What _______you________at this time last night?
---I_________________ novels on the bed.
6.---I think_____________________(集邮一定很有趣)
---_______________. /________________.
(我赞成你的观点。/我不同意你的看法。)
7.---___________you a student?(难道你不是一个学生吗？)
---___________,I am.(不，我是。)
知识点链接
1. 否定疑问句，表示肯定意义，特别应注意其回答方式。
e.g.---Isn’t it beautiful?
---Yes, it is.不，它漂亮。
---No, it isn’t.是的，它不漂亮。
2. pleasant 形容词，意思为“令人愉快的”，其名词形式是pleasure意为“愉快”，动词please意为“使.......快乐”
e.g. It’s a pleasant trip.这是一次愉快的旅行。
She takes pleasure from reading.她从读书中获取乐趣。
He did it to please his parents.他这么做是为了取悦他的父母。
3. watch a movie=see a film 其相关的固定短语还有go to the cinema/ go to the movie theater 去电影院，watch TV,看电视，watch a ball game看球赛。
4. agree 是不及物动词，意思为“同意，答应”。但是如果它后面接不同的介词，表达的意思就会不大相同。
a.Agree with 用来表示“同意某人的观点，看法等”。With后面常跟人或人称代词，还可以接what引导的从句。
e.g. Do you agree with me?你同意我的意见吗？I agree with what you said.我同意你所说的。
b.Agree on=agree about 表示“在某件事上取得一致，同意某事”
e.g.We agreed on the plan.我们一致同意这个计划。
c.agree to do sth同意做某事。Agree 之后可以接动词不定式，但不可以接动名词。
e.g. He agreed to buy the book for me. 他答应给我买这本书。
d.agree+that从句，表示承认某事。
e.g. They agreed that I should buy this book.他们承认我买这本书。
教学步骤
Step1目标揭示，学法指导。
Step2 展示课前准备。
Step3 听1a录音，回答下列问题。
a. What was Maria doing at this time last night?
_______________________________________
b. Does Maria think the scenery was beautiful?
_______________________________________
Step4 合作学习1a,并掌握重点词组。
Step5 教师点拨重点词组。
Step6 在听1a录音，跟读，操练。
Step7 根据1a，操练1c.并掌握 agree with sb, I think so , I don’t think so 等的用法。
巩固提高
一、选择。
1. Li lei doesn’t like English. He doesn’t like math____.
A. too B. either C. also D. neither
2.Well done! We’re all ___with your answer.
A. pleasant B. pleasure C. pleased D. unpleasant
3.I ___Jack ___playing in the garden. He ___teaching himself at that time.
A. think, wasn’t, was B. don’t think, wasn’t , was
C. don’t think ,was ,was D. think, was, was
4.One morning while she ____in the forest, she found two birds in the grass.
A. was walking B. walked C. is walking D. walks
5.---What did you do last night?
---I___TV with my friends.
A. watches B. watch C. am watching D. watched
二、句型转换
1.Jack was sleeping when the telephone rang.(变否定句)
Jack _________ __________when the telephone rang.
2.I was listening to violin music when my mother came home.(变成一般疑问句)
__________ _________ __________to violin music when your mother came home?
3.They were playing on the computer at 6pm the day before yesterday.(对划线部分提问)
________ __________they __________at 6pm the day before yesterday?
三、从方框中选择适当的句子补全对话，其中两项是多余的。
A:Hi,Kate! Did you go to the concert last night?
B:Yes. 1___________
A: 2.
B:Wonderful. Many famous singers sang at the concert. 3
A: What does it mean?
B: 4 .You know many children in the world don’t have enough food.
A: 5
B: I think people all over the world should help them.
A. That’s true.
B. How do you like it?
C. The concert ended at 10:00pm.
D. I went there with my parents.
E. How did you go there?
F. It was called “Saving the Children”
G. The concert was held for collecting money for poor children.
1._______ 2._______ 3.________ 4.________ 5._________
课后反思：
Unit 3 Topic3 SectionB(2a-2b)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习日常生活中与他人交换信息并陈述自己的意见。
学习重点：目标1.
学习疑点：目标2
学习方法:自主学习，合作探究。
课前准备
一． 翻译。
1. 没有什么严重的____________________
2. 生某人的气_____________ 3.做鬼脸____________
4.使某人做某事________________________
5.给某人上课________________
6.向某人说对不起______________________________
知识点链接
1. sad,悲伤的，反义词为happy;副词为sadly悲伤地，不幸地；名词为sadness.
e.g. He still felt sad about his sister’s death.
对于他姐姐的去世，他仍然感到很伤心。
He is crying sadly.他哭得很伤心。
In people’s lives, they have happiness and sadness.
在人们的生活中，既有快乐也有痛苦。
2. nothing, anything, something, everything 是不定代词，修饰不定代词的形容词应在不定代词的后面，如果既有形容词，又有不定式，不定式应放在形容词的后面。
e.g. something beautiful 一些漂亮的东西
something delicious to eat 一些好吃的东西。
3. make faces/ make a face 做鬼脸，make 的用法还有make sb do sth 让某人做某事。
e.g.The boss makes us work the hours every day.
老板让我们每天工作10小时。
Make+形容词 使某人.......
e.g. make me strong 使我强壮。
4.give sb lessons 给某人上课，还有教训某人的意思。
教学步骤
Step1目标揭示，学法指导。
Step2展示课前准备。
Step3听2a录音，回答下列问题。
a. Why does Bill look so sad?
_________________________________________
b. Why was Miss Wang angry?
_______________________________________
Step4 合作学习2a.
Step5 教师点拨重点词组，句型。
Step6 听2a,并跟读。
Step7操练表演2a
Step8听2b,完成2b,强调过去进行时。
巩固提高
一、用所给词的正确形式填空。
1.---What _________you _________(do) now?
---I_________(read) a letter.
---Who_____________(write) it?
---Jim__________.
2.---What __________you ___________(do) at 8 o’clock last Sunday morning?
---I ____________(take) a shower.
3.---___________you__________(go) to school yesterday?
---No, I________. Yesterday was Sunday.
---What_________you ________(do)then?
---I ______________(sleep) all day.
4.---You ____________(look) tired today.
---Yes. I____________(not sleep) well last night.
5.---__________you ___________(go) to the concert tomorrow?
---No, I’m not. I__________(go) to the museum instead.
6.I__________(not read) novels when my mother _________(knock) at the door.
二、完形填空。
Henry is very fat. He wants ___1___ , so he eats very ____2___ . he eats little _____3___ because it will ____4____ him fat. He does ____5____ very morning. He ____6___ and runs much. Now he is thinner than before.
Henry’s cousin, Susan is healthier ____7___ Henry.
She takes care of _____8____ . She ____9____ a lot of sports every week, and keeps ___10___ .
1.( )A.thin B.to thin C.to get thin D.to get fat
2.( )A.many B.much C.few D.little
3.( )A.wateer B.fruit C.sugar D.vegetable
4.( )A.be B.make C.give D.bring
5.( )A.an exercise B.exercises
C.some exercise D.some exercises
6.( )A.swims B.play C.swimming D.to play
7.( )A.as B.of C.to D.than
8.( )A.himself B. herself C.yourself D.myself
9.( )A.do B.play C.have D.does
10.( )A.healthier B.health C.fit D.healthy
课后反思：
Unit 3 Topic3 SectionC
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.了解周末的由来。
学习重点：目标1.
学习疑点：目标1.
学习方法:自主学习，合作探究。
课前准备
1.19世纪早期_____________ 2.神圣的日子________________
3.玩得高兴______________ 4.忧郁星期一________________
5.停止做某事____________ 6.太......而不能.......____________
7.过一个双休日周末_______________ 8.洗衣服_______________
9.在......的开始_____________________
知识点链接
1. in the 1800s 在19世纪
e.g. in the 1960s 在20世纪60年代 in the early1700s在18世纪早期 before 1800 在18以前
2.blue Mondays 忧郁星期一 blue 除了有“蓝色”外，还有“沮丧”的意思。
3.stop doing sth 表示停止正在做的事情。Stop to do sth表示停下正在做的事情而去做别的事情。
e.g. He stopped smoking .他停止吸烟。
He stopped to smoke.他停下手中的事情来吸烟。
4. too.....to......“太......而不能.....”。当too前面用否定 词如never时表肯定。
e.g.He is too tired to walk on.他太累了不能继续走了。
It’s never too late to learn.活到老，学到老。
教学步骤
Step1 目标揭示，学法指导。
Step2 展示课前准备。
Step3 将重点短语勾画到书上。
Step4看1a, 完成1b.
Step5 合作学习1a.
Step6 教师点拨1a.
Step7 根据重点词组，逐段复述1a.
Step8 合作学习2a,2b，注意过去进行时。
巩固提高
一． 选择。
1. It’s too hard____ it by myself without your help.
A.not to do B.to do C.that I do D.doing
2.---Why didn’t you come to his birthday party yesterday?
---I ____a wonderful football match.
A. watch B.was watching C.am watching D.am going to watch
3.How are you going to spend the ____weekend?
A.two days B.two-day’s C.two-day D.two day’s
4.I felt tired, so I stopped ____.
A. work B.to work C.working D.to working
5.In China few people spend a day ____church during the Christmas.
A.of B.on C.at D.off
6.From four p.m. to six p.m. yesterday, I ___basketball with my classmates.
A. played B.was played C.was playing D.playing
二．句型转换。
1.Michael was making model planes this time yesterday.(对划线部分提问)
__________ _________Michael ________this time yesterday?
2. Students go to school for five days a week.(同义句)
Students go to school _______Monday ______ Friday.
3.I was watering the flowers when the phone rang .（改为一般疑问句，并作否定回答）
_______you _______the flowers when the phone rang?
_______, __________ _________.
4.Jim takes a bath every day.(用at that time 改写过去进行时)
Jim ________ __________ _____ ___________at that time.
三．阅读理解。
Tom was eight years old. He was a good boy. But he could not get up early. He slept until nine or ten o’clock in the morning. He was often late for school.
Tom’s mother didn’t want him to be late for school. So she bought him an alarm clock. She said to Tom, “You must get up at seven when you hear the clock ring.”
“Yes, mum,” said Tom. After that Tom got up at seven thirty when he heard the clock ring.
One day, his mother forgot to make the clock get ready to ring. And the next morning Tom didn’t get up at seven thirty. It was time for breakfast. Mother went to see him . Tom was in bed and his eyes were open.
“Why didn’t you get up?” Mother was angry.
“You told me to get up when I heared the clock ring. So I am waiting for the bell.”
1. Tom was a _______.
A.teather B.student C.worker D.driver
2.Tom’s mother bought him a clock because______.
A.he couldn’t get up on time B.it was very beautiful
C.it was Tom’s birthday D.he liked it very much
3.The clock rang at______.
A.6:30 B.7:00 C.7:30 D.8:00
4.What happened that day?
A.The clock was broken B.The clock didn’t ring
C.Tom was ill D.His father took the clock
5.Tom didn’t get up on time that day because he ______.
A.was waiting for the bell in bed B.didn’t want to go to school
C.didn’t want to have breakfast D.was ill
课后反思：
Unit 3 Topic3 SectionD
设计：谭莉 审核： 审批：
学习目标：1.听力训练。
2.复习过去进行时。
学习重点：目标2.
学习疑点：目标1.
学习方法:自主学习，合作探究。
课前准备
翻译。
1.洗碗____________ 2.看报纸_________________
3.上周星期天上午九点时你正在做什么？我正在洗澡。
___________________________________________________
4.上周星期天我去了公园。
_____________________________________________________
5. 你那时正在玩电脑吗？是的，我是。
_______________________________________________________
6. 请别挂断。____________________________
7. 我觉得他它一般般。_________________________________
8. 停止做某事___________ 9.多精彩的一天啊！____________
10.回家_______________
教学步骤
Step1目标揭示，学法指导。
Step2 听1，独立完成1.
Step3 合作完成2.
Step4 合作完成3，注意过去时和过去进行时的区别。
Step5 合作学习4a,4b.
巩固提高
一． 选择。
1.---May I speak to Jane? This is Maria.
---_____.She is in her bedroom.
A.Hold the line,please B.I am Jane C.Yes, I am. D.Speaking
2.---What ____you ____at this time yesterday?
---I was watching TV with my family.
A.are,doing B.were, doing C.do, do D.did, do
3.---Yao Ming is a great basketball player.
---____.Many people like him very much.
A.I agree with you B.I don’t agree
C.I don’t think so D.That’s OK
4.Don’t be angry ____me. I ‘ll study hard.
A.in B.on C.of D.with
5.Jim ___in class. So his teacher was very angry.
A.listened to teacher B.make faces
C.answered questions D.helped others
6.Don’t make him _____like that.
A.to walk B.walking C.walk D.walks
7.They came here in ____.
A.1980’s B.the 1980s’ C.the 1980s D.1980s
8.It’s time for class.The students stopped _____.
A.talking B.to talk C.talk D.talked
9.His sister is ____young ____carry the box.
A.much,to B.so, that C.too, to D.very ,to
10.---Don’t be late for class next time.
---Sorry,_____.
A.I won’t B.I will C.I do D.I am
二．完形填空。
Mr. Brown and his wife had a small bar near a railway station. The bar didn’t close 1 midnight because people came to drink while they were 2 for trains. So the business was good
At three o’clock one morning , a man was 3 sitting at the table in the bar. He was 4 . Mr. Brown’s young wife wanted to go to 5 . She looked 6 the man several times, but the man kept sleeping. Then at last she went to her 7 and said to him, “You have tried to wake that man several times, and he isn’t drinking 8 . Why haven’t you sent him away? It’s too 9 .”
“Oh, no, I don’t want to send him away,” he answered 10 a smile . “You know, each time I woke him up, he gave me five pounds. Then he went to sleep again”
1. ( ) A.when B.until C.as D.while
2. ( ) A.looking B.asking C.waiting D.getting
3. ( ) A.only B.also C.still D.just
4. ( )A.sleeping B.drinking C.talking D.thinking
5. ( ) A.home B.bed C.school D.work
6. ( ) A.for B.in C.around D.at
7. ( ) A.room B.either C.husband D.bed
8. ( ) A.too B.either C.anything D.everything
9. ( ) A.dark B.early C.cold D.late
10. ( ) A.in B.by C.for D.with
课后反思：
篇3：Unit 3 Topic3 SectionC(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.了解周末的由来。
学习重点：目标1.
学习疑点：目标1.
学习方法:自主学习，合作探究。
课前准备
1.19世纪早期_____________ 2.神圣的日子________________
3.玩得高兴______________ 4.忧郁星期一________________
5.停止做某事____________ 6.太......而不能.......____________
7.过一个双休日周末_______________ 8.洗衣服_______________
9.在......的开始_____________________
知识点链接
1. in the 1800s 在19世纪
e.g. in the 1960s 在20世纪60年代 in the early1700s在18世纪早期 before 1800 在1800年以前
2.blue Mondays 忧郁星期一 blue 除了有“蓝色”外，还有“沮丧”的意思。
3.stop doing sth 表示停止正在做的事情。Stop to do sth表示停下正在做的事情而去做别的事情。
e.g. He stopped smoking .他停止吸烟。
He stopped to smoke.他停下手中的事情来吸烟。
4. too.....to......“太......而不能.....”。当too前面用否定 词如never时表肯定。
e.g.He is too tired to walk on.他太累了不能继续走了。
It’s never too late to learn.活到老，学到老。
教学步骤
Step1 目标揭示，学法指导。
Step2 展示课前准备。
Step3 将重点短语勾画到书上。
Step4看1a, 完成1b.
Step5 合作学习1a.
Step6 教师点拨1a.
Step7 根据重点词组，逐段复述1a.
Step8 合作学习2a,2b，注意过去进行时。
巩固提高
一． 选择。
1. It’s too hard____ it by myself without your help.
A.not to do B.to do C.that I do D.doing
2.---Why didn’t you come to his birthday party yesterday?
---I ____a wonderful football match.
A. watch B.was watching C.am watching D.am going to watch
3.How are you going to spend the ____weekend?
A.two days B.two-day’s C.two-day D.two day’s
4.I felt tired, so I stopped ____.
A. work B.to work C.working D.to working
5.In China few people spend a day ____church during the Christmas.
A.of B.on C.at D.off
6.From four p.m. to six p.m. yesterday, I ___basketball with my classmates.
A. played B.was played C.was playing D.playing
二．句型转换。
1.Michael was making model planes this time yesterday.(对划线部分提问)
__________ _________Michael ________this time yesterday?
2. Students go to school for five days a week.(同义句)
Students go to school _______Monday ______ Friday.
3.I was watering the flowers when the phone rang .（改为一般疑问句，并作否定回答）
_______you _______the flowers when the phone rang?
_______, __________ _________.
4.Jim takes a bath every day.(用at that time 改写过去进行时)
Jim ________ __________ _____ ___________at that time.
三．阅读理解。
Tom was eight years old. He was a good boy. But he could not get up early. He slept until nine or ten o’clock in the morning. He was often late for school.
Tom’s mother didn’t want him to be late for school. So she bought him an alarm clock. She said to Tom, “You must get up at seven when you hear the clock ring.”
“Yes, mum,” said Tom. After that Tom got up at seven thirty when he heard the clock ring.
One day, his mother forgot to make the clock get ready to ring. And the next morning Tom didn’t get up at seven thirty. It was time for breakfast. Mother went to see him . Tom was in bed and his eyes were open.
“Why didn’t you get up?” Mother was angry.
“You told me to get up when I heared the clock ring. So I am waiting for the bell.”
1. Tom was a _______.
A.teather B.student C.worker D.driver
2.Tom’s mother bought him a clock because______.
A.he couldn’t get up on time B.it was very beautiful
C.it was Tom’s birthday D.he liked it very much
3.The clock rang at______.
A.6:30 B.7:00 C.7:30 D.8:00
4.What happened that day?
A.The clock was broken B.The clock didn’t ring
C.Tom was ill D.His father took the clock
5.Tom didn’t get up on time that day because he ______.
A.was waiting for the bell in bed B.didn’t want to go to school
C.didn’t want to have breakfast D.was ill
课后反思：
篇4：Unit 3 Topic3 SectionB(1a-1c)(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习表达同意与不同意的功能用语。
学习重点：目标1.2
学习疑点：由think引导的宾语从句变否定句的用法。
学习方法:自主学习，合作探究。
课前准备
一． 翻译。
1.看电影_______________ 2.同意某人(的看法)__________________
3.我认为如此___________________ 4我不认为是这样_________________________
5. 昨晚这个时候你在做什么？我在床上读小说
---What _______you________at this time last night?
---I_________________ novels on the bed.
6.---I think_____________________(集邮一定很有趣)
---_______________. /________________.
(我赞成你的观点。/我不同意你的看法。)
7.---___________you a student?(难道你不是一个学生吗？)
---___________,I am.(不，我是。)
知识点链接
1. 否定疑问句，表示肯定意义，特别应注意其回答方式。
e.g.---Isn’t it beautiful?
---Yes, it is.不，它漂亮。
---No, it isn’t.是的，它不漂亮。
2. pleasant 形容词，意思为“令人愉快的”，其名词形式是pleasure意为“愉快”，动词please意为“使.......快乐”
e.g. It’s a pleasant trip.这是一次愉快的旅行。
She takes pleasure from reading.她从读书中获取乐趣。
He did it to please his parents.他这么做是为了取悦他的父母。
3. watch a movie=see a film 其相关的固定短语还有go to the cinema/ go to the movie theater 去电影院，watch TV,看电视，watch a ball game看球赛。
4. agree 是不及物动词，意思为“同意，答应”。但是如果它后面接不同的介词，表达的意思就会不大相同。
a.Agree with 用来表示“同意某人的观点，看法等”。With后面常跟人或人称代词，还可以接what引导的从句。
e.g. Do you agree with me?你同意我的意见吗？I agree with what you said.我同意你所说的。
b.Agree on=agree about 表示“在某件事上取得一致，同意某事”
e.g.We agreed on the plan.我们一致同意这个计划。
c.agree to do sth同意做某事。Agree 之后可以接动词不定式，但不可以接动名词。
e.g. He agreed to buy the book for me. 他答应给我买这本书。
d.agree+that从句，表示承认某事。
e.g. They agreed that I should buy this book.他们承认我买这本书。
教学步骤
Step1目标揭示，学法指导。
Step2 展示课前准备。
Step3 听1a录音，回答下列问题。
a. What was Maria doing at this time last night?
_______________________________________
b. Does Maria think the scenery was beautiful?
_______________________________________
Step4 合作学习1a,并掌握重点词组。
Step5 教师点拨重点词组。
Step6 在听1a录音，跟读，操练。
Step7 根据1a，操练1c.并掌握 agree with sb, I think so , I don’t think so 等的用法。
巩固提高
一、选择。
1. Li lei doesn’t like English. He doesn’t like math____.
A. too B. either C. also D. neither
2.Well done! We’re all ___with your answer.
A. pleasant B. pleasure C. pleased D. unpleasant
3.I ___Jack ___playing in the garden. He ___teaching himself at that time.
A. think, wasn’t, was B. don’t think, wasn’t , was
C. don’t think ,was ,was D. think, was, was
4.One morning while she ____in the forest, she found two birds in the grass.
A. was walking B. walked C. is walking D. walks
5.---What did you do last night?
---I___TV with my friends.
A. watches B. watch C. am watching D. watched
二、句型转换
1.Jack was sleeping when the telephone rang.(变否定句)
Jack _________ __________when the telephone rang.
2.I was listening to violin music when my mother came home.(变成一般疑问句)
__________ _________ __________to violin music when your mother came home?
3.They were playing on the computer at 6pm the day before yesterday.(对划线部分提问)
________ __________they __________at 6pm the day before yesterday?
三、从方框中选择适当的句子补全对话，其中两项是多余的。
A:Hi,Kate! Did you go to the concert last night?
B:Yes. 1___________
A: 2.
B:Wonderful. Many famous singers sang at the concert. 3
A: What does it mean?
B: 4 .You know many children in the world don’t have enough food.
A: 5
B: I think people all over the world should help them.
A. That’s true.
B. How do you like it?
C. The concert ended at 10:00pm.
D. I went there with my parents.
E. How did you go there?
F. It was called “Saving the Children”
G. The concert was held for collecting money for poor children.
1._______ 2._______ 3.________ 4.________ 5._________
课后反思：
篇5：Unit 3 Topic3 SectionB(2a-2b)(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.继续学习过去进行时。
2.学习日常生活中与他人交换信息并陈述自己的意见。
学习重点：目标1.
学习疑点：目标2
学习方法:自主学习，合作探究。
课前准备
一． 翻译。
1. 没有什么严重的____________________
2. 生某人的气_____________ 3.做鬼脸____________
4.使某人做某事________________________
5.给某人上课________________
6.向某人说对不起______________________________
知识点链接
1. sad,悲伤的，反义词为happy;副词为sadly悲伤地，不幸地；名词为sadness.
e.g. He still felt sad about his sister’s death.
对于他姐姐的去世，他仍然感到很伤心。
He is crying sadly.他哭得很伤心。
In people’s lives, they have happiness and sadness.
在人们的生活中，既有快乐也有痛苦。
2. nothing, anything, something, everything 是不定代词，修饰不定代词的形容词应在不定代词的后面，如果既有形容词，又有不定式，不定式应放在形容词的后面。
e.g. something beautiful 一些漂亮的东西
something delicious to eat 一些好吃的东西。
3. make faces/ make a face 做鬼脸，make 的用法还有make sb do sth 让某人做某事。
e.g.The boss makes us work the hours every day.
老板让我们每天工作10小时。
Make+形容词 使某人.......
e.g. make me strong 使我强壮。
4.give sb lessons 给某人上课，还有教训某人的意思。
教学步骤
Step1目标揭示，学法指导。
Step2展示课前准备。
Step3听2a录音，回答下列问题。
a. Why does Bill look so sad?
_________________________________________
b. Why was Miss Wang angry?
_______________________________________
Step4 合作学习2a.
Step5 教师点拨重点词组，句型。
Step6 听2a,并跟读。
Step7操练表演2a
Step8听2b,完成2b,强调过去进行时。
巩固提高
一、用所给词的正确形式填空。
1.---What _________you _________(do) now?
---I_________(read) a letter.
---Who_____________(write) it?
---Jim__________.
2.---What __________you ___________(do) at 8 o’clock last Sunday morning?
---I ____________(take) a shower.
3.---___________you__________(go) to school yesterday?
---No, I________. Yesterday was Sunday.
---What_________you ________(do)then?
---I ______________(sleep) all day.
4.---You ____________(look) tired today.
---Yes. I____________(not sleep) well last night.
5.---__________you ___________(go) to the concert tomorrow?
---No, I’m not. I__________(go) to the museum instead.
6.I__________(not read) novels when my mother _________(knock) at the door.
二、完形填空。
Henry is very fat. He wants ___1___ , so he eats very ____2___ . he eats little _____3___ because it will ____4____ him fat. He does ____5____ very morning. He ____6___ and runs much. Now he is thinner than before.
Henry’s cousin, Susan is healthier ____7___ Henry.
She takes care of _____8____ . She ____9____ a lot of sports every week, and keeps ___10___ .
1.( )A.thin B.to thin C.to get thin D.to get fat
2.( )A.many B.much C.few D.little
3.( )A.wateer B.fruit C.sugar D.vegetable
4.( )A.be B.make C.give D.bring
5.( )A.an exercise B.exercises
C.some exercise D.some exercises
6.( )A.swims B.play C.swimming D.to play
7.( )A.as B.of C.to D.than
8.( )A.himself B. herself C.yourself D.myself
9.( )A.do B.play C.have D.does
10.( )A.healthier B.health C.fit D.healthy
课后反思：
篇6：Unit 4 Topic 1 Section B (仁爱版八年级英语上册教案教学设计)
课型：新授课 设计：谭莉 审核 八年级英语教师 审批：
学习目标：
1词汇：snake, fox, insect, frog, living, feed, feed…on
2. 复习巩固形容词的比较级和最高级
学习重点：目标1. 2
学习疑点：比较级和最高级的运用
学习方法：自主学习，合作探究
课前准备
翻译下列单词或短语、句型：
1、蛇________ 2、狐狸________ 3、青蛙________
4、饲养____________ 5、以….为食__________ 6、生物______________
7、在将来我们的世界会怎样？______________________
知识点链接
Insects feed on plants.昆虫吃植物。
feed on… 以。。。为食。
Eg:我们吃大米。We feed on rice.
feed …to：把。。。喂给，向。。。供给食料
eg; 我拿肉喂我的狗。I feed meat to my dog.
feed…with向。。。提供，用。。。满足
eg:她喂婴儿牛奶。She feeds the baby with milk.
教学步骤：
1. 展示课前准备。
2、目标展示，学法指导。
3、复习形容词比较等级，
3.看图填空P。80.part2
4、学生展示
5.展示1b,
6、听录音检查答案
巩固提高
一． 词形转化
1.with _____________（反义词） 2.us________（主格）
3.danger____________（形容词） 4.well_______（最高级）
5.fox______________（复数） 6.popular___________(比较级)
7.lie_____________(现在分词) 8.good__________ (副词)
9. live___________(形容词) 10.eat___________(过去式)
二、按要求句型转换
1.This movie is interesting and that one is more interesting.（改为同义句）
This movie is_______ ________ _________ that one.
2.I prefer plants to animals. （改为同义句）
I________ plants_______ _______ animals.
3.Fang Fang is the tallest girl in her class. （改为同义句）
Fang Fang is _____ than_____ _______ ______ in her class.
4. I like birds because they are beautiful like flowers.（提问）
_______ ______ you like birds?
5.My grandfather lives in the countryside.(用in the city改为选择疑问句)
Where_____ your grandfather______, in the countryside ___ In the city.
课后反思
Unit 4,Topic 1, Section C(1A-1C)
设计：谭莉 审核： 审批：
学习目标：1.学会单词cover, earth, surface, dark, thousand, dark, forest, control, climate, wood, rubber, protect, main
2. 复习形容词的比较级和最高级。
3. 谈论热带雨林的基本状况以及对地球上的生物的重要性，增强保护森林资源的意识。
学习重点：谈论热带雨林的重要性。
学习疑点：同重点
学习方法：自主学习，合作探究。
课前准备：
英汉互译：
1. the earth’s surface___________________ 2. over 30 meters__________________
2. 成千上万的动物___________________ 4. 对…来说重要__________________
5. 在森林里________________________ 6. different plants__________________
7. the lungs of the earth________________ 8. 控制气候______________________
9. 如此之多________________________ 10. 保护__________________________
知识点链接:
1. Rainforests cover 6%of the earth’s surface.热带雨林覆盖了地球表面德文6%。
（1）cover (v.)覆盖
（e.g） Water covers most parts of the earth.
Cover(n.) 封面
（e.g） Who’s the man in the cover?封面上的人是谁？
（2）6%读作：six percent
(3) surface (n.)表面，表层
2. Thousands and thousands of animals live in rainforests.成千上万的动物生活在热带雨林.
当hundred, thousand, million, billion表示不确定的数目时，常用复数形式，后面跟介词of,意为“数以百计的，成千上万的，数百万的，几十亿”
（e.g）There are millions of stars in the sky.天上有数百万颗星星。
当这些词前有具体的数字时，只能用单数形式。如：five hundred, six million
3. But now, rainforests are becoming smaller and smaller, so we should protect them.
(1) smaller and smaller越来越小 形容词比较级+形容词比较级表示“越来越…”
(e.g) China is becoming more and more beautiful.中国变得越来越美丽。
The +形容词比较级，the +形容词比较级，表示“越…., 就越….”
(e.g) The more careful, the fewer mistakes you’ll make.你越仔细，你就越少出错。
请试着翻译：
你练得越多，做起来就越容易。The ________ you practice, the ________ it becomes.
(2) protect (v.)保护
教学步骤：
Step 1: 学生自学1A, 完成1B
Step 2: 展示1b，并点评
Step 3: 合作学习1A，找出重点短语或句型。
Step 4: 展示语言点，教师点拨。
Step 5: 完成1C.
巩固提高：
根据句首字母或汉语完成句子。
1. We should p____________ the rainforests.
2. It’s d___________ here. Please turn on the light.
3. 成千上万的动物栖息在热带雨林中。
______________ and __________ of animals live in rainforests.
4. 热带雨林覆盖了地球表面的6%。
Rainforests ____________ 6% of the _____________ surface.
5. 许多动物栖息在离地面超过30米的树上。
Many of the animals live _______ the trees __________ 30 meters ________ the ground.
课后反思：
篇7：Unit 4,Topic 1, Section D(仁爱版八年级英语上册教案教学设计)
设计：谭莉 审核： 审批：
学习目标：1.掌握词汇wild, bear, wolf, bamboo, land, whale, kill, southwest, south, fur, bone, Chinese tiger
2. 正确运用形容词的比较等级。
3．了解几种野生动物的处境，提倡人们保护野生动物。
学习重点：形容词的比较等级的运用。
学习疑点：多音节形容词和不规则形容词的比较等级的运用。
学习方法：自主学习，合作探究。
课前准备：
英汉互译：
1. 处于危险状态___________________ 2. 中国西南部___________________
3. 生活在陆地_____________________ 4. in number____________________
5. less and less______________________ 6. 为…而杀死__________________
7. 最古老的虎种___________________ 8. 以….为食_____________________
知识点链接:
1. But now they have less and less land to live on.但他们现在可以居住的地方越来越少。
（1）less是little 的比较级。
（2）to live on不定式短语，在此句中作land 的定语，意为“可居住的”。起形容词的作用，在英语中，动词不定式作后置定语，修饰前面的名词或代词时，他们之间构成逻辑上的动宾关系，若动词为不及物动词，要在其后加相应的介词。
（e.g） Do you have something to read?你有可读的（刊物）吗？
Would you like something to drink?你想喝点什么吗？
I need a pen to write with.我要一支笔写。（write with与pen形成逻辑上的动宾关系,with不可省。
2. They are in danger now.他们现在处于危险之中。
In danger处在危险中
3. They are the oldest type of tigers living in the world.他们是世界上存在的最古老的虎种。
现在分词短语living in the world作后置定语，放在被修饰的词的后面。
（e.g） Do you know the boy talking to our English teacher?你认识和我们英语老师谈话的那个男孩吗？
4. The plants in the countryside are more beautiful than those in the city.
Those代替的是前面提到的plants,以避免重复。若代替的是单数可数名词或不可数名词，则用that .
(e.g) The temperature in Chongqing is much higher than that inQjiang.
教学步骤：
Step 1: 复习描述水的重要性，引入Section D
Step 2: 听录音，回答问题：
1. Why is the number of pandas getting smaller and smaller?
______________________________________________
2.What are the serious problems to the blue whales? And why?
______________________________________________
Step 3: 自主学习，完成2
Step 4: 小组合作完成2，找出关键词及短语。
Step 5: 展示，点拨。
巩固提高：
一、用所给词的适当形式填空。
1. Our country is becoming ____________ and ____________(strong)
2. Which do you like _________(well), Japanese or English?
3. The Yellow River is one of ______ __________(long) rivers in China.
4. I think she is the ________________(beautiful) in our class.
5. The weather in Beijing is ________(bad) than _________ in Shanghai.
二、单选。
（ ）1. This is ________ of the two.
A. the tallest B. taller C. the taller D. tallest
( ) 2. This kind of animal is more dangerous than ________ animal.
A. any B. any other C. other D. any others
( ) 3. Water is necessary ________ humans.
A. of B. on C. in D. for
( ) 4. Chinese tigers are ________ now, so we must try our best to protect them.
A. in the danger B. in danger C. out of danger D. dangerous
三．作文：请以I like living in the countryside better为题，写一篇短文。
课后反思：
篇8：北京仁爱八年级上册Unit 2, Topic 2, Section A 教案教学设计(仁爱版英语七年级)
一、概述
本课是义务教育课程标准实验教科书北京仁爱八年级上册Unit 2, Topic 2, Section A内容，所需课时为一课时；新单词有cause,health,tonight,sleepy,medicine,fingernail,meal,without,主要句型有Is……good or bad for your health? Doing …… is good/bad ……. 本课主要联系学生日常生活，以上一话题所学的表生病就医、描述身体不适以及表建议的一些句型等为基础，通过discussion,listening,making dialogues,picture talking等多种活动使学生复习旧知，联系新知，延伸话题内容，能使用两两对话完成一个较简单的话题，提高学生的语言交际能力，并有利于学生养成健康的生活习惯。
二、教学目标分析
从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计达到的教学目标作出一个整体描述。
1. 知识与技能
（1）认读七个新单词和两个新句型，做到发音准确、清晰；
（2）熟练运用新句型与同桌进行相互问答；
（3）能够借助key points进行看图问答或综合说话；
2．过程与方法
（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说、听的基本方法；
（2）能够通过两两说和综合说体验合作学习的过程和方法；
（3）能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。
3．情感态度与价值观
（1）激发和保持学生英语学习的动机，实现“趣能”两得；
（2）在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练
（3）通过本课的学习，有利于树立科学的健康观，养成健康的生活方式。
三、学习者特征分析
1. 学生是漳浦第三中学八年级的学生
2. 学生在上一个话题中已经掌握表述身体的种种不适、“生病”与“看病”的基本句型。
3. 学生已经学会使用should/shouldn’t/had better/had better not 表达建议和劝告的句型。
4. 八年级的学生比较活泼、乐于发言，宽松、活泼的课堂气氛有利于展开小组讨论、情景对话等。
5. 学生整体水平较低，词汇量较差，要设计易于学生开口的情景，预测学生可能使用的单词、短语并呈现出来以供参考。以师生、学生两两对话示范以带动“说”的氛围、激发学生的表达欲望。
四、教学策略选择与设计
本课旨在让学生学会表述身体不适、生病的原因以及形成健康生活的观念。
小组讨论策略：通过讨论，辨别何谓健康的生活方式、卫生习惯，熟悉相关的词汇，为下一步听、说奠定基础；
师生示范策略：让学生明白对话的内容和形式，激发学生的表现、表演欲望；
歌曲激趣策略：通过学生的chant、sing a song，有利于形成宽松活泼的课堂氛围，同时借助chant和歌曲来培养学生良好的个人卫生习惯及健康生活观念。
五、教学资源与工具设计
1．本课教材；
2．拓展资源：教师教学用书八年级上册
3．教学环境：多媒体、VCD、幻灯片、Flash动画、录音机。
六、教学过程
Step1：Warm up
1. Greetings（师生问候）；
2．Sing a song（多媒体播放Chant课件，让学生听、说、做、演进行律动，活跃气氛，营造一个良好的学习英语的氛围）Wash your hands, have a bath. Open the window, take a fresh breath …….
3. Leading-in : (T) In our daily life, there are some good living habits and bad living habits. Good living habits can make a man healthy, wealthy and wise.
Now let’s look at 3a and discuss whether it’s good or not . After discussion,
make dialogues after the example using the sentence pattern “ Is doing …… good or bad for your health?” Do 3a.
例如： A: Is going to bed early good or bad for our health?
B: It’s good..
Going to bed early is good for your health..
( 注意选择疑问句回答时不能用Yes或 No，而要作出具体回答。朗读时or前用升调，or 后面用降调，句末用问号。强调动词或动词短语不能做主语，但可以在动词后面加上ing变成动名词或动名词短语，其作主语时，谓语动词用单数。)
*请学生例举生活中还有哪些是好的或不好的个人卫生习惯。
4. 语法归纳：选择疑问句句型
【句型一】一般疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Are you from America or Australia? 你是来自美国还是澳大利亚？
Will you give us a talk, or Jim? 是你给我们做演讲，还是吉姆？
句型二】特殊疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Which do you prefer, tea or milk? 你喜欢喝茶还是喝牛奶？
Who teaches you English, Miss Li or Miss Wang? 谁教你们英语，是李老师还是王老师？
5. 根据图片内容两两对话。
Step 2 : Presentation
(1) 教师用多媒体播放1a图片，请学生预测对话内容：
T: What’s wrong with Kangkang?
Ss: He has a headache.
T: What caused it?
Ss: He stayed up late watching TV .
T: Is staying up late good or bad for his health?
Ss: It’s bad.
T: What should he do?
Ss: He should have a good rest.
(2) 播放1a录音，让学生跟读并模仿语音语调。
（3）鼓励学生练习并两两表演1a对话。掌握句型：
Is staying up late good or bad for his health?
Staying up late is bad for your health.
I must have a good rest tonight.
(4) 让学生再读1a，提供关键词，以短文形式复述康康困倦的原因并给出建议。如：
Kangkang feels tired today, because he watched a soccer game on TV last night and went to bed very late. Staying up late is bad for his health. He should go to bed early and have a good rest.
Step3. Consolidation:
1.教师用多媒体呈现各种表情的图片，提供关键词，让学生两人一组练习1b，完成1b.
Ex. :
A: I feel sleepy because I went to bed very late last night..
B: Oh, staying up late is bad for your health. You should……
2. 听2 录音，完成2，核对答案。学习并掌握单词medicine; 再听录音，复述Wang Junfeng应该做什么。
Now listen to the tape and find out whether Wang Junfeng’s habits are good or not. Do listening exercise. Check what Wang Junfeng did and what he should do.
Step 4 : Practice
.1.- Do you go to school by bike or ____ ?
- I go to school ________ .
2. – Would you like apples or ________ ?
- I’d like _______ .
3.- Is Jim in the classroom or ___________________? (在操场）
.4. Who _____________________________ ?(谁今天早上没来上学，汤姆还是吉姆？）
5. _____________________（打篮球）is a good sport.
6. Swimming in the river with no others ____ dangerous.
7. Eating too little or much _____________________. (对健康不好）
8. _________________________（吃一顿丰富的早餐）can keep you energetic all the morning.
9. ________________ (熬夜）makes him feel sleepy.
10. If you don’t feel well , __________________________________. (你最好去看医生）
Step 5: Homework
以How to keep healthy? 为题目，联系本课所学内容，形成一篇80个字左右的小短文。
篇9：仁爱英语七年级上册unit1 topic1 教学设计 (仁爱版英语七年级)
Topic 1 Welcome to China!
Section A
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn the letters Aa-Gg.
(2)Learn some new words:
good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too
2. Learn about greetings and introductions:
(1)-Good morning.
-Good morning.
(2)-Welcome to China!
-Thank you./Thanks.
(3)-Hello/Hi!
-Hello/Hi!
(4)-I’m … Are you …?
-Yes, I am./No, I’m not. I’m …
(5)-Nice to meet you.
-Nice to meet you, too.
Ⅱ. Teaching aids 教具
投影仪/教学挂图/录音机/字母卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Introduction 第一步 介绍(时间:6分钟)
本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发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。
Step 2 Presentation 第二步 呈现(时间:9分钟)
呈现简单的打招呼用语，并进行听说练习，学以致用。
1. (运用真实情境，让学生学会如何与他人简单地打招呼。)
(1)(教师向一名学生做手势以示打招呼。)
T: Hello!
S1: Hello!(启发学生回答。)
(板书Hello!让学生猜测其意思并掌握。)
hello
(师生互动操练Hello!)
T: Hello!
Ss: Hello!
(2)(用同样的方式教学Hi!板书并要求学生理解。)
-Hello! = -Hi!(非正式)
-Hello! -Hi!
(同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼，并让学生之间用真实姓名依次操练。)
T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。)
T: Hi, Li Lei!
S2: Hi, Mr./Miss××.
S3: Hi, Zhang Hua!
S4: Hi, Chen Jun!
S5: Hello, Zhou Jie!
S6: Hello, Zheng Hua!
(3)(教师亲切地用手势跟同学们打招呼。)
T: Good morning!
(重复几遍后，启发学生回答。)
Ss: Good morning!
(板书并要求学生掌握。)
Good morning!
(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)
(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)
S7: Hi! S8.
S8: Hi! S7.
S9: Hello! S10.
S10:Hello! S9.
S11:Good morning! S12.
S12:Good morning! S11.
…
(对学生的表演给予掌声鼓励。)
2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎样打招呼呢?)
Ss: Hi!/Hello!/Good morning!
(利用上面图片教学China，板书并要求学生掌握。)
China
T: Good morning! Welcome to China!
Ss: Good morning! Thank you./Thanks.(帮助学生回答。)
(板书并教学，要求学生掌握。)
-Welcome to China!
-Thank you./Thanks.
(师生互动操练以上对话。)
3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)
T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.
4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane,
Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。
1. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)
(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael. I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you …? Yes, I am./ No, I am not.)
(板书并要求学生掌握。)
-I’m …
-Are you …?
-Yes, I am./ No, I’m not.
(教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并做自我介绍。)
T: Hi!/Hello! I’m … (教师手指着自己，并引导学生做自我介绍。)
S1: Hi!/Hello! I’m Wu San. (S1站起来。)
S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。)
S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)
(教师接着对刚刚做过自我介绍的学生进行提问，练习上面板书的另两个句式。)
T: I’m … Are you Wei Hua?
S3: Yes, I am. (学生点头，这时教师引导学生作答。)
T: I’m … Are you Li Feng?
S2: No, I’m not. I’m Wang Xiang.
(让学生两人一组进行类似操练。)
(2)(再找来一名学生S4，教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)
-Nice to meet you.
-Nice to meet you, too.
(教师示范表演。)
T: Hello! I’m … Are you Liu Siyang?
S4: No, I’m not. I’m Wendy.
T: Oh, nice to meet you, Wendy.
S4: Nice to meet you, too. (教师引导学生作答。)
(让学生互相问答，借此机会运用类似的对话认识同学。)
2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)
T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)
3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。)
T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)
S1: Good morning!
S2: Good morning!
S1: I’m … Are you …?
S2: Yes, I am.
S1: Nice to meet you.
S2: Nice to meet you, too.
S1: Welcome to China!
S2: Thanks./Thank you.
4. (再让学生四人一组上台表演打招呼和做自我介绍。)
T: Act out the dialog with your own names.
S3: Hi!
S4: Hi!
S3: I’m … Are you …?
S4: Yes, I am.
S3: Hello! Are you …?
S5: No, I’m not. I’m …
S3: Nice to meet you.
S5: Nice to meet you, too.
S3: Hi! Are you …?
S6: Yes, I am.
S3: Welcome to China!
S6: Thanks./Thank you.
Step 4 Practice 第四步 练习(时间:10分钟)
通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。
1. (学习字母Aa-Gg。)
(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)
T: Listen to me and read the letters after me. Learn Aa-Gg by heart.
(教师先教学字母Aa-Gg，然后全体学生跟读Aa ，Bb , Cc , Dd , Ee , Ff , Gg 。)
T: AaBb Cc Dd Ee Ff Gg
Ss: AaBb Cc Dd Ee Ff Gg
(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)
T: Now let’s learn how to write the letters.
2. (1)(英语字母接力游戏。)
T: Now let’s play a game.
(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B……)
T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B … one by one. (教师给以汉语提示。)
(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”……以此类推，直到全班同学都参与进去。)
T: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)
(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)
T: Pair work. Form the capital letters with your bodies and read them aloud.
3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)
T: Now let’s listen and circle the letters you hear. Then try to find the rule.
Aa Bb Cc Dd Ee Ff Gg
4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答案。提醒学生，字母是该动物单词的首字母，来引发其兴趣。)
T: Match and write down the letters on the line.
Aa Bb Cc Dd Ee Ff Gg
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过游戏和小组活动，培养学生的想象力和运用所学语言进行交际的能力。
1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残月像C、D等。)
T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教师用汉语给以提示。)
2. (做游戏:字母配对)(Letter Matching)
(1)活动目的：辨别字母的印刷体、书写体及大小写。
(2)活动过程:
①活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。每个字母分大写、小写、印刷体和书写体，并分别写在四张卡片上。
②做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，每人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。
(3)有关说明：
①活动前需向学生展示四种卡片，以便活动时辨认。
②活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏，选写七个字母，同一个字母有四张卡片，共制成二十八张字母卡。
③可将每个字母四张卡片改成两张卡片(大写与小写)，这样学生在活动时只需寻找一个同伴。
3. (小组活动。七名学生一组分别取名为Aa-Gg，用学过的打招呼用语和问候语进行对话。)
T: Group work. A group of seven students act as Aa-Gg, greeting each other.
Example:
SA: Hello!
SB: Hello!
SA: Are you Cc?
SB: No, I’m not. I’m Bb.
SA: Nice to meet you.
SB: Nice to meet you, too.
…
4. (教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)
T: Match the sentences in Column A with those in Column B.
A B
(1)Hi! a.Thanks./Thank you.
(2)Welcome to China! b.Hello!
(3)Nice to meet you. c.Nice to meet you, too.
(4)Good morning! d.Good morning!
(5)Hello! e.Yes, I am.
(6)I’m Kangkang. Are you Michael? f. Hi!
5. Homework:
(1)练习字母Aa-Gg的写法，每个字母写五遍。
(2)练习字母Aa-Gg的读音及本节课所学的问候语。
(3)下课后，给自己取一个英文名字。
板书设计：
Welcome to China!
Section A
1.- Good morning! 5.- Are you Maria?
- Good morning! - No, I’m not. I’m Jane.
2.- Hello! 6.- Nice to meet you.
- Hello! - Nice to meet you, too.
3.- Hi! 7.- Welcome to China.
- Hi! - Thanks./Thank you.
4.- I’m Kangkang. Are you Michael?
- Yes, I am.
Section B
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn the letters Hh-Nn.
(2) Learn some new words:
Miss, this, is, Mr.=Mister, see, my, mom, teacher, how, do
2. Learn about greetings and introductions:
(1)Miss Wang, this is Michael. Michael, this is Miss Wang.
(2)-Nice to see you.
-Nice to see you, too.
(3)-How do you do?
-How do you do?
Ⅱ. Teaching aids 教具
小黑板/教学挂图/录音机/字母卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习字母Aa-Gg和上节课所学功能用语，导入本节课主要功能用语。
1. (让学生做上节课的字母接力游戏，复习字母Aa-Gg。也可以让两位学生在黑板上听写，要求遵守在四线格上书写的规则。特别强调学生在书写时要用手写体。)
2. (教师用小黑板展示上节课所学功能用语，让学生配对。)
T: Match the sentences in Column A with those in Column B.
(教师给以适当汉语提示。)
A B
1.Hello! a.Thanks.
2.Welcome to China! b.Nice to meet you, too.
3.Good morning! c.No, I’m not. I’m Wei Hua.
4.Nice to meet you. d.Hello!
5.Are you Kangkang? e.Good morning!
(核对答案，教师讲解并让学生两人一组练习所学功能用语。)
3. (师生对话，导出新词。)
T: Good morning, S1!
S1: Good morning, …
T: Oh. I’m …, you can call me Mr./Miss … (教师给以汉语提示。)
(教师板书并教学Mr./Miss，要求学生掌握。)
Mr. = Mister
Miss
T: Good morning, boys and girls.
Ss: Good morning, Mr./Miss …
T: Hi, S2! Nice to see you.
S2: Hi, Mr./Miss … Nice to see you, too. (如果学生答错或答不出来，教师给以帮助。)
(板书并教学see，要求学生掌握，并能熟练运用问候语。)
see
-Nice to see you.
-Nice to see you, too.
4. (教师用多媒体出示其他老师的照片做介绍，引出This is … 这一句型。)
T: This is Mr. …/This is Miss …
(板书并教学，要求学生掌握。)
This is …
5. (出示1a教学挂图，导入新课。)
T: Now Kangkang, Michael and Miss Wang meet at the school gate. What are they saying? Do you want to know? Let’s come to 1a together. (教师给以汉语提示。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。
1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍。)
2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起表演对话。)
T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me.
S1: Good morning, Miss Wang!
T: Good morning, S1!
S1: Miss Wang, this is S2. S2, this is Miss Wang.
S2: Nice to meet you.
T: Nice to meet you, too.
3. (让学生三人一组练习1a对话，然后找2~3组同学表演，对表演好的小组给予表扬和鼓励，完成1a。)
T: Please practice 1a in groups, then act it out.
4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。)
T: Introduce your new classmates to others, using “This is …”. Then make your own conversations according to 1a.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过看、听、说，练习目标语言，培养学生综合运用语言的能力。
1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do?的意思。)
(板书并教学How do you do?的用法，要求学生掌握。)
-How do you do?
-How do you do?
2. (让学生听3a录音，结合图片理解对话情境。)
3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。)
T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.
4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。)
T: Please practice 3a in groups. Then act it out.
(指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is …和How do you do?的用法。找几组同学表演所填的对话。)
T: Please complete the conversation in 3b. Then act it out.
5. (学生独立完成4。核对答案。)
T: Read the sentences in 4 and match them.
6. (根据4，学生两两对话，复习重点句型，巩固4。)
T: Practice some dialogs according to 4 in pairs. Please practice after the examples.
Example:
S1: How do you do?
S2: How do you do?
S3: Welcome to Beijing!
S4: Thank you.
S5: Nice to meet you.
S6: Nice to meet you, too.
S7: Are you Jane?
S8: Yes, I am.
S9: Good morning!
S10: Good morning!
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过听、说、读、写等方式教学字母Hh-Nn，做游戏进行巩固，培养学生的合作精神。
1. (做Which one is missing?游戏，复习字母Aa-Gg。)
游戏规则：以小组为单位，人人参与。打乱字母卡片Aa-Gg，并把它们贴在黑板上。每一次故意拿掉一张字母卡片，让学生以最快的速度找出来。给最快的小组加分，直到巩固完字母Aa-Gg，评出优胜组。
T: Now, let’s play a game together: Which one is missing?
…
2. (教学字母Hh-Nn，让学生掌握字母大小写的笔画顺序，完成2a。)
(1)(播放录音，让学生看2a并逐个跟读字母，学习Hh-Nn的发音，直到学生非常熟悉为止。停止播放录音，学生齐读字母Hh-Nn。)
T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves.
(2)(板书字母Hh-Nn, 教学字母的写法。可参见Section A中教学Aa-Gg的方法。)
T: Please look at the blackboard. Let’s learn how to write these letters.
(3)(利用英文字母卡片，做字母抢答游戏，激发学生学习字母的兴趣。)
(教师举起一张字母卡片Kk；学生迅速说出Kk前面和后面的字母；最先答对的获胜。)
T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the right letters first is the winner.
3. (写出大写字母的小写形式和小写字母的大写形式，让学生完成2c。)
T: Please rewrite the words using small or capital letters in 2c.
4. (听录音，完成2b。)
T: Listen and circle the letters you hear in 2b. Then try to find the rule.
5. (播放5录音，让学生跟读，鼓励学生说出其中文含义，教师给以适当帮助和补充，完成5。)
T: Listen to the tape and repeat. Then tell me their meanings in Chinese, please.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏，培养学生的想象力和合作学习的能力。
1. (明星会：把班里同学分成若干组，每组十人左右，请每位同学各自模仿一位“明星”，开一个聚会。在聚会上，明星相互介绍、问候、交朋友。)
Example:
A: Good morning. I’m Liu Xiang. Are you Yao Ming?
B: Yes, I am. Nice to meet you.
A: Nice to meet you, too.
A: Hi, Li Yong! This is Yao Ming. Yao Ming, this is Li Yong.
…
2. (鼓励学生在各学科教材上找出著名人物，如历史人物、天文学家、地理学家、化学家等，用This is …句型把他们介绍给同学。)
T: Please find out the famous people and introduce them to us.
3. (做字母找朋友游戏。)
(1)教师拿出英语字母卡片，每张卡片上有一个大写字母或小写字母，大小写字母每套十四张。将十四张大写字母的卡片贴在黑板的左边，十四张小写字母的卡片贴在黑板的右边。注意把大写字母和小写字母的顺序打乱。
(2)将学生分成两组，每组选派一个代表到黑板前，把打乱了的英文字母按正确的顺序排列起来，最先正确完成的一组为获胜者。要求学生通过游戏提高辨认字母，熟悉字母顺序的能力。
T: Let’s play another game. Please put the letters in the right order.
4. Homework:
(1)让学生利用各种资源收集缩写字母的含义，并与其他同学一起在课后分享。
(2)把字母Hh-Nn写到练习本上，每个写五遍。
(3)三人一组操练1a、3a对话。
板书设计:
Welcome to China!
Section B
1. This is Mr. … 3. -Mr. Lee, this is my mom.
This is Miss … -Mom, this is my teacher, Mr. Lee.
2. -Nice to see you. 4. -How do you do?
-Nice to see you, too. -How do you do?
Section C
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.(1) Learn the letters Oo-Zz.
(2) Learn some new words:
afternoon, fine, goodbye, bye, evening, and, OK
2.Learn about greetings and farewells:
(1)-Good afternoon/evening, Miss Wang!
-Good afternoon/evening, Mr. Lee!
(2)-How are you?
-I’m fine. Thank you. / Fine, thanks. And you?
-I’m OK.
(3)-Goodbye, Mr. Chen.
-Bye.
(4)-See you later, Mr. Lee.
-See you.
Ⅱ. Teaching aids 教具
字母卡片/图片/录音机/字母表挂图/火柴
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
复习上节课所学字母和功能用语，导入本课的功能用语，创设出宽松自由的课堂氛围。
1. (利用字母卡片，复习字母Aa-Nn。)
T: Let’s review the letters from Aa to Nn with some letter cards.
2. (利用形体表演字母，增加趣味性。)
T: Let’s play a guessing game. First I’ll ask one student to act a letter. Then let the others guess what letter it is.
3. (做字母接龙游戏，使学生熟悉字母顺序。)
T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?
4. (师生复习打招呼用语和介绍用语。)
T: Good morning, S1.
S1: Good morning, Mr./Miss××.
T: Nice to see you.
S1: Nice to see you, too.
T: S1, this is S2. S2, this is S1.
S1: Nice to meet you.
S2: Nice to meet you, too.
(三人一组进行同样的活动，鼓励学生灵活运用所学的知识。)
5. (头脑风暴。教师快速说出已学过的打招呼用语，学生迅速作出反应，导入How are you?的用法。)
T: Hello!/Hi!
Ss: Hello!/Hi!
T: Good morning!
Ss: Good morning!
(教师利用指针指向下午两点的时钟的简笔画，教学Good afternoon!)
T: It’s 2:00 p.m. now. Good afternoon, class!
Ss: Good afternoon, Miss Wang!
(板书并要求学生掌握。)
Good afternoon!
(用同样方法教学Good evening！)
(板书并要求学生掌握。)
Good evening！
T: Nice to meet you.
Ss: Nice to meet you, too.
T: How are you?
Ss: I’m fine, thank you.(帮助学生回答。)
(板书并要求学生掌握。)
How are you?
I’m fine, thank you.
(教师解释How are you?的意思和用法。链式操练，熟悉该用语。)
(教师面向S3提问。)
T: How are you?
S3: I’m fine, thank you.
(S3面向S4提问。)
S3: How are you?
S4: I’m fine, thank you.(面向S5) How are you?
S5: I’m fine, thank you.(面向S6) How are you?
S6: …
…
(教师引导学生用另一种说法来完成该对话。)
T: How are you?
S7: Fine, thanks. And you?(帮助学生回答。)
T: I’m OK.
(板书并要求学生掌握。)
and, OK
(链式操练该对话。)
6. (教师运用肢体语言。让学生使用英语表达他们所熟悉的情景。)
T: I’ll do some actions, then you say their meanings.
Ss: Good! (教师竖起大拇指。)
Ss: OK! (教师做OK手势。)
Ss: Nice to meet you./How do you do? (教师握住学生的手。)
Ss: Goodbye./Bye./See you later./See you. (教师做再见手势，帮助学生回答。)
(板书并要求学生掌握。)
Goodbye.
Bye.
See you later.
See you.
7. (教师向不同的学生说Goodbye./See you later.，并做相应手势，让学生做相应回答。导入1a。)
T: Now let’s look at the pictures. How do they greet?
Step 2 Presentation 第二步 呈现(时间:6分钟)
在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。
1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。)
2. (再次播放1a录音，让学生跟读并模仿语音语调。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.
3. (让学生两人一组练习1a。)
T: Now, please read the dialogs in 1a in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
在真实情境中模仿对话，使学生最终掌握本课功能用语。
1. (出示1a前两幅挂图，师生情景表演：教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。)
T: Good afternoon, Mr. Chen!
S1: Good afternoon, Xiao Zeng!
T: How are you?
S1: I’m fine, thank you.
T: Goodbye, Mr. Chen.
S1: Bye.
(出示1a挂图后两幅，让学生模仿表演。角色互换。)
2. (看挂图，创设情景，仿照1a对话。)
T: Well, look at the pictures, then imitate the dialogs.
3. (让学生用自己的真实姓名表演1a，完成1b。)
T: Practice the conversations in 1a with your partner using your own names. Then change partners and practice again.
Step 4 Practice 第四步 练习(时间:8分钟)
教学字母Oo-Zz，以游戏方式进行巩固，培养学生的观察力、想象力和合作精神。
1. (教学字母Oo-Zz。完成2a。)
T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape for three times. At last, read the letters together.
(1)(播放2a录音，让学生看2a字母并跟读，学习Oo-Zz的发音，多听并模仿，直到学生读得准确，自主练习后齐声读。)
(2)(板书字母Oo-Zz，教学字母的写法。可参见Section A中教学Aa-Gg的方法。)
(3)(教师出示一些与Oo-Zz相像的图案，让学生读相应字母，增加感性认识。)
(4)(让学生发挥想象，说出生活中与Oo-Zz字母相像的物体。如：圆圆的月亮像O，高高的T形广告牌像T等。)
T: Can you say something like the letters? For example: the round moon looks like “O”, the advertisement board is like “T”. Can you say some other ones?
2. (巩固英语字母。)
活动步骤：
(1)(把字母表的挂图展示给学生，并特别指出彩色的五个元音字母, 让学生读出来。教师板书A、E、I、O、U，并说明它们是元音字母及其在英语单词中的重要地位。然后让学生一起大声朗读这些字母。)
(2)(每个同学准备好纸笔，听到教师的号令后，立即写出26个字母的大小写，并把元音字母作上标记，把又快又对者评为“当日英语之星”。)
3. (播放2b录音，完成2b。)
T: Now please listen and fill in the blanks in 2b. Then listen again and pay attention to the rule of each group.
4. (小组活动。四人一个小组，利用课前准备好的火柴摆字母，看哪组摆得最多，评出获胜组。完成3。)
T: Please make some letters with your matches after the models in 3 and then read them out.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过游戏、简笔画和英文歌曲等形式巩固所学内容，让学生在玩中学，从而激发他们的学习兴趣。
1. (字母游戏：教师把字母卡片分发给每个学生，每个字母的卡片数量相同。教师随意说出某个字母，所有持该字母卡片的学生均须高举卡片，并大声读出该字母。)
2. (找邻居：教师在黑板上画三个以上的小方框，在中间一个方框内填上字母，让学生填出与它相邻的字母。)
3. (这个小丑是由26个英文字母组成的，让我们一起找找看，看谁找得又准又快！)
4. (用简笔画画出人物之间打招呼的不同姿势，让学生观察简笔画，写出相应的招呼用语。)
5. (播放4录音，学唱ABC歌。)
6. Homework:
(1)练习字母Oo-Zz的写法，每个写五遍。
(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：
如：写在第二格的有： 写在第一、二格的有： 写在第二、三格的有：
写在第一、二、三格的有：
板书设计：
Welcome to China!
Section C
1.-How are you? 3.-See you later.
-I’m fine, thank you./Fine, thanks. And you? -See you.
-I’m OK. 4.-Good afternoon/evening!
2.-Goodbye. -Good afternoon/evening!
-Bye. 5. A, E, I, O, U
Section D
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Review greetings:
①Good morning/afternoon/evening!
②Hi!/Hello!
③-How are you?
-I’m fine, thank you./Fine, thanks. And you?
④-How do you do?
-How do you do?
⑤-Nice to meet/see you.
-Nice to meet/see you, too.
⑥-Welcome to China!
-Thanks./Thank you.
(2)Review introductions:
①-I’m … Are you …?
-Yes, I am. / No, I’m not. I’m …
②This is …
(3)Review farewells:
①-See you later.
-See you.
②-Goodbye.
-Bye.
2. Review the letters Aa-Zz.
Ⅱ. Teaching aids 教具
教学挂图/小黑板/字母卡片/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)
通过复习上节课所学功能用语，创设情境导入新课。
1. (师生互动和生生互动复习上节课所学问候语及告别语，巩固问候语及告别语的英文表达法。)
T: Let’s review greetings and farewells.
T: Hi, class!(教师做挥手打招呼状。)
Ss: Hi, Mr. …/Miss …
T: Nice to meet/see you.(教师做握手状。)
Ss: Nice to meet/see you, too.
T: How are you?
Ss: I’m fine, thank you.
T: See you later./Goodbye.(教师做挥手告别状。)
Ss: See you./Bye.
(让学生两人一组练习问候语和告别语。)
2. (教师出示2中的挂图，让学生观察这几幅图中的情境，并根据情境两人一组做对话练习。)
T: Look at the pictures. Find out how Kangkang greets his teacher, Miss Wang. Then practice the dialog in pairs.
S1: How are you?
S2: I’m fine, thanks.
…
Step 2 Presentation 第二步 呈现(时间:8分钟)
利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的功能用语。
1. (让学生听2录音，完成排序。)
T: Please listen and number the pictures in 2.
2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。)
T: Let’s make a conversation and perform it.
S1: Good morning, Miss Wang!
T: Good morning, Kangkang!
S1: Nice to see you.
T: Nice to see you, too.
S1: How are you?
T: Fine, thanks.
S1: Goodbye, Miss Wang.
T: Bye.
(让学生两人一组练习2中的对话。)
3. (两人一组表演这个对话，对表演得非常流畅的学生给予掌声鼓励。)
(这是本话题的目标语言，正常情况下要求学生独立完成表演。如果学生不能流畅地表演，教师要给予适当指导。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。
1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。)
T: Look at the blackboard. Let’s review the grammar focus.
I’m Kangkang. I’m=I am
Are you Maria? Yes, I am./No, I’m not.
Miss Wang, this is Michael.
(根据总结的规律，模仿句型造句。完成4a。)
2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出优胜组。完成4b。)
T: Let’s review these useful expressions.
Good morning/afternoon/evening! Good morning/afternoon/evening!
Welcome to China! Thank you./Thanks.
Hello!/Hi! Hello!/Hi!
Nice to meet/see you. Nice to meet/see you, too.
How do you do? How do you do?
How are you ? I’m fine, thank you./Fine, thanks.
Goodbye. Bye.
See you later. See you.
(让学生分组练习这些有用表达，并要求掌握。)
3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用语和语法句。)
T: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example:
S1: Hello, I’m Zhou Yu. Are you Zhuge Liang(诸葛亮)?
S2: Yes, I am. Nice to meet you.
S1: Nice to meet you, too.
S2: Hi, Liu Bei. How are you?
S3: I’m fine. Thank you. And you?
S2: I’m OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu.
S3: How do you do?
S1: How do you do?
(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。)
Step 4 Practice 第四步 练习(时间:10分钟)
复习26个字母，并按发音进行分类，培养学生的归纳能力和合作精神。
1. (复习字母Aa-Zz。)
T: Let’s recite English letters together. OK?
Ss: OK.
T: One, two, three, go!
Ss: Aa Bb Cc … Zz
2. (让学生将字母按相同音素分类。教师板书归类后的字母，并要求掌握。)
T: Well done! Now can you find out the letters with the same vowel phoneme?
Aa Hh Jj Kk
Ee Bb Cc Dd Gg Pp Tt Vv Zz
Ii Yy
Ff Ll Mm Nn Ss Xx
Uu Qq Ww
Oo
Rr
(教师引导学生找出这些字母之间潜在的发音规律。注意Oo和Rr是单个的。)
3. (教师先让学生理解教材1中的图片，然后播放录音，完成1。)
T: Listen to the tape and finish 1.
4. (让学生看3中的缩写词，尽可能多地说出中文意思，说不出的教师补充。播放3的录音，学生跟读。让学生小组讨论他们还知道哪些缩写词，和同学一起分享。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏和制作名片进行操练，复习巩固本话题所学要点，培养学生综合运用所学语言的能力和合作精神。
1. (组织学生做下列字母游戏，检查学生对字母的掌握情况。)
T: Let’s play a game with the English letter cards.
(1)拿出字母卡片，大写一套，小写一套，男女学生各派一名代表上讲台，教师给男生大写字母卡片，给女生小写字母卡片，然后发出下列号令，最先完成的为获胜者，另一方应为获胜者鼓掌。本游戏男女生可轮换进行，每轮评比一次。
①把字母表中的五个元音字母按顺序贴在黑板上。
②把字母表中的第十二，十三个字母贴在黑板上。
③把Gg和Qq两个字母后面的第三个字母贴在黑板上。
(2)拿出字母卡片，按发音规律给二十六个字母归类。男女学生各两名，黑板中间画竖线,一分为二，男左女右。教师做出如下提示：①// ②// ③// ④// ⑤// ⑥Don’t forget// and //。学生按教师的提示把手中的字母按顺序贴在黑板上，最先完成的为获胜者。
2. (教会学生制作英文名字的名片，完成5。)
T: Let’s learn how to make an English name card.
(1)检查学生是否都有英文名字,没有的,帮助他们起一个,挑选几个英文名字,告诉学生英文名字的含义。
(2)教学生动手做名片，一面写中文名字，一面写英文名字。
(3)学生拿着名片在同学间穿梭，交朋友，互换名片。
(4)学生把所交换的名片按字母顺序排列。
(5)学生把所交换的名片分成两组：男生名字和女生名字。
(6)教师画简笔画，让学生模仿此情景，进行对话，一边握手，一边交换名片，用所复习的句型设计对话内容。可三人一组进行操练。
T: Act out a conversation according to the information on your card.
Example:
S1=Kangkang S2=Jane S3=Li Ming
S1: Hello! I’m Kangkang. Are you Jane?
S2: Yes, I am.
S1: Nice to meet you.
S2: Nice to meet you, too.
S1: Hi! Li Ming. This is Jane. Jane, this is Li Ming.
S2: How do you do?
S3: How do you do?
S1& S3: Welcome to China!
S2: Thank you.
S1& S3: Goodbye, Jane.
S2: Bye.
3. Homework:
(1)默写26个英文字母(大小写)。
(2)设计一个问候和告别的对话。
(3)让学生自带照片，以备下节课使用。
板书设计：
Welcome to China!
Section D
1.Aa Hh Jj Kk 3.Miss Wang, this is Michael.
Ee Bb Cc Dd Gg Pp Tt Vv Zz 4.-Good morning/afternoon!
Ii Yy -Good morning/afternoon!
Ff Ll Mm Nn Ss Xx 5.-Nice to meet/see you.
Uu Qq Ww -Nice to meet/see you, too.
Oo 6.-How are you?
Rr -I’m fine, thank you./ Fine, thanks.
2.-Are you Maria? 7.-See you later.
-Yes, I am./No, I’m not. -See you.
篇10：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11：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12：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：
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