英文教案模板

pep Book 3 Unit 6英文教案 篇1

unit 2  單元分析

1 、教學內容

a：  本單元的對話句型

how many … … do you have?

i have … …  .

what colour is it?

it is … … .

b: 本單元有關學習用具的單詞，要求學生做到聽懂、會說。bag  pencil  pen  book  ruler  pencil-case

2 、教學要求

a: 能聽懂、會說每一課會話；

b: 能聽懂、會說每一課出現的常用單詞；

c: 能聽懂 put on，put in and  put ……under.

並做出正確反應。

1、 教學重點難點

a: 會話的熟練聽說

b: 常用單詞的熟練聽說

put on, put in ,put ……under. 較難學，注意區分

4、 教學時間

本單元共6課，每一課約用1課時，共記6課時，兩周完成。

lesson  1

1、 teaching aims

a:  how many …… do you have?

b:  i have…….

put  on /  in  / ……under

2、 teaching aids

a tape-recorder，an english book, a chinese book,

a storybook,  a notebook and a math book.

3、important points

put……on ……. /in……/ under…….

4、steps

(1)greetings

after the greetings and let them sing a song with the teacher. 

(2) revision.

“what is in our classroom?”

pep Book 3 Recycle 2英文教案 篇1

recycle two

part one

1 teaching aims

let them review and master the sentences learned between unit4-unit 6.

master the text well.

make a new dialogue.

2 teaching aids

a tape-recorder, some cards

3 important points

merry christmas!

is this…  father christmas.

what would you like? i’d likesome…

4 teaching steps

1) revision.

----how many students are there in your class

----67.

----who are they?

----they are…

2) new contents

first, let one student read the first paragraph, and others follow him or her. then practice in pairs, and then act out.

the same step is the other four pictures. then make a new dialogue like that.

next, to learn the next four pictures and practice in pairs.

3) group work

give them some minutes to prepare for a new dialogue and act out. compete in groups.

4) homework

read the text smoothly.

listen and imatate.

5) teaching notes

part one

1 teaching aims

listen and color the house right colors.

master the spelling of some words.

2 teaching aids

英文說課稿優秀 篇1

各位老師：

下午好！

今天我說課的內容是國中英語教材八年級Unit 4 Topic 1 Plants and animals are impontant to us

一、本話題的分析

本話題圍繞談論跟描述自然界的風光動植物及生存資源——---森林跟水引入本話題的主要語法項目：形容詞的比較級跟最高級；為今後學習現代科技跟歷史遺蹟的知識打下基礎，同時通過Which do you like better/best?以及Paiwork的反覆操練，進一步提高學生，聽、說、讀、寫綜合素質能力。

二、教學目標：

（1）知識目標：

The hens are much/a little smaller than the cons/geese.，The mice are the smallest of them.

（2）學習單詞：

Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea

能力目標：提高學生，聽、說、讀、寫及知識自學的綜合能力。情感目標：培養學生熱愛自然，保護自然的環境意識。本話題所須課時：4節課。

三、重點與難點：

重點：學習形容詞的比較級跟最高級的用法以及用簡單的英語語句描述跟談論大自然。

難點：

1、多音節形容詞的比較級跟最高級以及形容詞比較級的不規則變化。

2、談論地球上水資源跟熱帶雨林的基本狀況，以及它們對於地球上生物的重要性。

教材處理：

根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氣氛，身臨其境地把學生帶到所設計的語言情景中，同時激發學生學習興趣：使學生在參與後一系列活動中，掌握知識。最後通過做遊戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。

unit 6: where are the jazz cds?language goalin this unit students learn to ask for and give directions inside a building and talk about favorites.new languagewhere is the pop music? go upstairs and turn right.it's next to the jazz.where is the jazz? go straight. it's between the pop and the country.where are the dance cds? go upstairs and turn left.they're behind the country cds.names of musical styles such as classical, dunce, jazz,pop, country.section aadditional materials to bring to class:blindfoldsamples of various kinds of music mentioned in this unit.ask twelve students to come to the from of the room and stand in four rows, leaving a few feet between students.stand in front of this group. ask and answer questions about where each student is standing. where is (lin li)? he's between (cao xin and zhang li). where is (sun bei)?she's behind (lin li).then cover a student's eyes and lead the student around the room by the arm. give directions using the words go straight ahead, turn left, and turn right and then help him or her to follow the directions you this activity introduces the key vocabulary.focus attention on the picture. ask students to tell what they see. guide students to understand that the picture shows different types of music. name the musical types and ask -students to repeat- ask students to name a singer, song or composer for each musical type.examples: yo-yo ma is a classical musician. janet jackson is a dance singer. celinc dion is a pop singer. garth brooks is a country musician. kenny g is a jaz2 musician.point out the numbered list of words. say each one and ask students to repeal.then ask students to match each picture with one of the words. say, write the letter of each picture next to the wonts on the left. point out the sample answer.check the answers,1 b  this activity gives students practice in understanding the target language in spoken conversation,draw a set of stairs on the board. at the top of the stairs,write jazz in a box on the left and classical in a box at the right. write dance in a box at the left below the stairs.point to the three conversations. read the first conversation with a student. then read it a second time as you use your fingers to "walk" up the stairs and turn left to the jazz section. ask various students to read the other conversations. use your fingers to walk to each section mentioned.play the recording the first time. students only listen.play the recording a second time. this time, ask students to listen to the recording and write the number of each conversation in the correct box. point out the sample answer.correct the answers,1 c  this activity provides guided oral practice using the target language.point to the conversations in ib and ask a student to read them with you. then ask two students to read them to the class. you may wish to point to the picture showing the types of music mentioned as the students read the conversations.say, now please have conversations like the ones in the picture. ask and answer questions about where to find all five kinds of music.if students need additional help getting started, ask where's the (classical music)? and practice the conversation with one student at a time.ask students to work in pairs. after they practice fur a few minutes, ask some pairs to present their conversations to the class.for extra practice, use the stairs you drew on the board earlier. erase the words you wrote before and write in the words country and pop to the left of the stairs, dance straight ahead of the stairs and jazz and classical to the right of the stairs. students use this map to have more conversations.2a  this activity introduces the key vocabulary.ask four students to come to the front of the room.arrange the students so that one is in the middle and the others are to the left of, to the right of, and behind the first student. then describe the location of the students using the words behind, next to, between, and in front of. for example, li peng is behind zhou wen, cao ying is next to zhou wen, zhou wen is between cao ying and gong zheng, and zhou wen is in front of li peng.point to the four pictures of alphabet blocks. ask students [o tell what they sec in each picture.point lo the letter under each group of alphabet blocks. ask students to match each numbered sentence with one of the pictures. say, write the letter of each picture next to the correct sentence.check the answers.2b  this activity provides listening practice using the target language.call attention to the picture showing the music sections inside a music store.say, now you are going to hear some conversations.people are asking the clerk/or different kinds of cds. listen to the conversations and write on the map where each music section is in the store. point out the sample answers.play the recording the first time. students only listen.play the recording again. students label the map of the cd store.check the answers.2c  this activity provides guided oral practice using the target language.call attention to the sample conversation in speech bubbles. read it with a student.ask students to work in pairs. have each student practice both roles.3  "this activity provides oral and written practice using the target language.call attention to the example in speech bubbles and ask a student to read the questions to the class. say,in this activity you will ask each other questions about favorite types of music and favorite musical groups.ask students to work in pairs. ask student a in each pair to look at the chart on page 33, ask student b to look at the chart on page 84. remind students not to look at their partner's page.say the first question and answer exchange with a student. pretend you are student a and work with a partner. say, ask me about bob's favorite kind of music. if necessary, supply the question: what's bob's favorite kind of music? point out the sample answer in the first column,classical. say, he likes classical music.then ask your partner, what's bob's favorite group or singer? have student b look at the answer on page 84 and say it to the class. show students that you are writing it in the blank in the first row under "favorite group or singer,"ask the pairs to continue on their own. move around the room monitoring the progress of the pairs.go over the answers.4.  this activity provides oral and written practice using the target language and asks for original student input.call attention to the conversation in the speech bubbles. read it aloud with a student.say, ask questions like these to fill in the chart.ask the people inyour group what their favorite kind of music is and who their favorite group or singer is. enter the information on the chart.divide the class into small groups and set a time limit often minutes. ask all the students to begin asking each other questions.at the end of ten minutes, get feedback by asking students to describe the musical tastes of the other students in their groups.section bnew languagewords that say how good or bad something is: amazing,terrible, awful, great, ok, fantastic, not bad, cool, etc.additional materials to bring to classblindfold1 a  this activity introduces the key vocabulary.focus attention on the three faces. ask students what they think each one means. guide students to understand thai the smiley face means,"! like it," the middle face with no smile means,"! don't like it or dislike it," the frowny face means,"! don't like it."then call attention to the list of words. say each one and ask students to repeat. after they repeat each word,talk about what it means and use it in a sentence. use your tone of voice and facial expression to emphasize the meaning of each term. for positive words, smile and use a warm tone of voice. for negative words, frown slightly- wrinkle your nose and use a cool tone of voice. for example: "amazing" means very, very good. the beatles were an amazing musical group."terrible "means wry, very bad.i think country music is terrible. i never listen to it."awful" means very bad.it means the same thing as terrible.then ask students to draw the correct face on the line next to each word. say, draw one of these faces next to each word. point out the sample answer.check the answers.1 b  this activity provides oral practice using the target language.ask each student to make a list of three singers or musical groups. they can choose from classical, jazz,dance or any other type of music.then ask each student to work with a partner. the two students name musical groups and write down the words their partners use to describe the groups.ask each pair to share their lists with another pair.2a  this activity provides listening practice with the target language.call attention to the chart and the pictures of the four students. say, you will hear a recording of these four people. they're talking about their favorite kinds of music. write the name of each person's favorite kind of music in the blank under their photo and next to"favorite kind of music."play the recording the first time. students only listen.play the recording a second time. this time students write the name of each type of music underneath the correct picture.2b  this activity provides listening practice with the target language.point to the chart again. say, / will play the tape again.this time, write on the chart their favorite groups or singers and what they say about them.play the tape again. students write the favorite group or singer and the description words in the chart.play the tape a third time so students can complete any answers they missed or check their own work,check the answers.2c  this activity provides guided oral practice using the target language,point out the conversation in the speech bubbles.say, work with a partner. one of you is mike and the other is judy. have a conversation about music, using the information from activity 2b.as students work, move around the room monitoring their| work and offering assistance as needed.3a this activity provides practice reading the target language.point out the two store directories. ask students to read the information in each one. ask, what section does the first directory talk about.' (the pop music section)what section dot's the second directory talk about? (the country music section)say, now please draw a map of the store. demonstrate what the students' maps might look like by drawing the first part of the map on the board. start with a circle and label it "you are here." then read the first set of instructions through the words "go straight" and draw an arrow straight up. read the words, "turn left at the classical music." draw a box and label it "classical music." then continue your first arrow around this box to the left.have students who wish to work alone to go ahead with tiheir maps. ask other students to work in pairs or small groups. they can read the lines in each directory and work together to draw a single map. move around the room, providing support as needed.ask the first student or group finished to put the map on the board. when everyone is done, check the accuracy of the map by reading the instructions on screen one as you "walk" your fingers through the map. make any necessary corrections. then ask a student to read the instructions from screen two and walk their fingers through the map.3b this activity provides writing practice using the target language.call attention to the map of the music store in the book. point to each section of the store and ask students to read ali the labels on the drawing.read the directions for finding the classical music section. each time you come to a blank, say the word blank.ask students to fill in the missing words by themselves. suggest that they use their finger cor a pencil) to trace the path to the classical music section.as students work, move around the room monitoring progress and answering any questions they may have.ask students to check each other's work.check the answers.3c  this activity provides guided writing practice using the target language.call attention to the map of the music store in the book. point to each section of the store and review the labels on the drawing.point to the directions students wrote for finding the classical music section. say, now please write directions to the jazz section. you can use the same kind of sentences.say, use yourfinger or a pencil to trace the way to the jazz section. then write the directions to the jazz section.as students work, move around the room monitoring progress and answering any questions they may have.check the answers.ask students to write directions to the other sections in the music store.4  this activity provides speaking and writing practice using the target language.divide the class into small groups. ask them to design their own floor plan of a department store as in activity 3b. the floor plan can be more than one floor if there is enough time. ask the groups to write store directories for the information desk in their stores.as students work, walk around the class oftering help where necessary.divide the students into new pairs and have them read their store directories to each other. one student reads and the other student draws the floor plan of the store.公開課教案

unit 2: why do you like koala bears?language goalsin this unit students learn to describe animals and express preferences and give reasons,new languagewhy do you like koala bears?. because they're cute,they're pretty interesting, they're kind of shy, they're very big.names of animals such as tiger, elephant, koala bear, dolphindescription words such as smart, cute, intelligentnames of countries: australia, south africa,recycled languagebetween, across fromhe's/she's from ... he's / she's five years old. name of countries; china, japan, brazilsection aadditional materials to bring to class:coins or other markers for the bingo game in 4.ask students to name as many animals as they can in english. write the list on the board,ask students to describe each animal in some way.they may tell its color or tell if it is big or small.say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like this activity introduces the key vocabulary.focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.point to the animals one by one and say the name of each. ask students to repeal.point out the numbered list of words. say each one and ask students to repeat.then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.check the answers.1 b this activity gives students practice in understanding the target language in spoken conversation.point to the animals in 1a- ask students to point to and name the animals.say, i'm going to play recordings of three conversations. listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.play the recording the first time. students only listen.play the recording a second time. this time students check each animal name they hear.correct the answers.1 c this activity provides guided oral practice using the target language.call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.point out the four description words. ask a student to read them aloud. review the meaning of each word.say, now you can make conversations about animals.your conversations can be like the example. use these description words.ask students to work in pairs. have them take turns saying both parts.if students need help getting started, demonstrate another conversation with a student. for example:teacher: let's see the elephant.student: why do you want to see the elephant?teacher: because it's very smart.ask some students to present their conversations to the class.2a this activity provides listening practice using the target language.call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.play the recording the first time. students only listen.play the recording a second time. this time students write in the names of the animals.check the answers.point out the adjectives listed on the right. ask a student to say the words.say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.play the recording and have students match each animal with an adjective.correct the answers.2b this activity provides listening and writing practice using the target language.call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.ask a student to read the words in the box.play the recording. check to see that students are writing a word from the box on each line of the conversation.go over the answers.2c this activity provides guided oral practice using the target language.call attention to the conversation in the picture. ask two students to read it to the class.say, now you can have conversations like this one.use the words in box 1, box 2, and box 3 in your conversations.demonstrate a conversation with a student. for example:student: do you like penguins?teacher: yes, i do.student: why?teacher: because they're very cute.3a this activity provides reading practice using the target language.point to and say the names of the three countries on the maps and ask students to repeatpoint to the three animals and ask a student to name them.say, now draw a line between each animal and the country it comes from.correct the answers.3b this activity provides guided oral practice using the target language.point to the conversation in the picture. ask a pair of students to read it to the class.ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.after a few minutes, ask several pairs to say the conversation for the class.section badditional materials to bring to class:pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.1 this activity introduces more key vocabulary,call attention to the animals in the picture and ask a student to say the name of each one.point out the list of eight numbered adjectives at the top.say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.as students work, move around the room offering to answer questions as needed.correct the answers-2a  this activity provides listening practice with the target language.say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.play the recording again. students circle the adjectives they hear.correct the answers.2b this activity provides listening and writing practice using the target language.call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)point out the write-on lines where students can write these words.play the whole recording and have students write the words they hear on the chart.check the answers.3 this activity provides guided oral practice using the target language.call attention to the dialogue next to the picture. ask two students to read it to the class.say, work in pairs. use sentences like these to say what you think about different animals.demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.ask students to work in pairs. as they work, move around the room checking on progress.ask some pairs to present their conversations to the class.3a this activity provides reading practice using the target language.point out the three descriptions of animals. ask students to take turns reading one aloud.then draw attention to the pictures of animals below.say, write the letter of the animal in the blank lines above its description. there is one animal that is not described.check the answers.3b this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.point out the six words in the box. say, you can write these words in the blanks. use each word only once.as students work, move around the room checking progress and offering language support as needed.check the answers.3c this activity provides reading and writing practice using the target language,say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the animal.repeat each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,ask students to share their writing with others in the class.after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

unit 3: i'd like a large pizzalanguage goalin ihis unit students learn to ask for and give personal information. they also learn to order food.new languagewhat would you like on your pizza?i'd/he'd/they'd like pepperoni.names of foods: cheese, tomatoes, mushrooms,green peppers, pepperoni, onions, oliressection aadditional materials to bring to class:magazine advertisement or food package showing a picture of a pizzatape recorders and blank tapes for students to use.show students a picture of a pizza or draw one on the board.ask how many students like pizza.draw three different sized circles on the board. ask individual students, what size pizza would you like---mall,medium or large? when they answer, point to the size they mention and say. you 'd like a (small) pizza.pronunciation notesay the pronunciation of the word pizza and have students repeat it several times. explain that although you would expect the two z's to make a z sound, they actually make a sound like ar followed by s, so the word is pronounced peet-sub.not peez-zub .la this activity introduces the key vocabulary.focus attention on the three pizzas in the picture. point to and read the sign in front of each pizza: special 1,special 2, and special 3. then point 10 the toppings on each pizza and read the letter next to each topping.point out the numbered list of pizza toppings.say each word and ask students to repeat it.then ask students to match each word on the list with one of the foods on a pizza. say, write the letter of each food picture after the name of the food. point out the sample answer after number 1.you may wish to have students work in pairs or small groups if they do not know most of the names of pizza toppings.check the answers.1 b  this activity gives students practice in understanding the target language in spoken conversation,point to the three pizzas. point to and read the names of the three specials. then point to the pizzas one at a time and ask. what toppings are on this pizza? confirm answers or correct wrong responses by saying the list of ingredients again.play the recording the first time. students only listen.play the recording a second time. this time, ask students to check the pizza that the person ordered.correct the answer.1c  this activity provides guided oral practice wilh the target language.ask two students to read the dialogue to the class.say the conversation with a student. ask the student to be the pizza maker while you order the pizza. ask for different toppings than in the conversation.ask students to work in pairs. have students take turns being the pizza maker and the person ordering the pizza.remind students to list the size and the toppings they really like. students practice both roles.ask some students to present their dialogues to the class.2a  this activity gives students practice in understanding the key vocabulary in spoken conversation.point to the food in the picture and ask students to point to and name each one.explain that students will hear a recording of a conversation. say, the people will talk about some of the foods, but they will not talk about others. please check only the ones they talk about,play the recording the first time. students only listen.play the recording a second time. this time, ask students put a checkmark next to each food mentioned on the rape.correct the answers.2b  this activity provides listening and writing practice using the target language.point to the blank lines. read each statement, saying the word blank each time you come to a blank.play the recording and ask students to listen and write the missing word in each blank. point out that all the words they need are in activity 2a, they can usethese words as answers and to check their spelling.check the answers by having students write the sentences on the board.2c  this activity provides guided oral practice using the target language.call attention to the example in the speech bubbles.ask a student to read the example to the class.say, now practice ordering the kind of pizza you like. use the dialogue in activity 2b as a model.help students find partners. then say, first read the dialogue in activity 2b together. each student can be both the pizza maker and the customer. then make your own dialogues. tell what you realty like on your pizza.ask pairs of students to present their dialogues to the class.3a  this activity provides reading and oral practice using the arger language.call attention to the questions above the pizza maker's head and the list of answers above the boy's head.ask one student to read all the questions to the class. ask another student to read all the answers.say, now please match each question with an answer.the first one is done as a sample.point to number 1 and say. can i help you? then point to answer c and say, i'd like a pizza, please.ask students to complete the exercise on their own.less advanced students may benefit from doing the activity in pairs or in small groups.check the answers.3b  this activity provides guided oral practice using the target language.review with students how to say their phone numbers. write several phone numbers on the board and say the english way of saying telephone numbers. it is always correct to say the numbers one at a time: 843-5038 can be said, eight-four-tbree---five, oh, three, eight. however,a group of four numbers is sometimes said in two groups of two numbers. so 843-5038 is sometimes said, eight-four-three----fifty, thirty-eight.ask students to work in pairs. help students decide who will be student a and who will be student b.ask one of the pairs of students to read the dialogue from activity 3a. one student is the pizza maker and asks the questions. the other is the customer and gives the responses in the book.then say. now make your own conversations. student a asks the questions/torn activity 3a. student b gives true answers.after students have completed the dialogue one way,ask the partners to exchange roles and do it again.ask some pairs to perform their dialogue for the class.section b1 a  this activity introduces more key vocabulary.call attention to the food on the table. ask students to point to and name as many of the foods as possible. point to and say the names of any foods they don't recognize.then point to the words on the list. say the words and ask students to repeat the words.after that, ask students to match each word with a picture. say, write the letter of each food picture in the blank in front of the correct word. as students work, move around the room answering questions as needed.check the answers.1 b  this activity provides guided oral practice using key vocabulary words.call attention to the food on the table. say, please circle the things you like and put an x in front of the things you don't like.when students finish this step, ask students to work with partners. point to the speech bubbles and ask two students to read the dialogue.as the partners tell each other what they like and don't like, move around the room monitoring their work.2 a  this activity provides listening practice using the target language.point out the eight words in activity la and say, for this activity, mark your answers in activity 1a.say, you will hear a conversation. a boy is ordering pizza from a pizza restaurant. as you listen, please circle each of the words in activity la that you hear on the recording.play the recording the first time. students only listen.play the recording a second time. this time ask students to circle each of the foods in activity la that is mentioned in the dialogue on the tape.correct the answers.2b  this activity provides listening and writing practice using the target language.say, look at the order form on page 82. what information does it ask for? call on individuals to answer.then say, i'm going to play the recording again. this time, please write down the information on the order form. you will be writing the boy's address, his telephone number, and the names of all the food items be orders.play the recording the first time. students only listen.say, the order form has the address first, telephone number second, and the food order third. you will fill out the bottom part of the form before the top part.play the recording a second time. this time, ask students to write out the information on the form. you may wish to play the tape more than once if many students are not able to complete it the first time.correct the answers.2c  this activity provides guided oral practice using the target language.say, look at the order form on page 83. you will work in pairs. student a, you work in a pizza restaurant. ask student b questions and fill out the order form. remember to ask for the address and telephone number. student b, order food and drink that you like from the list in activity la.after students complete the dialogue one way, ask the partners to exchange roles and do it again.ask pairs of students to perform their dialogue for the class.教學反思：

unit threepart one: teaching design第一部分：教學設計unit objectives ● to use the vocabulary to identify and describe well-known places in beijing and around the world● to learn to make suggestions and arrangements● to learn to talk about different places using facts and opinion● to develop the ability to select, organize and present information about a place language points and focusesvocabularyourselves, foreign, city, mom, beginning, coach, traffic, sky, model, metal, inside, whole, interest, real, song, internet, beauty, sunset, possible, themselves, itself, rock, climber, luckily, lucky, final, cheer, win, ticket, medal, per, winner, receive, badly, airport, remember (四會) greeting, greetings, presidents, block, pyramids, home page, movement, main, stomach, view, hide-and-seek, wonder support, fare, supporter, presentation, pack, instead, shuttle(三會) highway, parade, halftime(二會)expressionskeep fit, enjoy oneself, invite sb. to do sth. at the beginning, get on/off a coach, a lot of traffic(不可數), places of interest, all over the world, teach oneself, feel the beauty of the old park, decide/ hope/ choose to do sth. hurt oneself, keep their secret to themselves, cheer for our team, square metres in areauseful sentence patterns1. the trip from kitty’s school took about two hours by coach2. he put his photos on it for everyone to look at3. they were amazing, weren’t they?4. i wonder where simon is hiding.5. the school bus takes over an hour to get back to my school after lunch.6. we will make it a really fun day for everyone.7. if you want to come, please let us know as soon as possible.period 1: comic stripes & welcome to the unitteaching objectives● to introduce the topic ‘a day out’● to introduce the famous places around the world and the countries students belong to● to develop fluency in talking about the places students would like to go teaching proceduresstep 1 guessing what he is going to doask the students ‘usually, eddie is a very lazy dog. doyou think he is really going to climb the hill? let’s listen to the tape and find out the answer. ’listen to the tape and get the student to answer the question. (yes, he is going to climb a hill.)does he wants to exercise? (yes, he does.) does he wants to keep fit? (no, he doesn’t. )why doesn’t he want to keep fit? let’s open the book and find the answer. get the students to look at picture 4. is the hill a really hill? (no, it isn’t. it’s a hill of food.) does eddie really want to climb the hill and exercise? (no, he just want to eat the food here, so he said he didn’t want to keep fit.) ‘do you think it is an interesting story?(yes.) let’s read the dialogue in roles.’ get the students to read the dialogue and give them several minutes to remember the dialogue and act it out. step 2 talking about one’s own experience‘have you ever climbed a mountain or travel to a place?’ get the students to talk about their ownexperiences. then ask them ‘do you want to travel to foreign countries? (yes.) do you know about these places?’ elicit what they know about the countries and their capitals. we can use the pictures in unit one, book 7b. (mount fuji, the statue of liberty, the eiffel tower, phra pathom chedi, big ben, saint basil’s cathedral)to talk about more countries, we can use a world map and at the same time we talk about some famous places in the countries. show more pictures and teach the famous places that are going to appear in the reading material. (the harbour bridge, the pyramids, the golden gate bridge, the white house(teach the word president!), the opera house, the eiffel tower) ask questions: ‘which country is it in? which city is it in.’then ask the student to connect the places with their cities and countries. the opera house  washington france the eiffel tower sydney  the usathe white house paris australiastep 3 reading and underlining the places‘amy and simon got some post cards from their friends. let’s read and underline the places theyhave visited/ are going to visit. guess where they are.’ post card 1where: harbour bridge & the opera house, sydney, australia what: took a boat trip, went past, have a great timepost card 2where: the river seine & the eiffel tower, paris, francewhat: sit in a little coffee shop by the river seine, go to the top of …postcard 3where: the white houseà washington, americawhat: the president of the usa ,a beautiful building with big gardens and many trees get the students to introduce what they can do in the three places. step 4 showing the picturesshow the pictures on the postcards to the students. get them to give the name and the places aswell. for stronger classes it is also very necessary to introduce the places one by one to the students.  the harbor bridge (港灣大橋) is the world’s largest sea bridge. (however it is not the longest one. it carries two rail lines and eight car lanes. there is also a cycling path and a footpath.)the opera house (悉尼歌劇院) is the most famous opera house in the world because of its special architecture style. the river seine (塞納河)is well-known as the river of paris. if you travel along the river, you will easily see the evolution of paris and its history. the pompidou center (蓬皮杜中心) is the national center of modern art and culture in paris. the notre dame de paris (巴黎聖母院) is an architectural masterpiece. parts of the cathedral date from the 9th and the 13th centuries. the eiffel tower (艾菲爾鐵塔)is a metal tower. it is made up of 18.038 pieces of metal. it weighs about 7, 300 tones. it is 324 meter high, including the antenna. there are 1,665 steps. it was built between 1887 and 1889. it is named after its constructor gustave eiffel.the white house (白宮) is where the presidents of the usa live. it was build between 1792 and 1800. step 5 which foreign country do you want to visit?‘now you have learned a lot about the famous places around the world. which foreign country doyou want to visit?’ teach the word foreign and then get them to discuss about it. encourage thestudents to have more ideas about what to do there. i want to see/visit … in…. it is … and i think i can….i want to visit the white house in washington, american. it is a beautiful place with a biggarden and many trees. i think i can take some beautiful photos there. (and maybe i can see thepresidents of the usa ,too.)step 6 making up dialoguesget the students to make up dialogues using simon and amy’s as a model. step 7 homeworka. make some flash cards to help you remember the places and what to do there. b. finish off the exercises in the evaluation handbook and learning english. period 2: reading iteaching objectives● to guess the general meaning of a passage or sentences with the help of pictures● to infer general meaning from the context and keywords● to develop the ability to write about a day out following certain sequences● to feel and understand the different feeling of the visitor at different placesteaching proceduresstep 1 revisionsay ‘it is a wonderful and amazing world. there are many places of interest in the world. let’s see if you know their names.’ teach the words and phrases ‘wonderful and amazing’, ‘places of interest’. show the pictures of different places. then get the students to talk about where they are and what can they do there. step 2 asking questionsask the students ‘how long do you think it will take you to travel around the world?/ how longwill it take you to go to all these places?’ to arouse the students’ interest, the teacher can mentionthe film around the world in eighty days (《80天環遊世界》). ask the students if they think it ispossible.step 3 showing picturestell the students ‘it not only takes a lot of time, but also costs a lot of money. but i do have a wayto see so many things within a day and spend less money. that’s to go to a world park..’ show pictures of the world park, and then ask them to say what they can see. (a lot of places ofinterest.) show a map of beijing world park (it is easy to get on the internet.) to give some general ideasabout what they can see. step 4 discussing how to go to…as the interest of the students is aroused, show some pictures of different transport, and then getthe students to discuss how to go to the park, and at the same time teach the word ‘coach’. step 5 reading the passage quicklyget the students to read the passage quickly and then answer the following questions:1. did linda meet mr wu and other students at the bus stop?no, she met them at the school gate.2. where did linda see a lot of traffic, on the highway or the city roads?on the city roads.3. did linda see the golden gate bridge at the gate of the world park?no, she saw the eiffel tower.4. how many places of interest are there in the park? over 100.step 6 playing the recordingplay the recording and get the students to listen and fill in the following table. places what linda sawat the school gatekitty, mr. wu, the students, a coachon the coach(on the city road)a lot of trafficat the gate of the world parkblue sky, the eiffel towerin the parkover 100 places of interestthe pyramids, the golden gate bridge, the song and dance paradestep 7 finding out how one feelsget the students to find out how they feel when they are at different places.

1. at the beginning/on the way,

2. when she arrived at the park,3. when she was inside the park,

a. she couldn’t believe her eyes. she wanted to join in the dancing.b. she didn’t enjoy it / she felt sick.c. she became excited.  she didn’t feel sick any more.  she wanted to enjoy herself.
step 8 reading the text aloudinvite the students to read the text aloud, and then get the students to finish part c1, on page 43.when the students are doing this part, ask them to speak out the reasons, if the answer is ‘false’.step 9 playing the tapeplay the tape and get the students to listen and repeat. then invite them to help daniel put the pictures in the right order. for weaker class, the teacher can pause to help the students get the right order. step 10 retelling what has happenedoffer the students of some key phrases and get the students to retell what has happened and how they felt. at the school gate, kitty and i (linda) met mr wu, and other students. then they got on a coach.on the city roads, i/we saw / felt……on the highway, the traffic got…… at the gate of the world park, i/we saw / became / wanted……inside the park, i/we saw……give the students 1-2 minutes to organize their ideas. and then get two students to retell the text. step 11 talking about the tripget the students to talk about the trip again by showing the route only. show the places one by one and get the students to talk about it. step 12 exploring the wonderful and amazing worldsay ‘if you want to get more knowledge, you should read more books, do more things and visit more places.’ encourage the students to explore the wonderful and amazing world. step 13 homeworka. read the text five times and then try to retell it using your own language. b. finish the exercises in the evaluation handbook and learning english. period 3: reading iiteaching goals● to read the passage again, focusing on language points and sentence patterns● to figures out the way in which the writer wrote the passage● to learn to write about a trip in an informal way teaching proceduresstep 1 reading the text togetherget the students to read the text together. and then give them a very simple outline of the passageand help the students to retell the text. at the school gate,…. on the way, …. at the gate of the world park, ….inside the world park, …. the best part of the day, …photos of the tripget the student to finish part b, page 42. check the answers and read the dialogue. step 2 reading the text againget the students to read the text again. get the students to work in groups of four and try to figureout what each paragraph is about. part 1 a brief introduction to the trip. (para. 1) part 2 on the way to the park(para. 2)part 3 at the gate of the park(para. 3) part 4 inside the park(para. 4-6)part 5 photos of the trip (para. 7)step 3 reading the passage paragraph by paragraphhave a wonderful timeget some of the students to read the passage paragraph by paragraph, focusing on explaining the language points.  a brief introduction to the tripinvite sb. to do sth.(not) enjoy it at the beginningon the way to the parkgot on a coach, take about 2 hoursit was boring feel sick for most of the tripon the city roads, a lot trafficon the highway, get betterat the gate of the parkthe sky was blue and everything was beautifulsee the eiffel tower, became excitedgo off  (not) feel sick go into the park and enjoy ourselves inside the park there are models of a hundred places of interest from all over the worldthe pyramids, like the real ones golden gate bridge, like the one back homecouldn’t believe one’s eyesphotos of the trip teach oneself how to make a home pageput his photos on it for everyone to look at go and see for yourself!

period 7: integrated skills
teaching objectives
● to listen for and identify specific information
● to recognize key expressions involved in organizing an event.
● to respond to written text and information got from listening
● to talk about a charity show.
● to ask for help in organizing an event.
● to make suggestions and offer help.
teaching procedures
step1 presenting
suppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?
help students to answer:
name of the show, name of the charity, date, time, place, ticket price, duties of students
step2 reading and answering
the class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:
what’s the name of the show?
what’s the name of the charity?
when will the show be held?
how much is the ticket?
step3 listening and answering
different students have different duties. what will each student do for the charity show? please listen.
ask students to fill in the table.
check answers, ask:
who will design the poster? (kitty and sandy)
who will organize a play? (millie and simon)
who will be the host of the show? (millie)

unit 1 past and present
period 1 comic strips & welcome to the unit
teaching goals
● to introduce the concept of situations that started in the past and are continuing at present
● to introduce the grammatical concept of the present perfect tense by focusing on a timeline.
teaching procedures
step 1 having a brainstorming
—how do you come to school every day? 
—i come by bike. /by bus /by car.
—how does your father go to work?
—he goes to work by car. /he takes a car to work.
step 2 presenting forms of transport
there’s too much traffic in nanjing. but people began to take the underground in . the underground has been in use since . it’s fast and convenient. 
now, let’s learn something about transport at different times. (show the pictures)
what are their names? (light rail, double-decker)
i want to draw a timeline for the different forms of transport in beijing. use the information from part a to complete the timeline.
 1900  1910  1920  1930  1940  1950  1960  1970  1980  1990
  light rail taxi bus coach/plane  underground  double-decker  train

unit 7: what does he look like?language goalin this unit students learn to describe people.new languagewhat do you look like? i'm short. and i have curly hair.what do they look like? they're medium height.and they have short hair.what does he look like? he's heavy and he wears glasses.what does she look like? she's thin and she has long hair.section aask students to name some ways of describing people. you can start students off with examples such as tall and short. point out various students in the class and ask students to say if they are tall or short.continue with examples of students who have long hair and short hair. write the words on the board and ask students to repeat these words. then point at different students' hair and ask the class, long hair or short hair?culture notein some cultures, it is impolite to point at other people or to touch other people, particularly on the this activity introduces the key vocabulary.focus attention on the words. ask students to read the list of words. then say each word and ask students to repeat it.on the board, make a simple drawing to illustrate each of the words. as you complete each drawing, point to it and ask students what it shows. if they don't know, say the word and ask students to repeat it. for example,draw a stick figure with very long legs and a long body,when you point to the figure, students say tall.call attention to the picture. point to the letters next to the people in the picture.say, use the letters to match the people in the picture with one of the numbered words. write each letter next to a numbered word. you can use some letters more than once. point out the sample answer.check the answers.1 b  this activity provides guided listening and writing practice using the target language.call attention to the speech bubbles in the picture.read the dialogue, saying blank when you come to a blank line.say, you will hear a conversation between amy and her friend. fill in the blank lines in their conversation.then look at the picture and find the boy amy is talking about.play the recording the first time. students only listen.play the recording a second time. this time, students fill in the blanks in the speech bubbles.say, who are they talking about?correct the answers.1 c  this activity provides guided oral practice using the target language.call attention to the various people in the picture.say, one of these people is your friend.point out the sample conversation. ask two students to read it to the class. then ask the class to point to the girl in the picture who has long hair and a medium build.say a dialogue with a student. have the student ask you the question. you then answer it using a description of one of the people in the picture. ask the student to point out the person you described.say, now work with a partner. ask and answer the questions.then have students work in pairs. as they talk,move around the room monitoring their work.offer language or pronunciation support as needed.2a  this activity provides guided listening practice using the target language.point to the list of nine phrases and ask a student to read them to the class.say, now you will hear three conversations. the people are talking about friends. they are using these words to describe their friends. some of these words go with "has" and some go with "is".point to the circle around the word "circle". say, circle the correct word, either is or has, when you hear it in the conversation.play the recording the first time. students only listen.point out that there are three different conversations about three different people.play the recording a second time. this time say, circle "has" or "is". you may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.correct the answers.2b  this activity provides listening and writing practice using the target language.point at the chart with space for two words used with is and two words used with has after each namecall attention to the sample answers. as you point to the word is, say a sentence using the sample answer tall:he's tall. point to the word has and say a sentence using the sample answer curly hair: he has curly hair.play the recording. ask students to listen to the descriptions and write the words in the correct column after cad person's name.3  this activity provides guided writing practice using the target language.  jcall attention to the dialogue in the box and the picture. explain that students have to complete the dialogue with words to describe nancy's appearance.have students do the activity individually. as they work, move around the classroom offering help as necessary.3a this activity provides reading practice using the target language.draw attention to the pictures and the descriptions.explain that students have to match the pictures with the correct descriptions.point out the example. have a student read the first description.students do the activity individually.3b this activity provides oral practice using the target language  call attention to the picture and the names in the box. say, student a has to write the names in the box next to the people in the picture. then student b has to ask questions to find the people. remind students that they should not look at each others' textbooks when they do this activity.have two students read out the example dialogue in the speech bubbles. then ask students to do the activity in pairs. as students talk, walk around the classroom listening and offering assistance as necessary.after several minutes, stop the activity and have several pairs present their dialogues to the class.4  this activity provides open-ended oral practice using the target language.give a sample description of someone in the class and ask the class to guess who you are describing.use only words and sentence patterns from this unit.for example, she's short and thin. she has curly hair.ask some students to describe a person while their classmates guess who it is.section bnew languagebeard, mustache, black, blonde, bald additional materials to bring to class:large scrap paper for the drawing activity in activity 41 a  this activity introduces the key vocabulary.focus attention on the six pictures. ask students to tell what they see in each picture. confirm each correct answer and supply any words students don't know.point at the numbered list of words. say each word and ask students to repeat these words.then ask students to match each word with one of the pictures. say, write the letter next to the picture in front of one of the words. point out the sample answer.1 b  this activity provides oral and writing practice using the target language.point at the incomplete sentences and read the completed sample sentence to the class.ask students to work alone or in pairs. have students write the name of a famous person in each blank.ask some students to read the sentences they completed. have other students say whether the sentences are right or wrong.2b  this activity provides listening and writing practice using the target structures.say, you will hear maria and danny talking about tina brown and johnny dean again. this time your job is to write what each person looks like. point to the heading "looks like".play the recording. ask students to fill in the blanks next to the words "looks like" on the chart.correct the answers.2a  this activity provides listening and writing practice using the target language.point out the picture of johnny dean and tina brown and maria and danny. say, you will hear maria and danny talking about tina brown and johnny dean.your job is to write the job each person does. point to the heading "job" on the chart.play the recording the first time. students only listen.play the recording a second time. this time ask students to fill in the blanks in the chart.correct the answers.2c  this activity provides oral practice using the target language.name a famous actor, musician or athlete and describe that person. for example, my favorite actor is leonardo dicaprio. he's medium height and he has brown hair.ask students to work in small groups. have students describe a famous person to the group. ask others in the group to add information to each description, if possible.3a this activity provides reading and writing practice using the target language.call attention to the two pictures of johnny dean.ask students if they are pictures of one person or two different people. lead students to understand that they are before and after pictures.ask students to read the magazine article individually.move around the room answering any questions students may have.read the magazine article to the class. answer any further questions about the words in the story students may have.point out the blanks in the chart. say, under "before"write words that describe johnny before be changed. under "now" write words that describe johnny after be changed. point out the sample answer.as students work, move around the room monitoring progress.3b this activity provides guided writing practice using the target language.call attention to the passage and the pictures below.explain that the passage describes how gloria green's look has changed. point out the sample answer, and ask a student to provide the second answer (short hair).point out the numbered blanks in the paragraph. say,write words describing gloria's appearance in each blank.ask students to finish the activity on their own.3c  this activity provides writing practice using the target language.ask students to name their favorite actors or musicians. write some of the names on the board.ask each student to choose an actor or musician and write a short description of the person.ask what new words students want to use in their descriptions. when you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. limit this to two or three new words.as students write, move around the room answering questions and offering language support.read some of the completed descriptions to the class and have students guess who the person is.4  this activity provides listening and speaking practice using the target language.read the instructions. check to see that students understand how the game is played.ask each student to draw a picture without letting ,anyone else see it.have students get into groups of four. tell the students in each group to give themselves numbers from 1 to 4.ask the other three students in each group to listen to the description and draw the person. you may wish to have them listen to the description several times.ask each group to swap its pictures with another group. that group votes to decide which of the three copies looks most like the original picture. the student who drew that copy is the winner.