仁爱版八年级上册英语教案：Unit1 Playing Sports

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学生们有一个生动有趣的课堂，离不开老师辛苦准备的教案，这就需要我们老师自己抽时间去完成。尤其是老师想要浓郁课堂氛围，高质量的教案课件是必要的。如何做好教案课件的编写呢？以下是小编为大家整理的“仁爱版八年级上册英语教案：Unit1 Playing Sports ”,为防遗忘，建议你收藏本页！

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.
S1: 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 2004 Athens Olympics and won a gold medal. But in the 2008 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
Section C
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:
mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax
2.Go on learning the future tense with be going to + do:
(1)There is going to be a school sports meet next weekend.
(2)She is going to take part in the high jump and the long jump.
(3)—What are you going to do tomorrow morning?
—I’m going to play soccer. I like it very much.
3.Go on talking about the favorite sports and reasons:
I like playing soccer very much. Because it makes me strong and it is popular all over the world.
4.Talk about plans and intentions.
5.Improve the students’ ability of reading.
Ⅱ. Teaching aids 教具
图片/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)
运用体育活动的图片，复习运动项目的名称，并导入部分生词。
1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)
T: please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?
S1: S2, what’s your favorite sport?
S2: Skating. And you, S3?
S3: I prefer…
…
2. (快速问答，导入新课，找一名平时喜欢运动的同学。)
T: S4, do you like sports?
S4: Yes, I do.
T: Do you often go mountain climbing?(出示登山的图片。)
S4: Yes, I do.
T: When do you often go mountain climbing?
S4: On Sundays.
T: S5, please talk about S4 according to what he/she said.
S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.
(再找一名喜欢运动的同学。)
T: S6, do you like doing exercise?
S6: Yes, I do.
T: How often do you do exercise?
S6: Every day.
T: How long do you spend doing exercise every day?(必要时可译成汉语。)
S6: About thirty minutes.
T: S6 spends about thirty minutes in doing exercise every day.
(板书并要求掌握。)
mountain, exercise, do exercise, spend, spend …(in) doing sth.
T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”
(板书，让学生猜hour词义，并要求掌握。)
hour
T: S7, please talk about S6 according to what he/she said.
S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.
T: Well done. You are very clever.
Step 2 presentation 第二步呈现(时间:10分钟)
学习1a，使学生区分一般现在时和一般将来时的用法。
1. (教师展示一幅一小女孩打棒球的图片。)
T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?
Ss: She is playing baseball and she plays it pretty well. (教师可帮同学回答。)
(板书领读并要求掌握生词。)
baseball, pretty, pretty well
(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。)
T: (教师手指图画)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.
S1: Yes, I do.
(板书，解释生词和短语，并要求掌握。)
weekend, take part in
T: Which sport are you good at?
S1: Running /…
T: Are you good at the long jump or the high jump?(教师边说边指着图片中的跳远和跳高项目。)
S1: I’m good at the long jump/the high jump.
(板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。)
jump, the long jump, the high jump
2. (听1a录音，回答下列问题。)
T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:
(板书)
(1)Which sport is Ann good at?
(2)How long does she spend in the gym every day？
(核对答案。)
3. (让学生再听1a录音，跟读并注意语音语调。)
T: Listen to the tape again and follow it. pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步巩固(时间:8分钟)
完成1b和1c，培养学生从简单的文章中找出关键信息的能力。
1. (让学生再读一遍1a，完成1b。)
T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. please read 1a again and complete the timetable in 1b.
(核对答案。)
2. (根据1b，完成1c。)
T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.
(核对答案。)
3. (根据Ann的活动时间表，描述Ann一周的运动情况。)
T: Well done! please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.
Example:
Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesda

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八年级英语上册教案(仁爱版)：Playing Sports

仁爱版八年级上册第一单元英语教案

八年级英语上册教案：Unit1 How often do you do exercise

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. 3a1) 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 fromSchool.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 ateg：please look at the blackboard.（2） look foreg：我在找我的笔（3） look likeeg::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 for7）be good at =do well in8）be good to sb.9) 和…相同与……不同不同: (n.)differenceeg.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 healthy4．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 for5．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 frequencya. go to the moviesb. watch TVc. shopd. exercisee.readF,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-upStress 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 ofSentences:1.But my mother wants me to drink it.2.She says it’s good for my health3.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1a2. pairwork Ask the Ss to show their works and perform it.Step 3．Listening 完成2a,2b Check the answersStep 4.合作探究课文解析. 3a 3b1.Warm up and Lead in: Say something about your eating habitsTalk about their eating habits.2. play the recorder. Listen and read 3a3. Answer the questions .Try to answer these questions4. Ask the Ss to sum up the language points Sum up the language points Textbook5. 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-best10. 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 advice10）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 BStep8. 课后反思

初中八年级上册英语教案：Unit 1 How often do you exercise

Unit 1 How often do you exercise？
Ⅰ.Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 .Teaching Aims and Demands
(1) Knowledge Obj ect
In this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 .Teaching Key point
To master the key vocabularyand the target language presented in this unit.
4 .Teaching Difficult point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context.
Teach students how to do a survey.
Ⅱ.Language Function
Talk about how often you do things.
Ⅲ.Target Language
What do you usually do on weekends?
I sometimes go to the beach..
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
Ⅳ.Structure
Wh-questions
What do…?
How often…?
Adverbs of frequency
All/most/some/none
V .Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ.Recycling
reading，watching TV，go to the movies, fruit，vegetables
Ⅶ.Learning strategies
Using context.
Transforming information.
Ⅷ.Teaching times
Six periods/ppperiod One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week .
Teaching Aids: Tape recorder;Multi-Media.
Teaching procedures:
Step 1 ：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class.
Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
Get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
I usually exercise on weekends.
I often go to visit my grandparents.
I sometimes go shopping on weekends.
I hardly ever play computer games on weekends.
I never play cards on weekends.
What does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day….
Step 6： Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：.Do a survey:
Activities How often
Take a shower
Wash your hair
Exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
Step 8:Homework
1. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.
2. Remember what we learn today.
3. Write a passage about what you often do on weekends and how often you do different activities./ppperiod Two
Teaching Aims:
1. Students can learn to talk about activities and how often to each other
2. Students can listen, talk ,read and write these words correctly
Teaching Difficulties:
1. Words: high school, most, no, result, active, for as, for about
2. phrases: for as, for about
3. Sentence patterns:How often do you shop? I shop once a month.
How often does Cheng watch TV? He watches TV..
Teaching Aids:Tape recorder; Multi-Media.
Teaching procedures:
Step 1 ：Greeting.
Step 2 ：Lead – in
T: Do you like English ?
S1: Yes, I do.
T: Do you want to improve your English?
S1: Yes, I do.
T: What can you do to improve your English?
S1: I can read English books to improve my English.
T: How often do you read English books?
S1. I read English books every day.
practice more phrases in the same way. (Look at the screen)
Step 3 ：Groupwork: Who’s the best English student?
1. T: Just now we talked about what you could do to improve your English? (eg. read English books, practice reading and speaking )and How often do you ?
Now please think of more things you can do to improve your English and write them down in the chart on page 3.
How often do you…? once a week twice a week three times a week once a month
read English books
sing English songs
watch English movies
T: Now let’s see who is the best English students in the class .
Step 4 ：Lead-in:
Teacher: Just now we talked about different activities about learning English. From the chart we know you can do many activities to improve your English. You did a good job. Now let’s look at another chart of the student activity survey at Green High School.
Green High School: Activity Survey
Activity everyday once or twice a week three or four times
a week
Exercise 15% 10% 75%
Do homework 95% 0% 5%
Watch TV 85% 2% 13%/pp(Help students to say: 15% of the students exercise every day. 10% of the students exercise once or twice a week. 75% of the students exercise three or four times a week… Then present the following)
All students=100%
Most students=51%-99%
Some students=1%-50%
No students=0%
Step 5 ：Reading
1． Get students to read the magazine article on page 3 and finish the passage, then check the answer.
2． Answer the questions about the survey:
1）What do the students of Green High School usually do at school?
2）Do they all exercise once or twice a week?
3）How many students watch TV every day?
4）What do fifteen percent of Green High School students do every day?
5）Do the students of Green High School do the same activities as you? Yes or no?
Can you say something about the activities that the students of your school do?
Step 6: Explanation
1. Here are the results of the student activity survey at Green High School.
这儿是Green高中的学生活动调查结果。
（1）the results of……的结果。如：
the results of the English contest 英语比赛的结果
（2）as a result由于, 因此。如：
As a result, Tsinghua becomes the first-class university.因此，清华成为一流的大学。
（3）at Green High School在格林高中在学校用介词at。如：
at Junior School在初中at primary School在小学
2. Most students exercise three or four times a week.大多数学生一周锻炼三或四次。
（1）exercise v. 锻炼；exercise n. [U]运动;[C]练习
Let’s do our exercises.让我们做练习吧。
Walking is a good exercise.散步是很好的运动。
（2）time次数time and time again千万次的
（3）three or four times a week 一周三四次
…times a week / month / year一周/月/年多少次，
特殊：once 一次
twice两次
巧辨sometime ， sometimes ，some time，some times
sometime ， sometimes ，some time 和some times形似而含义不同。下面的口诀能够帮助我们辨别它们的含义及用法。
分开是“一段”，相连为某时；
分开s是“倍、次”，相连s是“有时”
1). I’ll stay here for some time.
2). My father will be back sometime in October.
3). Our school is some times larger then theirs.
4). I watch TV three times a week.
5). My good friend Wu Min often goes to school by bike, but sometimes on foot.
3.as for homework谈及到家庭作业 as for sth. /sb. 谈及某事/某人
（1）as for the book Harry potter 谈起《哈利波特》这本书
（2）as for my father 谈到我的父亲/ppStep7: Exercise:
Ⅰ 用所给词的适当形式填空：
1. Li Lei likes going ______(skateboard) on Sundays.
2. Mother often goes _____ (shop) after work.
3. How often _____ he ____ (do) his homework?
4. He watches TV ____ (two) a week.
5. Zhang Jian speaks English very well, so he is very ____ (activity) in English class.
Ⅱ 单项选择
1. “____ do you visit your uncle?” “ Three times a month.”
A. HowB. How long C. How often D. How soon
2.As ____ my homework, I do it every day.
A. about b. for C. ofD. on
3.Meimei listens to music ____.
A. sometime B. sometimesC. some times D. some time
4.My brother ____ like singing ____ dancing.
A. don’t , and B. doesn’t , andC. doesn’t , or D. don’t, or
5.Jack hardly ever exercises, so he is kind of ____.
A. healthy B. unhealthyC. healthD. unhealthy
6.How often does she ____.
A. watching TVB. surfs the InternetC. go to the movies D. exercises
7.There are few ____ in the fridge. Let’s go and buy some peas, carrots and cabbages.
A. vegetablesB. fruit C. meatD. eggs
8.Most students exercise ____ a week.
A. once or twice B. one time or two times
C. one time or twiceD. once or two times
9.--- ____ do you go to Qingdao?
--- Only once.
A. How oftenB. How longC. How many times D. How far
10. “60% of students like reading English.” means “____ students likes reading English.”
A. All B. MostC. SomeD. No
ⅲ 句型转换：
1. There is little money left. (改为同义句)
There is _____ _____ money left.
2. Maybe Kate knows the answer. ((改为同义句)
Kate _____ _____ the answer.
3. She plays the violin on weekends. (对划线部分提问)
_____ _____ she _____ on weekends?
4．The students never surf the Internet. (对划线部分提问)
______ ______ ______ the students surf the Internet?
5. Sam does his homework at home. (改为否定句)
Sam _____ _____ his homework at home./ppStep 8: Homework:
1. Revise the new words.
2. preview Section B.
3. Write a short passage to describe the best English student in your class, telling what he/she does to improve English and how often he/she does these things.
period Three
Teaching Aims:
Learn to talk about how often they do things to keep healthy.
Teaching Difficulties:
1.Words:
junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.
2.phrases: how many, be good for, be bad for, every day.
3.Sentence patterns:How often do you drink milk, Liu Feng?
How many hours do you sleep every night?
She says it’s good for my health.
Teaching Aids: Tape recorder; Multi-Media.
Teaching procedures:
Step 1 ：Greeting.
Step 2 ：Lead-in
1. T: I had eggs for breakfast this morning, and I have eggs for breakfast every day. Because they’re good for my health. And they’re nutritious. What about you? What do you have for breakfast?
S1: I have milk for breakfast.
T: How often do you drink milk?
S1: I drink milk every day.
T: Do you like it ?
S1: Yes, I do. / No, I don’t.
T: Why do you like it? S1: Because it’s good for my health/ it tastes delicious.
T: You don’t like it, but you drink it every day, why?
S1: Because my mum wants me to drink it. She says it’s good for my health.
2. T: What about you , what do you have for breakfast?
S2: I have instant noodles for breakfast .
T: How often do you eat instant noodles?
S2: I eat instant noodles three or four times a week.
T: Do you like them?
S2: Yes, I like them very much.
T: (Let students compare them and tell who is healthier)
Who is healthier, S1 or S2?
Yes, S1 is healthier. Because milk is good for our health. And instant noodles are not healthy, they are bad for our health. They are junk food.
T: I know most young people like eating junk food. But I think you’d better not eat too much junk food, because they’re bad for our health. Let’s look at the screen and find out which ones are healthy and which ones are unhealthy?
---Is/Are…healthy?
---Yes, it is. / They are.
No, it’s /they’re unhealthy.
---Why?
---Because it’s /they’re good/bad forhealth.
Step 3： pairwork (1a 1b).
T: Now work in pairs, talk about how often you eat the food in the pictures.
A: How often do you …?
B: I …every day/ twice a day/ three times a day/ four times a week..
A: Do you like it/ them?
B: Yes, I do. / No, I don’t. But my mom wants me to drink. She says it’s/they’re good for my health.
Step 4. Listening ( 2a 2b)
1. T: What does healthy mean? If I eat a lot of junk food but never exercise, am I healthy?
Ss: No.
T: If I eat lots of fruit and vegetables and drink milk every day, am I healthy?
Ss: Yes.
T: Now, we will hear a reporter interviewing two people, Bill and Katrina. Listen and decide if Bill and Katrina are healthy. Circle your answer to each question.
2. T: What are Bill and Katrina’s answers to these questions? Listen again and write down the correct adverbs of frequency.
Step 5. Groupwork (2c)
Role play. Student A is the interviewer. Student B is Katrina. Student C is Bill. Try to act the conversation out .They can use their own words.
Step6: Homework :
1. Finish the exercise in this period.
2.Using the information in 2a 2b, write a report about Bill’s and Katrina’s eating habits.
period Four:
Teaching Aims:
1. Learn following expressions:
2. Learn to write one’s own habits.
Teaching Difficulties:
1.Words: habit, try, lifestyle, grade, better, same, as, different, difference, maybe, although, for, keep, must.
2.phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good grades.
3. Main task: How to write a composition of one’s habits.
Teaching Aids: Tape recorder; Multi-Media.
Teachingprocedures:
Step1: Revision
1. Free talk:
2. Ask and answer
How often do you exercise? How often do you eat vegetables/fruit/junk food?
How often do you drink milk/coffee/tea? How many hours do you sleep every day?
（Use he/she/they ask and answer these questions. ）
Group works
Step 2. presentation and reading (3a)
T: Last period we learned Section B 2a and knew Bill and Katrina’s lifestyles ,do you remember? Are they healthy?
Ss: Yes,Katrina is healthy while Bill isn’t healthy.
T: Good. Now Katrina writes a letter about her lifestyle to her pen pal , let’s listen to a part of her letter and answer some questions:
1. How often does she exercise?
2. How often does she drink milk?
3. Does she eat junk food very often?
4. Do you think she has a healthy lifestyle? Why or why not?
5. Is her lifestyle the same as yours or different? What are the differences?
Step 3. Fill in the blanks (3b)
T: We know Bill is kind of unhealthy. And he also writes a letter .Let’s fill in the blanks in Bill’s letter.
(After Ss have finished, check it)
Step 4. Writing (3b)
T: Are you healthy or unhealthy? Now, it’s your turn to write about your own habits.
Step 5. Survey
Add five questions to the survey on page 81.(1. How often do you exercise? 2. What sports do you play? 3. How often do you eat vegetables?)Then ask three classmates the questions and take notes. Discuss and describe: Who is the healthiest student?
Step 6. Exercise:
ⅰ.用所给词的适当形式填空：
1. We need ________ (health) food.
2. Who is the ________ (interview)?
3. He does his homework ________ (well) than me.
4. What are the __________ (different) between Lucy and Lily?
5. I’m sorry to keep you ________ (wait) for me for a long time.
ⅱ 单项选择：
1. Healthy food and exercise _____ me to study better.
A. let B. makeC. helpsD. help
2. He ____ at school .
A. may beB. maybe C. may isD. may
3. “How long did you sleep last night?”“______.”
A. Twice a nightB. For nine hoursC. Two timesD. Once or twice
4. If you want to be healthier, you must eat ____ meat and do ____ exercise.
A. less, more B. fewer, muchC. less, muchD. many, more
5. Our teacher wants us ____ English hard.
A. study B. to studyC. studies D. studying
6. She says it’s good ____ my _____.
A. for, healthB. for, healthyC. at, healthD. at, healthy
7. ____ he is ill, ____ he goes to school.
A. Although, butB. /, /C. Although, /D. But, although
8. The boy is ____ fat because he eats ____ junk food.
A. much too, too muchB. much too, much too
C. too much, too muchD. too much, much too
Step 7. Homework:
How healthy are you? Write a passage about your own eating habit.
period Five: Self check and Revision
Step1 Greetings free talk
Step2 Discussion
Work in groups, discuss which kind of life is healthy.
Do a report according to the discussion.
Step3Self check
Fill in each blank with the correct word given.
Then make your own sentence with each word.
1. wants2.exercises3.help4.try5.have
Step4 Key phrases:
1. how often 　多久一次
2. as for至于，关于
3. junk food垃圾食品
4.eating habit 　饮食习惯
5.of course当然
6.look after 照顾，照看
7. start with 以……开始
8. make a difference　使得结果不同，有重要性
9. go shopping　去购物
10.have a party 聚会
11. go to the movie　去看电影
12. once a week　每周一次
13. hardly ever很少
14. twice a week每周两次
15. three times a week每周三次
16. watch TV看电视
17.on weekend　在周末
18. do homework做作业
19. a lot of　许多
20. try to do尽力做某事
21. help sb (to) do sth.　帮助某人做某事
22. the same as和……相同
23.keep in good health保持身体健康
Step 5 Grammar
1.掌握句型：
1) What do you usually do on weekends?I often go to the movies.
What does she do on weekends ？She often goes to the movies.
What do you usually do on weekends?I often go to the movies.
(watch TV、read books 、exercise、clean、skateboard、 play basketball、wash clothes、go shopping、go to movies)
How often do you exercise/… ?
Task one “Find my group members.”
2. presentation and drill
（1）教师指着屏幕说：“ Now let’s see my activities on weekends. How often…?屏幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies.
（2）点击鼠标屏幕上出现频率副词及相关的百分比。
always(100%)usually(80%) often (30-50%)
sometimes(20%)hardly ever(5%) never(0%)
领读频率副词，让学生快速认读。
（3）分别点击活动图片，每个图片正面出现一个频率副词。
教师依次提问： What do you do on weekends?
引导学生用图片中的活动及副词回答，如：I usually run.
（4）Task: Making cards
每个学生把自己的课外活动做成卡片，再把频率副词做成卡片，然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。
(5)常见的频度副词有never(从不), sometimes(有时),often(经常),usually (通常), always(总是).
从0%(never)到100%(always)可以这样排序:
0%……………………………………100%
never sometimesoften usuallyalways
(6) 注意频率副词在句中有不同的位置.
在 be 动词之后:
I’m usually ill on planes.
Are you usually at home on Monday?
He isn’t usually ill on planes.
在实意动词之前:
I usually work on Friday.
I sometimes go to London.
3. all, most , some和none的用法。
（1）all (所有的，全部的人或物)，any (任何一个)， none (都不)。以上词使用范围为三者以上。
All the flowers are gone.　所有的花都谢了。
I don't like any of the flowers.　这些花我都不喜欢。
I like none of the flowers.　这些花我都不喜欢。
注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数动词。
All of the students are there. 所有的学生都在那。
All (of) the milk is there.所有的牛奶都在那。
（2）. some 一些
1) 可与复数名词及不可数名词连用。
2) 当做"某一"解时，也可与单数名词连用。（= a certain）

仁爱版七年级上册英语教案：Unit 2

Teaching plan
Background information（背景知识）:
Students: 52 Middle School students
Lesson duration: 45mins
Teaching contents（教学内容）: Unit 2 Topic 1 I have a small nose. Section A
Teaching aims(教学目标):
1. Learn some new words:
（1）Learn words about parts of the head:
nose, eye, head, face, hair, ear, mouth, neck
（2）Learn some other new words:
guess, know, wide, right, girl, boy, have, has, small, big, round, short, long,
　2. Learn some useful sentences:
(1) I/You/We/They have…
(2) She/He/It has…
(3)---Do you have…?
---Yes, I/We do. No, I/We don’t.
(4)--- I know.
--- You’re right.
　3. Learn how to describe people’s appearances.
Teaching focus(重点)：words about parts of the head and adjectives of description
Teaching difficulties(难点)：The usages of have and has
Teaching procedures:(教学步骤)
Step1 Warm-up 第一步热身
greeting
sing a song : Head and shoulders.
Step2 Review 第二步复习
(1) 通过复习，培养学生根据卡片信息进行简单交流的能力。
(出示卡片上文字信息，师生进行互动问答。复习描述人的基本情况。)
Name: Jane
Age: 11
From: Canada
School: Beijing International School
Class: Nine
Grade: Seven
phone number: (010)9267-6929
　
　

(1)T: What’s her name? S1: Her name is Jane.
T: How old is she?S2: She is eleven.
T: Where is she from?S3: She is from Canada.
(2)(根据图画导入新内容。)
　Step 3 presentation 第三步呈现
利用简笔画教授人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。
（2）(利用卡片，操练表示人体部位的名词。)
T: Let’s look at this picture. What’s this? S1, please.S1:Eyes.
　T:How do you spell it, please?S1:E-Y-E-S,eyes.
　(以同样方式操练其他表示人体部位的名词。)
T: Nice work, boys and girls. (教学boy and girl)
(3) 通过对比图片学习描写人体头部的形容词（long hair, big eyes, small eyes, a round face…）
(4) (出示2a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)
T: OK, now look at these pictures. Let’s talk about their different looks. Is this a big nose?
Ss:Yes. It’s big.
T: Good. He has a big nose. Are they big, too?Ss:No. T: Very good. They are not big. They are small. They have small noses and small eyes.
　(以同样方式操练其他四幅图片。)
(5) (在熟练掌握人体部位和描述人体部位形容词的基础上，结合2a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)
① have: S(I/We/You/They) +have …
② has: S(He/ She/ It)+has …
Step 4 Consolidation 第四步巩固
1. (小组竞赛。限定时间要求学生书面完成2b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)
　2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)
　S1:I have a small nose.
　S2: I have a long face.
　S3: I have a big head.
　S4: …
　…
Step 5 practice 第五步练习
完成1a，1b进一步帮助学生巩固本课的功能项目，培养学生的听说能力。
Sing a song
Step 6 Summary 第六步总结
Summarize the new words.
Summarize the grammar.
Summarize the useful expression

Step 7 Homework 第七步作业
(1) 预习Section B 的生词
　(2) 描述一位朋友的外貌。

初中八年级上册英语Unit 9教案

A Teaching plan For Unit 9 “Go For It” Book 3

Teaching Aims:

● To learn about passive voice and adverbial clause with when

●To learn to use when/how long questions

●To talk about famous people

●To learn the simple past tense

Important and difficult points:

To improve the students’ abilities

Teaching procedures:

Warming up by learning about passive voice

What does the passive voice look like?

Compare these active sentences and passive voice sentences:

active: The boy ate the apple.

passive: The apple was eaten by the boy.

active: Mary will drive the van.

passive: The van will be driven by Mary.

Identifying S-V-DO

Only sentences which have a direct object can be made into passive voice sentences. Only verbs which take a direct object can be used in passive voice sentences. Let’s look at the sentences we saw above.

The boy ate the apple.

subject=boy, verb=ate, direct object=apple

Mary will drive the van.

subject=Mary, verb=will drive, direct object=van

You can probably identify the verb easily. The subject comes before (to the left of) the verb and the object comes after (to the right of) the verb.

Warming up by asking questions

Hello, everyone! I had a party yesterday. What kind of party? Can you guess? It was my birthday party. Yes, I was born on November 5th, 1972. What about you? Let’s find out when were you were born.

T: When is your birthday?

S: April 22

T: When were you born?

S:19—

Now please pay attention to the structure

Sb + was/were + born + in + year 出生于xxxx年

We use it to express when is our birthday.For example:

I was born on October 25th, 1975.

1a Talking about international sports stars

T: Do you like sport? I think many of you like it. What sport do you like?

S: football, volleyball, tennis, table tennis, basketball and so on.

T: Ok! I know you are sports fans. You must know the famous sports stars. I have some pictures of them .Do you know them. Let’s make a list.

International Sports StarsWhat kind of sportDo you like him or her? Why?

Michael JordanBasketballsuperman

Deng YapingTable tennispertinacity

Martina HingisTennisresourceful

David BeckhamfootballHandsome

please think about these questions. What sport does he or she play? Do you like him or her? Why or why not?

1b Listening and writing

Listen to the tape and write the year when the sports star were born. I will play it twice. First time you can only listen and the second time you can write.

Answers

Deng Yaping:1973Michael Jordan:1963

Martina Hingis:1980David Beckham:1975

Read the tapescript and try to underline the expressions and shadow the when/how long questions

1c Doing pairwork

First let’s look at the dialogue about Deng Yaping. please read it after me. When you read please pay attention to the pronunciations and intonations.

A: Who’s that?

B: That’s Deng Yaping. She is a great Chinese ping-pong player.

A: When was she born?

B: She was born in 1973.

Now make the similar dialogue about other people with your partners. I’d like to ask some pair to act it out. For example:

A: Who’s that?

B: That’s Michael Jordan. He is a great American basketball player.

A: When was he born?

B: He was born in 1963.

2a Listening and filling the chart

Look at the pictures. What are they doing? Learn the new words

Hiccup 打嗝

sneeze 打喷嚏

world record means the best in the world

Let’s listen to the tape carefully and fill in the chart.

While listening, try to get the important thing --- “how long”

2b Listening and filling in the chart.

Listen again and fill in the “started” and “stopped” columns.

Who holds world recordHow longStartedStopped

Charleshiccupping69years and 5 months19221990

Danna Greensneezing978daysJanuary13,9811983

Read the tapescript and try to underline the expressions and shadow the when/how long questions

2c Filling the chart and speaking

First let’s fill in the blank with the information from the chart in last part.

A: How long did Charles Smith hiccup?

B: He hiccupped for 69 years and 5 months.

A: When did he start hiccupping?

B: He started in 1922

A: When did he stop hiccupping?

B: He stopped in 1990.

please practice the conversation with your partner.

Make the same kind of conversation about Donna Green.

The students’ conversation may be like this.

A: How long did Donna Green sneezing?

B: She sneezing for978 days.

A: When did she start her sneezing?

B: She started on January 13,1981.

A: When did she stop sneezing?

B: She stopped on September16, 1983.

Grammar Focus

please go over this part by yourselves. put your questions to me if you have any. please pay attention to the tense and the past forms of verbs. When we talk about things in the past, we should use the past tense. The past form of “be” is “was” or “were”. To the regular verbs, “ed” should be added after them. And as for the irregular verbs we should remember their past forms.

3a Doing pairwork

First you read and fill in the chart with your partner.

The word achievement means “the important thing each person did in life.

AchievementAge

Tiger WoodsStarted golf10 months old

Shirley TempleMovie starThree year old

Wolfgang Amadeus MozartWriting music Four years old

Mei LanfangFirst performed Beijing OperaTen

Ronaldoplayed for his national teamSeventeen

Liu xuanWon a gold medal at the World Championshipseventeen

3b Doing pairwork

Since you have finished reading the chart and filling in your answers, please work in pairs as is the examples in the book.

A: Who is Mozart?

B: He’s a musician.

A: When did he start writing music?

B: When he was four years old years old.

4a Interviewing

Boys and girls, let’s play a game, an interview.

Look at the chart and interview you partners by asking the question.

How old were you when…?

Name AchievementAge More information

Learned to ride a bicycle

Started learning English

Started playing sports

First went to a movie

First had a party

4b Speaking

Who would like to tell us his report about his interview?

John started things early. He learned to ride a bicycle when he was only three years old. Sometimes he fell off the bike, but he never gave up. He was a brave boy.

Closing down by having a free conversation

Some students may be interested in sports stars, but some are not. If you don’t like this topic, you can talk about your favorite persons, instead.

a good time at the party?" "Yes，we did./No，we didn't."

初中八年级上册英语Unit 5教案

一、教学设计思路

为学生设置情境，帮助学生在不同情况下做出正确的选择和回答，使学生在应用中掌握知识，人教版八年级英语教案上册Unit 5 教学设计。

二、教学目标

(一)知识

1. 掌握如何礼貌地发出、接受、拒绝邀请：Canyou come to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

2. 掌握如何谈论自己或别人必须做的事情：Ihave to ...

(二)能力

能够根据日程表中的计划安排自己的活动。

(三)情感

礼貌地发出、接受、拒绝邀请，礼貌地与人交流。

三、教学重点

礼貌地发出、接受、拒绝邀请。Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

四、教学难点

根据日程表中的计划安排自己的活动并对邀请做出适当回答。

五、教学媒体

电脑、投影仪、邀请卡片

六、教学过程

1.动画导入，激发学生的学习兴趣：

教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。

2.完成任务，合作学习：

教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。

任务一：planning abirthday party.

让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。

任务二：Writing aninvitation card.

学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式，教案《人教版八年级英语教案上册Unit 5 教学设计》(www.unjs.com)。

任务三：统计聚会人数。

学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。

group member

Yes / No

reasons

完成任务可能要用到的语言结构：

We are going to have apicnic. Can you come?

When is it going tostart?

I’m sorry. I haveto....

3. 拓展学习：

学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的特色，能联系拓展所学的知识。

七、评价方法

可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。

①课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。

②合作学习情况：与小组成员共同努力，很好地完成学习任务。

③知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。

八、板书设计

九、达标测试

一、选词填空

1.根据句意，用方框内的词的正确形式填空

have a rest play there bebe busy practice be free listen to

1. Can they __________the music in the classroom?

2. I’m sorry. TomorrowI’m __________ soccer and having a math lesson.

3. He has got a badheadache. Let him______________.

4.__________ a lot ofinteresting books in the library.

5. We’ll have a pianolesson on Friday. The teacher asked us ________ the piano everyday.

6. paul and Eliza___________ both ________ on Sunday. They can watch the footballmatch.

7. I’m sorry,I___________ really ___________ this week. I can’t go to seeyou.

二、句子搭配

选择适当的答语填入括号内

( ) 1. Would you like acold drink?

( ) 2. Would you like togo to the cinema on Friday?

( ) 3. Would you like ahamburger?

( ) 4. Would you likethat cassette for your birthday?

( ) 5. Would you likehelp with your homework?

a. No thanks, I don’tlike that kind of music.

b. No thanks, I don’t eatmeat.

c. Yes please, I feelvery thirsty.

d. Yes please, I can’tunderstand it at all.

e. No thanks, I don’tlike cinemas.

答案与解析：

一、

1. 应为listento根据题中music，引出词组listen to the music

2. 应为playing，与句尾having amath lesson 呼应。

3. 应为have a rest，注意词组letsb. do sth.

4. 应为There are，因为后面的a lotof interesting books是复数。

5. 应为to practice，注意词组asksb. to do sth.

6.应为are…free，注意句意“他们能看足球比赛”。

7.应为am…busy，注意句意“我不能去看你”。

初中八年级上册英语教案：Unit 2 What’s the matter

Unit 2 What’s the matter?

Teaching aims and demands

What’s the matter?

I have a headache.

You should drink some tea.

That sounds a like a good idea.

I have a sore back.

III. Teaching importance and diffculty:

Talk about your health.

Make suggestions.

IV. Teaching ways:

Revision, Learning, practice and Reading.

V. Teaching tools:

Tape-recorder and Lattern.

V. Teaching time:

Six periods

VI. Teaching procedure:

period 1

I. Teaching Aims and Demands

1. Knowledge Objects.

Body names.

Illness.

What’s the matter?

I have a cold.

2. Ability Objects.

Listening skill.

Recognizing skill.

3. Moral Objects.

Exercise every day and keep healthy and strong.

II. Teaching Importance and Difficulty

What’s the matter?

I have a cold.

III. Teaching Methods

Recognizing method.

Listening method.

Discover method.

pairwork.

IV. Teaching Aids

A tape recorder.

A doll for teaching the names of the body.

A projector.

V. Teaching procedures

Step I Greet the class and check the homework.

Step II Section A 1a

Bring out a doll. Teach the words of body parts.

Read the words to students and ask them to repeat.

Now open your books and turn to page 7. please look at the picture, I’ll ask a student to read the list of thirteen names of body parts.

Step III 1b

Act out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.

Step IV pairwork

Teach students more words of illness. For example,

Have a cold have a fever

Headache stomachache

Headache toothache

Have a sore back have a sore throat

Step V An activity

play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.

Step VI An activity

Now please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?

Step VII Homework

Write down the new words in your exercise book and read them for several times

Step VIII Blackboard Design

Unit 2 What’s the matter?

tooth ——teeth(pl.)

foot ——feet(pl.)

toothache

stom-ach-ache

eyes nose mouth ears

period 2

I. Teaching Aims and Demands

1. Knowledge Objects

New words.

Some advice.

Grammar Focus.

2. Ability Objects

Listening skill.

Reading skill.

Writing skill.

Communicative competence.

3. Moral Object

To be a doctor and serve the people heart and soul.

II. Teaching Importance and Difficulty

What’s the matter?

I have a toothache.

Maybe you should see a dentist.

That’s a good idea.

III. Teaching Methods

Listening method.

Reading and writing methods.

pairwork.

IV. Teaching Aids

A tpae recorder

A projector.

IV. Teaching procedures

Step I Greet the class and check the homework.

Step II Show the new words on the screen.

Read the new words to students and ask them to repeat.

Step III 2a

Now open your books and turn to page 8.First read the eight items to students and ask them to repeat.

Toothache

Sore throat

Stomachache

Fever

Lie down and rest

Hot tea with honey

See a dentist

Drink lots of water

Step IV 2b

First look at the four pictures. Each picture illustrates of the conversations. Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.

Step V 2c pairwork

First I’ll have two students read the dialogue in the box. OK. You two please.

Sa: What’s the matter?

Sb: I have a toothache.

Sa: Maybe you should see a dentist.

Sb: That’s a good idea.

Ask students to work in pairs.

Step VI Grammar Focus

I have a headache.

He has a stomachache.

She has a toothache.

You should go to bed.

He shouldn’t eat anything for 24 hours.

She should see a dentist.

Step VII Homework

This class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game.

Step VIII Blackboard Design

Unit 2 What’s the matter?

problems Advice

period 3

I. Teaching Aims and Demands

1. Knowledge Objects

Reading and writing materials.

Oral practice.

2. Ability Objects

Reading skill.

Writhing skill.

Communicative competence.

3. Moral Object

Give good advice when someone needs your help.

II. Teaching Importance and Difficulty

Reading practice.

Oral practice.

III. Teaching Methods

Reading and writing methods.

pairwork.

Groupwork.

IV. Teaching Aids

Workbook exercises.

V. Teaching procudrues

Step I Greet the class as usual and check the homework.

Step II 3a

Now open your books at page 9.Now look at the conversation on the left.

A: What’s the matter?

B: I’m not feeling well. I have a 1 .

A:When did it start?

B: About 2 ago.

A: Oh, that’s too bad. You should 3 .

Step III 3b pairwork

Now let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,

What’s the matter?

He has a toothache.

She has a sore throat.

He has a sore back.

She has a stomachache.

Step IV 4 Groupwork

First look at the dialogue on the left. Read it to the class.

What’s the matter?

Do you have a sore throat?

No, I don’t.

Do you have a sore throat?

No, I don’t.

Do you have a cold?

Yes, I do.

You should drink some hot tea.

Step V An Optional Activity

Write the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness.

Step VI Summary

This class we’ve learnt some advice and done some reading,

writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.

Step VII Homework

Finish off the exercises of workbook.

Step VIII Blackboard

Unit 2 What’s the matter?

What’s the matter?

He has a toothache.

… a sore back.

…a sore throat.

…a stomachache.

period 4

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Reading practice.

Oral practice.

2. Ability Objects

Listening skill.

Reading skill.

Writhing skill.

practice skill.

Communicative competence.

3. Moral Object

Ask for help when you have problem.

II. Teaching Importance and Difficulty

Key vocabulary.

Reading practice.

Oral practice.

III. Teaching Methods

Reading and writing methods.

Understanding method.

pairwork.

Listening method.

IV. Teaching Aids

A tape recorder.

V. Teaching procudrues

Step I Greet the class as usual and check the homework.

Step II Section B 1a

Now open your books at page 10. First I’ll read the words to you.

Tired

Hungry

Thirsty

Stressed out

Step III 1b

Now read the four sentences after me.

Eat an apple.

Drink some water.

Listen to music.

Step IV 2a

First let students look at the chart. Then tell students they’ll listen to the recording. There are four conversations.

Write the problems in the blanks after each person’s name.

play the recording the first time. Students only listen. Then play the recording a second time.

Step V 2b

Ask one or two to write their answers on the blackboard. Then correct the answers with the whole class.

Gina: should go to bed early

Shouldn’t go to the party tonight

Tony: should listen to music

Shouldn’t study

Alan: should eat an apple

Shouldn’t play soccer before dinner

Step VI 2c pairwork

Ask two students to read the conversation in speech bubble.

What’s the matter with Gina?

She’s tired.

Well, she should go to bed early. She shouldn’t go to the party.

Step VII Homework

After class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?

Step VIII Blackboard Design

Unit 2 What’s the matter

Gina: should do …

Shouldn’t do …

Tony: …

Julie: …

Alan: …

period 5

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Reading material.

Group work.

2. Ability Objects

Reading skill.

Writhing skill.

Communicative competence.

3. Moral Object

Great Chinese culture.

II. Teaching Importance and Difficulty

Key vocabulary.

Reading practice.

Writing exercise.

Groupwork.

III. Teaching Methods

Reading and writing methods.

Groupwork.

Communicative approach.

IV. Teaching Aids

A projector.

V. Teaching procudrues

Step I Greet the class as usual and check the homework.

Step II New words

Open your books and turn to page 118. We’ll leant the new words of page 11.

Show a picture on the blackboard. Explain yin and yang in Chinese.

Step III 3a

Read the article to the class.

Now let students read the article and and underline each thing they should do.

Step IV 3b

Read the paragraph to the class, saying blank each time when come to a blankline.

Are you tired?

Eveyone gets tired sometimes. When you’re tired, you shouldn’t 1 . You should

2 for a few nights and you should 3 to stay healthy. You should also eat

4 and other healthy foods. You shouldn’t 5 when you are tired.

Step V 3c

First read the instructions.And then ask students to say some things to do when they have a cold.

Then ask some students to read their paragraphs to the class.

Step VI 4 Groupwork

Ask students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.

Step VII Homework

Now, Homework. Write down the sentences about when you’re tired in your exercise book.

Step VIII Blackboard Design

Unit 2 What’s the matter

Stuents’ names Best advice is Dr. Know.

period 6

I. Teaching Aims and Demands

1. Knowledge Objects

Vocabulary in this unit.

Writing practice.

Just for Fun.

2. Ability Objects

Reading skill.

Writhing skill.

Communicative competence.

3. Moral Object

Give your help to who needs one.

II. Teaching Importance and Difficulty

Vocabulary in this unit.

Writing practice.

III. Teaching Methods

Reading and writing methods.

Self check method.

IV. Teaching Aids

A projector.

V. Teaching procudrues

Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard.

Step III Self Check 1

First ask students to fill in the blanks with the word given. Then check the answers.

Then ask students to make their own sentences with the words.

Step IV 2

This is a letter from Sally. First I’ll read the letter to you.

This activity provides writing inpidually. Then ask some of them to read their advice to the class.

Step V Just for Fun!

Ask the students to repeat.

T: What’s the matter with the snowman, do you know?

S: He’s stressed out.

T: Why is he stressed out? Well, because of the sun. He’s melting.

T: Can the boy help him? What does he do?

S: Yes. He puts him into the fridge.

T: OH, great! You ‘re quite right. Is the snowman stressed out now?

S: No, he isn’t.

Step VI Workbook

Step VII Summary

This class we’ve reviewed key vocabulary in this unit. And we’ve read a letter from Sally and written back to give her some advice. Also we’ve read the problem of the snowman. I hope other all of you can help other people who need your help.

Step VIII Homework

Finish off the workbook exercises.

Step IX Blackboard Design

Unit What’s the matter?

Sally’s problem Advice

… …

snowman sun melt

fridge save

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