最新人教版新目标(Go for it)版 初中英语八年级上册全册教案 初二第一学期全套教学设计

Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious Step VI 2a

In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends. Step VII Pairwork Find Someone for the Job!

Focus students on the job ad. Ask students if they know the word—abacus. If they don‘t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators. Step VIII Homework and Summary

Today we‘ve reviewed the key vocabulary in this unit by reading pratice.. And we‘ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book. Step IX Blackboard Design

Unit 6 I‘m more outgoing than my sister

Sentences students write: The name of a student who should get the job

The sixth period

I. Teaching Aims and Demands 1. Knowledge Objects

Reviewing the key vocabulary in this unit. Writing pratice. Just for fun. 2. Ability Objects

Self check skill. Writing skill. 3. Moral Object

Study hard and make great progress. II. Teaching Importance and Difficulty

Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic

III. Teaching Methods

Self check method. Writing method. Communicative method. IV. Teaching Aids

A projector. A tape recorder. V. Teaching Procudrues

Step I Greet the class as usual and check the homework. Step II Self Check 1

After students finish writing their sentences, write a number of student‘s answers on the blackboard.

(1) My friend likes sports. She‘s very athletic. (2) Paul is never quiet! He can‘t stop talking.

(3) Mr. Wang is a kind man. He always helps others. (4) Mary is a funny girl. She always makes me laugh.

(5) Jane isn‘t very outgoing. She likes to stay at home and rest.

Step III 2First ask different students to read the questions on the left. Students read.

Are you taller now? Are you more intellectual? Are you more popular? Are you a better student?

Then ask students to think of themselves two years ago. How are they different now?

Step IV Just for Fun!

Ask two students to read the dialogue to the class. Two students read. A: I think I see the twins. Is that Juva?

B: No, that‘s Jala. Jala has curlier hair than Juva. A: And Juva is taller than Java.

Write the words curly—curlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means. Step V Workbook

Read this article about Ali and Ahmet. Then answer the questions Step VI Summary

This class we‘ve reviewed the key vocabulary of the unit. And we‘ve learnt how to compare ourthemselves between now and two years ago. I hope you can make great progress. Step VIII Homework

Finish off the exercises of the Workbook Step IX Blackboard Design

Unit 6 I‘m more outgoing than my sister Curly Curlier Curly hair

Unit 7 How do you make a banana smoothie ?

I. Teaching aims and teaching demands:

In this unit students learn to describe a process and follow instructions. II. Teaching key and difficult points: A. Vocabulary

turn on, cut up, peel, pour, put, mix up how much, how many , amount blender, smoothie, yogurt ,watermelon ,ingredient ,cinnamon, sauce , teaspoon ,cup, tablespoon, popcorn , oven sandwich, mayonnaise, lettuce, relish ,turkey ,bread ,

first, then ,next, finally ,recipe B.Target language

How do you make a banana smoothie ? First, peel the milk into the blender… Then put the milk into the blender…. How many bananas do we need ? We need three bananas . C. Structures Imperatives

Countable /Uncountable nouns How many /how much questions

III. Teaching methods: Audio-lingual methods and PPP IV. Teaching aids: a tape recorder V. This unit is divided into five periods.

Period One

I. Teaching aims and demands :

Students learn to describe a process and follow instructions. II. Teaching key and difficult points: A. Vocabulary

turn on, cut up, drink ,peel, pour, put, drink blender, smoothie, yogurt, B. Target language

How do you make a banana smoothie ? Peel the bananas,

Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie. III. Teaching methods: Audio-lingual methods and PPP IV. Teaching aids: a tape recorder V.Teaching procedure Step 1. Revision

Revise the names of some fruits:

Apples bananas pears oranges watermelon Step 2. The key vocabulary

Introduce the new vocabulary and give the students a clear picture of the process that is described in this by using the pictures in the unit.

Task 1. Teach the names of all items.Point to the pictures of the items and ask students to repeat .

Task 2. Focus on the pictures. Ask the students to tell what they see in the picture.Describe each action and ask students to repeat the following :

Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie. Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answers Step 3. Listening

Task 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening .Ask others to read the list of actions in activity 1b.

Task 2. Play the recording for the first time .The students only listen. Then listen to the conversation. Number the instructions.

Ask students to complete the activity on their own. Then correct the answers. Step 4. Practice using the target language.

Task 1. Read the instructions in the correct order.

Task 2. How do you make a banana smoothie ?

Task 3. Pairwork. Ask the students to start their conversations like the sample conversation.As they talk, move around the room monitoring their work .

Task 4. Ask one or two students to say the list of instructions to the class without looking at the book. Homework

1. review the words . 2. describe a process .

Period Two

I. Teaching aims and demands :

Students learn to describe a process and follow instructions by guided listening and writing practice .

II. Teaching key and difficult points: A. Vocabulary

cinnamon ,yogurt ,teaspoon , ingredient, turn on, cut up, drink ,peel, pour, put, drink

blender, smoothie, yogurt, how much ,how many one teaspoon of cinnamon B. Target language

How do you make a banana smoothie ? Peel the bananas, Cut up the bananas,

Put the bananas and the yogurt in the blender,

Pour the milk in the blender, Turn on the blender; Drink the smoothie. How much yogurt do you need ? How many apples do we need ? III. Teaching methods: Audio-lingual methods and PPP IV. Teaching aids: a tape recorder V.Teaching procedure Step 1. Revision

Revise how to describe a process . Step 2. Vocabulary

Introduce the new vocabulary using the picture in 2a .Ask the students to read and repeat the words .

Step 3. Listening and writing

Task 1 Point out the two columns in the chart and read the headings, How much and how many .Play the recording for the first time .Students only listen. Listen again and fill in the chart. Check the answers.

Task 2 Point to the chart and ask a student to read the amounts in the first column .Point to the measuring cup and a teaspoon in the picture above.Focus on the headings at the top of each column.Ask the students to say what these words mean using their own words.

Task 3 Listen to the recording again and write words in the correct spaces in