新目标英语八年级上册第一单元第1-2课时教案

新目标英语八年级上册第一单元第1-2课时教案（精选8篇）

篇1：新目标英语八年级上册第一单元第1-2课时教案

新目标英语八年级上册第一单元第1-2课时教案

How often do you exercise?教案 周村区实验中学 韩俊玲 第一课时 教学目标 1.熟练运用How often引导的特殊疑问句。 2.熟练掌握频度副词的用法。 3.能够描述自己和他人的日常生活。 教学过程 一，自由对话。 请几组同学围绕“What do you usually do on weekends?”“How often do you…?” 做对话练习。此环节主要是复习前面句型。 二，师生互动和二人小组活动。 借助图片复习词汇junk food ，milk ，fruit， vegetables， exercise， watch TV， read books， play basketball等等。教师与一学生做活动示范： -――How often do you drink milk? ――I drink milk every day. ____Do you like it? ____Yes, it’s good for my healthy. 学生二人一组,选用上面词汇自由问答 .然后请几组同学为全班表演。 三，听力训练。 听录音，圈出你的答案和填空。2a和2b。 四，现场采访。 学生两人一组，一人扮记者，一人扮Katrina或Bill，进行问答。 ――How often do you exercise? ――I exercise every day. ____And how often do you eat fruit? ____I eat fruit…. 请几组同学到前面表演。 五，阅读训练。 阅读Katrina 给笔友的信，回答5个问题。教师重点讲解下列词汇： eating habits try to do of course look after make a big difference grade 六，写作训练 读Paul 的信，模仿3a的内容填空。 七，调查报告。 让学生4人一组完成95页的Additional material for Unit 8。学生互相询问同伴的生活习惯，并做好记录。 八，作业 根据3a和3b 提供的`材料和模式，以My eating habits为题写一篇小作文。 第二课时 教学目标 1，掌握5个动词help make want exercise try 的用法。 2，能够想象和描述他人的日常生活。 3，能够给自己安排健康合理的日常生活方式。 教学步骤 一、复习检查 几个同学口头讲述自己的生活习惯，其他同学评出“Who is the healthiest?。此环节是复习和检查上节课的作业。 二、词汇学习 让学生结合语境选词填空并造句，掌握 help make want exercise try的用法。 三、猜名人 两人一组。确定一位中国名人，想象一下他每天做的事，口头描述一下，让对方猜测你说的是谁。注意用上某些频度副词。 四、思考与讨论 4人小组讨论一下How to be healthy?或What is a healthy lifestyle?，把讨论的结果记录下来。 五、作业 1、给自己制定一个健康的日常生活计划。 2、调查一位名人的日常生活习惯并写下来。

篇2：新目标英语八年级上册第一单元第1-2课时教案

新目标英语八年级上册第一单元第1-4课时教案

How often do you exercise?教案 信都学校初二外语组 一、教学目标 1、学习恰当地使用频率副词及短语。 2、学习描述课余时间的活动安排。 3、学习描述基本饮食结构。 4、学习综合信息，表述频率。 二、教学向导 语 言 功 能 语 言 目 标 谈论某项活动或行为的频率 What do you usually do on weekends? I sometimes go to the beach. How often do you eat vegetables? Every day. Most students do homework every day. 语 言 结 构 Wh―引导的特殊疑问句 What do …? How often…? 表示频率的副词 au/most/some/none 重 点 词 汇 always, usually, often, sometimes, hardly ever,never how often, once, twice, three times a week, every day milk, junk food, health, unhealthy, habit. 学习策略与思维技巧 多 元 智 能 联系上下文，利用情景思维 转换具体信息 人际交往 逻辑表述 内省思维 三、第一单元的主题是：谈论从事活动的频率，根据暑假当中学生们的活动来学习有关频度词的用法。并把这些副词与活动搭配成句，组成对话，达到运用频度副词，进行交际的目的.。 四、主题思维图及任务型活动。 任务一：让学生独立思考自己平常吃些什么，课后做哪些活动。每项写三个。 任务二：每个学生把自己平常吃的食物和课后做的活动分栏目写在一张卡片上。并标注频率。每项写三个， 任务三：在规定时间内，让学生从周围的同学开始询问，找到与自己的饮食和课外活动大致相同的同学，请他或她在每项后面签名。 第一课时 Ⅰ、Teaching aims: 1)学会用频度副词 always, usually, often, sometimes, hardly ever, never 2)How often do you exercise? I exercise every day. What do you usually do on weekends? I often go shopping. Ⅱ、Teaching emphasis: How often…? Ⅲ、Teaching difficulties: always, usually…频度副词的用法。 Ⅳ、Teaching method: discusion groups. Ⅴ、Teaching aids: Recorder and cards. Ⅵ、Teaching procedure: Step 1. Revision: Ask what do you do in the summer holidays. Step 2 the words and expressions: always, sometioes …once a week twice a month, three times a year. Step 3 Practice the dialogue with the students. For example: What do you do on weekends? I usually play soccer. How often do you shop? Once a week. Step 4 Pairwork. Step 5 Listening Part: 1b 2a 2b Activity: 你周末经常干些什么? Teaching: Do you know what your partner usually do on weekends? Fill in the Chart. Name Activities you guess Activities he / she does 操作建议： 1、学生两人一组展开活动，互相询问同伴周末是否做某活动，并记录在表格Activities you yuex 一栏，然后把对方的回答记录在Activities he / she does 一栏中。如果猜对了，可打“√”;猜错了，再书写正确答案。 2、全班调查：(1)看一看哪一组的同学最了解对方;(2)看一看哪一组的同学周末过得最有意义。 完成任务所需要的语言结构： 1. What do you usually do on weekends? 2. Do you …on weekends? 3. Why do you usually …on weekends? Step 6 Summary: 1. always, usually, sometimes … 2. Grammar Facus. Step 7 The design of blackboard 1. always, usually, often, sometimes, hardly ever, never. 2. how often does she go shopping? she goes shopping once a week. Step 8 Exercises: Fill in the blanks: 1. Do you do eye _______(exercise)every day? 2. He ______ (hard) ever goes shopping because his mother buys the things for him. 3. Grandpa walks there three ______(time) a week. 4. Look! The boy is ______ (sleep) 第二课时 Ⅰ Teaching aims: ①How often do you…? ②all students =100% most students =51%―99% some students =1%―50% no students =0% Ⅱ Teaching empnasis: How often do you …? Ⅲ Teaching difficulties: all, most, some, no区分 Ⅳ Teaching aids: recorder and cards. Ⅴ Teaching method: discussion in groups. Ⅵ Teaching procedure. Step 1: Revisior: How often …?and answers. Step 2: Learn Part3. 1. Here are … pl 2. all | most | some | no students. 3. As for homework. 4. Once or twice a week 5. The results for Watch TV are interesting. Step 3: Listen and read Part 3 Step 4: Groupwork Part 4 Step 5: Learn Section B 1a Step 6: Listen 2a, 2b Step 7: Pair work. 1b, 3c Step 8: Activity:你天天锻炼吗? 课前任务：学生根据自己的实际情况将常做的课外活动按频率进行排序，供上课使用。 Activity Frequency watch TV everyday listen to music twice a week go shopping once a week go to the movies once a month Teacher: How often do you exercise? What about your partner? Does he/ she exercise more or less tban you? Whose lifestyle is better? Talk with your partner about other activities. 操作建议： 1、学生两人一组展开活动，通过相互问答的方式，调查出同伴从事某种活动的频率，并与自己的情况进行对比，将相同的与不同的地方简单地记录下来。 2、学生分小组汇报讨论的结果，然后全班以投票的形式决定哪种活动的频率是最恰当的。 完成任务所需要的语言结构： 1. A: How often do you…? B:I usually… 2. A: Do you often…? B：Yes, I do. I often… No, I don t . I hardly ever… 3. I have never… 4. Is it too much? 5. I think we should exercise every day because… Step 9 Summary and the design of Bb 1. all students, most students, some students no students, do homework. once or twice a week. 2. How often do you read English books? I like reading. I read English books about twice a week. Setp 10 Homework 完成句子： 1. How often do you play tennis? I plya tennis ___________(每周三次) 2. What s your_________?(你最喜欢的节目)It s MTV. 3. My father goes to the United States _______(每月两次) 4. ________(在周末)，I m going to study. 5. I usually go to the movies _________(在周末) 第三课时 Ⅰ Teaching aims: ①How often does she exercise? ②How does she only eat junk food once a week. ③Do you think she has a healthy lifestyle? Ⅱ Teaching emphasis: How often does she exercise? Ⅲ Teaching difficulties: How does she only eat junk food once a week? Do you think she has a healthy lifestyle? Ⅳ Teaching procedure: Step 1 Revision: all students, most students. How often do you exercise? Step 2 Practice the dialongue 2c Step 3 Learn Seltion B 3a 1. I m pretty healthy. 2. eating habits. 3. I try to eat a lot of vegetables. 4. I look after my health. Step 4Listen and read 3a. Step 5Listen and fill in the blanks 3b. Step 6Write about your own habits. Step 7Practise in pairs. How often do you eat vegetubles? What sports do you play? Step 8Activity: 我最喜爱的老师 Teacher: Boys and girls, who is your favorite teacher in our school? Maybe it s a math teacher or a music teacher: Please collect some information with your partner about his or her personality, hobby, eating habit and so on. Then introduce this teacher to us. 操作建议： 1、学生两人一组展开活动，课前对自己喜爱的老师进行采访，并记录下相关信息，如爱好、起居时间、饮食习惯、运动频率等。 3、小组活动，根据采访情况写一段短文，放在个人档案中，最后全班汇集成册。 完成任务所需要的语言结构： Our favorite teacher is our math teacher, Mr Li. he usually gets up early and has a quick breakfast at home. Sometimes he has breakfast at a small restaurant. He often does exercise. Basketball is his favorite sport but he is too busy to play it. he never smokes because he thinks smoking is not good for his health. We like him because he is experienced and funny. Step 9: Summary and the design of Bb 1. I m pretty healthy. 2. eating habits. 3. I try to eat a lot of vegetables. 4. I look after my health. Step 10 Exx: 试用health, healthy, unhealthy造句。 第四课时 ⅠListening text ⅡImportant words and expressions go to the movies, once a month, play soccer hardly ever. try to do sth, and so on. Ⅲ Important drills: 1. How often do you exercise? 2. What do you usually do on weekends? Ⅳ Recite Section B 3c Ⅴ Discuss what the students have learned. Talk about: How often they do things. Ⅵ Activity: 编制“名人录” Teacher: Who is your favorite star? maybe its a

篇3：新目标英语八年级上册第一单元第1-2课时教案

本课围绕介绍家庭成员开展听说读写教学活动, 中心话题是“The family”, 语法重点是能用who引导的特殊疑问句询问第三方是谁。介绍家庭成员。教学内容为语法的学习和使用提供了必要的感性材料, 同时也体现了语法项目与交际情景自然结合的特点。学生的学习活动是在真实的生活场景中展开的。

二、学情分析

本节课所面对的是初一年级的学生, 他们活泼好动, 充满好奇心和求知欲。本单元所谈论的是关于家庭成员的话题, 这贴合学生的生活, 使学生容易对本课产生兴趣。但初一的学生年龄仍然较小, 尤其在有人听课的条件下, 他们更容易紧张, 调动学生积极参与是本课的难题之一, 这需要教师在课堂中注意营造宽松的课堂气氛, 引导并鼓励学生在课堂上勇于表现, 大胆发言, 运用所学知识完成本节课所设计的学习任务。

三、Teaching aims

1. Language goals

Make the students recognize different familym e m b e r s a n d b e a b l e t o u s e t h e s e n t e n c estructure “Who is /are…?”, and the key words“photo, have a good day”.

2. Ability goals

B e a b l e t o u n d e r s t a n d t h e r e l a t i o n s h i pb e t w e e n f a m i l y m e m b e r s b y l i s t e n i n g t omaterials.

Be able to talk about family members usingsimple structures.

3. Emotion goals

Make the students not only care about theirown families but also their classes, their schools…

四、Teaching important and difficultpoints

1. Different names of family members.

2. The sentence structure “Who is …?”

3. How to use the sentence structure “Who is…?” to describe the family members in the realsituations.

五、Teaching methods

Task-based teaching method, cooperativelearning method

六、Teaching aids

Multi-media, blackboard

七、Teaching procedure

(一) Leading-in (5 minutes)

Show a group of the teacher’s own familyphotos.

Review the words that they have learnt lasttime.

(二) Listening exercises (12 minutes)

1. Pre-listening

Make a conversation in pairs.

A: How many people are there in your family?

B: There are…

A: Who are they?

B: They are my father, mother…….

2. While-listening

2a: Listen and circle the words.

2 b : L i s t e n a n d m a t c h t h e n a m e s w i t h t h e people.

3. Post-listening

Pair work

A: Who is the man in green?

B: He is Cindy’s…

A: What’s his name?

B: His name is…

A: Who’re the two old people?

B: They are Cindy’s…

...

Improve the students’ listening skills and make them know some simple listening strategies.

(三) Fun time: (3minutes)

Enjoy a short period of a movie named TheCroods.

Make the students relaxed.

(四) Reading (2d) (8 minutes)

1. Pre-reading

Talk about the picture in 2d with the students

2. While-reading

Read the conversation quietly and quickly and match the names with the people.

Sally’s sister Paul

Sally’s friend Kate

Sally’s brother Jane

Read after the tape and imitate the pronunciation and intonation. Read aloud together.

3. Post-reading

Act out the conversation in groups of three.

Make the students learn to talk about their family members in the controlled situation. Learn how to use the sentence structures.

(五) Group work (12 minutes)

Help an foregingirl Amy to find a Chinese family to live with.

Make the students use the target language in the real situation and improve their speaking ability.

(六) Homework

1. 请给我写一封电子邮件, 介绍你的家庭情况, 邀请Amy到你家居住。要求包含以下内容。 (不少于40词)

(1) How many people are there in your family?

(2) Who are they?

( 3 ) What do you and your family members like? (40 words)

2. Draw a family tree.

My email address: 355415336@qq.com.

Make the students consolidate what they learnt today and improve the stud ents’ writing ability.

篇4：新目标英语八年级上册第一单元第1-2课时教案

英语课堂教学中，倡导“任务型教学”的教学模式，是目前交际教学思想中的一种新的发展途径。它从根本上改变了英语教学过程中过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向。强调应从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。运用学习任务教学，强化了语言实践的过程，充分体现了语言的交际本质。新目标英语是一套好教材，然而，再好的教材也要因材施教，因人而异，需要在实际操作中对教材进行重新整合，并根据学生实际和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。

二、教材分析

《新目标英语》八年级上册第六单元section A的主要学习内容有以下3点：

1词汇:tall, thin, short, heavy, calm, wild, long hair,short hair, outgoing, quiet, funny, serious, smart, athletic,ect.

2句型

Pedro is funnier than Paul.Tina is taller than Tara.Tom is more athletic than Sam.

3语法：形容词的比较级和最高级。

三、学情分析

学生曾学过形容词的比较级和最高级，但掌握的程度不够，在使用单音节和多音节形容词的比较级和最高级进行表达时总是出现错误。通过对本课的学习，可以巩固所学知识，掌握用正确的语言结构表达人物特点和对人物进行比较。同时，利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果明显。

四、教学目标

1谈论学生感兴趣的话题，指导学生学习人物特点的单词、对人物进行比较的表达及如何正确运用形容词的比较级和最高级进行交际。

2通过学习本课，加强师生、生生间的相互了解和沟通。

3培养学生的听、说、读、写能力。

五、教学过程

Taskl: Guessing games

Show some riddles such as the following to the stu-dents to guess.

T:I have a friend. She is a girl with long hair in our class. She has a round face. She has two big eyes and a small mouth. She often wears a pair of glasses. She is thin. She is taller than any other girl. She is the mast hard-working in our class. Who is she?

T:Let's look at some photos of my family. (Show them on the screen.) Please describe them.

S:She is shorter than you. /She has shorter hair than you. /She is thinner than you. /'--(Students get informa-tion from the photos.)

T:I'm more outgoing than my sister. ( Lead in the class subject.)

(1，游戏不仅能激发学生学习英语的积极性。又能在活动中不知不觉地培养学生动口、动脑、动手的习惯。2，利用学生的好奇心理和想象空间，既能调动学生的学习兴趣，又能增进师生间相互了解，融洽师生感情。3，了解学生对已学过的形容词比较级和最高级的掌握程度，为下一步巩固学习做好铺垫。)

Task2:Revise the adjectives to describe people's ap-pearance and personalities

1.Divide the class into four groups and have a com-petition to see which group can get as much as possible.Students can write their descriptions on a piece of paper before class. (Students must collect them before class.)

2.Show some photos of famous persons and describe them, using description words, such as short hair/long hair, curly hair/straight hair, tall/short,...etc, on the screen.

(1，复习已学内容，自然延伸到新课学习，起到承上启下的作用。2，开展竞赛活动，既可活跃课堂气氛，又可提高求知欲，一举多得。)

Task3 : Presentution

1.Learn some new words about personal traits:calm/wild,athletic/weak,using the pictures of 3 pairs of twins in Section A.

T: Who is eaimer, Tom or Sam?

S: Torn is calmer than Sam. Sam is wilder than Tam.Tom is more athletic than Sam. Sam is weaker than Tom.

2.DoSectionA-la.Matcheachwordwith the opposite. Check the answers.

3.Get students to introduce the rules of the compara-tive and superlative degrees of adjectives. (Show them on

the screen.)

(1，充分利用课本资源和网络资源。进行词汇教学。2，让学生归纳总结语法知识点，体现以学生为中心的教学特点。)

Task4: Listening

1.Listen to the tape and number the pictures in 1b.

2.Listen to the tape and complete the chat in 2a.Listen again and fill in chat in 2b.

3.Check the answers.

(听力训练既是对知识的巩固，也为下一步的任务输出提供了输人材料。)

TaskS:Pairwork&groupwork

1.Imagine your partner is a famous person, interview him/her.(Show an example on the screen.)

2.Divide the class into 4 groups and then work in groups.

3.Suppose you are a super star in the future, design your future.

(1，这些活动既有利于培养学生互助合作精神，又体现了个性化发展。2_活动主题的难易符合学生实际，操作具有可行性。3，“名人专访”、“公众投票”、“明日之星”这些生动活泼的场面，真正体现了“以人为本”的任务型语言教学模式。)

Task6: Reading and writing

1.Teach "look the same", "look different", " be as good as","be not as good as","a little",using some pic-tures and comparing some students in class.

2.Students read the article and the statements (1-5)about the article. Write "T","F" or "DK".

3.Check the answers. (Ask students to give reasons.)

4.Ask students to write another letter.

T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends.

5.Choose two or three to share the replies with the whole class.

(1，这一环节是基于听说训练之上，培养学生的读写能力，在课堂内强化目标语言。2，对教材进行重新整合，既有效地控制了难易梯度，又不失时机地为学生创造了互相学习的机会，充分调动了学生的创造性思维和发散性思维能力。)

Task7: Consolidation and sum-up

1.Give studentsa chanceto sum up what have learned in this class. (Students can talk about it freely.)Then teacher makes a brief sum-up.

2.Get the students to do some consolidation exercises.Teacher goes around and gives some help to students.

(1，让学生来做课堂小结，抓住了学生“敢于开口说英语”的心理，突出主动学习的重要性。2，强化练习。重点训练听写能力，进一步巩固本课所学内容。)

六、案例反思

篇5：新目标英语八年级上册第一单元第1-2课时教案

新目标英语八年级上册第一单元说课教案

说课教案 Unit 1 How often do you exercise? The First period I Teaching Aim and Demands (教学目标与要求) 1、Knowledge Objects (知识目标) Names of activities. Adverbs of frequency. What do you usually do on weekends? I often go to the movies. 2、Ability Objects. (能力目标) Writing skill. Listening skill. Communicative competence. 3、Moral object (情感目标) Keep a diary every day in English. Teaching Key Points. (教学重点) Watching TV, reading , shopping , skateboarding , exercising , Teaching Difficulties. (教学难点) Always, usually, often, sometimes, hardly, ever, never. What does she do on weekends? She often goes to the movies. I Teaching Methods. (教学方法) Discover method. Listening and writing methods. Pairwork. II Teaching Aids. (教学手段) A tape recorder. III Teaching Procedures (教学过程) Step1: Greet the class. Step2: Section A 1a First look at the picture, ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends. Then name each activity. Ask students to repeat each one. Point out the sample answer. Then ask student to list all the activities . Then ask the student who finishes first to write the answers on the board . Check the answers: Watching TV reading skateboarding exercising shopping Step3: 1b Teach new words. Read the new words to students. Ask them to repeat. Now, listen to the conversation . The people are talking about what they do on weekends. Please listen and write the letter after the word in the list. Answer: Always a usually c often e sometimes d Hardly ever d never a Step 4: IC Pairwork First ask two students to read the sample in speech bubbles. Now work with a partner. Make your own conversations about the people in the picture. The ask some pairs to present their conversations to the class. Step 5: Summary This class we ,ve learnt some names of .activities: watching TV , reading , skate-boarding , exercising , shopping . And we also learnt some adverbs of frequency: always usually, after, sometimes, hardly ever, never. Step 6: Homework 1.Copy new words. 2.Make conversations

篇6：新目标英语八年级上册第一单元第1-2课时教案

Welcome to our school!

一 、七年级才正式学英语

学习任何一门语言都要从“听、说、读、写”四个方面训练。英语也是如此。小学英语主要培养同学们的“听、′说”能力，是英语学习的启蒙阶段。从七年级开始，英语学习在“听说”的基础上又增加了“读写”的内容。七年级英语课本的单词表里单词之后出现了音标，单词必须按音标来读；在前三个预备单元里出现了四线格内的英语字母的手写体，英语书写必须按四线格内的手写体进行，不能按四线格外的印刷体来写。

二、先领学生读P.75的元音音素和辅音音素，再按本页的音标领学生读准 26个英语字母。

三、学习P.94里P.S1的单词

1、让学生学习P.78的单词重音。然后让学生翻到P.94看着单词的音标，会发现有些音标里有重音符号，还有些音标里没有重音符号。向学生补充“音标中没有重音符号的单词是单音节词，该音节是重读音节；音标中有重音符号的单词是双音节词或多音节词，重音符号之后的第一个音节是重读音节。”这一知识。

2、学习具体单词。在good的音标中没有重音符号，所以good是单音节词。在good中g发音标中的第一个音素，oo发第二个音素，d发第三个音素。引导学生注意音标中每个音素与单词中每个字母或字母组合的一一对应关系。让学生依次读出这三个音素 ，接着读出整个单词good的音来。再根据音标中每个音素与单词中每个字母或字母组合的一一对应关系拼出整个单词g-oo-d。

3.在morning的音标中有重音符号，所以morning不是单音节词，它是双音节词。在 morning中m发第一个音素，or发第二个音素，n发第三个音素,i发第三个音素，ng发最后一个音素。让学生先依次读出每个音素，然后读出整个单词morning的音来。再根据音标中每个音素与单词中每个字母或字母组合的一一对应关系拼出整个单词m-or-n-i-ng。这样经过一段时间的学习，学生就能做到“听音知形，见形知音”了。

篇7：新目标英语八年级上册第一单元第1-2课时教案

新目标英语八年级下册第二单元1-7课时教案

Unit 2 What should I do? 教案   I. Teaching aims and teaching demands: In this unit students learn to talk about problems and give advice. II. Teaching key and difficult points:  A. Vocabulary argue, loud, original ,out of style, tutor, upset, adult, Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every night B. Target language My brother plays his CD too loud. What should I do ? Why don’t you talk to him about it? C.  Structures Modals  could, should Why don’t you …?(formulaic) III. Teaching methods: Audio-lingual methods IV. Teaching aids:  a tape recorder V. This unit is divided into seven periods.   Lesson 1  Speak and listen Section A 1a---1c I. Teaching aims and demands: Students learn to talk about problems and give advice. II. Teaching key and difficult points:  A. Vocabulary keep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should, B. Target language My brother plays his CDs too loud. Maybe you should buy some new clothes. III. Teaching methods: Audio-lingual methods IV. Teaching aids:  a tape recorder V. Teaching procedure Activity 1. Revision Task 1. Dictation Task 2. Ask and answer. Questions about future with will. Activity 2. Presentation This activity introduces some new vocabulary. Task 1 . Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2 .Then ask the students to tell you what you could do about it. Problem I want to buy a new guitar but I don’t have enough money. Advice 1.  Wait until next year. 2.  Don’t buy a guitar. 3.  Borrow one. 4.  Buy a used guitar. 5.  Get a part-time job.           Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the board next to the chart. Read the problem to the class again and help the class give advice using the words could, should ,and shouldn’t. Task 3. Ask the students to finish the task in 1a. Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion. enough money : I don’t have enough money to buy a bike. Ask the students to write the problems in the serious or Not serious column. Task 4. Talk about the answers. Ask ,Who put “My parents want me to stay at home every night?”  the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious. Activity3. Listen and circle the problems you hear in activity 1a. Task 1.Point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students. Task 2. Play the recording the first time. Students only listen. Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers. Step4. Pairwork Ask the students to look at the problems in activity 1a and make conversations. Homework 1.  Make up your own conversations. 2.  Make ten sentences with could, should and shouldn’t.   Lesson 2  Listen and speak Section A 2a---Grammar Focus I. Teaching aims and demands : Students learn to talk about problems and give advice. II. Teaching key and difficult points: A. Vocabulary call sb. up, ticket, surprise, on the phone, What’s the matter? B. Target language You could go to his house. You could give him a ticket to a ball game. What should I /he/they do ? III. Teaching methods: Audio-lingual methods and PPP IV. Teaching aids:  a tape recorder V.Teaching  procedure Activity 1. Revision Task1. Check the homework. Ask and answer. Task2. Revise the vocabulary. Activity 2. Listening and circling . Task1.Read the instructions. Learn the key vocabulary. Read and repeat the phrases. Task2.You will hear a conversation between Nari and a friend. Play the recording twice and students circle the word ,Nari’s friend uses to give advice. Then check the answers. Activity 3.Listening Task 1. Read the instructions. Show students the example match. Task 2. Play the recording again and check the answers. Activity 4. Groupwork Task 1.Read the instructions for the activity. Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class. Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs. Task 4. Check the answers by calling on different pairs to say a conversation to the class. Activity 5. Grammar Focus Review the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice. Could is a less serious word than should. Pay attention to the questions and answers, ask and answer loudly. Homework 1.  Review the conversation and the vocabulary. 2.  Write your own conversations on giving advice.   Lesson 3  Reading and writing I. Teaching aims and demands : Students learn to talk about problems and give advice. II. Teaching key and difficult points: A. Vocabulary pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea B. Target language What should I do ? Then I think you should get a part- time job. III. Teaching methods: Audio-lingual methods and Control-reading and writing. IV. Teaching aids:  a picture V.Teaching procedure Activity 1. Revision Task 1.Revise the vocabulary and the key structures. Task 2.Dictation. Activity 2. Reading and writing Task 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used. Task 2. Ask four students to read the conversation to the class. Ask the students to fill in the blank. Then ask and answer in groups. Activity 3. Pairwork Task 1. Read the instructions.And then ask two students to read the sample conversationn. Task2.Ask the students to say some ways to get money that aren’t in the book. Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class. Activity 4. Pairwork This activity provides an opportunity for students to use the language of the unit to give advice. Task 1. Read the instructions. Then ask two students to read the dialogue. Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news. Homework 1.Review the vocabulary and target language. 2.Write your own conversations about problems and advice.   Lesson 4  Section B I. Teaching aims and demands : Students practice using the target language. II. Teaching key and difficult points: A. Vocabulary original , the same as, in style, nicer, haircut, inexpensive, comfortable B. Target language I think Erin should tell her friend to get different clothes. Friends shouldn’t wear the same clothes. They are the same as my friend’s clothes. III. Teaching methods: Audio-lingual methods IV. Teaching aids:  a tape recorder V. Teaching procedure Activity 1. Revision This activity introduces the key vocabulary. Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means. For example: T: What does original  mean? S1: Different from others. Not the same.    T: Correct. When something is original, it is not like all the others. Can you give an example? S1:My watch doesn’t have numbers on it. It has pictures of faces instead of numbers. My watch is

篇8：新目标英语八年级上册第一单元第1-2课时教案

在初中教学中, 大部分教材是以单元为基本组成形式的, 英语教材也不例外。人教版《英语 (新目标) 》教材在单元内设置了性质相同、形式相异的学习活动, 教材的编排体系遵循传授知识、巩固知识、运用知识的规律。教师在单元教学的过程中, 需要在一定的连续时间内完成多种具有内在联系的教学活动, 从而使教学目标得以实现 (张华2000) 。人教版《英语 (新目标) 》教材主要围绕英语语言、英语思想以及英语文化等内容组成不同的单元, 不同单元具有一定的递进性, 从而使学生通过系统性的学习获取一定的语言知识, 并不断增强学生的综合语言运用能力。人教版《英语 (新目标) 》教材的每个单元都设置了单元标题句, 学生通过单元标题句可以了解该单元的主要教学目标以及主要内容。因此, 在人教版《英语 (新目标) 》教材的教学过程中, 教师需要正确解读和拓展单元标题句, 只有这样, 才能更好地领悟教学目标, 对教学活动进行更合理的安排 (李晓蓉2013) 。

一、人教版《英语 (新目标) 》教材的基本结构

人教版《英语 (新目标) 》教材一共有5册, 其中, 七年级、八年级教材被分为上、下两册, 九年级教材为一册。全套初中英语教材共设置了78个话题, 每个单元的话题都是由标题句引入的, 大部分话题与学生的实际生活相联系, 大多数的单元标题句包含某一功能项以及与该功能项相关的多个句式, 同时还包括实践该话题的必要策略 (宋运来2009) 。以人教版《英语 (新目标) 》八年级上册教材为例, 八年级上册第一单元的标题句为“How often do you exercise?”, 该单元的话题为“Free Time Activities”, 语言功能为“描述你在日常生活中常做的事情”, 要求学生掌握多种句式, 如how often以及why引导的句式, 同时也要求学生掌握多种频率副词的用法, 最后指出具体的学习策略。

二、人教版《英语 (新目标) 》教材编排的理论依据

人教版《英语 (新目标) 》教材是以长期以来的英语教学为事实依据的, 以句子为单位的英语“听说法”是有效的教学方式之一 (姚小鸽2014) 。根据“听说法”的相关理论, 在学生刚开始学习英语语言时, 教师可以采用句式操练的方式, 帮助学生完善英语语言知识系统, 培养学生的英语语言习惯和英语语言意识 (薛晓玲2011) 。

在20世纪末, 我国教育界提出了“结构+功能”的教学理论, 认为任何一种语言从本质上看都是一种社会符号。因此, 在进行英语教学过程中, 应将英语看成一种系统性的符号进行教学, 注重提高学生的语言运用能力与语言交际能力。现阶段人教版《英语 (新目标) 》教材在结构安排方面遵循了“结构+功能”的相关理论, 在编写的过程当中, 不仅重视语言培养的目标, 同时强化语言规律的习得与养成。人教版《英语 (新目标) 》教材的每个单元都为话题设置了对应的语境, 同时选取对应的语言结构来实现语境功能, 将英语的交际功能以及词汇的语用意义嫁接到句子中, 使语言具有多重效应。

三、解读和拓展单元标题句的理论依据

在我国现阶段的初中英语教学中, 从教学资源研发、教材编写、课堂教学到教学评价都必须以《英语课程标准》 (以下简称《标准》) 为基本依据, 体现该课程的学习目标以及性质。因此, 初中英语教师必须深入研究《标准》, 了解其所包含的教学目标以及相关理念 (丁振月2011) 。现行的《标准》明确规定, 初中英语教学以培养学生的综合语言运用能力为目的, 提倡通过体验、交流、合作等方式学习相关知识。同时, 《标准》制订了分等级的培养目标, 其中所规定的第三、四、五级的口语教学目标分别为:能与他人沟通自己较为熟悉的话题;能与他人沟通生活中常见的话题并给出简单的点评;能与他人交流自己生活中的各种话题并能清晰地陈述自己的观点。人教版《英语 (新目标) 》教材在《标准》的指导下安排具体内容, 所有的话题都是通过一种概念性的单元标题句呈现的, 在单元标题句后安排一些具有一定功能的语言项目以及语言结构。

教师在教学时, 可以按照人教版《英语 (新目标) 》教材的基本结构, 从单元标题句出发, 以小组为单位组织学生进行交流与沟通, 从而使学生在使用英语进行信息交流的过程中获取必要的语言知识 (韩刚2009) 。

因此, 教师在教学人教版《英语 (新目标) 》教材的不同单元时, 需要从解读单元标题句出发, 根据解读过程中所获取的信息设计单元教学。以教授人教版《英语 (新目标) 》教材八年级 (上) Unit 1H ow often do you e xercise?为例, 教师可以从四个不同的层面对该单元标题句进行解读:第一, 在该单元标题句中所出现的频率副词often与frequency存在一定的关联性, 可以促进学生回忆已经学习过的频率副词;第二, 从句式角度来看, 该句的时态是一般现在时, 教师在授课时可以组织学生讨论日常生活中的活动, 并与一般现在时进行联系;第三, 针对该标题句, 教师可以要求学生结合自身实际用英语进行表达, 使英语教学的语用目标得以顺利实现, 这与《标准》要求有高度的一致性;第四, 教师可以创设逼真的场景, 增强学生对此句的理解。

四、对单元标题句进行解读和拓展的实际意义

人教版《英语 (新目标) 》教材在编写的过程中, 遵循以单元标题句为核心的基本思想。因此, 教师有必要正确理解教材的编写思想, 以单元标题句为基础拓展教学, 实现《标准》中所规定的语言运用能力目标。

传统的初中英语教材的编写以“结构+功能”为基础, 课堂教学以句式操练为主。随着教育的不断发展以及研究的不断深入, 教育界逐渐认识到以对话形式模拟实际交际对提高英语教学效果具有非常积极的意义。这种教学思想在我国初中英语教学中不断发展, 并取得了较好的应用效果。上文中提到的“结构+功能”的教材编写思想应运而生, 同时成为人教版《英语 (新目标) 》教材编写的主要思想。人教版《英语 (新目标) 》教材突破传统的英语实践观念, 重视我国现阶段初中英语教学的实际状况, 强调语言的社会功能 (邵燕楠、黄燕宁2013) 。

在人教版《英语 (新目标) 》教材中, 各单元都是以标题句为基础的, 通过标题句可以明确英语的语用功能, 提高学生的英语能力。语言功能可以传递事物的相关信息, 同时检验信息的真实性, 例如, 在Unit 6 I’m more outgoing than my sister中, 该标题句可以被用来陈述个人的特征。学生在学习该标题句后, 就可以根据已经学习的词汇对自己的个性特征进行表述, 并向他人传达某些观点或者对某事的态度。另外, 当该标题句被用于不同的语境时, 必然产生不同的语意。一般情况下, 初中生在使用英语表达信息的过程中都倾向于表达自己的经历与情感。例如, Unit 10的单元标题句为I’m going to be a basketball player, 该句充分说明了说话者的喜好。

总之, 人教版《英语 (新目标) 》教材的编写以科学的实践观为支撑, 以标题句为单元话题, 同时在教材目录中明确可能涉及的话题内容, 对该话题结构以及语言结构进行了必要的处理, 指明话题相关的词汇以及相关的执行准则, 从而使教材重点一目了然。

结束语

大部分初中英语教材是以单元为基本形式组织相关内容的, 教师在教学过程中, 必须深入解读与拓展单元标题句, 这对提高初中英语的教学质量具有非常重要的意义。

参考文献

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李晓蓉.2013.高中英语教师对人教版新教材的适应性研究[D].湖南师范大学.

邵燕楠, 黄燕宁.2013.学情分析:教学研究的重要生长点[J].中国教育学刊, (2) :60-63.

宋运来.2009.什么是最有效的教学[M].南京:江苏人民出版社.

薛晓玲.2011.人教版与外研社版高中英语教材比较[J].聊城大学学报 (社会科学版) , (2) :217-218.

姚小鸽.2014.教材内容重构的价值、限度及方式研究[D].陕西师范大学.