八年級英語教科書教案
八年級英語教科書教案都有哪些？外語專業學生應具備外語運用能力、文學鑒賞能力、跨文化能力和批判性思維能力，以及一定的研究能力、創新能力、信息技術應用能力、自主學習能力和實踐能力。下面是小編為大家帶來的八年級英語教科書教案七篇，希望大家能夠喜歡！
八年級英語教科書教案（精選篇1）
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
1. Greeting and free talk .
2. Check the Homework(家庭作業) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任務前活動)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任務中活動)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任務后活動)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任務中活動)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活動)
Homework(家庭作業) :
將下列短語或句型譯為漢語
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教學后記:
八年級英語教科書教案（精選篇2）
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
1.Greetings and free-talk .
2.Check the Homework(家庭作業) .
Step 2 While-task(任務中活動)SB Page 20 , 3a .
1.Read the instructions .
2.Read the e-mail by the Ss first .Number the pictures in the correct order .
3.Explain something .
4.Practice reading and listen to the tape .
SB Page 20 , 3b .
Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .
If necessary , do it as Homework(家庭作業) .
SB Page 20 , Part 4 .
What were you doing at these times last Sunday ?
1.Read the sample dialogue in the box .
2.Look at the table .Read the times for the Ss .
3.Pairwork : Talk about what they were doing at different times .
4.Write down your answers .
5.Practice reading .
Step 3 Post-task(任務后活動)
Make an interview .
Interview two classmates in your class and write down their answers .Begin like this :
-----What were you doing at … ? ------I was … .
Homework(家庭作業) :
Cover the story in 3a .Try to retell the story .
教學后記:
八年級英語教科書教案（精選篇3）
Teaching goals (教學目標)
1.Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .
2.when , while 引導的時間狀語從句。
3.學習過去進行時態。
4.利用知識談論過去發生的事情。
5.復習過去式，學會講故事。
6.了解一些自然科學知識和社會科學知識。
Important and difficult points：(教學重難點)
1.when , while 引導的時間狀語從句。 2.學習過去進行時態。
Teaching aids : a tape-recorder , cards .
第一課時
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
1.Greetings and free-talk . 2.Check the Homework(家庭作業) .
3.Dictate the words in Unit 2 .
Step 2 Pre-task(任務前活動)SB Page 18 , 1a .
1.Point to the sentences .Read the sentences .Explain what each one means .
2.Look at the picture .Point out the six people .Match the statements with the people in the picture .
3.Check the answers .
4.Practice reading .
Step 3 While-task(任務中活動)SB Page 18 , 1b .
1.Read the instructions .Make sure the Ss understand what they should do .
2.Look at the dialogue in the picture .
語法：
過去進行時態的構成: was / were + doing .
用法:表示過去某一時刻或某一段時間正在進行的動作，一般用時間狀語來表示。
I was standing in front of the library when the UFO arrived .
3.Play the tape twice . Circle the correct responses . 4.Check the answers .
Step 4 Post-task(任務后活動)
Talk about what people were doing when the UFO arrived .
Step 5 While-task(任務中活動)SB Page 19 , 2a .
1.Read the sentences .Make sure the Ss understand what they mean .
2.Play the tape twice .Order these statements .
3.Play the tape again ,correct the answers .
SB Page 19 , 2b .
1.Read the instructions . 2.Play the recording .Write “when” or “while” on each line .
3.Play the recording again ,correct their answers .
Notice: when / while
When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .
Step 6 Post-task(任務后活動)SB Page 19 , 2c .
1.Point ort the picture .Ask what each person is doing .
2.Groupwork : Ask “What was …doing when the UFO arrived ?”
3.Ask a group to say its conversation to the class .
Step 7 Grammar Focus
Review the grammar box by asking some students to read the sentences .
Homework(家庭作業) :
1.Go over the words in this unit
2.用介詞或介詞短語填空。
① They were talking the phone .
② I was he barber’s chair .
③ The boy was walking the street when a UFO landed .
④ I had a very unusual experience Sunday .
⑤ The alien visited the Museum Flight .
教學后記:
八年級英語教科書教案（精選篇4）
一、 Analysis of the text教材分析
1. Teaching 教學內容：Talk about personal traits and how to compare people 談論人物的個性特征及如何對比人物
2.Statue of the Text教材的地位和作用
從教材的整合來說，本部分既有形容詞用法的延續，又為后面形容詞級的學習打下基礎，具有承上啟下的作用;從本單元來說，它既是本單元的基本語言知識，又為本單元知識的擴展和綜合語言的運用奠定堅實的基礎。因此，上好這一課，既可以讓知識學習具有一定的延續性，又為后面的教學做好鋪墊。
3.Teaching goals教學目標：
1)Language goal 知識目標 讓學生掌握本課的詞匯運用。
2)Ability goal 能力目標 讓學生學會用英語與他人談論人的個性特征和使用形容詞進行比較的話題，以及進一步提高學生的英語語言表達能力;
3)Emotional goal 情感目標 激發學生的學習興趣，體驗英語語言的美，體驗知識間的相互聯系。讓學生充滿自信，體驗成就感和合作精神。而且通過學習比較級使學生懂得在學習和生活中應相互理解、相互幫助、相互學習。
4. Important points重點：掌握形容詞比較級的變化規則及句型
5.Difficult points難點：使用比較級自如表達
二、Teaching Methods 教學方法：
根據英語“課標”的要求，課程要從學生的學習興趣、生活經驗和認知水平出發，發展學生的綜合語言運用能力，提高跨文化意識和形成自主學習能力。因此，我將在教學中采用多媒體輔助教學、任務型教學模式，結合聽說法、競賽法以循序漸進的方式來進行教學。
采用聽說法和多媒體輔助教學來導入和呈現本節的基本詞匯和句型，目的在于用師生互動的方式，共同觀察圖片，激活學生對所學知識的興趣，使學生對新知識的識記經過一個由形象思維到抽象思維的轉化過程，因此記憶效果更好。
采用任務型教學模式，在活動中以競賽法來突出重點，培養學生綜合語言運用能力，這樣不僅激活學生的主體意識，而且激活了英語語言，使學生的自信感逐步增強，從而體驗到成功的喜悅。
三、Learning Methods學法：
教法的選擇固然重要，但學法也是必不可少的，我們都知道，學生的學習過程并不是孤立于課堂教學之中，應遵循學生的身心發展規律和學習規律，教師在教學的過程中要倡導學生體驗、實踐、參與、合作與交流的學習方式。瑞士心理學家讓?皮亞杰的“建構主義理論”指出：學習是獲取知識的過程，但知識不是通過教師傳授得到的，而是學習者在一定的情景下，借助他人(包括教師和學習伙伴)的幫助，利用必要的學習資料，通過建構的方式而獲得的。結合我校的學情，在本節教學中我主要采用歸納法和小組合作學習的方法。使用歸納法讓學生歸納總結形容詞比較級的變化規則;使用小組合作學習的方法，讓學生參與競賽和故事表演，使學生用心去體驗集體的力量，去感悟合作的魅力，在活動中體驗合作成功的快樂。
四、Teaching Steps教學程序：
Activity I 活動一：Leading in激趣導入
在本活動中通過聽說法配合多媒體輔助教學導入新課，用多媒體顯示圖畫，讓學生認識并掌握本課所要學的基本詞匯。利用兩個人物之間的不同，引出比較級的句子。讓學生認識比較級的基本句型。本環節以學生原有的知識為切入點，對比兩者之間的不同，不知不覺地將學生引入新課，達到潤物無聲之效果。
Activity II 活動二：Warming up單詞熱身練習
要想讓學生正確地使用比較級, 首先應掌握形容詞比較級的變化規則。因此, 我給出一系列形容詞及其比較級形式, 讓學生通過仔細觀察并得出形容詞比較級的變化規則，然后朗讀記憶。在這一環節，我使用了教學的歸納法, 意在培養學生的自主探究能力、觀察能力和歸納能力。
Activity III 活動三：Comparing句子熱身練習
在學生掌握了比較級的變化規則后，便可以開始進行句子的熱身練習。要求學生倆人一組用比較級來表達自己與同伴之間的差異，正確地認識自我。此項活動從貼近學生的學習、生活入手，記憶深刻，使學生很容易掌握重點和難點，準確描述人物的個性特征。
Activity IV 活動四：A guessing game“猜謎”游戲
——Who is he/she? 他/她是誰?
我認為要充分挖掘教材的內涵，利用游戲來培養學生的聽力能力和積極參與教學的主動性，要求一位學生描述班里的另一位學生，并和自己作比較，其他學生猜所描述的人是誰，這樣可以給學生更多的發言機會來表達自己的思想。不僅反饋于上一環節的活動，也突出了本節的重點。學生在游戲中逐漸學會了用比較級自如表達，這也是突破難點的一個過程。
Activity V 活動五：Competition小組競賽
本活動采用任務型教學模式及小組自由合作學習的方式，這個環節的步驟是：把全班分為四個小組，每組抽取一個號碼，在規定的時間內使用比較級對所抽取的圖畫進行描述，說出句子最多的小組獲勝。此項活動可以培養學生的合作精神和競爭意識，同時可以訓練學生快速思維的能力。
Activity VI 活動六：Acting知識的拓展
此環節是通過任務型教學途徑，分小組用所給的圖畫續編并表演故事。然后評出小組。這項活動要求學生積極與他人合作，共同完成學習任務，進一步培養了學生運用所學的知識鍛煉口語表達能力、和邏輯思維能力。
此項活動后的小結也是本課的總結: “From this story we know, when we are better than others. Don’t laugh at others. When someone is better than you, don’t be frustrated. No one is perfect. We should learn from each other and help each other.” 這個故事告訴我們一個道理：當你比別人強的時候，不要嘲笑別人;當你在某些方面不如別人時，不要自卑。沒有人是完美的。在生活和學習中，我們應該相互幫助、相互學習。
Activity VII 活動七：Exercises鞏固訓練
用本節課學過的內容進行當堂訓練、當堂鞏固，做到“堂堂清”。
五、Homework作業：
《英語課程標準》建議教師把“任務型”教學活動延伸到課堂之外的學習和生活之中。因此，我在家庭作業布置中，分常規性作業和探究性作業兩類：
常規性作業： 背記本單元的生詞。
探究性作業：寫作文一篇，標題是“My Friend and I”。
(要求：寫出你和你的朋友之間的相同點和不同點。)
六、Blackboard Design 板書設計：
They are twins.
They are both lovely.
Xiaoya is calmer than Li Wen.
Li Wen is more outgoing than Xiaoya
A is 形容詞比較級 than B
補充：學生在使用比較級時容易出現的問題：
1. 比較的對象不一致。如：My hair is longer than you.
2. 雙音節形容詞的比較級形式使用混亂。
八年級英語教科書教案（精選篇5）
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__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 打噴嚏
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."
八年級英語教科書教案（精選篇6）
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
Period 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.
Period 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%
(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.
這兒是Green高中的學生活動調查結果。
(1)the results of……的結果。如：
the results of the English contest 英語比賽的結果
(2)as a result由于, 因此。如：
As a result, Tsinghua becomes the first-class university.因此，清華成為一流的大學。
(3)at Green High School在格林高中 在學校用介詞at。如：
at Junior School在初中at Primary School在小學
2. Most students exercise three or four times a week.大多數學生一周鍛煉三或四次。
(1)exercise v. 鍛煉;exercise n. [U]運動;[C]練習
Let’s do our exercises.讓我們做練習吧。
Walking is a good exercise.散步是很好的運動。
(2)time次數time and time again千萬次的
(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兩次
巧辨sometime ， sometimes ，some time，some times
sometime ， sometimes ，some time 和some times形似而含義不同。下面的口訣能夠幫助我們辨別它們的含義及用法。
分開是“一段”， 相連為某時;
分開s是“倍、次”， 相連s是“有時”
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談及到家庭作業 as for sth. /sb. 談及某事/某人
(1)as for the book Harry Potter 談起《哈利?波特》這本書
(2)as for my father 談到我的父親
Step7: Exercise:
Ⅰ 用所給詞的適當形式填空：
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 單項選擇
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 句型轉換：
1. There is little money left. (改為同義句)
There is _____ _____ money left.
2. Maybe Kate knows the answer. ((改為同義句)
Kate _____ _____ the answer.
3. She plays the violin on weekends. (對劃線部分提問)
_____ _____ she _____ on weekends?
4.The students never surf the Internet. (對劃線部分提問)
______ ______ ______ the students surf the Internet?
5. Sam does his homework at home. (改為否定句)
Sam _____ _____ his homework at home.
Step 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.用所給詞的適當形式填空：
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 單項選擇：
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，關于
3. junk food垃圾食品
4.eating habit 飲食習慣
5.of course當然
6.look after 照顧， 照看
7. start with 以……開始
8. make a difference 使得結果不同，有重要性
9. go shopping 去購物
10.have a party 聚會
11. go to the movie 去看電影
12. once a week 每周一次
13. hardly ever很少
14. twice a week每周兩次
15. three times a week每周三次
16. watch TV看電視
17.on weekend 在周末
18. do homework做作業
19. a lot of 許多
20. try to do盡力做某事
21. help sb (to) do sth. 幫助某人做某事
22. the same as和……相同
23.keep in good health保持身體健康
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)教師指著屏幕說：“ Now let’s see my activities on weekends. How often…?屏幕上出現各項活動的圖片并介紹。 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)點擊鼠標屏幕上出現頻率副詞及相關的百分比。
always(100%)usually(80%) often (30-50%)
sometimes(20%)hardly ever(5%) never(0%)
領讀頻率副詞，讓學生快速認讀。
(3)分別點擊活動圖片，每個圖片正面出現一個頻率副詞。
教師依次提問： What do you do on weekends?
引導學生用圖片中的活動及副詞回答，如：I usually run.
(4)Task: Making cards
每個學生把自己的課外活動做成卡片，再把頻率副詞做成卡片，然后一個學生問What do you do on weekends? 另一個學生分別拿一張活動卡片和頻率卡片并用其進行回答。
(5)常見的頻度副詞有never(從不), sometimes(有時),often(經常),usually (通常), always(總是).
從0%(never)到100%(always)可以這樣排序:
0%……………………………………100%
never sometimesoften usuallyalways
(6) 注意頻率副詞在句中有不同的位置.
在 be 動詞之后:
I’m usually ill on planes.
Are you usually at home on Monday?
He isn’t usually ill on planes.
在實意動詞之前:
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 (任何一個)， none (都不)。 以上詞使用范圍為三者以上。
All the flowers are gone. 所有的花都謝了。
I don't like any of the flowers. 這些花我都不喜歡。
I like none of the flowers. 這些花我都不喜歡。
注意：all與none用法一樣。跟單數名詞，用單數動詞;跟復數名詞，用復數動詞。
All of the students are there. 所有的學生都在那。
All (of) the milk is there.所有的牛奶都在那。
(2). some 一些
1) 可與復數名詞及不可數名詞連用。
2) 當做"某一"解時，也可與單數名詞連用。(= a certain)
八年級英語教科書教案（精選篇7）
Unit 1 Playing Sports
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本課重點活動是1a和2。
Ⅰ.Teaching aims and demands 教學目標
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
圖片/海報/教學掛圖/錄音機/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:7分鐘)
復習學過的運動項目名稱，引出生詞。
1. (展示一些有關運動的圖片，并通過師生對話，引出新的運動項目名稱。)
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: …
(板書并要求學生掌握。)
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示學生在打籃球的圖片。)
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?
(板書并要求學生掌握。)
team
S1: There are five players.
(展示學生在打排球的圖片。)
T: What are they doing? S2, do you know?
S2: They are playing volleyball. (教師幫助該生回答。)
(板書并要求學生掌握。)
volleyball
(用同樣的方式引出生詞cycle, row, skate, tennis, table tennis, ski。)
(板書，并讓學生跟讀，要求學生理解cycle, ski;掌握row, skate, tennis, table tennis。)
cycle, row, skate, tennis, table tennis, ski
2. (用黑板上有關運動的生詞操練，導出prefer的用法。)
T: Which sport do you like better, cycling or rowing?
S3: Rowing.
T: Good! The phrase “like … better” means “prefer”.
(板書并要求學生理解。)
prefer
T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…
Step 2 Presentation 第二步 呈現(時間:10分鐘)
通過師生對話，呈現1a中部分生詞及功能句，并使學生初步掌握be going to句型。
1. (利用plan to do sth.，導入“be going to+do”結構。)
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.
S?1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
(板書，學習新語法。)
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. (教師讓幾個學生說說明天戶外活動的打算，并引出be going to結構的一般疑問句式，過渡到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.
(板書，學習新句型。)
—Are you going to swim?
—Yes, I am.
(教師視學生掌握的情況來決定是否要進行更多的操練。)
3. (展示一幅即將進行籃球賽的海報，引出單詞against, cheer和短語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.
(板書，讓學生猜詞義，并要求掌握。)
against, cheer, cheer ... on
(出示教學掛圖，讓學生看圖片猜測對話內容，導入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?
(聽后核對答案。)
4. (學生朗讀1a，畫出疑難點和關鍵詞，然后教師解釋疑難點。)
(出示小黑板，領讀關鍵詞;解釋并要求學生掌握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 鞏固(時間:10分鐘)
創設情景，編對話，在真實的語境中培養學生口頭交流能力。
1. (根據小黑板上的關鍵詞，分角色表演對話。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2. (教師引導學生，通過討論新學期的計劃來操練be going to+do句型。)
(教師先做示范，然后讓學生兩人一組練習。)
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. (創設情景，依據1a編對話，鞏固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.
(板書)
be going to, play, I’m afraid, homework, summer, play against, I hope
(學生兩人一組編對話，教師進行鼓勵啟發，必要時應給予幫助。)
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.
(讓幾組學生到教室前面表演類似的對話，評出表演組及演員等。)
(教師出示2中運動項目的圖片，引導學生鞏固be going to + do句型，使他們熟練掌握其用法，并自然過渡到2。)
Step 4 Practice 第四步 練習(時間:10分鐘)
完成2和3，培養學生聽說能力，并通過大量操練，使他們熟練運用含有be going to的一般疑問句及掌握prefer的用法。
1. (通過看圖片，練習be going to的用法，導入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?”
(板書，并領讀，要求學生掌握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.
(板書，教學生詞，并要求學生掌握。)
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: …
(學生兩人一組完成2，除了可以用書上所給的運動名稱，也可用他們所知道的其他運動名稱進行對話。)
2. (讓學生聽3錄音，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.
(再放錄音3，核對答案。)
3. (做一個運用“be going to+do”句型的游戲。)
(挑選若干學生上臺，做關于運動的動作，該動作要能使同學們明白并成功猜出運動名稱。猜到的同學要用be going to+do詢問做動作的同學，以證實自己的猜測是否正確。)
T: Please do an action about your favorite sport.
(S10表演一個動作。)
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…
(讓學生盡量多表演動作。)
Step 5 Project 第五步 綜合探究活動(時間:8分鐘)
通過作報告和寫句子，培養學生綜合運用本課所學語法及重要句型的能力。
1. (小組活動，在小組中做采訪并向全班同學作報告。)
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造五個句子，要求用不同的人稱、句式。
板書設計：
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. 本課重點活動是1a和2a。
Ⅰ. Teaching aims and demands 教學目標
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
圖片/小黑板/錄音機
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:8分鐘)
通過談論喜愛的運動項目及新學期的計劃，導入新課。
1. (學生在小組內進行鏈式對話，討論他們所喜愛的運動項目，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. (教師詢問學生新學期計劃，復習“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. (教師通過展示圖片導入本課新單詞。)
T: Look at the girl in the picture. What is she doing now?(教師指著圖片問。)
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.
(板書，讓學生猜詞義，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.
(教師通過詢問學生長大后的職業引出一般將來時的特殊疑問句。)
T: S11, are you going to be a dancer when you grow up?(教師出示舞蹈演員的圖片，幫助學生理解。)
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
(板書，教學生詞和新句型。要求學生理解dancer;掌握新句型。)
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
(讓學生兩人一組做類似操練。)
Step 2 Presentation 第二步 呈現(時間:10分鐘)
呈現1a，繼續學習be going to的特殊疑問句式。
1. (教師展示一些運動員的圖片，如劉翔、姚明、邁克爾?菲爾普斯等，導入1a對話。)
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:
(出示小黑板上的問題，聽1a錄音。)
(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?
(核對答案。)
2. (出示小黑板，依據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.
(板書并要求學生理解player, Houston Rockets;了解NBA。)
player
Houston Rockets
NBA
3. (再放1a錄音，讓學生跟讀，并注意語音語調。)
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 鞏固(時間:10分鐘)
分角色表演并做調查報告，完成1b，使學生學會運用目標語言談論自己喜愛的運動、運動員及夢想。
1. (讓學生根據小黑板上的聽力問題和表格中的信息，兩人一組進行對話。)
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. (讓學生四人一組討論他們所喜歡的運動、運動明星以及未來的夢想，并完成表格。然后匯報討論結果，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 練習(時間:12分鐘)
完成2a，2b和3，培養學生通過自主閱讀獲取相關信息的能力。
1. (教師出示張怡寧、菲爾普斯、劉翔的圖片，通過師生對話，談論這些運動明星。)
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.
(板書并要求學生理解Olympic。)
Olympic
S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教師幫助學生回答。)
T: Do you know an active runner named Liu Xiang?
S3: Yes.
(板書，教學生詞，并要求學生掌握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: …
(教師根據學生所說的情況，對劉翔做簡短介紹，并呈現生詞及詞組。)
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.
(板書，教學生詞，并要求學生掌握break(broke), record, gold, give up;理解medal。)
break(broke), record, gold, give up, medal
(讓學生回答問題，核對答案。)
2. (播放2a錄音，讓學生跟讀，完成2b，并核對答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3. (讓學生再讀2a，找出生詞和疑難點，教師解釋并板書生詞和關鍵詞，要求學生掌握shame，為復述短文做準備。)
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. (教師讓學生根據上面板書的關鍵詞復述短文。練習、鞏固2a。)
T: Please retell the passage according to the key words.
5. (播放3錄音，完成短文。)
T: Now listen to the tape of 3. Complete the passage by yourselves.
(播放錄音，核對答案。)
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 Project 第五步 綜合探究活動(時間:5分鐘)
通過制作自己喜歡的運動員的名片，學會描述一些運動員。
1. (小組討論并制作自己喜歡的運動員的名片。)
T: Please make a card about your favorite sports player.
(教師出示小黑板上的表格。)
Name Card
Name
Gender
Age
Birthday
Country
Job
2. Homework:
用英語描述自己喜歡的運動、運動員及夢想。
板書設計：
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. 本課重點活動是1a和2。
Ⅰ. Teaching aims and demands 教學目標
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
圖片/錄音機
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:8分鐘)
運用體育活動的圖片，復習運動項目的名稱，并導入部分生詞。
1. (復習上節課所學的運動項目的名稱。教師展示一些體育活動的圖片。學生使用圖片，三人一組，到講臺前進行問答表演，說出自己喜歡的體育活動。)
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. (快速問答，導入新課，找一名平時喜歡運動的同學。)
T: S4, do you like sports?
S4: Yes, I do.
T: Do you often go mountain climbing?(出示登山的圖片。)
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.
(再找一名喜歡運動的同學。)
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?(必要時可譯成漢語。)
S6: About thirty minutes.
T: S6 spends about thirty minutes in doing exercise every day.
(板書并要求掌握。)
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.”
(板書，讓學生猜hour詞義，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 呈現(時間:10分鐘)
學習1a，使學生區分一般現在時和一般將來時的用法。
1. (教師展示一幅一小女孩打棒球的圖片。)
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. (教師可幫同學回答。)
(板書領讀并要求掌握生詞。)
baseball, pretty, pretty well
(教師展示一幅學校運動會的圖片，特別指出跳高和跳遠兩個項目。)
T: (教師手指圖畫)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.
(板書，解釋生詞和短語，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?(教師邊說邊指著圖片中的跳遠和跳高項目。)
S1: I’m good at the long jump/the high jump.
(板書，讓學生猜詞義，并要求掌握jump，理解the long jump和the high jump。)
jump, the long jump, the high jump
2. (聽1a錄音，回答下列問題。)
T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:
(板書)
(1)Which sport is Ann good at?
(2)How long does she spend in the gym every day?
(核對答案。)
3. (讓學生再聽1a錄音，跟讀并注意語音語調。)
T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 鞏固(時間:8分鐘)
完成1b和1c，培養學生從簡單的文章中找出關鍵信息的能力。
1. (讓學生再讀一遍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.
(核對答案。)
2. (根據1b，完成1c。)
T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.
(核對答案。)
3. (根據Ann的活動時間表，描述Ann一周的運動情況。)
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