八年级第二学期英语教学总结

八年级第二学期英语教学总结八年级其次学期英语教学总结

八年级其次学期英语教学总结

五和中学杨帆

本学期,我担当八年级的英语教学工作。作为始终从事中学英语教学的我,虽了解到了一些教学教法,但在实际的教育教学中,我深深感觉到教中学英语之难之累,真是“苦在其身乐在其心”。现对八年级其次学期我的英语教学工作作一总结，总结阅历，查找缺乏，以促进今后的教学工作取得更大进步。一、教学状况

（一）学习课标,明确教学目标。

为了使我的英语教学适应新时期英语教学要求、树立起新的育人理念,我们英语组仔细对《英语课程标准》进展了研读,了解了目前英语课程改革的目的、把握了目前英语改革的重点、明确了英语课程各级的总目标和各内容的分级目标、理解了英语教学原则、重点对八年级学生在社交常用口语、情景对话练习以及单词语法把握方面为教学重点，以国家九年制义务教育英语教学大纲为原则，仔细有序地开展英语教学。（二）扎实备课,理清教学思路。

备课是课堂教学的重要环节,我在备课时做到了以下几点:

1、课前备课,做到“有备而来”。我仔细阅读各种教科参书,既备教材、教法,又备学生。结合学生的实际和教材的内容,既要考虑学问的纵向联系,又要考虑新知的横向连接;既要突出重点,又要突破难点;既要表达出完整的教学过程,又要留意

好各环节的过渡自然。并制作了各种好玩的教具,如:单词卡片、实物(图片)、头饰等教具为课堂教学做好效劳。2、课中备课,敏捷安排简洁易操作的嬉戏活动。我通过嬉戏引入新课教学时,为了不消除学生的积极性,我在实施教学的时候,总是尽量设计一些简洁易操作的嬉戏及活动,将教学内容层层铺开,把枯燥乏味的课堂变为生动好玩“欢乐堡”,让他们在欢乐中学习,在玩中获得新知,通过反复的趣味操练(如:唱、演、玩、画、涂色、做手工等形式)来稳固所学新知。在活动中学生们都乐于参加,充分调动了学生们的情感态度和兴趣,学生的积极性得到了充分发挥,教学效果良好。

3、课后备课,总结教学阅历。每上完一单元,我都准时对该单元作出总结和反思,写出教学后记,确定本节课胜利的地方,探讨该单元的缺乏之处,为以后的教学工作打下根底。（三）仔细上课,表达以人为本。

《英语课程标准》提出“让学生在教师的指导下,通过感知、体验、实践、参加和合作等方式,实现任务的目标,感受胜利。”这便要求,英语课的教学要以学生为主,培育他们学习英语的兴趣,提高他们对词汇、句型的听说认读和语言实际运用的力量。为此,我在实际的课堂教学中做了以下几点:1、巧设导入,培育兴趣。每节的教学我首先通过做嬉戏、唱英语歌来激发学生的学习兴趣,让学生融洽在学习英语的气氛内。2、图文结合,把握新知。依据教材“图文并茂”的特点,充分运用单词卡片、实物教具、简笔画及肢体语言来启发学生,使学生带着明

确的任务目标,并借助图片、动作、表情等手段把握其义,让他们积极主动参加学习猎取新知过程,培育他们学习英语的兴趣。在遇到难读的单词或句子时,我不厌其烦,急躁教育学生认读,力争让他们学了就懂,懂了会用,培育他们认读的力量。在学习新知的同时,还适时对他们进展思想教育。3、嬉戏活动,稳固新知。在完成了每节课的新授任务后,抓住学生争强好胜的心理,通过师生互动、生生互动的嬉戏活动将教学内容层层铺开;为了敬重学生的个体差异,营造宽松的学习。

二、教学心得

第一,确立与新课程相适应的教育观念。

学生是学习的主体,教师不能代替学生读书,代替学生感知,代替学生观看、分析、思索,代替学生明白任何一个道理和把握任何一条规律。教师只能让学生自己读书,自己感受事物,自己观看、分析、思索,从而明白任何一个道理和把握任何一条规律。于是我转变“一言堂”,把课堂还给学生,形成师生交往、积极互动、共同进展的教学过程。其次,使学生明白学习目的。

要学好英语,首先要使学生熟悉到学这一语言的目的和意义。众所周知,人类社会已经进入了21世纪,新的世界将是个布满竞争和多变的世纪,中国要在跨世纪的竞争中取得主动,中华民族要腾飞,要最终取决于优秀科技人才的涌现。假如我们不懂英语,怎么去了解世界?就拿三亚来说,第55届世界小姐竞选在三亚进行,很多外国游客来旅游。假如我们不会说英语,

也听不懂他们说什么,就无法与他们沟通,沟通,更谈不上有商业交易了。只有学生自觉地把自己的抱负与祖国的前途和命运联系起来,才会对英语学习真正感兴趣,这种兴趣也有可能转为学习英语的动力。因此我结合本地区学生的实际状况,通读和节选教材,围围着最简洁、最根本、最常用的英语词汇、句型、交际会话等进展教学,使学生对英语产生兴趣,形成学习动机。

第三,努力建立融洽的师生关系。

相对来说,初中生比小学生独立性强,自尊心也渐渐增加,渴望得到敬重。师生之间只有相互敬重,相互信任,才能建立起友好关系,从而促进学生学习的兴趣。所以我必需树立正确的学生观,正确熟悉学生的主体地位。我用自己满腔的爱去关怀、敬重学生,急躁细致地指导学生,沟通和学生的思想感情,使自己成为学生欢送和爱戴的人。上课时我是学生的教师,循循善诱和激发学生学习的积极性,大胆求异创新;课后我却成为他们的大姐和好朋友,无话不谈,亮起心灵之光;生活上,我是他们的父母,关心备至。

第四,严谨治学,保持良好的教态。教师的教风直接影响学生的学风。驾驶的一言一行,无时无刻不在影响着学生。所以我提高自己的思想熟悉和气觉悟程度水平,做到爱岗敬业,学而不厌,诲人不倦,为人师表,治学严谨,还要保持良好的教态。教师的教学语言和教态对学生的学习有直接的影响。教师的教态好,学生就喜爱,他们听课的兴趣就高,承受学问也快。反之,

学生就不喜爱,甚至厌烦。特殊是正处于青春期的初中生,看问题开头有可独立的见解,对他们更要留意教态和教学语言的使用。如我介绍新句型时,我利用语言的轻重,语调的凹凸,和肯定的动作表情,尽量引起学生的留意和兴趣。当学生回答下列问题时,我的表情变得自然亲切,使促使感到教师对他们的信任,这样学生就增加了士气,就能大胆地回答下列问题。三、努力方向

平常一方面抓紧时间备好课时学案,另一方面尽可能通过各种图书资料网络资源学习先进的教学方法和学课指导方法，更好地提高学生学习英语的兴趣和积极性，不断地提高农村学生英语学习水平。

总之,一学期的教学工作自己付出了许多,收到的回报也不少:领导的信任,使我精力充足;同事的帮忙,使我干劲十足;学生的渴求,使我信念倍增。我会努力填补自己在教学中的缺乏,不断改良教学方法。积极开发和有效利用课程资源,更好的为英语教学效劳,力争在今后的英语教学工作中取得更好的成绩。

扩展阅读：人教版八年级下册英语教案

Unit1Willpeoplehaverobots?

Teachinggoals:学目标:

1Words&phrases:robot,paper,less,fewer,simple,unpleasant,factory,seem,etc.1．will构成的一般将来时态的陈述句、否认句、疑问句及答复.2．Therebe句型的一般将来时.3．more,less,fewer的用法.

4．学习一般将来时态的相关学问，学会对将来进展猜测.

5．对fiveyearsago,today,infiveyears简洁回忆与展望的方式，贴近实际符合学生心理，激发

学习兴趣.

6．通过时间比照复习一般过去时态、一般现在时态，稳固一般将来时.Importantanddifficultpoints:重点和要点1.will构成一般将来时态的句式。2.Therebe句型的一般将来时态。3.more,fewer,less的用法。4.Howtomakepredictions.Period1

Teachingprocedures:

Step1Leadingin

1.Greetings:Welcometoschool.

What’sthedatetoday?Who’sondutytoday?Doyouenjoyyourwinterholiday?Doyoufinishyourhomework?Doyouwanttoliveonthemoon?

Canyouguesswhatwillhappenintenyears?

CollecttheSs’answersandsaysomethingabouttheirpredictions.Step2Pre-taskSBPage2,1a.

1.Lookatthepicture:Howwilltheworldbedifferentinthefuture,100yearsfromnow?We’re

goingtotalkaboutsthin100years.

2.Readeachpredictionstotheclass.Explainthenewvocabulary.3.Readtheinstructions.MakesureSsknowwhattheyshoulddo.4.Doitbythemselves.

5.Talkabouttheanswerswiththeclass.Explain:一般将来时态

构成:will/begoingto+动词原形Step3While-task

SBPage2,1b.

1.Practisereadingthesixpredictions.

2.ReadtheinstructionstoSs.Circlethethingsyouhearontherecording.3.Playthetapetwice.

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4.Playthetapeathirdtime.Atthesametime,checktheanswers.SBPage2,1c.

1.Payattentiontothedialogues.2.Readthedialoguesfluently.

3.Pairwork.Workinpairstomakepredictionsaccordingtothesample.4.Askseveralpairstosharetheirconversationstotheclass.SBPage3,2a&2b.1.Readthepredictions.

2.Readtheinstructionsandpointoutthesampleanswer.

3.Playthetapetwice.Sscirclethewordtheyhearineachsentences:more,less,fewer.4.Checktheanswers.

学生探究:less,fewer的区分。

Step4Post-task

1.Pointtotheexampleinthesampledialogue.Practicereading.

2.Lookatactivity2b.Groupwork:Taketurnstomakeconversationsaboutthepredictions.GrammarFocus:

1.Reviewthegrammarbox.Sssaythestatementsandresponses.2.Makesummariesabout“will”,“fewer”and“less”.Homework:

1.Makepredictionsaboutyourselfin10years.Writedown5sentences.2.Gooverthenewwords.教学后记:Period2

Teachingprocedures:

Step1Leadingin1.Greetingsandfreetalk.

2.Checktheirhomework:AsktwoorthreeSstospeakoutwhattheywrotedown.(教师作出适当

的评价)Step2Pre-task

1.Gooverwhatwelearntyesterday.

2.通过三种时间的比照简单复习一般过去时与一般现在时。

Step3While-taskSBPage4,3a.

1.Pointtothethreepictureandsay:ThisisSally.ThefirstpictureisSallyfiveyearsago,the

secondoneisSallynow,andthethirdoneisSallyfiveyearsinthefuture.2.Readtheinstructions.

3.Completefillingintheblanksindividually.4.Checktheanswers.

5.Practisereading.ThenasksomeSsreadthemout.SBPage4,3b.

1.Lookatactivity3a.MakepredictionsaboutSally.

2.Pointtotheexampleinthesampledialogue.AsktwoSstoreadthedialoguetotheclass.3.Practisereading.

4.Pairwork.MaketheirpredictionsaboutSally.

2

Step4Post-task1.Writeaboutyourself.

WiththehelpofthesampleofSally.Wecanwritesthaboutourselvesfiveyearsago,todayandinfiveyears.

2.Completetheworkindividually.

3.Reviewthetask.AskafewmoreSsforanswers.Homework:

Drawapictureofthecityin20years.Describeittotheclass.教学后记:Period3

Teachingprocedures:

Step1Leadingin1.Greetings.

2.Sayyourselves:fiveyearsago,todayandinfiveyears.3.Checkthehomework.Step2Pre-taskSBPage5,1a.

1.Lookattheformandreadtheheadingstotheclass.MakesuretheSsknowwhattheymean.2.Readthelistofsevenwords.Explainthenewwords.

3.Writeeachwordinthecorrectcolumn.Checktheanswers.SBPage5,1b.

1.Readthewordsalreadywrittenonthechart.

2.Groupwork:Thinkaboutwhatwelearnedbefore.Writesomewordsinthechartabove.Divide

theclassintogroupsoffour,letthemhaveacompetition.Step3While-task

SBPage5,2a.

1.Lookatthepicturescarefully.Canyouguesswhatwe’lllisten?Talkaboutthem.2.Readtheinstructions.We’lllistento3conversations.Numberthepictures1-3.3.Playthetapetwice.Checktheanswers.SBPage5,2b.

Thisactivityiseasy,Ithink.ForweknowtheconversationsaretalkingaboutAlexis10yearsago,todayandin10years.1.Readtheinstructions.

2.Payattentiontothesentencesandtheverbsinthebox.3.Playthetapeandcorrecttheanswers.Step4Post-task1.Readtheinstructions.

2.Pairwork.OneisAlexis,oneisJoe.

3.Pointouttheexampleinthesampledialogue.ReadittotheSs.4.TalkaboutJoe’slifenow,tenyearsagoandintenyears.5.AsksomepairsofSstosaytheirdialogues.Homework:

1.Gooverthewords.

2.写一篇50个单词左右的小短文，猜测与展望将来我们的学习和生活。

3

教学后记:Period4

Teachingprocedures:

Step1Leadingin1.Greetings.

2.AsktwoSstosaysthaboutJoe.3.Checktheirhomework.Step2While-taskSBPage6,3a.

1.Readtheinstructions.

2.GiveSs3minutestoreadthepassage,tickoutthenewwords.3.Explainthenewwordsandpracticereading.

4.Pointoutthechart.Readthecolumnheadingstotheclass.

5.Readthepassageagain.Writewordsfromheranswersinthecorrectcolumnsbelow.6.Checktheanswers.7.Practisereading.

SBPage6,3b.Playingagame:Whowriteit?

1.Sswriteabouttheirlifeintenyearsonapieceofpaperbutdon’twritenamesonthepaper.2.PutalltheSs’paperstogether.

3.Taketurnsreadingthepaper.TheotherSsguesswhowroteit.Step3Post-task

SBPage6,Part4.

1.Readthequestionsbelow.

2.AsktwoSstoreadthedialogue.3.Answerthequestions.

4.Pairwork.Getyourpartner’sanswers.5.ShareafewSs’conversations.Homework:

1.Finishselfcheckastheirhomework.2.Gooverthewordsinthisunit.教学后记:Period5

Teachingcontents:

Reading:Doyouthinkyouwillhaveyourownrobot?Teachingprocedures:

Step1Leadingin

1.Greetingsandfreetalk.

2.Ifpossible,drawarobotontheBborputupapictureofarobot.

Tell:Whatdoesitlooklike?Whatcanitdo?3.Tellyourpartnerwhatyouknowaboutrobots.Step2Pre-task

SBPage8,1b.

1.Readthetitleofthepassage.

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2.Lookatthepicturetogether.AskafewSstodescribeWhattheysee.3.Readthewordsandphrasesinthebox.Practicereadingthewords.4.Circlethewordsyouthinkyouwillreadinthepassage.Step3While-task

SBPage8.

1.FirstletSsscanthepassageforthemainidea.2.Explainsomething.

helpsbwithsth/dosthdothesameas…makesbdosth

Ittakes/took/willtake…

3.Askafewcomprehensionquestionsaroundtheclass.4.ReadthepassagebytheSs.Step4Post-task

1.Gothroughthereadingagain.

Howmanywordsin1bdidyoucorrectlypredict?2.GooverthestructuresinSBPage9,3b.

Maketheirownsentences.Homework:

1.TomakesuretheSsunderstandthepassage.andIwanttoknowwhetherthey’recarefulinthe

class,letSstranslatethepassageintoChinese.2.Gooverthisunit.

3.Maketheirownsentences.

4.Whatwaysdoyouthinkarobotwillhelpyouandyourfamilyinthefuture.Writeyourideas.教学后记:

Unit2WhatshouldIdo?

Teachinggoals:

1.Words&phrases:keepout,loud,argue,What’swrong?football,either,except,themselves,

include,etc.

2.情态动词could/should的用法。

3.Whydon’tyou…?构造表建议的运用。4.如何谈论问题及提出建议。

5.在处理问题中学会自省与人际交往。Importantanddifficultpoints:1.should/could情态动词的用法。2.如何提出建议。

Teachingaids:ataperecorder5,cards.Period1

Teachingprocedures:Step1Leadingin1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-task

5

T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.WritetheiradviceontheBb.

1.Borrowone.

2.Buyasecond-handguitar.3.Getapart-timejob.4.Don’tbuyaguitar.5.Waituntilnextyear.

PracticereadingtheadvicebytheSs.

导入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvicetotellpeoplewhatwethinktheyshoulddo.Step3While-task

SBPage10,1a.

1.ReadtheinstructionstotheSs.2.ReadtheproblemsbytheSs.

3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.4.Explain.

5.Talkabouttheanswerswiththeclass.Practicereading.SBPage10,1b.

MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathirdtime.Checktheanswers.Step4Post-taskSBPage10,1c.

Lookattheproblemsinactivity1aandmakeconversations.Step5While-task

SBPage11,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.2.Pointtothesentencesbelow.

3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.4.Playthetapeagain.Sscircle“could”or“should”.5.Correcttheanswers.SBPage11,2b.

Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.Step7Post-task

Makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocus

Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework:

1.Gooverthewords.

2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.教学后记:Period2

Teachingprocedures:

6

Step1Leadingin1.Greetingandfreetalk.

2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.Step2Pre-task

1.Reviewthedifferencesbetween“could/should”.2.LearnthenewwordsinPage12.Step3While-task

SBPage12,3a.

1.Readtheinstructions.

2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“bad

idea”.

3.Talkaboutthestudents’answers.

4.Makesurethestudentsunderstandthedialogue.PracticereadingStep4Post-taskSBPage12,3b.

1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittothe

class.

2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.3.AskSstoworkwithpartnerastheyaskforandgiveadvice.4.Pairwork.

5.Actouttheconversationstotheclass.Step5While-task

SBPage12,Part4.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.2.Tostudentsreadthedialogue.3.Practicereading.

4.Askanotherpairtogivetheiradviceonanothertopic.5.Pairwork.Homework:

将以下短语或句型译为汉语

1.keepout2.outofstyle3.What’swrong?4.callsbup5.payfor6.askforsomething7.summercamp8.stayathome教学后记:Period3

Teachingprocedures:Step1Leadingin1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-task

SBPage13,1a.

1.Readtheinstructionstothestudents.

2.Readthesentencesandaskastudenttoreadthesentencestotheclass.3.WriteNI,I,VIforeachstatement.

7

4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstothe

class.

Talkabouttheanswerswiththeclass.Step3While-task

SBPage13,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.Theywillbe

talkingaboutoneoftheseproblems.

3.Playthetapetwice.Sschecktheproblemtheyhear.4.Playthetapeagain,Sscorrecttheanswers.SBPage13,2b.

1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.

2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsome

advice?Whatarethey?Readeachnamefortheclass.3.Playtherecordingagain.Sswritetheiranswers.

4.Playtherecordingagain,onesentencebyonesentence.Checktheanswers.Step4Post-task

SBPage13,2c.

1.Pointouttheexampleinthesampledialogue.Sspracticereading.2.Pairwork:WhatdoyouthinkErinshoulddo?3.Sharetheirconversationswithwholeclass.Homework:

Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice.教学后记:Period4

Teachingprocedures:Step1Leadingin1.Greetings&freetalk.

2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’

advice.

Step2While-taskSBPage14,3a.

1.Scanthisletter,underlinetheproblem.

2.Readtheletteragain,tickoutthenewwords.3.Explainsomething:

except=but除…之外（不包括在内）besides除…之外（包括在内）

Allthestudentswenttotheparkexcepthim.LucyandLilywillcometothepartybesidesme.findout=learned了解到find找到Ijustfindoutthereisadancetomorrow.4.Listentotherecording.Sspracticereading.SBPage14,3b.

1.Pairwork:Givesomeadvicetothelonelykidin3a.2.Supposeyou’reMary.Writethelettersonyour8own.

3.Readtheletterstotheclass.SBPage14,Part4.

1.Readtheprobleminthebox.2.Twostudentsreadthedialogue.

3.Pairwork:Thinkthemoverandgiveyouradvice.4.Groupwork:Seewhichclassmatehasthebestadvice.Step3Post-task

SBPage15,Selfcheck.

1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.Homework:

What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn.教学后记:Period5

Teachingprocedures:Step1Leadingin1.Greetingsandfree-talk.

2.Checkthehomework:Readtheletteroutintheclass,theotherSsgivetheiradvice.Step2Pre-task

1.Whatafter-schoolactivitiescanyouthinkof.Writewhatyoudoandwhatyoudon’tdo.

2.SBPage16,1b.Readthewordsandguessthemeaning.iftherearesomenewwordsinthe

box,lookupinthedictionary.Step3While-task

SBPage16.

1.Readthepassagequicklyandgetthemainidea.

2.Listentotherecording.Circlethewordsintheboxin1b.3.Explainsomething:

busyenoughIt’stimeforsth.

the+姓s:夫妇/一家

SBPage17,3a.

1.Readthesestatements.

2.Pairwork:Numbereachpair1-5aroundtheclass.Askeachpairtodiscussonlythequestionwith

theirnumber.

3.Afterawhile.Allpairswiththesamenumberfromagroupandcompareideas.4.Afterfiveminutes.Eachgroupreporttheirideastotheclass.Homework:

1.Writefoursentencesusingoneofthewordsfrom1bineachsentence.2.Areyouoryourfriendsunderpressure?Doasurveytofindout.教学后记:

Unit3WhatwereyoudoingwhentheUFOarrived?

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Teachinggoals:

1.Words:barbershop,well,bathroom,accident,earth,silence,playground,around,strange,

kitchen,modern,follow,shirt.

2.when,while引导的时间状语从句。3.学习过去进展时态。

4.利用学问谈论过去发生的事情。5.复习过去式，学会讲故事。

6.了解一些自然科学学问和社会科学学问。Importantanddifficultpoints:

1.when,while引导的时间状语从句。2.学习过去进展时态。

Teachingaids:atape-recorder,cards.Period1

Teachingprocedures:Step1Leadingin1.Greetingsandfree-talk.2.Checkthehomework.

3.DictatethewordsinUnit2.Step2Pre-task

SBPage18,1a.

1.Pointtothesentences.Readthesentences.Explainwhateachonemeans.

2.Lookatthepicture.Pointoutthesixpeople.Matchthestatementswiththepeopleinthepicture.3.Checktheanswers.4.Practicereading.Step3While-taskSBPage18,1b.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.2.Lookatthedialogueinthepicture.Explain:

过去进展时态的构成:was/were+doing.

用法:表示过去某一时刻或某一段时间正在进展的动作，一般用时间状语来表示。IwasstandinginfrontofthelibrarywhentheUFOarrived.3.Playthetapetwice.Circlethecorrectresponses.4.Checktheanswers.Step4Post-task

TalkaboutwhatpeopleweredoingwhentheUFOarrived.Step5While-task

SBPage19,2a.

1.Readthesentences.MakesuretheSsunderstandwhattheymean.2.Playthetapetwice.Orderthesestatements.3.Playthetapeagain,correcttheanswers.SBPage19,2b.

1.Readtheinstructions.

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2.Playtherecording.Write“when”or“while”oneachline.3.Playtherecordingagain,correcttheiranswers.Notice:when/while

※Whencomesbeforeaquickactionthathappensonlyonce.Theword“while”comesfromanactionthatcontinuesforsometime.Step6Post-task

SBPage19,2c.

1.Pointortthepicture.Askwhateachpersonisdoing.

2.Groupwork:Ask“Whatwas…doingwhentheUFOarrived?”3.Askagrouptosayitsconversationtotheclass.Step7GrammarFocus

Reviewthegrammarboxbyaskingsomestudentstoreadthesentences.Homework:

1.Gooverthewordsinthisunit2.用介词或介词短语填空。

①Theyweretalkingthephone.②Iwasthebarber’schair.

③TheboywaswalkingthestreetwhenaUFOlanded.④IhadaveryunusualexperienceSunday.⑤ThealienvisitedtheMuseumFlight.教学后记:Period2

Teachingprocedures:Step1Leadingin

1.Greetingsandfree-talk.2.Checkthehomework.Step2While-task

SBPage20,3a.

1.Readtheinstructions.

2.Readthee-mailbytheSsfirst.Numberthepicturesinthecorrectorder.3.Explainsomething.

4.Practicereadingandlistentothetape.SBPage20,3b.

Coverthestory.Lookatthepicturesandtaketurnstotellthestory.Ithinkthisactivityishardtomostofthestudents.

Ifnecessary,doitashomework.SBPage20,Part4.

WhatwereyoudoingatthesetimeslastSunday?1.Readthesampledialogueinthebox.

2.Lookatthetable.ReadthetimesfortheSs.

3.Pairwork:Talkaboutwhattheyweredoingatdifferenttimes.4.Writedownyouranswers.5.Practicereading.Step3Post-taskMakeaninterview.

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Interviewtwoclassmatesinyourclassandwritedowntheiranswers.Beginlikethis:Whatwereyoudoingat…?

Iwas….Homework:

Coverthestoryin3a.Trytoretellthestory.教学后记:Period3

Teachingprocedures:

Step1Leadingin1.Greetingsandfree-talk.2.Checkthehomework.Step2Pre-taskSBPage21,1c.

1.Lookatthepictures.Pleasesaysomethingaboutthepicture.2.Readthesentencesandexplainthenewwords.3.Matchthesentenceswiththepictures.4.Checktheanswers.Step3While-taskSBPage21,2a&2b.

1.Readthethingsinthechartbelow.TheywillhelpSstoguesswhatyouwillheard.Hearsix

thingsinthechart.

2.Playtherecordingthefirsttime.Ssonlylisten.

3.Playtherecordingasecondtime.Checkthephrasestheyhearontherecording.

4.Listenagain.Payattentiontothepersonswhodideachthinginthechartabove.Matchthe

phraseswiththepersons.

5.Playthetapeagainandcorrecttheanswers.Step4Post-taskSBPage21,2c.

Pairwork:Readthesampledialogueinthebox.Talkaboutthepeopleinactivity2a.S1beginsasentencewiththeword“while”,S2completethesentence.

①WhileJohnwaswalkingtoschool,hesawacatinatree.②WhileJohnwasclimbingthetree,amansawhim.

③Whilethemanwascallingthepolice,awomancalledthenewspaper.

④Whilethenewspaperreporterwastakingphotos,thecatwentupthetreeagain.Sscansaythemoutbythemselves.Homework:

SBPage23,Selfcheck,Parts1and2.教学后记:Period4

Teachingprocedures:

Step1Leadingin1.Greetingsandfree-talk.

2.Checkthehomework:Correcttheanswers.

12

Step2Pre-taskSBPage22,Part3.

1.Readtheinstructions,pointingtothearticleandthelistofquestions.2.Scanthepassageforthemainidea.

T:WhofoundLinda’sdog?(thepoliceofficer’sdog)

3.ReadthequestionsbytheSs.Makesuretheyunderstandthem.4.Playtherecording.Sslistencarefully.5.Writeanswerstothequestions.6.Practicereading.7.Correcttheanswers.Step3While-taskSBPage22,4a.

1.Readtheinstructions.

2.Lookatthepictures.Discussingroups.

3.Askstudentstoexplainwhatishappeningineachpicture.

4.Completetheworkontheirown.Remindthemtousetimesintheirstories.5.Sharetheirstories.(Ifsomeonecan’tfinishitinclass,doitashomework.)Step5Post-taskSBPage22,4b.

1.Readtheinstructions.2.Readthetimes.

3.Pairwork:Oneisthepoliceofficer,theotheristhebicyclethief.Beginlikethis:

A:Wherewereyouat…?B:Iwasinthepark.

A:Whatwereyoudoingthere?B:….

4.Showtherole-playstotheclass.Homework:

1.FinishSelfcheck,Part3.

2.运用过去进展时态when/while来描述上个星期日两人不同的动作，写出五个正确的句子。

ActionTimeLindaMe8:00amreadEnglishplayfootball12:00amhavelunchreadnewspaper2:00pmhavearestplaycomputergames4:00pmplaybasketballsleep6:00pmdohomeworkwatchTV教学后记:Period5

Teachingprocedures:Step1Leadingin

1.Greetingsandfree-talk.2.Checkthehomework.Step2Pre-task

SBPage24,Groupwork.

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1.ArrangetheSsinsmallgroups.Askthemtolookatthepicturesandtalkaboutthe

events.Encouragestudentstosayhowhistoricaleventsaffectedtheirlives.2.TelltheSstohelpeachotherwithvocabularytheymightneedanddon’tknow.Step3While-task

1.Readingstrategy:Thetitlecanbehelpfulforyoutounderstandatext.Itisalsoagoodideato

readthefirstsentenceofeachparagraphbeforereading.

2.Readthetitle,whichgivesanindicationofthecontentofthereading.Thinkofonequestionthey

thinkmightbeansweredinthereading.3.Playtherecording,Sslisten.

4.AskSstoreadthestoryouttotheclass.

5.AskSstocommentonwhethertheirquestionsinthepreviewingstagewereanswered.Step4Post-task

SBPage25,3a.

Readthefoureventsandmatchthemtothecorrectdates.Whenfinished,askSstoswaptheirbookwithapartnerforcorrection.Homework:

Writeaboutaneventthatyourememberwell.Givedatesandsaywhyyourememberit,andwhatyouweredoingatthetimewhenyouheardthenews.教学后记:

Unit4HesaidIwashard-working.

Teachinggoals:1.Vocabulary:hard-working,reportcard,candobetter,speaking,listening,average,surprise.2.Patterns:Whatdidyourmathteachersay?

Hesaidhecouldspeakthreelanguages.3.直接引语和间接引语的转换。

4.写成绩报告单，并能将自己的成绩报告给他人。

Importantanddifficultpoints:1.新的词汇和习语。

2.个人Reportcard的写作。

3.直接引语转换间接引语中，留意一些关键动词的变化和人称代词的变化。

Teachingaids:teachingcards,picturesandataperecorder.

Period1

Teachingcontents:SectionA1a,1b,1c,2a,2b,2c,Grammarfocus.Teachingprocedures:Step1Leadingin

AskseveralSswhattheyaregoingtodoafterschool.WritetheirsentencesontheBb.Step2Pre-task

Say,TheseSstalkaboutwhattheyaregoingtodoafterschool,ifyouwanttotellafriendwhattheysaid,howwouldyoutellhim?

Writethewords“Hesaid”and“Shesaid”ontheBb.Say,Wecanusethewords“Hesaid”and

14

“Shesaid”totellyourfriendlikethis:He/Shesaidhe/shewasgoingtoplaybasketballafterschool.GettheSstorepeat.

RepeatthisprocesswiththeothersentencesontheBb.Step3While-task

SBPage26,1a.

1.Askastudenttoreadthefourquestions.

2.pointouttheTVscreensinthepicture.Askonestudenttoreadwhatthepersonsaysinthefirst

picture.Thenaskanotherstudent:Whatdidshe/hesay?Helptoanswer:She/Hesaidshe/hewashavingasurprisepartyforLanaonFridaynight.3.Repeatwiththeotherpictures.

SBPage26,1c.Pairwork.FirstSsworkinpairs,thenasksomepairstopresenttheirdialoguestotheclass.

SBPage26,1b.Playtherecordingandcorrecttheanswers.Step4Post-task

SBPage27,2a&2b.

1.AskseveralSstoreadthesesentences.2.Playtherecording.Sscircletheiranswer.3.Checktheanswers.

Step5GrammarFocus

1.ReviewthegrammarboxbyaskSstosaythestatements.

2.Explain:Ineachcase,thedirectspeechtalksaboutpresentsituationsandthereportedspeech

talksaboutpastsituations.Step6Homework

用she/hesaid将直接引语改为间接引语。

1.Iamaclevergirl.2.Iamhavinglunchatschool.3.Icandancewell.4.Iplayfootballeveryday.5.Idon’tlikemyyoungerbrother.教学后记:Period2

Teachingcontents:SectionA3a,3b,4,SectionB2a,2b,2c.

Teachingprocedures:Step1Leadingin

Checkthehomework.Askseveralstudentstoreadtheirsentencestotheclass.Step2Pre-task

SBPage28,3a.

1.Readthearticletotheclass.

2.AskSstofillintheblanksontheirown.3.Correcttheanswers.

SBPage28,Part4.Ssworkingroupsoffourtocompletetheroleplays.AskafewSstoshowtheirroleplaystotheclass.Step3While-taskSBPage29,1a.

1.Readthesentencestotheclassandteachnewwords.ThenaskSstocheckthe

sentencesthataretrueforthemselves.15

2.AskonestudenttoreadeachsentencetotheclassandaskSstoraisetheirhandsiftheychecked

thatanswer.

SBPage29,2a&2b.

1.ReadtheinstructionstoSs.Makesuretheyknowwhattodo.2.Playtherecordingtwoorthreetimes.Correcttheanswers.Step4Post-taskSBPage29,2c.

Pairwork.Inpairs,getSstochooseareportcardfromactivity2btotalkabout.Thenasksomepairstopresenttheirdialogues.Step5Homework

SBPage28,3b.AskSstowriteanythingtheywant.教学后记:Period3

Teachingcontents:SectionB3a,3b,3c,4,selfcheck.Teachingprocedures:

Step1Leadingin

Checkthehomework.Askseveralstudentstoreadtheirepisodestotheclass.Step2Pre-task

SBPage30,3a.

1.ReadtheinstructionsandaskSstoreadtheletterontheirownandwriteAlan’snameonhis

reportinactivity2b.2.Correcttheanswer.SBPage30,3b.

1.GetSstousetheinformationfromactivity2btowritealettertoarelativeorafriendabouttheir

reportcards.

2.Askastudenttoreadhisorhercompletedlettertotheclass.Orallycorrectanymistakes.Step3While-task

SBPage30,3c.AskSstowritetheirownreportcards.WhileSswork,walkaroundandofferassistanceifnecessary.SBPage30,Part4.

1.GetSstomakeuptheirteacherscomments.2.Pairwork.Inpairs,talkabouttheirreportcards.3.Askseveralpairstosharetheirconversations.Step4Post-task

SBPage31,Selfcheck,Part1.

1.AskSstofillintheblanksontheirown.2.Correcttheanswers.

3.HaveSsmakesentenceswiththewords.SBPage31,Selfcheck,Part2.1.AskSstoreadthestory.

2.Inpairs,haveSstomakeconversationsaccordingtothestory.3.AsksomeSstosharetheirconversationswiththeclass.Step5Homework

16

Askstudentstowritetheirconversationsontheirexercisebooks.教学后记:Period4

Teachingcontents:Reading:Shesaidhelpingotherschangedherlife.Teachingprocedures:

Step1Leadingin

AskSstothinkofpeoplewhoneedhelpandwritesomeideas.Thendiscusswiththeirpartner.Step2Pre-task

SBPage32,Section2.

1.HaveSsreadthepassagefirstformeaning.2.AskSstoreaditagainandfillintheblanks.3.Checktheanswers.Step3While-task

SBPage33,Section3,3a.

1.AskSstoreadthroughagaintofindtherelevantinformationforYangLei’sstudents.2.AskSstocompletetheinformationund