“斐波那契的猫”通过精心收集，向本站投稿了10篇新目标初一下册 Unit2 Why do you like koala bears?，下面是小编精心整理后的新目标初一下册 Unit2 Why do you like koala bears?，希望能够帮助到大家。
篇1：新目标初一作文
时光飞逝，日月如梭。要知道，浩浩荡荡的寒假已经过去了，新的学期就要到来。每个人都有自己的目标，我也不例外。
新学期的新目标每个人都不一样，不同的目标可以指引我们前进。我记得老师说过拿破仑的一句名言：“不想当将军的士兵不是好士兵。”意味着每个人都要努力，树立远大的理想，成为优秀的人。谁不想成为一个有前途的人？但是天才来自努力工作和努力学习的人。没有十字架，就没有王冠
上学期总结自己的表现，觉得自己做的不够好。我觉得应该做到：上课认真听讲，积极举手。不要迟到、早退或旷课。不要排队说话，遵守纪律，听从老师的指示。不要在课间追逐打闹，按时完成老师布置的作业，认真解决问题，书写工整。不破坏公物，言行文明。除了这些，我还会努力成为“文明学生”、“正规模范”、“书香少年”、“优秀选手”、“三好学生”。
品德好，分数高。我还想争取英语、数学、英语的优秀成就奖、学习进步奖。周末要多读课外书，丰富自己的知识，做一个见多识广的少年。对于每篇课文，做好预习，画出自己不懂的单词和句子，课后答题。把自己想要的东西背下来，多做练习，巩固所学。
同学们，有理想就有奋斗的目标。让我们为成功而奋斗！
篇2：新目标初一作文
时间过得真快。转眼间，我中学生活的六分之一已经过去了。上学期对学习要求不严格，还沉浸在小学的回忆里。我的老师对我们不严格。但是期末考试之后，发现自己和大家差距还是很大的，同学都是年级里最强的王者，这让我觉得压力特别大。如果我不小心，我可能会被一些人推倒。
这学期，我一刻都不能放松。我应该脚踏实地做好每一件事，珍惜每一秒，不要白白扔掉比黄金更宝贵的时间。面对集体活动，我会积极参与，这不仅锻炼了我们的意志，也培养了我们的团队意识，这对我们的成长有很大的帮助。我怎么会失去这么好的机会呢？
新学期开始了，每个人都有了新的目标。我的目标是什么？上课认真听讲，认真完成作业，积极发言是远远不够的。我也需要加强训练，让自己变得更好，培养细心的习惯。
考试的时候要把自己知道的题写对，不会的题要打几分。不要为我们的考试留下遗憾。只有这样才能考高分，也只有考高分才能考上理想的高中。
但这些都不是最重要的。作为学生的基本道德是文明礼貌。面对老师，我们应该打招呼，尊重同学。我们不仅要学好文化课，还要努力成为一名学习成绩优秀的好学生。
新学期每个人都有新的计划。让我们一起朝着自己的目标前进。
篇3：新目标 初一下册 Unit6 Where are the jazz CDs?
Unit 6: Where are the jazz CDs?
Language goal
In this unit students learn to ask for and give directions inside a building and talk about favorites.
New language
Where is the pop music? Go upstairs and turn right.
It's next to the Jazz.
Where is the Jazz? Go straight. It's between the pop and the country.
Where are the dance CDs? Go upstairs and turn left.
They're behind the country CDs.
Names of musical styles such as classical, dunce, jazz,pop, country.
Section A
Additional materials to bring to class:
blindfold
samples of various kinds of music mentioned in this unit.
Ask twelve students to come to the from of the room and stand in four rows, leaving a few feet between students.Stand in front of this group. Ask and answer questions about where each student is standing. Where is (Lin Li)? He's between (Cao Xin and Zhang Li). Where is (Sun Bei)?She's behind (Lin Li).
Then cover a student's eyes and lead the student around the room by the arm. Give directions using the words go straight ahead, turn left, and turn right and then help him or her to follow the directions you used.
la This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Guide students to understand that the picture shows different types of music. Name the musical types and ask -students to repeat- Ask students to name a singer, song or composer for each musical type.
Examples: Yo-Yo Ma is a classical musician. Janet Jackson is a dance singer. Celinc Dion is a pop singer. Garth Brooks is a country musician. Kenny G is a jaz2 musician.
Point out the numbered list of words. Say each one and ask students to repeal.
Then ask students to match each picture with one of the words. Say, Write the letter of each picture next to the wonts on the left. Point out the sample answer.
Check the answers,
1 b This activity gives students practice in understanding the target language in spoken conversation,
Draw a set of stairs on the board. At the top of the stairs,write jazz in a box on the left and classical in a box at the right. Write dance in a box at the left below the stairs.
Point to the three conversations. Read the first conversation with a student. Then read it a second time as you use your fingers to “walk” up the stairs and turn left to the Jazz section. Ask various students to read the other conversations. Use your fingers to walk to each section mentioned.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to listen to the recording and write the number of each conversation in the correct box. Point out the sample answer.
Correct the answers,
1 c This activity provides guided oral practice using the target language.
Point to the conversations in Ib and ask a student to read them with you. Then ask two students to read them to the class. You may wish to point to the picture showing the types of music mentioned as the students read the conversations.
Say, Now please have conversations like the ones in the picture. Ask and answer questions about where to find all five kinds of music.
If students need additional help getting started, ask Where's the (classical music)? and practice the conversation with one student at a time.
Ask students to work in pairs. After they practice fur a few minutes, ask some pairs to present their conversations to the class.
For extra practice, use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words country and pop to the left of the stairs, dance straight ahead of the stairs and jazz and classical to the right of the stairs. Students use this map to have more conversations.
2a This activity introduces the key vocabulary.
Ask four students to come to the front of the room.Arrange the students so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the students using the words behind, next to, between, and in front of. For example, Li Peng is behind Zhou Wen, Cao Ying is next to Zhou Wen, Zhou Wen is between Cao Ying and Gong Zheng, and Zhou Wen is in front of Li Peng.
Point to the four pictures of alphabet blocks. Ask students [o tell what they sec in each picture.
Point lo the letter under each group of alphabet blocks. Ask students to match each numbered sentence with one of the pictures. Say, Write the letter of each picture next to the correct sentence.
Check the answers.
2b This activity provides listening practice using the target language.
Call attention to the picture showing the music sections inside a music store.
Say, Now you are going to hear some conversations.People are asking the clerk/or different kinds of CDs. Listen to the conversations and write on the map where each music section is in the store. Point out the sample answers.
Play the recording the first time. Students only listen.
Play the recording again. Students label the map of the CD store.
Check the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the sample conversation in speech bubbles. Read it with a student.
Ask students to work in pairs. Have each student practice both roles.
3 “this activity provides oral and written practice using the target language.
Call attention to the example in speech bubbles and ask a student to read the questions to the class. Say,In this activity you will ask each other questions about favorite types of music and favorite musical groups.
Ask students to work in pairs. Ask Student A in each pair to look at the chart on page 33, Ask Student B to look at the chart on page 84. Remind students not to look at their partner's page.
Say the first question and answer exchange with a student. Pretend you are Student A and work with a partner. Say, Ask me about Bob's favorite kind of music. If necessary, supply the question: What's Bob's favorite kind of music? Point out the sample answer in the first column,classical. Say, He likes classical music.
Then ask your partner, What's Bob's favorite group or singer? Have Student B look at the answer on page 84 and say it to the class. Show students that you are writing it in the blank in the first row under ”Favorite group or singer,“
Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.
Go over the answers.
4. This activity provides oral and written practice using the target language and asks for original student input.
Call attention to the conversation in the speech bubbles. Read it aloud with a student.
Say, Ask questions like these to fill in the chart.Ask the people inyour group what their favorite kind of music is and who their favorite group or singer is. Enter the information on the chart.
Divide the class into small groups and set a time limit often minutes. Ask all the students to begin asking each other questions.
At the end of ten minutes, get feedback by asking students to describe the musical tastes of the other students in their groups.
Section B
New language
Words that say how good or bad something is: amazing,terrible, awful, great, OK, fantastic, not bad, cool, etc.
Additional materials to bring to class
blindfold
1 a This activity introduces the key vocabulary.
Focus attention on the three faces. Ask students what they think each one means. Guide students to understand thai the smiley face means,”! like it,“ The middle face with no smile means,”! don't like it or dislike it,“ The frowny face means,”! don't like it.“
Then call attention to the list of words. Say each one and ask students to repeat. After they repeat each word,talk about what it means and use it in a sentence. Use your tone of voice and facial expression to emphasize the meaning of each term. For positive words, smile and use a warm tone of voice. For negative words, frown slightly- wrinkle your nose and use a cool tone of voice. For example:
”Amazing“ means very, very good.
The Beatles were an amazing musical group.
”Terrible “means wry, very bad.
I think country music is terrible. I never listen to it.
”Awful“ means very bad.
It means the same thing as terrible.
Then ask students to draw the correct face on the line next to each word. Say, Draw one of these faces next to each word. Point out the sample answer.
Check the answers.
1 b This activity provides oral practice using the target language.
Ask each student to make a list of three singers or musical groups. They can choose from classical, jazz,dance or any other type of music.
Then ask each student to work with a partner. The two students name musical groups and write down the words their partners use to describe the groups.
Ask each pair to share their lists with another pair.
2a This activity provides listening practice with the target language.
Call attention to the chart and the pictures of the four students. Say, You will hear a recording of these four people. They're talking about their favorite kinds of music. Write the name of each person's favorite kind of music in the blank under their photo and next to
”Favorite kind of music.“
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write the name of each type of music underneath the correct picture.
2b This activity provides Listening practice with the target language.
Point to the chart again. Say, / will play the tape again.This time, write on the chart their favorite groups or singers and what they say about them.
Play the tape again. Students write the favorite group or singer and the description words in the chart.
Play the tape a third time so students can complete any answers they missed or check their own work,
Check the answers.
2c This activity provides guided oral practice using the target language,
Point out the conversation in the speech bubbles.Say, Work with a partner. One of you is Mike and the other is Judy. Have a conversation about music, using the information from activity 2b.
As students work, move around the room monitoring their| work and offering assistance as needed.
3a This activity provides practice reading the target language.
Point out the two store directories. Ask students to read the information in each one. Ask, What section does the first directory talk about.' (the pop music section)What section dot's the second directory talk about? (the country music section)
Say, Now please draw a map of the store. Demonstrate what the students' maps might look like by drawing the first part of the map on the board. Start with a circle and label it ”You are here.“ Then read the first set of instructions through the words ”Go straight“ and draw an arrow straight up. Read the words, ”Turn left at the classical music.“ Draw a box and label it ”Classical music.“ Then continue your first arrow around this box to the left.
Have students who wish to work alone to go ahead with tIheir maps. Ask other students to work in pairs or small groups. They can read the lines in each directory and work together to draw a single map. Move around the room, providing support as needed.
Ask the first student or group finished to put the map on the board. When everyone is done, check the accuracy of the map by reading the instructions on screen one as you ”walk“ your fingers through the map. Make any necessary corrections. Then ask a student to read the instructions from screen two and walk their fingers through the map.
3b This activity provides writing practice using the target language.
Call attention to the map of the music store in the book. Point to each section of the store and ask students to read ali the labels on the drawing.
Read the directions for finding the classical music section. Each time you come to a blank, say the word blank.
Ask students to fill In the missing words by themselves. Suggest that they use their finger Cor a pencil) to trace the path to the classical music section.
As students work, move around the room monitoring progress and answering any questions they may have.
Ask students to check each other's work.
Check the answers.
3c This activity provides guided writing practice using the target language.
Call attention to the map of the music store in the book. Point to each section of the store and review the labels on the drawing.
Point to the directions students wrote for finding the classical music section. Say, Now please write directions to the jazz section. You can use the same kind of sentences.
Say, Use yourfinger or a pencil to trace the way to the jazz section. Then write the directions to the jazz section.
As students work, move around the room monitoring progress and answering any questions they may have.
Check the answers.
Ask students to write directions to the other sections in the music store.
4 This activity provides speaking and writing practice using the target language.
Divide the class into small groups. Ask them to design their own floor plan of a department store as in activity 3b. The floor plan can be more than one floor if there is enough time. Ask the groups to write store directories for the information desk in their stores.
As students work, walk around the class oftering help where necessary.
Divide the students Into new pairs and have them read their store directories to each other. One student reads and the other student draws the floor plan of the store.
篇4：新目标 初一下册Unit 9: It's raining!
Unit 9: It's raining!
Language goals
In this unit students learn to talk about the weather and talk about what people are doing.
New language
What are you doing? I'm watching TV
What's he doing? He's playing basketball.
What's she doing? She's cooking.
What are they doing? They're studying.
How's the weather? It's raining.
Section A
Write the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.
For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.
1 a This activity introduces the key vocabulary.
Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?
Point out the numbered list of words. Say each one and ask students to repeat the words again.
Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.
Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Say, Now work with a partner. Make your own conversations about the weather in these five places.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present their conversations to the class.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.
Correct the answers.
2b This activity provides listening practice using the target language.
Point out the list of names and the list of activities.Ask a different student to read each list to the class.
Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.
Play the recording and have students fill in the rest of the answers. ,
Correct the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.
Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.
Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.
Ask some pairs to present their conversations to the class.
3a This activity introduces more key vocabulary.
Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?
Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.
After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering
questions as needed.
Check the answers.
3b This activity provides oral practice using the target language.
Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)
Ask students to practice the conversation in pairs.Move around the room monitoring their progress.
Then call attention to the example in the small speech bubbles. Have two students read it to the class.
Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.
Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4. This game provides oral practice using the target language.
Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.
Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.
As students work, move around the room, monitoring progress and offering assistance as needed.
Section B
New language
More words used to describe weather:cold, hot, cool, warm, humid
Additional materials to bring to class:
weather map from an English language newspaper
1 a This activity introduces more key vocabulary.
Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?
Point out the numbered list of words. Say each one and ask students to repeat the words again.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides oral practice using the target language.
Call attention to the example in the speech bubbles.Read the conversation with a student.
Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.
2a This activity provides listening and writing practice using the target language.
Read the headings on the chart to the class. Point out the answer blanks.
Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.
Play the tape the first time. Students only listen. Play the tape again and have students write their answers.
Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question ”How's it going?“You may wish to play the tape more than once at this point.
Correct the answers.
2b This activity provides more listening and writing practice using the target language.
Point to and read the second two headings on the chart: What are you doing? How's the weather?
Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.
Play the recording. Students fill in the blanks.
Correct the answers.
2c This activity provides guided listening and speaking I practice using the target language.
Point out the example in the speech bubbles. Ask two students to read it to the class.
Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.
Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.
3a This activity provides reading practice using the target language.
Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.
Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.
Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.
3b This activity provides reading and writing practice using the target language.
Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.
Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.
Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.
Correct the answers.
3c This activity provides writing practice using the target
language.
Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).
Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.
Ask several students to read their reports to the class.
4 This survey provides listening, speaking, and writing practice using the target language.
Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?
Substitute another type of weather for ”raining“ and ask other students what they do. Accept all reasonable answers and write each one on the board.
Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)
Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.
Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.
Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.
篇5：新目标 初一下册 Unit5 How was your weekend?
Language goal
In this unit, students learn to talk about recent past events.
New language
What did you do over the weekend? I cleaned my room.
What did she do over the weekend? She did her homework.
What did he do over the weekend? He went to the movies.
What did they do over the weekend?' They played tennis.
Section A
Additional materials to bring to class:
wall calendar
newspaper and magazine pictures for Follow-up activity 1
blank cards and markers for Follow-up activity 2
Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,
Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.
Ask several different students and help these students say complete answers.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.
Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.
Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the five sentences and ask a student to read these sentences to the class.
Say, You will hear
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.
Correct the answers.
2b This activity provides listening practice using the target language.
Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.
Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.
Play the recording the first time. Students only listen.
Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.
Play the recording again. Ask students to write a letter in front of each statement to show what each person did.
Check the answers.
2c This activity provides guided oral and writing practice using the target language.
Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.
Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.
3a This activity provides reading practice using the target language.
Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)
After that, read the three dialogues with a student.The second part of each dialogue is incomplete.
Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.
Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.
Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.
Here is a sample dialogue:
A: How was Sarah's weekend?
B: It wasn't very good. She cleaned her room and studied for the math test.
Ask pairs of students to present their dialogues to the class.
4 This activity provides oral practice using die target language.
Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.
Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary.
Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9
Section B
New language
I played the guitar
I studied geography.
I went to the library.
1 a This activity introduces more key vocabulary.
Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.
Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,
After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.
Check the answers
1 b This activity provides reading practice using the target language.
Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.
Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun.
Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a,
Correct the answers.
2a This activity provides listening and writing practice using the target language.
Call attention to the names Jim and Sally and the write-on lines under each name.
Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.
Play the recording the first time. Students only listen.
Point out the sample answer, cleaned her room.
Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.
2b This activity provides guided oral practice using the target language.
Call attention to the example in speech bubbles.Ask a pair of students to read the dialogue to the class.
Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.
Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.
As students practice, move around the room monitoring progress.
Ask pairs of students to present their dialogues to the class.
2c This activity provides open-ended oral practice using the target language.
Point out the example in speech bubbles. Ask two students to read the dialogue to the class.
With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.
Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.
Ask some pairs to present their real-life conversations to the class.
3a This activity provides reading practice using the target language.
Read the article to the class or have a student do it.
Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.
Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. the things that arc fun. Underline the things that you don't like, the things that are not fun.
Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.
3b Tlus activity provides guided writing practice using the target language.
Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.
Call attention to the sample answer. Ask a student to read the sentence to the class,
Ask students to complete the activity individually.
Check the answers.
3c This activity provides writing practice using the target language.
Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs.
Ask a student to follow these notes and say what he or she did over the weekend. When the student is finished say. Now write the words you just said.
As students work, move around the room monitoring progress and answering any questions students may have.
Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,
4 This activity provides writing and oral practice using the target language.
Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.
Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).
Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.
篇6：新目标初一下册Unit9 How was your weekend?
Unit9 How was your weekend?
Structures: Simple past of regular and irregular verbs, What questions, How was your weekend? (formulaic)
Target language: What did you do last weekend? On Saturday morning I cleaned my room.
How was your weekend? It was great.
Vocabulary: played, went, did, was, cleaned, watched, visited, studied, geography, library, practice, test, mountain, talk show
Step1.Warming up
1.Greet each other as usual.
2.Listen to a song: yesterday once more
Q1: Is it good-listening?
Q2: Who knows the name of this song?
T: From this song, we know that when the writer was young, he liked to listen to the radio(liked listening to the radio). Can you tell me
Q3: What did you like when you were young?
Or: What did he like when he was young?
What did they like when they were young? (let the students practice the “like” sentence).
Q4: What did you do when you were young? (show some pictures on the screen: did my homework ,played soccer, cleaned my room, went to the beach, played tennis, went to the movies etc. Text book 1a)
Step2. Presentation
T: Well, from your answering, I know that some of you remembered the things you did when you were young: when you were young, you played sports etc. Now that, I think most of you must remember the things you did last weekend, yes or no?
Q5: What’s the date today? ----What was the date four days ago?(which festival?----Christmas Day)
Q6: What did you do four days ago? -----Did you have a Christmas party?
Step3 Guess
The whole class can be divided into four groups, Teacher prepared some papers which had written some activities, let one student of each group choose one piece of paper, the others guess.
Use the following sentence:
Q7: Did you do your homework that day?
Step4. Talking and have a competition
T: I had a Christmas party on that day, now, have a look, and what’s this? Yes, it’s a Christmas Father’s coat, it’s my gift that I received from that day, and I had a good time on that day.
1.Let Ss talk about their Christmas Day or last weekend.
2.Let Ss choose “who had the best Christmas Day or last weekend”, why? (Retell the story about their Christmas Day or last weekend).
Step5.Homework
Let Ss write down their great days.
篇7：新目标 初一下册 Unit 4: I want to be an actor.
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. (”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
Point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.
Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Point to the three headings in the chart and read the headings to the class. Ask students, What does ”wants to be“ mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample
2c This activity provides guided oral practice using the target language.
Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“
Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
Play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
Point out the blank lines where students will write the name of a job (under the words wants to be).
Play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words ”wants to be.“
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
Play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word ”Why?“
Play the recording. Students write their answers.
Check the answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask individual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means ”working at night.“ To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.
篇8：新目标 初一下册 Unit 8: What is John like?
Language goal
In this unit students learn to talk about what people are like.
New language
Who's that? That's Mike.
What's he like? He's shy.
What's she like? She's unfriendly.
Section A
Additional materials to bring to class:
pictures from newspapers and magazines for Follow-up activity 1 .
Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, What's his/her name? Where is be/she from? What's his/her address? What's his/her favorite kind of music?
Then say, In this unit we're going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,He's/She's friendly. He's/She's smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as you
use it to describe the student.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. She's smart. She studies a lot. She getsA's in all her classes.
Point out the numbered list of words. Say each one and ask students to repeat these words. , -
Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to identify the person ality type of each person. For example: She's smart.He's funny.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the example in the speech bubbles in activity la. Ask two students to read it.
Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane.
Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask some pairs to present their conversations to the class.
2a This activity provides guided listening practice using the target language.
Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.
Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.
Play the tape the first time. Students only listen.
Play the tape a second time. Say, Circle all the words you hear in these three columns.
You may want to play the tape several times so students can finish and check their answers.
Correct the answers.
2b This activity provides listening practice using the target language.
Call attention again to the chart. Point out the lines that are drawn between ”Mike“, ”Peter's brother“, and ”shy“!
Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peter's brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.
Play the tape. Students draw lines connecting the related words.
Check the answers.
2c This activity provides guided oral practice using the target language.
Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.
Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.
As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.
3a This activity provides guided oral practice using the target language.
Point out the four sentences next to the picture.Ask different students to say one of the sentences each.
Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is ”Who's the tall, thin boy with curly hair?“ Please work in pairs.As students work, move around the room monitoring progress.
After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.
Ask several pairs of students to read the dialogue to the class.
3b This activity provides oral practice using the target language.
Call attention to the example in the chart. Ask one student to introduce ”Anne“ to the class (Anne's smart and interesting. She likes monies and Kung Fu).
Explain that students have to write words that describe their riends' personalities and hobbies. Ask,Are they friendly or nfriendly? erious or funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?
Have students complete the chart individually. As they work, move around the classroom monitoring progress.
When they have completed the chart, ask students to introduce their friends to their partners.
Ask several students to introduce one of their friends to the rest of the class.
4 This game provides guided listening, speaking, and writing practice using the target language.
Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.
Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, I'm serious or I'm friendly.
Read the instructions to the class or have a student do this.
Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, ”What are you like?“ Get as many answers as you can in ten minutes.
Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.
When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.
Ask the winner to read his/her list of personality types and names to the class.
Alternative: If you do not want students to get up and walk round the class, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, ”What are you like?“ The student who finds the largest number of different personal ity types is the winner.
Section B
New language
more words to describe people's personalities: generous,outgoing, easygoing, moody
1 This activity introduces more key vocabulary.
Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.
Then review the four words again, adding a sentence or two describing each personality type. For example you might say, She's generous. She gives people things.She doesn't keep everything/or herself She's a generous person.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
2a This activity provides listening practice using the target language.
Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under ”Personality“.These words tell what the people are like.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the words under ”Personality“ that describe the people's personalities.
Check the answers.
2b This activity provides more guided listening practice using the target language.
Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under ”Appearance.“ These words tell what the people look like.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask student to fill in the words under ”Appearance“ that describe what people look like.
Check the answers.
2c This activity provides guided listening and speaking practice using the target language.
Point to the example in the speech bubbles. Ask two students to read it to the class.
Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.
As students work, move around the room monitorin progress.
Ask some pairs to present their conversations to the class.
3a This activity provides reading and writing practice using the target language.
Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girl's name?Where does she want to go? How old is she?
Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.
Correct the answers.
3b This activity provides more reading and writing practice using the target language.
Call attention to the application form. Point out that it looks just like the one they just filled in.
Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.
Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.
Ask a student to read his or her letter to the class.
3c This activity provides writing practice using the target
language.
On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.
Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.
Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .
Ask several students to read their letters to the class.
4 This activity provides listening and speaking practice using the target language.
Read the directions to the class.
Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more topics to ask about.
Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.
Ask several pairs to present their conversations to the class.
篇9：新目标初一unit2教案
内容预览：
Unit 2 Is this your pencil? 一 . 教学目标 u 能与同伴合作，使用目标语言写失物招领和寻物启事。u 在完成写作任务过程中扩展相关的`描述性词汇。 二 . 教学向导语言目标学习策略与思维技巧……
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篇10：新目标初一下册Unit 1 Where's the post office?
Unit 1 Where's the post office?
Language goal
This unit students leam to ask for and give directions(方向) on the street.
New language
Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.
locations in the neighborhood such as post office, hotel,video arcade.
Descriptive words such as new, old, dirty, clean.
Descriptions of location such as across from, next to,Between
Recycled language
What are you doing?
Do you want to ...?
Section A
Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.
Example 1
Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.
Example 2
Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.
Example 3
Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.
1 b This activity gives students practice listening to and understanding the target language.
Point out the buildings and other locations in the picture. Say the name of each one to the class.
Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..
Play the recording the first time. Students only listen.
Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.
Correct the answers.
These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿)
Convernation 1
A: Is there a video arcade on Fifth Avenue?
B: Yes, there is.
Conversation 2
A: Is there a post office near here?
B: Yes, there is. There's one on Bridge Street.
Conversation 3
A: Is there a supermarket on Center Street?
B: No, there isn't.
1 C This activity provides guided oral practice using the target language.
Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.
Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.
Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.
As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.
Ask several students to say some of their questions and answers for the class.
教学后记：
教学方法有问题？
教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。
与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？
吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。
让学生死记硬背是不对的，但不让学生背也是不对的。
2a This activity introduces the terms across from, next to, between, and on.
Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.
Point out the four sentences. Say each one and ask students to rcpeat.
Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.
Check ihc answers.
2b This activity gives students practice listening to and understanding the target language.
Point out the buildings and street names in la.Say each one and ask students to repeat.
Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.
Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.
Correct the answers.
Tapescript(录音稿)
Conwaraation 1
A: Excuse me. Is there a library around here?
B: Yes. It's between the video arcade and the supermarket.
Conversation 2
A: Where's the park?
B: The park? Oh, it's across from the bank.
Conversation 3
A: Excuse me. Is there a supermarket around here?
B; Yes, it'son Fifth Avenue.
Conversation 4
A: Where's the pay phone?
B: It's next to the post office.
2c This activity provides guided oral practice using the target language.
Point to the list of buildings in la. Ask a student to read the list aloud.
Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.
Demonstrate（示范） the activity. Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.
As students work, move around the room and check progress.（进度）
Ask several students to say some of their questions and answers for the class.
Grammar focus
Review the grammar box. Ask students to say the questions and answers.
Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on)
Culture note
Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.
3a This activity provides target-oriented reading practice using the language items taught in this unit.
Draw attention to the conversation in the box. Ask students to read it out loud.
Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Here's the hotel. Here's Bridge Street.
Point to the two arrows.(箭头) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands.
Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.
Answer
Paul and Nancy are the two figures outside the entrance to the park.
3b This activity provides guided writing practice using the target language.
Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.
Point to the questions below each picture and ask a student to read them aloud.
Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.
Ask students to complete the writing individually.(个别的)
Correct the answers.
1. Yes, there is. Go straight down New Street and turn right. There's a pay phone on the right.
2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.
3. Yes, there is. Turn right, then go straight down Bridge Street. The post office is on the left. It's across from the video arcade, next to the super-market.
4 This activity provides guided oral practice using the target language,
Call attention to the picture in la. Ask students to name all the buildings in the picture.
Point out the conversation In the picture in 4. Ask different students to read each line.
Have the students work In groups. One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is.
Several students can take turns choosing the building for the others to guess.
Section B
la This activity introduces the key vocabulary.
Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.
Point to and name all the places in the pictures again without the describing words and have students repeat.
Now point to each half of each picture and ask about the difference between the halves. For example, you might say; This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases. Say each one and ask students to repeat,
Then ask students to match each word or phrase on the list with one of the pictures. Point out the sampl answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth.
Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.
As students work together, move around the room checking on their progress.
Ask several students to present some questions and answers to the class.
2a This activity gives students practice listening to and understanding the target language.
Point out the list of places in la. Say die name of each one to the class.
Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to listen and circle the places they hear.
Correct the answers.
2b This activity gives students practice listening to and understanding the target language.
Call attention to the street map in the box.
Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map.
Play the recording. Students only listen.
Demonstrate the activity by saying. What are the three places on the tape? (a hotel, a supermarket, Michael's house). Answer any questions students may have.
Play the recording again. Students draw maps of Michael's neighborhood.
Move around the room, offering assistance(提供协助) if needed.
Have some students show their completed drawings to the class.
2c This activity provides guided oral practice using the target language.
Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says ”true“ if the statement is true and ”false if the statement is false. The second person also changes each false statement into a true one.
Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.
Demonstrate(示范) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer “true” for the true statement and to say “false” for the false statement and change it into a true one.
Ask students to practice in pairs and to take both roles. Move around the room helping students get started| and answering any questions they may havc.
Ask several pairs of students to present some statements and responses(回答) to the class. Ask students to correct any mistakes they hear.
3a This activity provides reading practice using the target language.
Ask a student to read the paragraph to the class or read it yourself.
Answer any questions students may have.
Read the Instructions（指示） aloud. Point out the sample of the circled description word (busy), and make sure students understand what they have to do.
Correct the answers.
3b This activity provides guided reading and writing practice using the target language.
Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line.
Say, Now please write one word in each blank space in the guide. Look at the picture/or the answers.Point out the sample answer in the blank.
Correct the answers.
3c This activity provides guided writing practice using the target language.
Ask students to work on their own. Point out the description in 3b and say. Now write about your own neighborhood. Use sentences like these.
4 This activity provides open-ended oral practice using the target language.
Call attention to what the person In the picture is saying. Ask a student to read the statement to the class.
Say,Now you can talk with your partner about your own neighborhood. Tell about the streets and buildings. Your partner will draw a picture of the neighborhood
Demonstrate the activity with a student. Have him or her make some statements and draw on the board what you hear. For example, you might draw a small supermarket across from a post office.
As students work, move around the room offering assistance and answering questions.
Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.
Self check
1 This activity provides a comprehensive review of all key vocabulary presented in this unit.
Ask students to check all the words they know. You may wish to have them circle any words that they don't know.
Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.
2 This activity helps build vocabulary by providing a specific time and place for students to record new words.
Ask students to enter five new words in their Vocab-builder on page 108.
After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.
3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.
Ask students to read the letter and draw the route on the map. Answer any questions students may have.
Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
教学后记：
培养学生的自信心和兴趣是最重要的
培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。
第一件事是在教育科学频道
