牛津8A Unit2全部配套教案(译林牛津版八年级英语上册教案教学设计)

【简介】感谢网友“CHENKEVEN”参与投稿，以下是小编精心整理的牛津8A Unit2全部配套教案(译林牛津版八年级英语上册教案教学设计)（共19篇），供大家阅读参考。

篇1：牛津8A Unit2全部配套教案(译林牛津版八年级英语上册教案教学设计)

Objectives:

- To introduce vocabulary used in British English and American English

- To distinguish between British and American usage

- To sort out vocabulary

Vocabulary

British English American English

1. American football

2. autumn

3. break

4. corridor

5. dustbin

6. lift

7. film

8. football

9. ground floor

10. Maths

11. rubber

12. secondary school 1. football

2. fall

3. recess

4. hall

5. garbage can

6. elevator

7. movie

8. soccer

9. first floor

10. Math

11. eraser

12. high school

Pre-task activities 1. Have my students read the words after the teacher. Pay attention to the pronunciation and the spelling of words.

During-task activities 2. Check the answers in pairs, then in class.

British English American English

13. American football

14. autumn

15. break

16. corridor

17. dustbin

18. lift

19. film

20. football

21. ground floor

22. Maths

23. rubber

24. secondary school 13. football

14. fall

15. recess

16. hall

17. garbage can

18. elevator

19. movie

20. soccer

21. first floor

22. Math

23. eraser

24. high school

3. Practice.

1) Say the words after the teacher.

2) Practice in pairs.

3) Make sure my students are able to use the words.

4. Have my students do Part B, on Page 19.

Check the answers in class.

Practice reading the words.

Post-task activities

Unit 2 School lives (Pp. 20 – 22) Reading

Objectives:

- To guess general meanings from pictures and keywords.

- To understand feelings and opinions.

- To identify specific information about school life.

Language focus:

1. life in a British school (l. 1)

life in an American school (l. 16)

2. in Year 8 (l. 3)

in 9th grade (l. 18)

3. a mixed school (l. 4)

4. have lessons together (l. 4-5)

5. my favourite subject (l. 5)

6. how to do things for myself (l. 6-7)

how to cook healthy and tasty meals

7. have a reading week (l. 9)

8. bring in books and magazines from home (l. 11)

9. the end of each class (l. 12 - 13)

10. talk to our friends about our books (l. 13)

11. our friends’ books (l. 15)

12. as well (l. 15)

13. in Denver (l. 19)

14. have driving lessons (l. 20)

have a driving lesson

15. every day 16. twice a week (l. 23)

17. play softball (l. 23)

18. spend a lot of time practicing (l. 24)

19. go to a ‘buddy club’ (l. 24-25)

20. at the buddy club (l. 25)

21. older students (l. 25)

22. enjoy this a lot (l. 26)

23. a senior in 12th grade (l. 27)

24. help me learn (l. 27)

25. help me with my homework (l. 28-29)

26. listen to my problems (l. 28)

27. my hero (l. 28)

my heroes

28. during lunchtime (l. 29)

29. meet my friends (l. 29)

30. have a great time (l. 29)

31. talk to each other (l. 29-30)

32. go to shopping malls (l. 30)

33. after class (l. 30)

Pre-task activities Brainstorming and Free discussion:

What do you like in our school?

What makes you unhappy?

Which is your favourite subject?

What subjects do you study at school?

What subjects do you want to study at school?

Do you want to study in Britain?

Do you want to study in America?

Why?

During-task activities 1. Fast reading

Read the articles on Page 20 as quickly as possible. Fill in the blanks below.

Name John Nancy

School Woodland School Rocky Mountain High School

Grade 8 9

In class

(Subject) Home Economics Driving lessons

After class

(activities) A reading week Play softball; go to a ‘buddy club’

2. Detailed study of the articles and word guessing

Life in a British School

1) About a mixed school

What kind of school is Woodland School? (A mixed school.)

Who studies in a mixed school? (Boys and girls. They have lessons together.)

There are some schools for girls only. Is our school a mixed school or not? (Yes, it is.)

2) About Home Economics

Home Economics is John’s favourite subject. It is one of the subjects in Woodland School.

What can students learn in this subject? (How to cook healthy and tasty meals. ‘Tasty meals’ means meals with a pleasant taste.)

Exercise 1

Hi everybody

My name is John. I am in Year 8 at Woodland School near London. It is a mixed school. Boys and girls have lessons together. My favourite subject is Home Economics. I like learning how to cook and sew. I did not know how to do things for myself before I came to this school. Now, I know how to cook healthy and tasty meals.

3) About the reading week

Suppose you are John. Answer my questions:

- How often do the students in Woodland School have the reading week? (Every year. = once a year.)

- Can the students read all the books from the school library? (Yes, they can.)

- What can you bring in (the library) from home? (Books and magazines.)

- What must you do if you want to read books and magazines from home? (Tell our English teacher what we are reading. ‘have to’ = ‘must’)

- Who can you talk to about your books near the end of each class? (Our friends.)

- Do you like the reading week? Do you think it is too long? Why not? (We want to read all our friends’ books as well. ‘as well’ = ‘too’)

Exercise 2

Our school has a reading week every year. My classmates and I （我和我的同学们） love it. We can read any books from the school library. We can even bring in （把……带来） books and magazines from home but we have to （必须） tell our English teacher what we are reading. Near the end of （在……的结尾） each class we can talk to our friends about （对……谈论关于……） our books. The reading week is always too short because we want to read all our friends’ books as well （也）.

Life in an American School

1) About driving age in the USA

- Students at 17 years old are in 12th grade in the USA.

- Students in 11th grade can have driving lessons.

Exercise 3

Hi guys,

I’m Nancy and I’m 14 years old. I’m in 9th grade （在九年级） at Rocky Mountain High School in Denver. My brother’s name is Jim. He is 17 years old. He had driving lessons （驾驶课） in school last year. Now, he drives me to school （开车送我上学） every day. This is great because it’s faster than （比……快） taking the bus.

2) About softball

- When do you play softball?

- How often do you play softball?

3) About the ‘buddy club’

3.

1) Home Economics

2) Tasty

3) As well

4) Softball

5) Buddy

4. Detailed study of the text

5.

Post-task activities

Unit 2 Making comparisons (Pp. 26 – 27) Grammar

Objectives:

- To compare two things using ‘like’ and ‘alike’

- To make comparisons using ‘the same as’ and ‘different from’

Language focus:

Structures:

- Amy’s sweater is like Millie’s sweater.

- (Amy’s shoes are like Millie’s shoes.)

- Amy’s sweater and Millie’s sweater are alike.

- My uniform is the same as Simon’s uniform.

- My uniform is different from Simon’s uniform.

Vocabulary:

Words about Stationery: ruler, paper, pencil, rubber, notebook

timetable

Pre-task activities 1. What are they wearing?

Look at the picture on page 26.

- How many students are there in the picture? (Four.)

- What are they wearing?

(Daniel is wearing a yellow jacket and a scarf.)

(Simon is wearing sports clothes.)

(Amy is wearing a red sweater.)

(Millie is wearing a red sweater, too.)

- Amy’s sweater is like Millie’s sweater.

- Amy’s sweater and Millie’s sweater are alike.

Have my students read the sample sentences and remember them.

During-task activities 2. Things that are similar

1) Have my students do Part C1.

2) Check the answers in pairs.

3) Ask my students to read the sentences aloud and check the answers in class.

3. What stationery do you have?

Have my students list the stationeries they have now. Teach the words ‘notebook’ and ‘paper clips’.

Post-task activities 4. Things in your school bags.

- My pen is like yours.

- Our notebooks are alike.

Pre-task activities 5. What are they wearing?

Look at the pictures on page 27. What are the boys wearing? (They’re wearing school uniforms.)

- Daniel’s uniform is the same as Simon’s (uniform).

- Daniel’s uniform is different from John’s (uniform).

It’s better to use what my students are wearing as the presentation.

During-task activities 6. Same or different?

1) Have my students do Part D1.

2) Check the answers in pairs.

3) Ask my students to read the sentences aloud and check the answers in class.

4) Then, go through Part D2 the same way.

Post-task activities Exercises on the Workbook:

How are their daily lives? (Pp. 26 – 27)

Unit 6 An accident report (Pp. 100– 101) Integrated skills

Language focus:

Vocabulary:

1) New words:

2) Numbers in English

Structure: more … than; fewer … than; less … than

1) There are more students in Rocky Mountain High School than in Woodland School.

2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.

3) Rocky Mountain High School has more students than Woodland School.

4) Rocky Mountain High School has fewer students than Woodland School.

5) Chinese students have more weeks off in the summertime than British Students.

6) British students spend less time doing their homework than Chinese students.

Pre-task activities 1. John’s school, Nancy’s school and your school

1) Which school is John in? (Woodland School, Britain.)

2) Which school is Nancy in? (Rocky Mountain High School, the USA.)

3) Which school are you in? (Nanjing No. 13 Middle School.)

4) Which class are you in?

5) How many students are there in your class?

6) How many boys are there? How many girls are there?

(There are more / fewer boys than girls in my class.)

7) How many students are there in your grade?

8) How many students are there in your school? How many teachers?

9) How many students / teachers are there in Woodland School / Rocky Mountain High School?

During-task activities 2. Numbers of students, teachers and classrooms; length of summer holiday

A. Read the chart on Page 28.

1) How many students are there in Woodland School? (550.)

2) How many classrooms are there in Beijing Sunshine Secondary School? (45.)

3) How many classrooms are there in Rocky Mountain High School? (35.)

4) How long do the Beijing Sunshine Secondary School students have their summer holiday? (7 weeks.)

‘long’ & ‘length’

B. Listen to the conversation between Sandy and Daniel. Complete the table of Part A1, on Page 28.

- There are 550 students in Woodland School.

- The students in Beijing Sunshine Secondary School have 7 weeks off in the summertime.

D. Structures

1) There are more students in Rocky Mountain High School than in Woodland School.

2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.

3) Rocky Mountain High School has more students than Woodland School.

4) Rocky Mountain High School has fewer students than Woodland School.

5) Chinese students have more weeks off in the summertime than British Students.

6) British students spend less time doing their homework than Chinese students.

E. Comparing Schools, Part A2, Page 28.

F. Comparing Schools, Part A3, Page 29.

Unit 2 Talking about different schools (P. 29) Speak up

Objectives:

- To develop fluency in asking and answering questions about school.

- To develop interactive skills by responding appropriately.

- To transfer a model conversation to a personal situation.

Language focus:

Vocabulary: kilometre

Structures:

1) How far do you live from your school?

How far is it from your home to school?

2) Do you walk to school?

Do you go to school on foot?

3) I usually take the school bus.

I usually go to school by bus.

4) What if it rains or snows?

What are you going to do / do you do if it rains or snows?

5) It doesn’t snow / rain, etc.

6) I don’t mind the rain.

Pre-task activities Mini-task I: How do you go to school?

- How do you go to school every day?

- How long does it take?

1) T – S

2) S – S

During-task activities Mini-task II: How do they go to school?

1. Listening task

- Daniel goes to school by bus.

- John walks to school

2. Reading aloud

Read after the tape twice.

3. Language studies

7) How far do you live from your school?

How far is it from your home to school?

8) Do you walk to school?

Do you go to school on foot?

9) I usually take the school bus.

I usually go to school by bus.

10) What if it rains or snows?

What are you going to do / do you do if it rains or snows?

11) It doesn’t snow / rain, etc.

12) I don’t mind the rain.

4. Role-play

Post-task activities Additional exercises on language points:

I. Fill in the blanks

Nancy: How far do you live from your school?

John: About two kilometres.

Nancy: Do you go to school on foot?

John: Yes, I walk to school every day. I like walking. And you?

Nancy: I usually ride my bicycle to school. (I usually go to school by bike.)

It’s fun (funny).

John: What if your bicycle doesn’t work?

Nancy: I don’t mind. I can take a bus then.

(I can go to school by bus then.)

II. Translation

1) The air pollution in Sunshine Town is less than that (the air pollution) in other areas of Beijing.

There is less air pollution in Sunshine Town than in other areas of Beijing.

2) British students spend less time (in) doing their homework than Chinese students (do).

3) How far is your home from your school? About 10 kilometres.

How far do you live from your school?

About 10 kilometres.

4) I don’t mind if it will rain tomorrow.

Unit 2 My ideal school (Pp. 31 – 32) Main task

Objectives:

- To complete a questionnaire with personal information.

- To select specific information for an ideal school week including the choice of favourite activities.

- To generate and organize ideas about an ideal school and write an article about it for website audience.

Language focus:

Vocabulary: finish, tick, baseball, table tennis, tennis, chess, drama, support, ideal, pop, tennis court

Phrases:

1. get up late

2. my ideal school

3. start at 9 a.m.

4. finish at 3 p.m.

5. have lots of time for after-school activities

6. have an hour for lunch

7. a big dining hall

8. eat lunch and chat

9. listen to pop music

10. in the hall

11. eat fruite and vegetables

12. every day

13. have Maths

14. love computers

15. have Computer Studies

16. before lunch 17. wear school uniforms

18. wear ties

19. be quite small

20. in each class

21. have a park

22. on one side

23. the other

24. have a big library with lots of useful books

25. have a tennis court and a swimming pool

26. lots of clubs

27. after-school activities

28. have half an hour of homework

29. at weekends

30. go on a school trip to a museum or a theatre

Pre-task activities Mini-task I: Your ideal school

1) When does your school start / finish? When do you get up?

2) How much time do you have for lunch? What do you do after lunch?

3) What subjects do you have every day? How many students are there in your class? Do you have to wear uniforms and ties?

4) Where is your school? What is around your school? What is your favourite place in your school?

5) What do you do after class? Every month? Every year?

During-task activities Mini-task II: Daniel’s ideal school

1) Introduction: starting and finishing time of school

2) Lunchtime: length, location, food

3) Subjects, school uniform and size of classes

4) Environment and facilities

5) Clubs and activities

Post-task activities Where do you want to go on with your studies after your leave No. 13 Middle School in ?

Unit 2 Showing surprise (P. 30) Pronunciation

Objectives

To recognize and use intonation patterns

To recognize and use falling voice to indicate the end of a statement

To recognize and use rising voice to show surprise

Language focus

Vocabulary

1. monkey n.

- Joe wants to get a pet monkey.

2. news n.

- Did you hear the news?

Tense

1. Laura hurt her leg on Monday.

2. She won’t be able to play basketball for three months.

3. Look out the window. It’s snowing!

4. Mr. Wu is going to be on TV tonight.

5. Joe wants to get a pet monkey.

6. You just ate four hamburgers.

7. We’ll have cakes for dinner tonight.

8. Did you hear the news? Liu Mei is going to move to Canada.

I don’t believe it.

During-task activities Mini-task I: Poor Laura

A. Amy and Sandy are talking about their classmate Laura. Try to fill in the blanks below.

Amy: Laura hurt her leg on Monday.

Sandy: Oh, really!

Amy: She has to stay in hospital for a month.

Sandy: A month!

Amy: Yes. She won’t be (be) able to play basketball for three months.

Sandy: Three months!

B. Amy and Sandy are talking about their classmate Laura. Listen to their conversation and fill in the blanks.

C. Listen to the conversation. Pay attention to the intonation patterns. Read after the tape.

D. Role-play

Mini-task II: Intonation

A. Read the sentences and fill in the blanks.

1) Look out the window. It is snowing (snow)!

2) Mr. Wu is going to be (be) on TV tonight.

3) Joe wants (want) to get (get) a pet monkey.

4) I’m hungry.

Hungry? You just ate (eat) four hamburgers.

5) We will have (have) cakes for dinner tonight.

6) Did you hear (hear) the news? Liu Mei is going to move (move) to Canada.

B. Read the sentences and put an arrow at the end of each sentence.

C. Listen to the tape and check the answers.

D. Read after the tape.

篇2：An Earthquake in Sichuan（牛津8A配套教学）(译林牛津版八年级英语上册教案教学设计)

苏州市十六中学 周红兰

【教学课型】复习及写作训练课

【教材分析】

1．教材内容 （牛津初中英语8A Unit 6 8BUnit 5&6）

2．教材处理

8A Unit6讲述了发生地震和暴风雪等自然灾害后当地人们如何从容应对，相互帮助，共渡难关。8B Unit 5&6介绍了一些慈善机构和组织以及它们的职能。笔者对这三个单元进行有机的串联与整和，同时还注重把学生所需要的语言环境和背景知识渗透在整个过程中。重新设计写作任务，要求学生学会写记叙文、说明文、倡议书等，自然承接，深化话题，进而增强学生呼吁他人帮助受灾群众的社会责任感；激发学生的爱国爱民之情；增加对自然灾害的认识和防范。

【教学目标】

1 知识目标

复习并灵活运用所学的描述受灾和呼吁捐助灾区的词汇和句型：

词汇：fire, earthquake, flood, rainstorm, snowstorm, typhoon, sandstorm, donate to, raise … for等

句型：Thank you for…; It’s … for sb to do sth; I’m asking you to …;

I’m wondering if …; I hope that …等

2 能力目标

1）能根据所提供话题和范文写一份倡议书

2）了解和掌握一些在不可预见的自然灾害和人力不可抗拒的重大事故中如何自护和自救的办法。

3 情感和价值观目标

加强生命教育，增强社会责任感，懂得珍惜生命，懂得如何动员社会力量来帮助处于困境中的人们。

【教学重点】

1 复习相关的词组和短语

2 根据文字提供的信息写一篇有关的文章

【教学难点】

1 如何写出语意连贯及结构完整的短文

2 如何把握写作中的时态、语态；语气和情感

【教学过程】

Step 1 Lead in

Read some newspaper headlines and watch some pictures about the earthquake that happened in Sichuan , then talk about the pictures and review the expressions and phrases:

survive the earthquake kill thousands of people feel a shaking through my body

look at each other in fear run in all directions

pieces of glass and bricks fall down begin to come down

be trapped in calm down shout/scream for help

stay alive be in a great hurry move away the bricks and stones

operate on the PLA men soliders/social workers

give out food and clean drinking water volunteers/do some voluntary work

government officials support teams team spirit

be grateful to carry on with send donations to

without meals or sleep with tired bodies group themselves into a team of four

mourn the death of sb have support from businesses

【设计说明】

首先齐声朗读三个单元的Reading部分，然后叫学生找出其中的关键短语和词组，教师板书在黑板上，可叫同学一起拼写。接着展示和观看图片让学生了解5.12地震的惨烈和灾后中国政府和中国人民如何共同抗震救灾，众志成城。教师可以要求学生朗读词组、书写词组和短语、根据板书在黑板上的词组来复述汶川大地震的经过。激发他们的爱国热情，珍惜和尊重生命。同时复习了词组和句型，承接救灾这个话题，提高他们对相关内容的兴趣，同时引出下一步骤。

Step 2 Discuss: 1. What should we do if an earthquake happens to us?

2. What can we do to help the survivors?

【设计说明】

Step1 和Step2是Pre-writing阶段，是语言和内容的输入，输入阶段可以是听一段材料，阅读一篇文章，也可以是让学生看图说话等。教师可以在写作之前组织学生围绕写作的话题展开讨论，让他们能言之有物。在这部分教师可以启发学生讨论如果大地震来临我们如何脱险、如何减少伤害或伤亡。适时地进行“事先预防教育”、“事中处理教育”、“事后化解教育”。让孩子进行自我保护的教育。

Step 3 Teach how to wrote an article and ask them to write one, supposing they are victims, survivors , volunteers, doctors or the reporters in quake zones. And ask them to pay attention to the writing tones, capitalization, usage, punctuation, and spelling.

1) choose the topic

2) choose materials

3) make a list

4) start to write

A terrible earthquake happened in Sichuan. / There was a terrible earthquake in Sichuan.

The houses and buildings fell down and the survivors were homeless.

He lost family members and relatives and he was very sad.

Premier Wen was in a great hurry to the quake zones .

The PLA men hurried to the quake zones.

They were searching for the survivors.

She was trapped in the bricks and stones and the volunteers were trying to save her.

The soldiers were carrying the victims on their backs.

A little baby was saved.

They were having a break.

The doctors were performing an operation.

They were marching across the stones and bricks and carrying the victims.

The chairman of our country was comforting a child without parents.

The nurse was encouraging the girl not to give up hope.

They were supporting each other.

The support team members were mourning the death of a mother and her daughter.

The goods from foreign countries arrived.

A new couple were donating blood.

The children were donating their pocket money.

A beggar was donating money .

All the Chinese people were mourning the loss of more than 7 million of people.

The volunteers were giving out the food and clean drinking water.

The people in quake zones were grateful to the PLA men and the government.

Luckily, we can rebuild a better world.

The social workers were encouraging the children to cheer up.

There was delightful smile on the girl’s face again.

【设计说明】

在while-writing 阶段，教师的主要任务是分解写作任务，创设写作情景，提供必要的词汇或句子结构等方面的帮助。因为本节课的内容是关于抗震救灾的，教师可以从网上下载一些汶川大地震的图片，要求学生根据所看到的内容以及刚复习到的词组给每幅图片配上必要的文字说明。这一部分相对简单一些，只要学生注意每幅图的时态、语态和单、复数就可以了。实际上这一部分的难度就相当于中文翻译成英文。接着要求学生身临其境以各种身份写一篇文章。他们的身份可以是灾区的受害者、记者、解放军战士、志愿者或前往救援的医生、心理医生或社会工作者等。这一部分相对前一部分来说难一些，要求学生注意体裁的选择，内容的组织和安排以及语言的恰当使用等问题。把讨论中和本节课中所复习的词汇和知识要点运用于写作实践，从而在充分的语言输入后实现有效的输出。

Step 4 Discuss & correct their articles

【设计说明】

在Post-writing阶段，教师应先呈现习作的评价标准，分别从content/structure/language usage/ mechanical skills等几方面进行自我修正和评价。接着教师引导学生自我欣赏与相互欣赏，自我修正与相互修正，自我提高与相互提高。作品的第一鉴赏者和评价者应该是作者本人，学生完成写作后，教师应要求自己读一遍，在朗读过程中找出习作的优点和不足。在自我欣赏和修正之后，老师鼓励同桌或学习小组成员之间相互欣赏与修正；最后请几个同学到台上展示自己的作品，或叫相对写作水平较好的同学把他们的习作写在黑板上，让同学们一起修正，老师要注意从欣赏的角度来点评学生的习作，尽量避免叫基础差的同学，要照顾他们的自尊心。这样做的话也可以给基础较差同学提供范文。

【板书设计】

An Earthquake in Sichuan

survive the earthquake kill thousands of people feel a shaking through my body

look at each other in fear run in all directions

pieces of glass and bricks fall down begin to come down

be trapped in calm down shout/scream for help

stay alive be in a great hurry move away the bricks and stones

operate on the PLA men solider workers

give out food and clean drinking water volunteers/do some voluntary work

government officials support teams team spirit

be grateful to carry on with send donations to

without meals or sleep with tired bodies group themselves into a team of four

【教学反思】

这节课是在非常肃穆的氛围下进行的。这节课我首先相当的是生命教育，其实它并不是一个陌生的话题。早在上世纪九十年代中期随着素质教育的概念的提出而被频频提起。但十余年的发展，并没有出现令人欣慰的结果。对生命的尊重是生命教育的基础，必要的危机意识、自护能力是生命教育的核心。教师应抓住契机传授一些灾难到来的一瞬间该如何应对的基本技能。大地震后，关于国家领导人火速赶灾区，救援部队驰援，中国政府对灾难的公开坦然，全国哀悼日所体现的人性关怀，无不激发起学生作为一个中国人的民族自豪感。在英语学科教学过程中，老师应努力渗透思想、道德、品格、情感、价值观等，引入人与自然、人与社会、人与文化、人与自我等方面的内容，引导学生对自然、社会、自我进行深层次的反思，将英语教学从普通知识的教授提升到人文素养的培养。注重寓思想教育于英语教学中。这一节课让学生体会到了生命的尊贵，人与人之间关系的纯洁，让学生体会到奉献的快乐。

复习课的特点是容量大，所以要求老师对教材进行有机的整和。复习不是简单的机械重复，而是问故知新的求知过程。它既是教师帮助学生弥补知识缺陷的一项重要的工作，又是帮助学生梳理知识、融会贯通的大好时机。教师既要善于激活学生已有的语言能力，又要对新旧知识进行有机地串联与整和，使学生每时每刻在课堂上使用所学的知识。书面表达是衡量学生语言输出能力和运用能力的主要手段，它既要学生使用正确的语法、确当的词汇、合理的结构，清楚、连贯地表达意思。教师要精心设计教学的每一个环节，使语言环境和背景知识有序合理地渗透在整个教学过程中，让学生每时每刻都沉浸在语言的氛围中。教师在处理语言知识时，应根据学生的学习特点，有重点、有层次地采用形式多样的机械性的操练和意义性操练进行强化和巩固，为学生进入、运用、演绎所学语言并最终完成一篇习作设计合理递进的台阶。所以我在设计本教案时从复习词组、短语开始，接着看图写句子，最后再写习作。在教学过程经常会有一些无法预见的教学因素和教学情景发生，教师要有效利用生成性教学资源。在上这节课时，一同学说想写一份劝募信，由于没学过这部分内容，所以我抓住机会，教给他们写劝募信的格式、语气等。然后引导学生讨论：这样的信写给谁能收到更多的捐款？为什么？这个环节可以拓展学生的写信对象，既可以是国内人士也可以是国外人士，既可以是团体或组织。由于课堂上时间较紧，只能完成一个初稿，所以我临时决定这节课的课后。

就是完成这封劝募信。这节课保证了老师在课堂上对学生的写作过程进行有效的监督和指导，复习、写作、评改浑然一体，“发展学生综合语言应用能力”真正落到了实处。

世上无难事，只怕有心人。笔者相信如果每个老师都能合理利用教材资源，细心地去设计每一节课，并持之以恒，学生的总体英文水平定能突飞猛进。教学是一门艺术，笔者希望本文是齐放的“百花”中的一朵，为我们的初中英语教学添上一点“颜色”。

【参考文献】

1．许少秋 “高中课型课例交流与研究” 《中小学外语教学》 第5期

2． 石锡伍 “利用教材资源开展写作训练的策略” 《中小学外语教学》 2008第5期

中学一级

篇3：牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计)

Period 1

Teaching Contents

1. Comic strip.

2. Welcome to the unit.

Teaching Aims:

1. Knowledge objectives:

1) To revise old vocabulary and learn new vocabulary about food.

2) To talk about likes and dislikes with regard to food.

2. Ability objectives:

1) Express likes and dislikes.

2) Learning how to talk about the kinds of food they like and dislike.

3. Emotion objectives:

To help the students have a healthy lifestyle and diet.

Teaching Methods:

Listening, speaking, reading and writing

Teaching Materials:

1) Student’s book 7 A, page 55.

2) Some pictures of several kinds of food.

3) Slide shows.

Teaching Procedures:

1. Pre-task

1) Warming-up

Let’s sing a song to relax.

2) Free talk

T: Good morning, boys and girls.

S: Good morning, Miss…

T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?

S1: We have parties.

S2: We often have big meals.

T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?

S1: Turkeys.

T: What do we eat on Spring Festival?

S2: Dumplings.

T: Great. Boys and girl, do you know some other food?

S1: Eggs.

S2: Bread, oranges.

T: Very good. Please look at the food.

(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:

vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)

T: Do you like these food?

S: Yes.

T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.

(Write these two new words on the Bb and lead them to read.)

2. While-task

1) Presentation

T: Please look at the form on page 55, Tom, I like fish, what food do you like?

S: Hamburgs.

T: Do you love it?

S: Yes, I eat it every day.

T: Do you like rice?

S: No, I don’t

T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?

2) Practice

T: Please work in pairs and fill in the form.

(Give them 3 minutes to do it, then ask some of them to act it out )

3. Post-task

1) Presentation

T: Boys and girl, look at him. He is my friend, Jack. He is very …

(Show them a picture of a fat man.)

S: Fat.

T: Yes. Can you guess which food he loves?

S: Hamburgers.

T: You’re very clever. He loves hamburgers very much, and eats it every day.

Do you think he is a healthy person? (with gesture teach these two new words)

S: No.

T: Why?

S: He eats too much.

T: Yes. And he never does sports, he never exercises. (write this word on the Bb)

But he wants to be fit like him. (Show another picture of a very healthy and strong man)

Can you help him?

S: He can’t eat too much.

S2: He can run every day.

T: Yes, he can exercise. What can he eat?

S1: Vegetables.

S2: Rice.

T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)

With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)

2) Comic strip

T: Now, boys and girls, listen to the tape and answer these two questions.

(Show the questions on the screen.)

1. What time is it?

2. Does Eddie often exercise?

(Ask the Ss to answer the questions.)

T: Now, please open your books, turn to page 54. Read after the tape.

(After reading after the tape, let them read by themselves in roles.)

S: …

3) Practice

T: Now, work in pairs to act it out.

(Give them 3 minutes to prepare it, then ask some pairs to act it out. )

Homework

1) Copy the new words.

2) Write five sentences about your family like this:

My father loves/likes…. My mother ….

3) Get ready for Reading on page 56.

Unit 4 Food

Period 2: Reading

Study Tasks:

1. Practice the technique of skimming for overall comprehension and scanning for details

2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top

3. Know how to keep healthy by doing exercise and have a suitable diet every day

Topic: Unit 4 What's your favourite food?

Contents: Reading(I) in Unit 4

Important points: the technique to skimming for overall comprehension and scanning for details

Difficult points: 1. the relationship between diet and overall health

2. the teachique to skimming for overall comprehension and scanning for details

Teaching procedures:

Pre-task 1) Revision

Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:

S1: What’s your favourite food?

S2: My favourite food is rice and chicken. What about you?

S1: My favourite food is fish and rice.

2) Lead-in

1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:

T: S1, do you exercise at school?

S1: Yes, I do.

T: What exercise do you like?

S1: I like basketball/football/running...

2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)

Ss:...

3. (Have some students to report.)

T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?

S1: I eat rice, apples, oranges, meat... every day.

T: What's your favourite food?

S2: I eat bread, milk, pork, bananas...every day.

Task circle 1) Listen and answer. (Kitty)

Let the Ss look at some questions about Kitty before they listen to the tape.

1. How often does Kitty dance?

2. Where did Kitty get her energy?

3. Why did Kitty change her diet?

Then ask the Ss to answer the questions.

2) Read and complete B2 (Kitty)

Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.

3) Read and answer. (Daniel)

Let the Ss look at some questions about Daniel before they read the text.

1. How often does Daniel swim?

2. Why did Kitty change her diet?

3. What does Daniel usually have for breakfast?

Then ask them to read the text to find the answers.

4) Complete B2 (Daniel)

Ask the Ss to complete B2 according to the text (Reading B).

5) Listen and repeat (Daniel)

Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.

Read the passages in corals.

Post task 1) Do B1

Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g

2) Complete C2

Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.

Task 10: Discussion

T: Boys and girls, what do you learn from the text?

S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.

S3: I liked hamburgers a lot. But from now on, I will not eat them any more.

S4: I seldom exercised before. I decide to exercise every day.

T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.

Homework:

1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)

2. Recite the text (Reading A & B).

牛津7AU4reading教案2

Task:1,To practise the technique of scanning ofr details

2,To know the relationship between diet and overall health

3,To master the usages of the following expressions and words

want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a

top student,like doing,on the internet,exercise,twice a week,dancer,fast food

4,To finish a class test

Topic:What we eat and how we live

Contents:Reading part in Unit 4

Important points:1,the usages of the expressions and words

2,the technique of scanning for detail

Difficult points:the relationship between diet and overall health

the teachique to scanning for detail

Blackboard design:

What we eat and how we live

Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.

Teaching procedures:

Task One:Show the task for this class (Let the students know they study task):Omission

Task Two:Practise the skill for scanning for the details

1,Give the students papers

2,(The students)Try to read the passage fill the missing words

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

Task Three:A discussion about food and life styles

1,Show a piece of videos (一段关于胖孩子录像)

2,A discussion

Task Four:Ability test

1,Give the papers

2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...

Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...

Task Five:Practice

Help the students to master the usages of the expressions

First :T:English S:Chinese Then T:Chinese S:English

1， T:I want to be a dancer.

S：我想成为一名舞蹈者。（教师可帮助学生理解意思）

T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....

S:她/他/李小姐/他们......想成为......

T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......

S:I/you/he/we/you/Mr Wang want/wants to be a/an ......

2，T:I dance for two hours very day.

S:我每天跳舞两小时。（教师可帮助学生理解意思）

T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.

S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......

T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......

3,T:It's important for a dancer to be healthy.

S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.

S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....

4,T:I know that sweet snacks are not good for me.

S:我知道甜点心对我没有好处。（可帮助学生理解）

T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....

S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

Task Six:Class Practice

一、Fill in the blanks according to the passage

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

二、Fill in the blanks with the expressions given

Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.

三、Put the following into English

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(want to be)

3，对你来说，每天吃一些水果很重要。(It's important...)

4，李先生每个月看两次电影。(twice)

5，读书（reading) 你每个人都有好处。(be good for)

6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)

Task Seven:Homework and exercise

1,Recite the passage

2,Finish the exercise in the book.

3,Class test 三

A Design for Vocabulary of Unit 4 (period 4 )

Teaching Content: Vocabulary of Unit 4 ( F W E 7A

Teaching Aims: 1. To recognize names of different foods

2. To use adjectives to describe different tastes

Teaching Difficulty: Spelling of the names of the foods

Teaching Importance: To recognize the names of the different foods

Teaching Tools: foods, pictures, a piece of cloth, papers

Teaching Procedure:

I. Greetings and giving the aims of this lesson.

T: Hello, boys and girls. Today we are going to recognize different food and their tastes.

II. Pre-task activity

1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.

(Use some foods to make the students interested and excited.)

2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.

(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)

III. Task cycle

Task1. Rearrange the letters of some food.

Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.

(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)

Task 2. Find how the food tastes.

Wow, look at me. It’s so sour/sweet/spicy/salty.

(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)

Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.

(Ask students to do this task on their own. Compare answers with their partner.)

Task 3.List the names of food, then complete the figure.

Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.

Food Taste

( Get some students to report orally. )

There is another figure here. Please work in groups of four to complete the following figure .

Taste Food

Sweet

Sour

Salty

Spicy

IV. Post task

Please tell me how many names of food do you list. The more, the better.

(Students report the results to the whole class.)

Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)

V. Homework

Make a survey. Go to the supermarket to find more food and their tastes.

Period 5

Grammar (Part A Adverbs of frequency)

Teaching contents:

the adverbs of frequency

Objectives:

To recognize and use the adverbs of frequency

Teaching Aids:

A computer, a projector

Teaching methods:

直观教学法、任务型教学

Teaching procedures:

Pre-task: 1) Presentation

T: Kate, what’s your favourite sport?

S1: My favourite sport is dancing.

T: So you can say, “I always dance.” Lucy, what sport do you love?

S2: I love swimming.

T: So you can say, “I usually swim.” Jack, do you like playing football?

S3: Yes, I do.

T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?

S4: No, I don’t like it. I play it twice a week.

T: So you can say, “I seldom play badminton.” Tom, do you like playing football?

S5: No, I hate it. I will not play it.

T: So you can say, “I never play football.”

2): Tell the Ss the adverbs of frequency

Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)

Main task: 1) Ask and answer

T: Tom, how often do you go roller skating? (show a picture of roller skating)

S1: I sometimes play badminton.

Repeat with other adverbs of frequency.

Then the teacher can encourage the students to ask the teacher some questions.

S1: How often do you swim?

T: I often swim.

2): Do Part A1

T: Boys and girls, do you want to know how often our friends exercise?

Ss: Yes.

Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.

Pre-task: 1) Presentation

Show some kinds of food for lunch and dinner. (one picture for one kind of food)

T: What’s this?

Ss: It’s ice cream.

T: Lucy, how often do you eat ice cream?

S1: Sometimes.

T: And what’re they?

Ss: They’re noodles.

T: Tom, how often do you eat noodles?

S2: I usually eat them.

T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.

Show the table. Then let the Ss ask and answer questions according to the table.

S1: How many times do the boys eat chicken?

S2: They eat it twice a week.

Main task: Do Part A3

Ask the Ss to complete the sentences in Part A3. Then check the answers.

Post- task: Work in pairs and act it out

Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.

Homework:

Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.

Period 6 (Grammar 2)

Teaching contents: 1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aims: 1 Make the students grasp the knowledge.

2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.

3 Make the students cooperate more in class.

Teaching important and difficult points:

1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps：

Step 1 Presentation

T: Boys and girls, good morning. First, please look at the screen.

Show a picture of an apple.

T: What’s this?

S: It’s an apple.

T: (show a picture of a glass) What’s this?

S: It’s a glass.

T: Good. What’s this? (show a picture of a piano)

S: It’s a piano.

T: What are these? (show a picture of mangoes)

S: They are mangoes.

Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.

Show a picture of a Christmas card with wishes on it.

T: You see, it’s a Christmas card. What should we write on it?

S: Merry Christmas!

T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?

S: Happy Teachers’ Day.

T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.

Step 2 Conclusion

Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.

Most nouns + s

Nouns ending in a consonant +y -y + ies

Nouns ending in s, sh, ch or x + es

Nouns ending in o + s or + es

Nouns ending in f or fe -f or fe + ves

Step 3 Presentation

T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)

Look, what’s this? It’s bread.

T: What is it? (show a picture of water)

S: It’s water.

T: And what’s this? (show a picture of tea)

S: It’s tea.

Use pictures to teach tea, soup and salt.

T: You see, these are something we cannot count. So we call them uncountable nouns.

Step 4 Practice

Do B1 on Page 62.

Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.

Then check the answers.

Step 5 Presentation

Show the students a picture of a cup of tea.

T: Now please look at the screen. What’s this?

Ss: It’s tea.

T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.

Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.

Then show a picture of meat. Teach kilo and a kilo meat.

Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.

two bowls of rice three cups of tea four kilos of meat

five packets of salt Students read these phrases together.

Conclusion: a … of + uncountable nouns

Show some other pictures. e.g. a bag of apples a box of eggs

two baskets of bananas

T: We can also use nouns in front of uncountable and countable nouns to show their amounts.

Step 6 Practice

Translate some phrases.

1 五杯茶 2 两袋牛奶

3 一碗米饭 4 三袋盐

5 一盒鸡蛋 6 四公斤芒果

Step 7 Exercises

Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.

Then check the answers.

Get students read the dialogue together.

T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.

T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.

T: Let’s see how many letters we can put ‘an’ before them. Please think it over.

Then check answers.

The letters are A, E, F, H, I, L, M, N, O, R, S, X.

Step 8 Production

T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.

Choose several pairs to perform their dialogues in class.

Homework

Write down the dialogue discussed above.

Period 7

A Design for Intergrated skills of Unit Four

Teaching Content:Integrated skills (Part A)

Teaching Aims:Develop four skills by way of talking about “How to keep fit”.

Teaching Tools:recorder,slides,etc.

Teaching Procedure:

I.Greetings and giving the aim of this lesson:

T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）

II.Pre-task activity:

At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.

T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?

exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food

never *

seldom *

sometimes *

often *

always *

(The students have a talk)

S: No. It isn’t a good lifestyle.

T: Good Now would you like to tell me your lifestyles ?

S: Yes.

T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:

1. How often do you exercise?

2. How long do you sleep every night?

3. How much TV do you watch every day?

4. How often do you eat cakes, biscuits and sweets?

5. How often do you eat fruit and vegetables?

6. How often do you walk to school?

(The students have a talk.)

T: OK. Time is up. Any groups volunteers?

(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)

III.Task cycle:

Task 1 : Come to the questionnair.

T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.

(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)

Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.

Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)

IV.Post-task activity:

Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.

Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.

V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?

See how healthy or unhealthy they are . Tell them to how to keep fit.

2.Make a plan for yourself to tell your classmates how you keep fit.

(The students can choose one as their homework)

A Design for Integrated Skills of Unit 4(Period 8)

Teaching Content:Integrated skills ( Part B )

Teaching Aims:1.Develop four skills

2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.

Teaching Tools:recorder, slides etc.

Teaching Procedure:

I. Greetings and giving the aim of this lesson

T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes

II. Pre-task activity.

(First say a rhyme :What would you like?

What would you like? I’d like some rice.

What would you like? I’d like some pies.

Sure,they’re very nice. )

T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)

Before Now

seldom Fruit and vegetables seldom Fast food

often Snacks, sweets often Fruit and vegetables

always Fast food always Healthier food

(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”

III. Task cycle:

Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)

Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.

IV.Post-task activity:

Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.

Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.

Task 3: Introduce common intonation patterns with ′Wh‵questions.

Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”

Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.

VII. Homework: Written work: My favourite food.

Period 9 (Main Task)

Teaching contents: To teach the students how to write an article.

Teaching aims:

1 To express factual information about diets and lifestyles in writing.

2 To write an article for a website based on personal information.

3 To read an article to a classmate and check for mistakes.

4 To train the healthy lifestyle of the students.

Teaching important and difficult points:

To teach the students how to write an article.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps:

Greetings and assigning the task

T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.

Warming up

T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...

Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),

eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),

turnips(2) ,vegetables(1) etc.

Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),

lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.

Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.

Snacks: biscuits(1), chips(4), ice cream(2) etc.

Pre-writing

1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.

Name __________________________ Age ____________________________

HealthCondition__________________Hobby/Hobbies____________________

Questions Answers

Do you have breakfast every day? Seldom/every day/never

What do you have for breakfast?

What do you have for lunch?

Do you have snacks?

What do you have for supper?

Do you have sports?

How often do you have sports?

2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.

Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/

Congee, eggs, meat, fruit etc.

Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,

vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.

Supper: porridge, cakes, vegetables\\ congee, cakes, vegetables/

noodles, vegetables etc.

Snacks: biscuits, juice etc.

Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.

Report Pattern

Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.

Writing

T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.

T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.

Tips for your writing

Name: age: sports: health condition:

What to have for breakfast:

What to have for lunch:

What to have for dinner/supper:

What to have between the meals:

some exercise

Writing Sample: Millie’s article on Page 68(omitted)

Post-writing

1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?

…

…

….

2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:

Homework

Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@sina.com)

Help your parents to design their healthy diets and write them out.

Finish the exercises on page 60 and page 61, workbook.

Period 10

Teaching Contents:

1. Checkout

2. Exercises

Teaching focus:

Self-assessment for students to find out how much they have learned in this unit.

Teaching difficulties:

1. to write the key vocabulary

2. the usage of the simple present tense

Teaching Aims:

1. Knowledge objectives(知识目标):

1) To revise the use of adverbs of frequency and the names of common food items

2) To revise key vocabulary

3) To review the simple present tense

2. Ability objectives(能力目标):

To help the students build the ability of self-study and self-assessment

3. Emotion objectives(情感目标):

To help the students have a healthy lifestyle and live a healthy life

Teaching Methods:

Listening, speaking, reading and writing

Teaching Procedures:

1. Pre-task

1) Greetings.

2) Free talk

T: Hello, boys and girls! How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?

Ss: Yes. (Some Ss may say “No”.)

T (to a boy): Do you often exercise?

S1: Yes.

T: What kind of exercise, basketball or football?

S1: …

T (to a girl): What about you?

S2: No, I don’t exercise.

T: Why not?

S2: Because I have no time. I have to do a lot of homework.

T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.

The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?

S3: …

S4: …

T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?

S5: …

S6: …

T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?

2. Task circle

1) Do Part A

T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)

(Two minutes later, ask some students to speak out their sentences.)

T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …

… …

2) Do Part B

Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.

(Ask some Ss to tell their answers.

1. Eating good food and doing exercise help you stay healthy.

2. A kind of fast food. (hamburger)

3. Many Chinese eat it every day. (rice)

4. They grow on trees. They can be red or green. (apples)

5. This fruit is yellow and it tastes sour. (lemon)

6. You need this drink to live. (water)

7. They swim. (fish) )

3. Post task

Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.

4. Homework:

1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.

2. Preview Unit 5.

篇4：模块7 Unit 3 Project 教学设计(译林牛津版八年级英语上册教案教学设计)

Teaching Design for M7 Unit 3Project, Advance with English

Designed by Ji Lifen

教材内容分析

Project仍然围绕本单元的中心话题“因特网及其运用”展开的，属于探究式学习。由阅读材料和几个提示性问题组成。阅读部分探讨了如何在网上进行信息检索，介绍了两种搜索服务，如何搜索以及如何运用所检索的信息。通过学习，实践，讨论，激发学生的好奇心和求知欲望，鼓励学生运用从阅读材料中所掌握的知识进行小组分工合作在网上对相关话题搜索制作一个海报，并在全班范围内进行交流。

学生分析

1． 经过前面几个课时的学习，学生对因特网方面的知识有了一定的了解和兴趣，但对如何在网上进行有效搜索了解较少；

2． 学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分析处理的能力还有待提高。

教学目标(Teaching aims)

1. Help the students to read a passage using the skills of fast reading and careful reading.

2. Help the students to build up their overall ability.

3. Help them to make use of information and process it according the demand and cooperate in a team and enjoy learning English

4. Help students realize the importance of using information legally and properly.

其中，第1点为语言技能目标，第2点和第3点是能力目标，第5点为德育目标。

设计思想

根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。教学过程由脑风暴开始，引入本课阅读文章，进行所设计的快速阅读和仔细阅读活动，对文章进行相应要求的理解。阅读活动由整体入手，由易到难，步步推进，层层深入。讨论部分旨在引导学生对网络有正确的认识。作业设计以阅读材料为依托，让学生运用网络资源在小组内施展其才能，同时将话题定为公共交通，从而为下个单元的学习做了准备。整个教学活动以教材为载体，以学生为中心。学生参与活动贯穿始终。学生既有个人活动，又有小组活动和班级活动。

在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力以及写作能力。积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。

教学媒体1.the multimedia teaching system

2.the blackboard

教学过程(Teaching Procedures )(45 ms)

教师活动内容﹑方式 活动内容﹑方式 备注

Step 1 Leading in

1. Ask Ss ：In ways can we get information?

(S1: Watching TV.

S2: Going to libraries.

S3: Reading newspapers.

S4: Reading magazines.

S5: Surfing on the Internet …)

2. Show students some pictures and provide them with more sources. ( Listening to the radio; Communicating with others…)

3. Focus on the Internet.

Ask Ss ：From your answer, I know that you tend to surf on the Internet to get information. Now please think over how to do research on the Internet in your daily life.

( S1: I usually use Baidu.

T : Do you know what is Baidu?

S2:It is a kind of search engines.

T: Do you know something about search engines.

Ss: No.

T: Ok. We are going to read an article and after reading it, you will know more about the Internet.)

Step2. Fast reading

Ask the students to read the text quickly and answer the questions

1. What is the topic of this passage? (主旨归纳)

（Ss：Researching on the Internet.

T: How can you know this?

Ss: From the title .

T: Very good. How can we deal with this kind of problem? Can you draw a conclusion?

S1: We should pay special attention to the title.

T: What other things should we pay attention to?

S2: The first or the last para.）

2. Can you draw a structure of this passage?

(篇章结构)

( Show an example of this kind of question in reading comprehension.

T: Which of these diagrams best shows the structure of the passage?

Ss: C.

Draw a conclusion:

Actually the whole passage can be divided into three parts.

Write on the Bb:

PartⅠ: Introduction

PartⅡ: Body

PartⅢ: Conclusion

3. Main idea of each part.

Ask students to go through PartⅠand try to summarize the main idea of it.

( some things to keep in mind to use the Internet in the best way possible.)

Ask: What are the things?

Let’s read the remaining part of the passage and find the answer.

Ask Ss to go through PartⅡand try to summarize the mian idea of this part.

Draw a conclusion:

( T: How can you find the information from the passage?

Ss: From the subtitles.

T: So when we are asked to summarize the mian idea, we should turn to the subtitles.

Step3. Careful reading

1. Focus on the steps.

Ask Ss: What do you do step by step when you research information on the Internet?

( Steps: Step One: Choosing s search service

Step Two: How to search

Step Three: Using your information )

Draw a conclusion:

Step One: Before

Step Two: While

Step Three: After

2. Step One : Choosing s search service

① What are the two search services?

( Search engines & Subject directories )

② Comparison between Search engines & Subject directories.

Ask Ss: Do they have something in common?

What do they have in common?

( Both give you you direct links. )

Ask Ss: What are the differences?

( The information is chosen and organized differently. )

③ Listen and fill in the blanks.

Comparison

between

Search engines & Subject directories

a type of ________ built by _________

based on __________ selected by ______

choose pages for you________ and divided into ______

provide _____________ get_____ sometimes a short summary

goes to ________ offer_______________

④ Typical examples

ⅰAsk Ss to think of some examples of the two services.

ⅱProvide Ss with two typical examples.

Search engine: Baidu ( www.baidu.com )

Subject directory: Sohu ( www.sohu.com )

⑤ Practice

“Now would you please help me to find the suitable search service?”

If I am interested in investing in Yancheng and want to get some information about Yancheng as soon as possible, which service should I choose?

3. Step Two: How to search

Ask Ss: How many tips are mentioned?

( Pay attention to the words in blue. )

① Try to describe the tips in your own words.

② ⅰCheck the dates of the sites.

ⅱCheck the source of the information you find.

To do research, choose some formal pages rather than personal ones.

( T: What kind of page should you choose for doing research?

Ss: Government pages, or pages managed by organizations and companies you trust.

T: So we can say that Formal pages not Personal pages.)

ⅲ Focus on cross-checking.

( T: How can we do cross-checking?

Why should we do cross-checking? )

Ask Ss to guess the meaning of this word.

③ Pay attention to the way you type your words.

( T: Why ?

S1: Because it makes a difference.

T: What does the author provide in the passage to prove this?

S2: Examples.

T: How to get the pages having the words “bird” and “sparrow”?

S3: Type “bird” + “sparrow”.

T: How to get the pages having information about “birds” but no information about “sparrow”?

S4: Type “bird” - “sparrow”.

T: How to get the pages having information about “birds” or “sparrow”?

S5: Type “bird” or “sparrow”.)

a. Pages have the words “bird” and “sparrow”

b. Pages have information about “birds” but no information about “sparrow”

c. Pages have information about “birds” or “sparrow”

4. Step Three: Using your information

If we write a research paper in college, can we cite(引用) the information on the internet?

How should we use the information from the internet?

(We should attach a list of the sites we got our information from.)

Show an example and emphasize the importance of using information legally.

Step4 Summary

Fill in the blanks according to the text.

Step 5 Discussion

Internet

more advantages or disadvantages?

Divide Ss into two groups : Team A Pro & Team B Con

Pro:

1. gain more information;

2. build social ties

3. broaden our horizons

4. more convenient to communicate;

5. save money and time

Con:

1. full of traps and unhealthy materials ( uncontrolled infor. )

2. be addicted to games

3. do damage to our health

4. affect the Chinese language

5. put movie industry in a rough situation

Give Ss some tips.

important things

that you need to keep in mind

when you're on your computer at home or at school.

First, remember never to give out personal information

such as your name, home address, school name, or telephone number.

Also, never send a picture of yourself to someone you chat with on the computer.

Never write to someone who has made you feel uncomfortable or scared.

Do not meet someone or have them visit you

without the permission of your parents.

Tell your parents right away

if you read anything on the Internet that makes you feel uncomfortable.

Remember that people online may not be who they say they are.

Someone who says that “she” is a “12-year-old girl” could really be an older man.

Step6. Writing & Homework

Make a poster explaining how you have searched and what you have found.

Topic: Public Transport

Steps: Planning → Preparing → Producing → Presenting

Individual activity. Enjoy the pictures and discuss the questions

Individual activity.

Read quickly and answer the questions.

Try to draw conclusions from the questions.

Individual activity.

Read quickly and answer the questions.

Listen and finish the task

Listen and finish the task

Group activity.

Discuss in a group ,write down the steps and report to the class

Individual activity.

Group activity.

Discuss in a group

Group activity.

Discuss and finish the task step by step following the tips Actually, many students give the same answer, that is, surfing on the Internet.

板书

板书

根据学生反馈机动调整

运用启发式问题，激发学生思考，培养其概括能力

板书

德育教育贯穿其中

自由讨论，互助合作

板书设计：

Title: Researching on the Internet

Introduction ( some things to keep in mind )

↙ ↓ ↘

Steps: Before While After

↘ ↓ ↙

Conclusion ( Follow these tips and enjoy searching)

篇5：牛津初中英语知识点8年级8A(译林牛津版八年级英语上册教案教学设计)

1. be familiar with

2. be divided into

3. share similar characteristics

4. at times

5. keep secrets

6. forgive sb.for their faults

7. sense of humor

8. She is stubborn at times though.

9. make such a mess

10. come up with new ideas

11. agree with sb.

12. Would you mind doing extra work?

13. would rather do … than do…

14. Blue looks good on you.

15. be in a good mood

16. I’m feeling blue.

17. feel relaxed/stressed

18. a contented feeling

19. cheer sb. up

20. remind sb. of sth.

21. the color of nature

22. physical strength

23. have difficulty making a decision

24. figure out

25. get good marks in tests

26. make phone calls to sb.

27. promize sb. success

28. make an appointment

29. be good for sb./ do good to sb.

30. common problems teenages have

31. achieve a balance between the two

32. focus on

33. stay ou late

34. from time to time

35. offer sb.some suggestions

36. give sb. an idea of

37. Susan prefers her drink hot.

38. Do you want your coffee black?

39. His computer broke down suddenly.

40. be in the wrong order

41. read sth. through

42. solutions to stress

43. deal with

44. be weak in

45. Mr Wu suggested that his students write to their penfriends about the causes of their stress.

46. keep the worries to yourself

47. wish for

48. I’m far too busy to go shooping.

49. a weekly round-up of what is happening in sport.

50. up-to-date information

51. the program covers different sports

52. a bit boring

53. This year’s Beijing Music Awards will be covered live.

54. send text messages

55. win free tickets

56. a horron film

57. A doctor is found dead in his house.

58. get scared

59. take a close look

60. the Asian Tiger in its natural habit

61. win an award

62. refer to

63. put away

64. enter the writing competition

65. the remote control

66. work on the plan

67. It is you who make our story so perfect.

68. Stop daydreaming! Be more realistic!

69. stand by

70. join the film industry

71. put all her effort into ballet training

72. play the lead role in the play

73. shortly after

74. win an Oscar for Best Actress

75. protect the environment

76. remember sb. as

77. devote…to…

78. work closely with UNICEF

79. earn sb. many awards

80. The president presented her with the Medals.

81. pass away

82. rush into the cinema

83. action films

84. fall in love with

85. star in mant films

86. keep doing

87. The person is wanted for murder!

88. He was last seen leaving his office at 7p.m.

89. bleed to death

90. Detective Lu added that the police are checking the scene for fingerprints and other clues.

91. be guilty of

92. be charged with

93. break into

94. computer systems

95. offer a reward of

96. for a short stay

97. the endangered birds

98. the changes in their numbers

99. sort out

100. a radio program on bird

101. email sb. at…

102. mop the floor up

103. A coach crashed into a tree.

104. wash away

105. survive the earthquake

106. happen to sb.

107. look at each other in fear

108. run in all directions

109. run out of

110. calm down

111. A moment of fear went through my mind.

112. stay alive

113. in a great hurry

114. drop to -5

115. make an excuse

116. A snowstorm hit Beijing.

117. can do nothing but do

118. divide…into

篇6：UNIT ONE PART ONE: TEACHING DESIGN (译林牛津版八年级英语上册教案教学设计)

第一部分：教学设计

Unit Goals

● To learn how to use adjective properly

● To learn to use comparatives to compare two people or two things, to use superlatives to compare three or more people or things and to use ‘as+ adjective + as’ to compare people or things

● To collect information and organize ideas to describe their friends’ appearance and personality

● To develop the skills of looking for main points and keywords

● To develop some ideas about making friends

LANGUAGE POINTS AND FOCUS

VOCABULARY More, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, good-looking, slim, willing, ready, singer, almost, eyesight, round, smart, bored, joke, fit, off, advertisement, everyone, true, thin, square, handsome, cheerful, printer, better, worse, worst, test, dangerous, camping , activity, solve, future, become, famous, sporty, agree, runner, reader, uncomfortable, miss, advice, bright, smiling, dark, fat, neat, pleasant, wear, climbing, exciting, correctly (四会) teenager, musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appearance (三会) generous, shoulder-length, hiking, secondary, ponytail (二会)

EXPRESSIONS as … as, give seats to, travel around the world, has poor/good eyesight, think of, keep a secret, say a bad word about, try to do sth., try one’s best to do sth., feel uncomfortable, sit alone

STRUCTURE She is willing to share things with her friends.

He has a good sense of humour.

When something worries me, I can always go to her.

I think swimming is not as interesting as cycling.

I can listen to people’s problems and help them solve their problems.

I will be happy if I can make people happy again.

I am unhappy these days because I have some problems with my new school.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

Teaching Goals

● To revise vocabulary and expressions used to describe people

● To guess meaning from context

● To generate ideas about people’s appearance and personalities

● To categorize adjectives to describe important qualities of a friend according to personal preferences

Teaching Procedures ww w. xk b1.co m

STEP 1 Brainstorming and free discussion

Are you hungry now?

If you are very hungry, what can you do? What are you going to do?

Do you want to have anything to drink, too? What would you like to drink?

If you are still hungry, what can you do? (Have some more food.)

If there’s nothing else in the fridge, what can you do?

STEP 2 A listening task

Listen to the conversation between Eddie and Hobo. Can you find out the answers to these questions?

1.______ is / are hungry. A. Eddie B. Hobo C. Eddie and Hobo

2. Hobo wants to share the ______ with Eddie. A. cake B. milk C. pizza

STEP 3 Reading

1) Read the conversation after the tape.

2) Explain the language points briefly.

---Do you want some? Do you want some cake? I have a cake.

---Can I have something to drink? Is there anything in the fridge?

--- What about …?

Have some more food. Have too much food. Have enough food

---Maybe we can share it.

3) Have the students read the conversation aloud.

4) Have the students act the conversation in pairs.

STEP 4 Discussions

a. If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?

b. Do you think Eddie is a good friend?

c. What do you think should do?

STEP 5 Talking about your best friend

My best friend in my class is ______.He / She is ______.

(Ask questions according to the sentences given on Page 3.)

Honest: Do you believe what he / she says?

Keep secrets: Can you talk to him / her about anything?

Share my joy: Do you talk to him / her when you are happy?

Make me happy: Do you talk to him / her when you are sad?

Helpful: Do you talk to him/her when you have problems.

STEP 6 Qualities of a good friend

a. Have the students finish Part A (Page 3).

b. Check the answers in class.

c. Get the students to make a summary as the following:

A good friend can make you happy.

A good friend should be helpful. He/she helps you solve problems.

A good friend should be honest. You always believe what he/ she says.

A good friend shares your joy. He/she shares your sadness, too.

A good friend should keep secrets. You can tell him / her everything. \\

d. showing the qualities of a good friend.

STEP 6 What’s important?

a. A good friend may have lots of qualities. It is also very important for us to figure out what the most important qualities are, because the students may need these to tell about good friends. These will definitely help the students a lot in making friends with each other.

b. Have the students finish the table in groups of four. I think it is important to get the students to discuss it before we come to any conclusion. Or simply, we don’t need any conclusions here. The thing that matters is that they start to think about this on their own.

I think it very helpful to give the students the sentence patterns before they start to talk about this topic. The sentence patterns are listed as follows.

It is very important for my good friend to be polite.

It is quite important for my good friend to be clean and tidy.

It is not important for my good friend to be good looking.

It is very important for my good friend to….

It is quite important for my good friend to….

It is not important for my good friend to….

STEP 7 Homework

a. Read the comic stripes and try to remember it. Try your best to act it out.

b. Try to read your notes about the qualities of good friends. If possible, think of other qualities a good friend should have.

c. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 2: READING I

Teaching Goals

● To guess general meanings from the key words and context

● To skim text for overall meanings and scan for details

● To identify specific information about different people from their friends’ descriptions

● To use adjectives to describe people’s appearance and characteristics

● To recognize the use of comparatives and superlatives

Teaching Procedures

STEP 1 Let’s talking about your best friends

Get the students to talk about their friends. They may just say a few words or some very short sentences, but they are encouraged to speak out what they have already learned to describe a person. Then classify some of the words they used on the blackboard in different categories.

1. Who is your best friend in your class? He / she is …

2. Classify the words into the following parts:

appearance

personality

ability

future plan

3. Get the students to read the words on the blackboard together.

STEP 2 Finding out the key words

“In our textbook, three students has written (wrote) about their friends for a competition. Can your find their names as quickly as possible. “(Betty, Max and May)

Read the passages, and find out the key words for each of the passages新课标 第一网

Betty is _____________.Max is ____________.May is _____________.

Betty Max May

Appearance Slim

Short hair Tall, poor eyesight

Glasses – smart Small straight,

shoulder – length hair

pretty

Person Generous , Helpful a good sense of humour a true friend

Special Wants to be a singer funny Kind

STEP 3 Choosing the best friend

Have the students finish the exercises on page 5. Check the answers in pairs. Or Check the answers in class.

STEP 4 Detailed study of the passages

Read the passages one paragraph after another. Ask students questions and help them take down the key phrases.

Betty

1. Is Betty the writer’s new friend? (No, they have been friends for a long time.)

2. What does Betty look like? (She is as slim as the writer and has short hair. )

3. What are Betty’s personalities? (She is generous and helpful.)

4. How can we know she is generous? (She is willing to share things with her friends.)

5. How can we know she is helpful?

(She is ready to help people any time. She helps writer with her homework.

She always gives seat to people in need on the bus. )

6. What does Betty want to do when she grows up?

(She wants to be a singer and travel around the world when she grows up. )

Max

1.What is Max like?

(He is very tall--- almost 1.75metres. His small, round glasses make him look smart.)

2.Why does he have poor eyesight?(Because of working on the computer too much at night.)

3. What is the characteristic (性格) of Max? Max has a good sense of humour.)

4. Why does the writer say so?

(The writer never feels bored or unhappy when he is with Max. He tells funny jokes and

always makes me laugh. )

5. Do Max’s legs fit under the desks? Why? (No. Because his legs are very long.)

6. Why does the writer think Max is funny?

(Because Max often knocks their things off the desks when he walks past their desks.)

May

1. What is May like?

(She is shorter than the writer and is very small. She has straight, shoulder-length hair. Everyone thinks she is pretty. )

2. What kind of friend is May? (May is a true friend. )

3. Why does the write think May is a true friend?

(a. She can keep a secret. When something worries the writer, he can always go to her. The writer can tell May anything. )

(b. She is kind. She never says a bad word about anyone.)

Have the students retell the passages, looking at the keywords on the blackboard.

STEP 5 What makes a best friend?

Have the students finish Part C1, on Page 6.

Check the answers in pairs. OrCheck the answers in class.

STEP 6 Discussion

Which people would you like to have as your best friends Betty, Max or May? Why?

STEP 7 Homework

1. Read after the tape five times. Your parent’s signature is needed.

2. Finish the exercises in the Evaluation Handbook and Learning English.

PERIOD 3: READING II

Teaching Goals

● To figure out the structure of each passage

● To speak out the passage in their own words, following the structure of the passages

● To explain the language points in the passages

● To develop a good attitude towards friends

Teaching Procedures

STEP 1 Reading the passages together

Help students to remember what we learnt last time by getting them to read the passages together loudly.

STEP 2 Figuring out what each paragraph is about

Help the students to figure out what each paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)

Betty

Max

May

STEP 3 Explaining the sentences

Explain the sentences one by one and talk about the language points, by giving more examples.

1. as … as …

She is as slim as I am.

She is as tall as I am. I am as tall as she is.

I run as fast as she does. She runs as fast as I do.

I drove as quickly as she did. She drove as quickly as I did.

I am driving as carefully as she is. She is driving as carefully as I am.

I can run as fast as she can. She can run as fast as I can.

2. be willing to do sth. / be ready to do sth.

3. want to be … / want to do …

4. I have a wonderful friend named Max. / I have a wonderful friend called Max.

5. … because of too much computer work. / … because he has too much computer work.

6. … and they make him look smart. / they: the glasses look smart (adj.) / make sb. do sth./ make me laugh

7. I never feel bored or unhappy when he is with me./ feel bored (adj.)

8. … and they do not fit under the school desks./ fit v.

9. … when he walks past the desks, …/ pass & past

10. knock …off

11. think of …

12. Everyone thinks she is pretty.

13. When something worries me, …

14. say a bad word about anyone.

STEP 4 Finishing the exercises

Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.

STEP 5 Saying something about making friends

It’s the time for the student to say something about making friends. They are going to be motivated to think about the following questions.

a. What kind of people can be your best friend?

b. What kind of personality do you hope your best friends to have?

c. What do you think is the most important thing between two friends?

STEP 6 Homework

a. Recite the three passages fluently.

b. Tell your parents about your best friend at school.

c. Write about your best friend, following the structure.

PERIOD 4: VOCABULARY

Teaching Goals

● To use adjectives to describe people’s physical features

● To use adjectives to describe general appearance of people

● To select and use adjectives that are appropriate to describe the appearance of boys and girls

● To make up more sentences talking about one’s appearance

Teaching Procedures

STEP 1 A guessing game

Take an exercise book to the classroom. Tell the students that one of them has done well in yesterday’s homework. Can you guess who he/she is?In this way, the students’ attention is drawn to describing a person. They will surely get the right person. If not, I will give them some hints.

STEP 2 Talking about one’s appearance

It is important to learn to describe one’s appearance.

When we see a person, we don’t pay attention to his facial appearance at the first sight. We can only tell his/her general appearance. Can you think of words that talk about one’s general appearance?

tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cute

Here we should pay attention to some of the words. For example, we seldom us ‘thin’ or ‘fat’ to talk about people, because they sounds impolite, sometimes it may hurt that people.

STEP 3 Boys or girls?

Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear.

a. Have the students finish Part B in two or three minutes.

b. Discuss the answers with the students. Make sure they feel confident in using these words.

Boys: good-looking, handsome, smart

Girls: beautiful, good-looking, handsome, lovely, pretty, smart

It must be stated very clear that handsome can not only go with boys but also with girls. But when it describes girls, it means ‘having an attractive appearance with large strong features’, sometimes it means ‘端庄的’ in Chinese.

But, ‘beautiful’ and ‘pretty’ are not the same. Usually, ‘pretty’ is used to modify girls who are small but beautiful.

STEP 4 Talking of something special about one’s appearance

However, it is not enough that we describe people’s general appearance. For example, when I say ‘My friend is good-looking’, do you know whom I am talking about? No. So it is really important for us to learn to describe one’s facial appearance and learn to talk about something special about someone.

First. Let’s talk about one’s hairstyle.

have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the forehead

Second, let’s talk about one’s face.

round, square, oval, small, big

Third, let’s talk about one’s eye.

have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames)

Fourth, let’s talk about one’s nose.

big, small, flat, hooked

Fifth, let’s talk about one’s ear.

big, small, look like two small fans

Finally, let’s talk about one’ s mouth.

big small, wide

Well, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class.

I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated to describe the students around them.

They will surely have fun this way.

STEP 5 Activity

Now, we can easily write about someone’s appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences.

Give the students 5-6 minutes to write the passage. Get some of the students to read aloud

STEP 6 A summary

Make a general summary. Read the words on the blackboard.

General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean

Face: long, short, round, square

Eyes: big, small, round, bright, smiling

Nose: long, short, big, small

Hair: black, dark brown, long, short, shoulder-length, straight, ponytail

STEP 7 Homework

a. Read and learn these words by heart.

b. Write about one of your best friends.

c. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 5: GRAMMAR I

Teaching Objectives

● To learn to use an adjective before a noun or after a linking verb to describe someone or something

● To help students understand the structure “linking verb+ adjective”

● To use comparatives to compare two people or things

● To use superlatives to compare three or more people or things

● To get students focus on how to form comparatives and superlatives with adjectives

● To help students to have some general ideas about when to use comparatives and when to use superlatives

Teaching Procedures

STEP 1 Having a revision

Sam has a square face. Jude has long and black hair.

Sam’s face is square. Jude’s hair is long and black.

Jimmy is a tall boy. Sandy is a pretty girl .

Jimmy is tall. Sandy is pretty.

Get your students to read and compare these sentences.

The conclusion: We can use adjectives to describe someone or something. We can put and adjective before a noun or after a linking verb.

Get the students to talk about the sample sentences in Part A to check if we make the right conclusion.

STEP 2 Being followed by adjectives

Usually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs. If a verb can be followed by an adjective, then we can make a conclusion that the verb is a ‘linking verb’. Get the students to think of more examples.

When you grow older, you may understand this.

Spring is here. Trees turn green.

The dumplings smell nice.

He does exercises to keep healthy.

After a long walk, I felt tired.

The flowers in the garden look beautiful.

(The verb ‘look’ can be used in other structures, ‘He looked at me angrily. ’ In this example, ‘look’ is not used as a linking verb, so it is modified not by an adjective but by an adverb ‘angrily’. The structure is different from ‘He looked angry’)

Your white coat gets dirty.

He seems happy today.

STEP 3 Talking about the pictures

Show two pictures to the students and get one or two students to talk about the pictures.

Jim is tall. Sam is tall, too. (Let’s compare. Who is taller?) Sam is taller.

Show one more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, ‘Sam is the tallest.’

(I may use more pairs of pictures like this to talk about it.)

Tell the students that we use comparatives to compare two people or things. When we compare three or more people or things, we use superlatives.

STEP 4 Forming comparatives and superlatives

Ask the students, do you know how to form comparatives and superlatives.

Most short adjectives+-er/-est cold, kind, round smart

Short adjectives ending in e +-r/-st nice, fine, brave

Short adjectives ending in a consonant +y -y+-ier/-iest

funny, lazy, pretty, easy, early

Short adjectives ending in a vowel + a consonant

slim, big, hot, fat, thin

‘+more/most’ before long adjectives

important, helpful, polite, interesting, careful

Replace the irregular adjectives with new words

good/well, better, best

bad/ ill/ badly, worse, worst

little, less, least

much/many, more, most

old, elder/older, eldest/eldest

far, farther/further, farthest/ furthest

Get the students to finish Part B1 on page 9.

STEP 5 Finishing Part B2 on page 10

Get the students to finish Part B2 on page 10. Remind the students that the structures like ‘of the three, of all, in+ a noun’ usually go with superlatives. While the word ‘than’ is usually used with comparatives. It is also important to tell the students to add a ‘the’ before superlatives.

If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them.

STEP 6 Summary

Compare two people and things:

A is_______ ______B.(tall)

A is_______ ______B.(slim)

A is _______ ______B.(heavy)

This pencil case is_____ _____that one.(nice)

English is_____ _____ ________Maths.(interesting).

A is _____ ______ B at English .(good)

Compare three or more things:

Sam is____ ____ of the three. (tall)

The bag is ____ _______ of all. (heavy)

The girl is_____ ________in our class. (thin)

The weather in Kunming is______ ______in China.(fine)

Li Yuchuan is _______ _______ _______ super girl of the three.(wonderful)

STEP 7 Additional exercises

Jim is very __________. Tom is much ___________

than Jim. Tom is _________ of the three. (tall)

Who is _________, Daniel or Millie?(thin)

Li Lei is __________ than Li Xin and Wang Fei. He is

______________ in his class. (early)

This story is ____________ than that one. (interesting)

This first girl is quite _________. The second one is __________ than the first one. But the third one is ________________ of all. (pretty)

STEP 8 Homework

Review what we have learnt.

Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 6: GRAMMAR II

Teaching Objectives

● To consolidate the usage of comparatives and superlatives

● To continue to talk about how to compare people and things

● To use ‘(not) as …so/as…’ to compare people or things, when people or things are (not) the same in some ways

Teaching Procedures

STEP 1 Using comparatives

Get two pencils (One is new, the other is used.) in hands and show them to the students. Get the students to talk about the two pencils using comparatives.

A is longer than B. B is shorter than A.

A is as long as C.

Use pictures and things to do this several times. Make sure that the students can speak this structure very well.

STEP 2 Talking about the table

Ask the students to look at the table on page 10 again. Get them to talk about the table once again.

Millie is 1.5 meters tall. Sandy is 1.5 meters tall, too.

Millie is as tall as Sandy.

Amy is 40 kg. Kitty is 40kg, too. Amy is as heavy as Kitty.

Millie is 150cm. Peter is 168cm.

Millie is not as tall as Peter.

Millie is shorter than Peter.

Encourage the students to make more sentences, using ‘(not) as …so/as…’the more sentences, the better.

STEP 3 Filling in the blanks

Show the students a table as following.

A B C D

Age

Height

Weight

Running (50m)

Maths test

Englih test

Chinese test

Ask the students to work in groups of four and first fill in the blanks by asking each other questions. Then get the students to talk about this information in groups of 4 students. Encourage them to use comparatives, superlatives and ‘(not) as… so /as…’to compare people or things. STEP 4 Making sentences

Tell the students that stars show how interesting the activity is and the triangles show that how dangerous the activity is.

Get the students to talk about Millie’s opinion first.

Hiking is as interesting as skiing.

Swimming is not as interesting as hiking.

Camping is not as interesting as swimming.

Diving is not as interesting as camping.

Cycling is not as interesting as diving.

Skiing is as dangerous as diving.

Swimming is as dangerous as camping.

Hiking is as dangerous as cycling.

Cycling is not as dangerous as diving.

Hiking is not as dangerous as swimming. …. AND SO ON.

Give the students 3 minutes to finish the exercises in Part C1 on page 15.

(For weaker classes, the teacher better explain how all this works.

For stronger classes, just let the students to do it by themselves. )

Check the answers together.

Ask the students to fill in their own information and talk about it in groups.

Encourage the students to make more sentences like this. Here I can organize a competition among different groups. Or I can organize some chain work.

STEP 5 A summary

We use ‘(not) as…so/as…’ to compare people or thing, when they are (not) the same in some ways.

STEP 6 Additional exercises

I. Fill in the blanks

I think English is as________(important) as Chinese.

Swimming is as _______(interesting) as cycling.

Amy is not as_________(careful) as Simon.

Maths is not as________(difficult) as English.

II. Translation

我认为游泳不如徒步旅游有趣。I think swimming is___________________.

不仅滑雪而且骑自行车都没有潜水危险。

________skiing______cycling____________________________diving.

我认为如果我们小心，所有户外活动都不危险。

I ______________________________ are dangerous if we are___________.

STEP 8 Homework

a. Go over what we have learnt.

b. finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 7: INTEGRATED SKILLS

Teaching Objectives

● To listen for and identify specific information

● To understand the people of his/ her future plan and find out why they want to have the plan

● To respond to written text and information got from listening

● To select proper information or details, to consolidate information and complete two letters to the editor of a magazine

Teaching Procedures

STEP 1 Showing some pictures

Show some pictures of some famous persons, asking the students if their know about these persons and their jobs. Teach the word ‘popular’.

A lot of students know about the people above. They like them. Get the students to read the names correctly, especially Celine Dion.

Get the students to talk about their future plans, using the following sentences.

I want to be a ______ when I grow up.

I would like to be as popular as ____ is when I grow up.

I hope to become a famous _______ and _______ in the future.

Encourage the students to give their reasons very briefly. And lead them to think about what they can do for other people and what they can do for the society.

make other people happy travel around the world

be kind/helpful/popular make money to help more people

STEP 2 Listening to the tape

STEP 3 Read the passage

Get the students to read Part A2 aloud. Ask the students to read the passage silently and find out What Millie tries to do and why Millie wants to be a social worker.

What does Millie try to do?

a. She tries to be kind to his classmates.

b. She tries her best to help her friends.

Why does Millie want to be a social worker?

a. She can listen to people’s problems.

b. She can help people to solve their problems.

c. She will be happy if she can make people happy again.

It is because of Millie’s personality (kind and helpful) that she wants to be a social worker. Social workers are also kind and helpful. Personally, I think this may help to develop the students’ ability to organize their speech and writing.

STEP 4 Listening to the tape

Say ‘Sandy wants to write about her future plans to Mr. Zhou, too. She is talking to kitty about it.’ Ask the students to listen to the tape and tick out Sandy’s future plans in Part A1.

Play the tape twice, if necessary.

Help Sandy to complete the letter to Mr. Zhou.

STEP 5 Read the passage together

Get the students to read the passage together. Ask the students to read the passage silently and find the answer to the question why Sandy wants to be a singer.

Why does Sandy want to be a singer?

a. She thinks it is great to sing for people.

b. She’d like to make people happy.

c. She wants to be as popular as Celine Dion.

d. She wants to travel around the world.

Get the students to focus on these sentence patterns, because they may be very useful when the students write their own articles. They also help to get the students to think about the reasons of their own future plans.

STEP 6 Making your own future plans新课标第一网

Encourage the students to have their own future plans. Work in groups to talk about them. Encourage the students to speak out the reasons for having such a future plan.

STEP 7 Finding out the answers

Ask the students, ‘Do you know a lot about your patterns future plans? Let’s talk about our best friends. First, let’s listen to the sample dialogue here.’

Ask the students to listen carefully and find out the answers to the questions.

Who are they talking about? (They are talking about Peter.)

How does peter look? (He looks sporty. He is the fastest runner. )

What is Peter like? (He is friendly and helpful.)

What’s his future plan? (He’d like to be a doctor when he grows up.)

STEP 8 Completing the dialogue

Helen and Sandy are going to talk about a girl. Work in pairs and complete their dialogue. Encourage the students to use their own language.

---Who’s the girl next to Peter? --- She ‘s Mary. I think she ‘s very ___ .

--- Yes , I agree . -- -She’s one of _____ girls in my school .

--- What’s she like ? -- -She’s ___ and ___ .

---She would like to be ___when she grows up .

STEP 9 Homework

Read the two passages and try to learn it by heart.

Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 8: STUDY SKILLS

Teaching Objectives

● To show the students how to find the main points of a passage

● To help the students to guess the meaning and to generate mental pictures while reading

● To encourage the students to help others to solves the problems

Teaching Procedures

STEP 1 Enjoy yourselves!

Get 8 pieces of paper that are about the same size. Write 8 long sentences on each. Divide the class into 8 groups column by column. Do chain work and get the students to pass the sentence orally to see which column get all the sen

篇7：UNIT THREEPART ONE: TEACHING DESIGN(译林牛津版八年级英语上册教案教学设计)

第一部分：教学设计

Unit Objectives

● To use the vocabulary to identify and describe well-known places in Beijing and around the world

● To learn to make suggestions and arrangements

● To learn to talk about different places using facts and opinion

● To develop the ability to select, organize and present information about a place

LANGUAGE POINTS AND FOCUSES

VOCABULARY Ourselves, foreign, city, mom, beginning, coach, traffic, sky, model, metal, inside, whole, interest, real, song, Internet, beauty, sunset, possible, themselves, itself, rock, climber, luckily, lucky, final, cheer, win, ticket, medal, per, winner, receive, badly, airport, remember (四会) greeting, greetings, presidents, block, pyramids, home page, movement, main, stomach, view, hide-and-seek, wonder support, fare, supporter, presentation, pack, instead, shuttle(三会) highway, parade, halftime(二会)

EXPRESSIONS keep fit, enjoy oneself, invite sb. to do sth. at the beginning, get on/off a coach, a lot of traffic(不可数), places of interest, all over the world, teach oneself, feel the beauty of the old park, decide/ hope/ choose to do sth. hurt oneself, keep their secret to themselves, cheer for our team, square metres in area

USEFUL SENTENCE PATTERNS 1. The trip from Kitty’s school took about two hours by coach

2. He put his photos on it for everyone to look at

3. They were amazing, weren’t they?

4. I wonder where Simon is hiding.

5. The school bus takes over an hour to get back to my school after lunch.

6. We will make it a really fun day for everyone.

7. If you want to come, please let us know as soon as possible.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

Teaching Objectives

● To introduce the topic ‘A day out’

● To introduce the famous places around the world and the countries students belong to

● To develop fluency in talking about the places students would like to go

Teaching Procedures

STEP 1 Guessing what he is going to do

Ask the students ‘Usually, Eddie is a very lazy dog. Doyou think he is really going to climb the hill? Let’s listen to the tape and find out the answer. ’

Listen to the tape and get the student to answer the question. (Yes, he is going to climb a hill.)

Does he wants to exercise? (Yes, he does.) Does he wants to keep fit? (No, he doesn’t. )

Why doesn’t he want to keep fit? Let’s open the book and find the answer. Get the students to look at Picture 4. Is the hill a really hill? (No, it isn’t. it’s a hill of food.) Does Eddie really want to climb the hill and exercise? (No, he just want to eat the food here, so he said he didn’t want to keep fit.)

‘Do you think it is an interesting story?(Yes.) Let’s read the dialogue in roles.’ Get the students to read the dialogue and give them several minutes to remember the dialogue and act it out.

STEP 2 Talking about one’s own experience

‘Have you ever climbed a mountain or travel to a place?’ Get the students to talk about their own

experiences. Then ask them ‘Do you want to travel to foreign countries? (Yes.) Do you know about these places?’

Elicit what they know about the countries and their capitals. We can use the pictures in Unit one, Book 7B. (Mount Fuji, the Statue of Liberty, the Eiffel Tower, Phra Pathom Chedi, Big Ben, Saint Basil’s Cathedral)

To talk about more countries, we can use a world map and at the same time we talk about some famous places in the countries.

Show more pictures and teach the famous places that are going to appear in the reading material. (the Harbour Bridge, the Pyramids, the Golden Gate Bridge, the White House(Teach the word president!), the Opera House, the Eiffel Tower) Ask questions: ‘Which country is it in? Which city is it in.’

Then ask the student to connect the places with their Cities and countries.

The Opera House Washington France

The Eiffel Tower Sydney the USA

The White House Paris Australia

STEP 3 Reading and underlining the places

‘Amy and Simon got some post cards from their friends. Let’s read and underline the places they

have visited/ are going to visit. Guess where they are.’

Post card 1

Where: Harbour Bridge & the Opera House, Sydney, Australia

What: took a boat trip, went past, have a great time

Post card 2

Where: the River Seine & the Eiffel Tower, Paris, France

What: sit in a little coffee shop by the River Seine, go to the top of …

Postcard 3

Where: the White House Washington, America

What: the president of the USA ,a beautiful building with big gardens and many trees

Get the students to introduce what they can do in the three places.

STEP 4 Showing the pictures

Show the pictures on the postcards to the students. Get them to give the name and the places as

well.

For stronger classes it is also very necessary to introduce the places one by one to the students.

The Harbor Bridge (港湾大桥) is the world’s largest sea bridge. (However it is not the longest one. It carries two rail lines and eight car lanes. There is also a cycling path and a footpath.)

The Opera House (悉尼歌剧院) is the most famous opera house in the world because of its special architecture style.

The River Seine (塞纳河)is well-known as the river of Paris. If you travel along the river, you will easily see the evolution of Paris and its history.

The Pompidou Center (蓬皮杜中心) is the national center of modern art and culture in Paris.

The Notre Dame de Paris (巴黎圣母院) is an architectural masterpiece. Parts of the cathedral date from the 9th and the 13th centuries.

The Eiffel Tower (埃菲尔铁塔)is a metal tower. It is made up of 18.038 pieces of metal. It weighs about 7, 300 tones. It is 324 meter high, including the antenna. There are 1,665 steps. It was built between 1887 and 1889. It is named after its constructor Gustave Eiffel.

The White House (白宫) is where the presidents of the USA live. It was build between 1792 and 1800.

STEP 5 Which foreign country do you want to visit?

‘Now you have learned a lot about the famous places around the world. Which foreign country do

you want to visit?’ Teach the word foreign and then get them to discuss about it. Encourage the

students to have more ideas about what to do there.

I want to see/visit … in…. It is … and I think I can….

I want to visit the white house in Washington, American. It is a beautiful place with a big

garden and many trees. I think I can take some beautiful photos there. (And maybe I can see the

presidents of the USA ,too.)

STEP 6 Making up dialogues

Get the students to make up dialogues using Simon and Amy’s as a model.

STEP 7 Homework

a. Make some flash cards to help you remember the places and what to do there.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 2: READING I

Teaching Objectives

● To guess the general meaning of a passage or sentences with the help of pictures

● To infer general meaning from the context and keywords

● To develop the ability to write about a day out following certain sequences

● To feel and understand the different feeling of the visitor at different places

Teaching Procedures

STEP 1 Revision

Say ‘It is a wonderful and amazing world. There are many places of interest in the world. Let’s see if you know their names.’ Teach the words and phrases ‘wonderful and amazing’, ‘places of interest’.

Show the pictures of different places. Then get the students to talk about where they are and what can they do there.

STEP 2 Asking questions

Ask the students ‘How long do you think it will take you to travel around the world?/ How long

will it take you to go to all these places?’ To arouse the students’ interest, the teacher can mention

the film Around the World in Eighty Days (《80天环游世界》). Ask the students if they think it is

possible.

STEP 3 Showing pictures

Tell the students ‘It not only takes a lot of time, but also costs a lot of money. But I do have a way

to see so many things within a day and spend less money. That’s to go to a world park..’

Show pictures of the World Park, and then ask them to say what they can see. (A lot of places of

interest.)

Show a map of Beijing World Park (It is easy to get on the Internet.) to give some general ideas

about what they can see.

STEP 4 Discussing how to go to…

As the interest of the students is aroused, show some pictures of different transport, and then get

the students to discuss how to go to the Park, and at the same time teach the word ‘coach’.

STEP 5 Reading the passage quickly

Get the students to read the passage quickly and then answer the following questions:

1. Did Linda meet Mr Wu and other students at the bus stop?

No, she met them at the school gate.

2. Where did Linda see a lot of traffic, on the highway or the city roads?

On the city roads.

3. Did Linda see the Golden Gate Bridge at the gate of the World Park?

No, she saw the Eiffel Tower.

4. How many places of interest are there in the park? Over 100.

STEP 6 Playing the recording

Play the recording and get the students to listen and fill in the following table.

Places What Linda saw

At the school gate Kitty, Mr. Wu, the students, a coach

On the coach

(On the city road) A lot of traffic

At the gate of the world Park Blue sky, the Eiffel Tower

In the park Over 100 places of interest

The pyramids, the Golden Gate Bridge, the song and dance parade

STEP 7 Finding out how one feels

Get the students to find out how they feel when they are at different places.

STEP 8 Reading the text aloud

Invite the students to read the text aloud, and then get the students to finish Part C1, on Page 43.

When the students are doing this part, ask them to speak out the reasons, if the answer is ‘False’.

STEP 9 Playing the tape

Play the tape and get the students to listen and repeat. Then invite them to help Daniel put the pictures in the right order. For weaker class, the teacher can pause to help the students get the right order.

STEP 10 Retelling what has happened

Offer the students of some key phrases and get the students to retell what has happened and how they felt.

At the school gate, Kitty and I (Linda) met Mr Wu, and other students. Then they got on a coach.

On the city roads, I/we saw / felt……On the highway, the traffic got……

At the gate of the World Park, I/we saw / became / wanted……

Inside the park, I/we saw……

Give the students 1-2 minutes to organize their ideas. and then get two students to retell the text.

STEP 11 Talking about the trip

Get the students to talk about the trip again by showing the route only. Show the places one by one and get the students to talk about it.

STEP 12 Exploring the wonderful and amazing world

Say ‘If you want to get more knowledge, you should read more books, do more things and visit more places.’ Encourage the students to explore the wonderful and amazing world.

STEP 13 Homework

a. Read the text five times and then try to retell it using your own language.

b. Finish the exercises in the Evaluation Handbook and Learning English.

PERIOD 3: READING II

Teaching Goals

● To read the passage again, focusing on language points and sentence patterns

● To figures out the way in which the writer wrote the passage

● To learn to write about a trip in an informal way

Teaching Procedures

STEP 1 Reading the text together

Get the students to read the text together. And then give them a very simple outline of the passage

and help the students to retell the text.

At the school gate,…. On the way, …. At the gate of the World Park, ….

Inside the World park, …. The best part of the day, …Photos of the trip

Get the student to finish Part B, Page 42. Check the answers and read the dialogue.

STEP 2 Reading the text again

Get the students to read the text again. Get the students to work in groups of four and try to figure

out what each paragraph is about.

Part 1 A brief introduction to the trip. (Para. 1) Part 2 On the way to the Park(Para. 2)

Part 3 At the gate of the Park(Para. 3) Part 4 Inside the Park(Para. 4-6)

Part 5 Photos of the trip (Para. 7)

STEP 3 Reading the passage paragraph by paragraph

Get some of the students to read the passage paragraph by paragraph, focusing on explaining the language points.

One thing to mention here is that I don’t mean to give the student such a huge structure to copy or to remember. What I want to do here is to help the students get the relations between paragraph and paragraph, between sentence sentences. This will definitely help them to improve their writing ability as well as the ability to organize their oral speeches.

STEP 4 Reading the sentences

As we are figuring out the outline, read the sentences and stop where language points can be

located.

1) Kitty’s teacher Mr. Wu invited me to join in their school trip to the World Park. (L. 4 – 5)

Yesterday morning Mr. Wu and the other students met Kitty and me at the school gate. (L. 7 – 8)

2) Then we got on a coach. (L. 8)

We all got off quickly. (L. 15)

3) The trip from Kitty’s school took about two hours. (L. 8 – 9)

It took about two hours from Kitty’s school to the World Park in Beijing.

4) There was a lot of traffic on the city roads but it got better when we were on the highway. (L. 9 – 11)

The music was great. (L. 25)

5) Finally, we arrived at the World Park. (L. 12)

6) The sky was blue and everything was blue. (L. 12 – 13)

7) We became very excited when we saw the Eiffel Tower from the coach!(L. 13 – 14)

It (The trip) was boring. (L. 9)

It was an amazing day. (L. 24)

8) Kitty and I did not feel sick any more. (L. 15 – 16)

9) We just wanted to go into the park and enjoy ourselves.(L. 16 – 17)

Go and see for yourself! (L. 29)

10) There are over a hundred places of interest from all over the world. (L. 19)

over = more than

11) The pyramids looked just like the real ones in Egypt. (L. 21)

The Golden Gate Bridge looked just like the one back home too. (L. 21 – 22)

12) You can see some photos of the trip on the Internet. (L. 27)

13) Kitty’s classmate Daniel taught himself how to make a home page.(L.27 – 28)

14) He put his photos on it for everyone to look at. (L. 29)

Well, I don’t think it is a good way, if you just read, underline and then translate. What we should do here, form my point of view, is to get the students to find more sentences. Then use some consolidation exercises to check.

STEP 5 Homework

a. Try to recite the passage by following the outline.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 4: VOCABULARY

Teaching Objectives

● To get some ideas about where to visit in Beijing, the capital and what to do there

● To discuss about how to get the places

● To talk about the place to visit in their hometown

Teaching Procedures

STEP 1 Talking about one’s hometown first

Take Nanjing as anexample. We can bring a map of Nanjing into the class. (Or we can divide the class into groups of 4- 6 students before hand and ask each group to find a map of Nanjing and bring them to class the next day.)

STEP 2 Discussing about where we can go for a day out

Say ‘We have learned the passage A day out. And we know the students had a wonderful time that day. Today we are going to discuss about where we can go for a day out and what we can do there. First, let’s use the map and find the places we can go in the city.’

Collect the place they find in the map and write the names of the places on the board. What’s more, the teacher may prepare some picture of the places beforehand. Show the pictures and then motivate the students to think about what they can do there.

Xuwu Lake Park Go boating in the lake

Go flying kites

walk slowly around the lake and feel the beauty of the old park.

Purple Mountain go hiking, stay healthy and keep fit

Enjoy the amazing view from the top of the Mountain

Nanjing Museum take a look at the things people used in the past

learn more about the history of Nanjing as well as China

Write the phrases on the board and get the students to read them together. It is important for the students to read this well because we are going to get the students to use these sentences to talking about Beijing.

STEP 3 Showing the pictures

Ask ‘Boys and Girls, I have got lots of pictures of Beijing here. Let’s take a look and see if you

know these places.’

Show the pictures of Beijing and encourage the students to speak out their names and get them to discuss about what to do there.

Laoshe Tea House drink special Beijing Tea enjoy Beijing Opera

the Palace Museum

Take a look at

Tian’ anmen Sqare

the Summer Palace

walk slowly around the big lake

feel the beauty of the old park

wangfujing Street

visit the big shops

Invite the students to complete Part A. Students work in pairs and check the answers. Check the answers in class.

STEP 4 Giving out the reasons

Ask the students how they can go to the places. Encourage the students to give out the reasons.

For stronger class, get the student to talk about the advantages and disadvantages of different

means of transport.

Means of Transport Advantages Disadvantages

bus cheap and convenient noisy and crowded

underground fast without traffic jams not as cheap as bus

taxi fast and directly

see the city well expensive

bike good for health without pollution , convenient and cost nothing tired

plane fast expensive and not very safe

ship romantic slow and noisy

train fast and cheap Slower than a plane

maglev fast without any pollution

STEP 5 Completing Part Bwww.xkb1.com

Ask the students to complete Part B, Page 44. Check the answers.

STEP 6 Activity

Let’s decide where to go!

Students work in groups of 4-6. Ask each group to choose a place to go. Encourage them to

discuss about the reasons for doing this and try to persuade the other students to support their

ideas, too. Tell them that they have to involve the means of transport as well.

STEP 7 Homework

Write about the place your want to go and finish the exercises.

PERIOD 5: GRAMMAR I

Teaching Goals

●To learn to use ‘and’, ‘but’ and ‘or’ to join ideas together

We use ‘and ’ to join ideas that are similar.

We use ‘but ’ to join ideas that are different.

We use ‘or ’ to join possibilities and options.

●To tell whether two sentences are similar or different, or they are just offering two possibilities or options

Teaching Procedures

STEP 1 Starting the lesson with a revision

Since there are many sentences with ‘and’ ‘but’ and ‘or’ in Reading, it is very easy for us to start

the lesson with a revision.

The sky was (be) blue and everything was (be) beautiful.

It was (be) a great day but we didn’t enjoy (not enjoy) it at the beginning.

Linda’s mother can look (look) at Linda’s photos on Daniel’s home page or Linda can show (show) her mother her photos when she goes home.

Tell the students that these sentences are two sentences joined together. Ask the students to separate the two sentences and then get them to focus on the verb in each pair. Help them understand what are similar, different or optional ideas. Then get them join the sentences again. (It is necessary to do this because in the process students can feel through separating and understand through doing. Why do we use familiar sentence? Because they can help the students to understand better. )

STEP 2 Keeping talking about the trip to the Park

Show the following sentences and get the students to join them to check if they can tell similar

ideas from different ideas.

There was a lot of traffic on the city roads. It got better on the highway.

There was a lot of traffic on the city roads but it got better on the highway.

The music was great. Kitty wanted to join in the dancing.

The music was great and kitty wanted to join in the dancing.

STEP 3 Joining sentences using ‘and’, ‘but’ and ‘’or’

(Books closed) Show the students the following sentences and ask them to join them using ‘and’, ‘but’ and ‘’or’.

We saw the Eiffel Tower. We liked it very much.

We saw the Eiffel Tower and liked it very much.

The pyramids were small. The pyramids looked just like the real ones.

The pyramids were small but looked just like the real ones.

We can visit the World Park. We can travel around the world.

We can visit the World Park or travel around the world.

While doing these exercises, the students may forget to omit the subjects. Get them to focus on the subjects and help them to understand that we don’t need to repeat the second subjects when the two subjects are the same.

Show more sentences and help the students to consolidate.

Simon did not feel sick. Simon enjoyed the trip at the beginning.

Simon did not feel sick and enjoyed the trip at the beginning.

The Golden Gate Bridge was small. The Golden Gate Bridge looked just like the real one in America.

The Golden Gate Bridge was small but looked just like the one in American.

We can go to the Eiffel Tower first. We can visit the Pyramids first.

We can go to the Eiffel Tower first or visit the Pyramids first.

STEP 4 Joining more sentences

(Books Closed) Show the following sentences for the students to join. This time point out that the two subjects and verbs are the same, we don’t need to repeat the ones in the second sentences.

The Golden Gate Bridge was interesting. The Golden Gate Bridge was wonderful.

The Golden Gate Bridge was interesting and wonderful.

The Golden Gate Bridge was small. The Golden Gate Bridge was wonderful.

The Golden Gate Bridge was small but wonderful.

We can go to the World Park by coach. We can go to the World Park by underground.

We can go to the World Park by coach or underground.

Show more sentences for the student to practice. Help them to grasp the rule.

It was very hot. It was boring.It was very hot and boring.

The music was great. The music was too loud. The music was great but too loud.

Linda wants to visit the World Park again with her friends. Linda wants to visit the World Park again with her parents.

Linda wants to visit the World Park again with her friends or parents.

STEP 5 Make a general summary

Make a general summary to point out the rules. Then get the students to talk about the place to

visit. (Attention: This part is tightly connected with the topic, so don’t just treat them as exercise.

They also give us some very good ideas about different places.) Let the students complete the exercises. Then check the answers.

Help the students to collect some information about different places. Teach ‘Inner Mongolia’ and

‘go horse riding’.

STEP 6 Additional exercises新 课标 第 一网

Hangzhou has many places of interest. Many people like to go there for holidays.

Hangzhou has many places of interest and many people like to go there for holidays.

It is very hot in summer in Hainan. Scuba-diving there is very exciting.

It is very hot in summer in Hainan but scuba-diving there is very exciting.

You can visit the Yellow Mountain in spring.You can visit the Yellow Mountain in autumn.

You can visit the Yellow Mountain in spring or autumn.

I like Hunan Road in Nanjing. I like Hunan Road only for shopping.

I like Hunan Road in Nanjing but only for shopping.

The West Lake is large. The West Lake is beautiful.

The West Lake is large and beautiful.

You can go to Dalian in summer holiday. You can go to Guilin in summer holiday.

You can go to Dalian or Guilin in summer holiday.

Qingdao is great in summer. You can go to the beach and swim every day.

Qingdao is great in summer and you can go to the beach and swim every day.

STEP 7 Homework

Read through this part and finish the exercises.

PERIOD 6: GRAMMAR II

Teaching Objectives

● To figure out the usage of ‘to’-infinitives

● To learn to use reflexive pronouns

Teaching Procedures

STEP 1 Warming up

Remind the students of the topic ‘A day out’. Then lead in the grammar item through revising.

Why did Linda go to the World Park?

Kitty’s teacher Mr. Wu invited Linda to join (join) in their school trip to the World Park.(invite sb. to do sth.)

Linda wanted to visit (visit) the park.(want to do)

Linda hoped to see (see) places of interest from all over the world.(hope to do)

STEP 2 Doing the following exercises

(Book Closed) Get the students to do the following exercises. Help the students to get more ideas of ‘to’-infinitives.

Kitty plans to take (take) Linda out. (plan to do sth.)

Linda wanted to visit (visit) the park.(wanted to do sth.)

Linda agrees to go (go) with them.(agree to do sth.)

Millie decided to stay (stay) at home.(decide to do sth.)

For weak class, the teacher needs to teach the words like ‘decide’, ‘agree’ and ‘plan’. Get students to read the structures aloud, till they can speak it correctly and fluently.

For stronger class, help the student to feel that ‘to’-infinitive is usually used to talk about things that haven’t happen yet. Help the students to focus on the verbs that ‘to’-infinitives usually goes with.

STEP 3 Giving a summary

In fact, students have learned a lot of ‘to’-infinitive structures. So here comes the chance to give a summary to it. A completion can be hold here. Ask each group to name as many structures as they can. The group who names the most wins the game.

agree to do sth. 同意做某事 like to do sth. 喜欢做某事

begin to do sth. 开始做某事 love to do sth. 喜爱做某事.

choose to do sth. 选择做某事 prefer to do sth. 偏爱做某事

can’t wait to do sth. 迫不及待做某事 prepare to do sth 准备做某事

continue to do sth. 继续做某事 plan to do sth.. 计划做某事

decide to do sth. 决定做某事 remember to do sth. 记住要去做某事

fail to do sth. 失败做某事 start to do sth. 开始做某事

forget to do sth. 忘记去做某事 stop to do sth. 停下来做某事

hate to do sth. 痛恨做某事 seem to do sth. 看起来要做某事

learn to do sth 学习做某事

Invite the students to write the words in their books. And then get them to read the structures one by one.

STEP 4 Completing the dialogue

Ask the students to complete the dialogue on Page 48. Then do some additional exercises to help check if they have grasp it or not.

arrive / buy / let / stay / travel / be / go / see/ take/ visit

A: Please tell Jose that my parents agree to let him stay with us. I hope to see him at the airport.

B: Thank you for allowing Jose to stay with your family. He plans to arrive in Beijing on18th Dec.

He seems to be very excited about the trip. He’d like to visit many places but you don’t have to take him everywhere. He’ll learn to travel by himself.

A. I want to go to some places, too.

B. Don’t forget to take Jose to W. F. J. Street then. He wants to buy some presents for his friends.

STEP 5 Verbs followed by ‘to’

Tell the students that we don’t use ‘to’-infinitives all the time. We don’t use ‘to’ after these verbs. If time permits invite the student to think of more verbs like these.

1.enjoy:Kitty enjoys dancing.

2.let: The teacher lets him read loudly.

3.practise: You should practice speaking often.

4.make: The joke makes me laugh and laugh.

5.help: She often helps me (to) carry water.

STEP 6 Showing you some pictures

‘Well! Next I would like to show you some pictures?’

T: Are they happy?

S: Yes. They enjoyed themselves.

T: Where can we see the photos?

S: On Daniel’s home page.

T: Who taught Daniel to make home pages?

S. Nobody. He taught himself.

Get the students to talk about the pictures above. Then elicit the sentences ‘They enjoyed themselves.’ and ‘He taught himself.’

Get the student to feel the differences between the following sentences:

He taught himself. (‘He’ and ‘Himself’ is the same person.)

He taught him. (‘He’ is one person. ‘Him’ is another. )

In this way, we can help the students to understand that we use reflexive pronouns when the subject and the object are the same person.

STEP 7 Spellings of reflexive pronouns

For weak classes, get the students to focus on the spelling of reflexive pronouns.

Singular Plural

The First Person myself ourselves

The Second Person yourself yourselves

The Third Person himself themselves

herself

itself

Get the students to complete the exercises on Page 49. Check the answers in pairs and then check the answers together.

Get the students to read and act out the dialogue.

STEP 8 Other ways to use reflexive pronouns

Well, of course, there are also many other ways to use reflexive pronouns.

For stronger class, it is good for the teacher to do some summary here.

作表语 Mary is not quite herself today. 玛丽今天身体不好.

That brave boy in the story was myself. 故事里那个勇敢的男孩就是我本人.

作宾语 He cut himself. 他割伤了自己.

Be careful, or you will hurt yourself. 小心, 否则你会伤着自己.

She has to look after herself. 她不得不自己照顾自己.

I looked at myself in the mirror. 我照镜子.

作同位语 Kate herself cooked the meal yesterday. 昨天凯特自己烧了饭.

They will come here themselves. 他们将亲自到这儿来.

You may go and ask the teacher himself. 你可以去问老师本人.

I myself did the work. 我亲自做的这件事.

习惯用法 Help yourself! Help yourselves 你随便吃！你们随便吃！

STEP 9 Doing some additional exercises

Do some additional exercises to check how the students grasp it.

1. Don’t tell me the answer. I’ll work out the problem myself.

2. She is too young to look after herself.

3. Help yourself/yourselves to some meat, please.

4. Lei Feng was always ready to help others, he never thought of himself.

5. It’s a new knife. Be careful not to cut yourself.

6. It’s easy, so you should learn how to teach yourself/yourselves.

7. I didn’t do it for them. They did it themselves.

8. The workers just made the metal tower all by themselves.

9. We need your help because we can’t finish the work on time ourselves.

10. Can you work out the physics problems yourself/yourselves ?

STEP 10 Homework

a. Make summaries about the grammar items in your own ways.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 7: INTEGRATED SKILLS

Teaching Goals

● To infer general meaning from context and key words

● To get the most important information with the help of ‘wh-’ words: why, when, where, what, and how

● To listen to the arrangement in the order of time and locate some detailed information about the activity

● To learn to organize the information obtained from reading and listen, by responding to written text

● To check the accuracy of written text by identifying true and false statements

Teaching Procedures

STEP 1 Words and expressions on matches and competitions

Since this is a trip to the final of the school basketball team, there are a lot of words and expressions on matches and competitions. It is very important to present the words before hand.

Otherwise, it will be difficult for the students when they are listening to the tape.

Get the students to talk about a football competition. (If the students are interested in basketball,

talk about a basketball match.)

Do you like football/ basketball?

Did you watch the world Cup this year? (Yes.)

Which two teams were in the final? (France and Italy.)

Which team won the match?(Italy)

Did you watch the Presentations of Cup and Medals after the match? (Yes, the Italians are crazy

out of joy.)

By the way, are you the supporter of Italy? (Yes./ No. I support Germany.) How many of you are

the supporters of Italy? (Count and get the number. )

(Germany played very well. They won some matches. However, they still couldn’t win the competition.)

Do you cheer for your team? Yes. (smile) How? Can you cheer for them once again?

Let me show you how to cheer! (Come on! Hip, hip, Class1, Class1! Sunshine Secondary!

Two-Four-Six-Eight, Hip, hip hooray! Goal! Goal!)

The teacher cheers and gets the students to imitate. Invite several students to have a try, so as to rouse the interest of the students.

Well! Now if our national team goes to the final, will you go and support? (Yes.)

STEP 2 Designing a poster

And this year the school basketball team of Beijing Sunshine Secondary School is in the final.

They are going to watch the final. Look at page 50. They have designed a poster to ask people to

join the trip to the final. Read and find some important information about the game.

1. Why do they design the poster?

The school basketball team needs support, because it is in the final of the basketball competition.

2. Where is the final?

At South Hill School in Moonlight Town.

3. When will the match take place?

On Sunday, 7th November.

4. What does it want the other students in Sunshine Secondary to do?

To cheer for the team.

(How to cheer for their team? Get the students to cheer.)

5. How will they go there? How much is the bus fare and lunch?

By bus. 10 yuan.

Get the students to read out the poster.

STEP 3 Filling in the blanks while reading the passage

Get the students to fill in the blanks while reading the passage.

Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. (Ask the student to find out the information, underline it in the poster and then use it to fill in the notes.) For weak classes, the teacher can also help the students with some questions. (e.g. At 9:00 a.m. where will they meet, do you know? If not, it doesn't matter, we will know later.)

STEP 4 Listening to the principal’s speech

Play the tape and let the students listen to the principal’s speech twice and at the same time

students try to complete the notes in Part A1, Page 50. As students are listening to the tape for a

second time, the teacher can pause to explain where necessary (e.g. Changing room, go to the

seats)

Ask the students to check the answers in pairs, and then check the answers in class. Do chain

work--- invite the students to report in whole sentences using the first person.

We will meet at the school gate at 9:00 a.m.

At 9:15 a.m. the bus leaves for South Hill School.

At 10:00 a.m. we will arrive at South Hill School. Supporters will go to their seats …. AND SO

ON.

STEP 5 Reading and repeat after the tape

For stronger classes, it is necessary for to play the tape once again and get the students try to read

and repeat.

Give the students 1-2 minutes to prepare. Then get them to report the events as news reporters from the School TV Station. They may look at the notes in Part A1.

Here come the great news! Our school basketball team goes to the final!….

I am … from the School TV Station.

STEP 6 Making up a new dialogue

To cheer for a team, the more people, the better. So the students in Beijing Sunshine Secondary

School are all calling to invite their friends to the final. Ask students to make up a new dialogue

talking about the trip to the final, and then act it out in front of the class.

A: Hello, this is Daniel. Is that John speaking?

B: Hey, Daniel! This is John. (What’s up?)

A: John, our school basketball team is in the final….

STEP 7 Homework

a. Write down the dialogue you have made up in class into your exercise books.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 8: SPEAK UP & STUDY SKILLS

Teaching Objectives

● To recognize key expressions for making suggestions and arrangements

● To develop the ability to respond to suggestions with new information as well as the ability to state disadvantages and express reservations

● To tell the sentences how to state facts from the sentences that express one’s opinions

● To introduce the use of register to students

Teaching Procedures

STEP 1 Revisiting the places of interest

Revisit the places of interest in Beijing as well as the places in Nanjing. Show students the pictures of different places and get them to talk about cost, distance and activities there. It is good to introduce the places using pictures, especial the two places we haven’t mentioned before: Temple of heaven and Beijing Amusement Park.

Encourage the students to express what they themselves think of a place. Of course, it is necessary for them to give some simple reasons.

STEP 2 Listening to the tape and finding the answers

Tell the students the context of the dialogue: Daniel and Kitty are planning a big day out for Linda.

Get the students to listen to the tape and find the answers to the following questions:

Why won’t they go to the Great Wall?

Linda went there yesterday.

Why won’t they go to the Palace Museum?

It is too expensive.

Where will they go? Xkb1.com

They will go to the Temple of the Heaven and Beijing Amusement Park.

What will they do in Beijing Amusement park?

They will play hide-and-seek.

STEP 3 Reading the dialogue

Get the students to read the dialogue and then give the students 3-4 minutes for the students to practice in pairs. Encourage students to memorize the dialogue and then role-play it. Remind the students that they can use the questions to help them.

STEP 4 Underlining the sentences

Ask the students to underline the sentences that make suggestions. Then give a summary to the

sentence patterns that make suggestions.

1. Shall we… ? 2. Let’s … ( shall we ) ? 3. What / How about doing …. ?

4. Why not you do sth. ? 5. Why don’t you do sth. ? 6. You’d better do sth.

7. It’s best to do sth. 8. You need to do sth .

STEP 5 Responding with reservations

It is also important for the students to learn to respond with reservations. Therefore, it is very

important for the teachers to get the students focus on the following sentences:

I’m afraid that’s

not a good idea….(reasons)

That’s a good idea, but ….

Tell the students that it is very important for them to be polite and try to put himself / herself

across.

STEP 6 Making up one’s own dialogues

Invite the students to make up their own dialogues. For weak students, they are only needed to do

some substitute work. For able students, it is very important to encourage them to have a

brand-new dialogue. They can use their own language to make suggestions and arrangements. STEP 7 Starting with the end of the students’ dialogue

This step start with the end of the students dialogue. Talk about the place the students plan to visit,

and then elicit the following sentences.

Xuanwu Lake Park is a beautiful park in Nanjing.

It is the most beautiful park in China.

Get the students to discuss which sentence is true. They may find the first sentence is true.

However, for the second sentence, they may have different ideas. So it comes the chance for the

teacher to explain that the first sentence talks about something that is true. It is a fact. However,

the second sentence is only what the writer thinks (Other people may not think so. And it may or

may not be true. ) It’s an opinion.

For more practice, the teacher can start a discussion by showing a picture of a place interest and

ask the students to give some facts about it or their opinions about it.

It is also possible for students to talk about their school. Let them say some facts about the school;

and express some personal opinions.

STEP 8 Showing the example sentences

(Books Closed) Show the example sentences on Page 52 to the students one by one. Ask them to judge whether they are facts or opinions.

STEP 9 Finishing the exercises on Page 52

Students finish the exercises on Page 52. Try to tell the sentences of facts from opinions. Get the students to check the answers in pairs.

Get the students to read the sentence aloud. These sentences are very important in the unit. It is not only help the learn facts or opinions, but also offer the students a lot more information about the World Park. Therefore, it is tightly connected to the topic of the unit.

There are three wonderful sentences that I think students can use in their own writing.

It is 467,000 square meters in area.

The great wall is the most wonderful place to visit.

It is the most interesting place in the world.

STEP 10 Writing down at least 5 sentences

Ask the students to choose one place to write down at least 5 sentences talking about facts or opinions. Then divide the class into two groups. One group says a sentence, and the other group tells it is a fact or an opinion.

STEP 11 Homework

Finish off the exercises in the two books.

PERIOD 9: MAIN TASK

Teaching Objectives

● To understand the structure of a letter and learn to write a letter inviting friends to go out for a trip

● To develop students’ ability to collect and organize information

● To organize one’s own invitation letter with the help of the questions and the sample letter

Teaching Procedures

STEP 1 Warming up 新课 标第 一网

Bring in a map of Nanjing and say to my students, ‘My cousin from Britain will come to Nanjing. He will stay in Nanjing for only one day. So I am planning a day out with him. However I don’t have any ideas. You live in Nanjing, so you must know a lot interesting places in Nanjing. Can you help me?

First, please help me to think of some places to go. As the students are naming the places, the teacher put these names down on the board. (By the way, students may mention a lot (maybe too many) of places. Don’t worry. Encourage them to give the reasons. And this will provide able students with a lot more information.)

Invite the students to give some ideas about what we can do there.

STEP 2 Choosing places

Say that ‘We don’t have time to visit so many places. So you’d better choose some for us.’

After the students helped me decide where to go, guide students to figure out the route and how to go. (Tell them where we will set out before hand.)

STEP 3 Making a plan for a day out

Ask students to open the books. And look at Part B. Tell them, ‘These questions can help us to plan a day out. Let’s see what we have already covered.’ Give the students a little time for them to find the answers.

Where: make a list of places of interest for you to visit.

What: Write down the activities you can do at each place.

How : Find out how to get and the fare.

Get the students to focus on how to make a plan for a day out. Get the students to discuss the following questions. Invite them to help me make the plan and then get them to work out the cost of the trip per person, including the tickets, transport fare and lunch.

What time do you want to start your trip?

How long is the trip?

How much time do you want to spend at each place?

When and where will you have lunch?

What time do you want to return home?

STEP 4 Organizing the information into sentences

Say ‘Kitty and Daniel are planning a big day out for Linda. Let’s read their plan.’ Invite the students to organize the information into sentences and then speak them out one student by another.

They will meet at 7 at Sunshine Underground Station and then that the underground to the center of Beijing.

At 8, we will take a bus in the center of Biejingto the Palace Museum. They will visit the museum there.

At about 11, they are going to walk Beihai Park. They will go bating then have lunch there. At about 1:00 they will take a bus to Tian’anmen square.

They will arrive at Tian’anmen Square at about 1:30. They will see the Monument to People’s Heroes and visit the People’s Great Hall. It is great to see the biggest city square in the world. At 4:30, they will take a bus to Wangfujing street.

They will go shopping in Wangfujing Street and then take the bus to Beijing Underground Station.

At 6:30, they will take the underground and go back to Sunshine Town.

STEP 5 Writing an invitation letter

Tell the students that Daniel and Kitty also want their classmates to go on the trip, too. They wrote an invitation letter to ask their friends to come.

Get the students to complete the letter. For stronger classes, let the students do it all by themselves and then check the answer in pairs and then check the answers in class. For weaker classes, help the students to identify the missing information one by one. Then ask then to fill in the blanks in groups of 3-4.

Read the letter and find out what they write in the letter and how they persuade their friends.

Direct students’ attention to the different parts of the letter. Ask students to cover the prompts on the left. The teacher writes down the label of different part of the letter on the board and then get the students to match them with the right part of Daniel and Kitty’s letter.

STEP 6 Organizing the information into a passage

As we have talked a lot about places to visit, it comes the time for the students to organize the information into a passage.

Divide the students into groups of 4-5. Ask them to design a route for their group and then make a detailed plan and write a letter. Encourage the more able students to make their more persuasive by including opinions about what they are likely to enjoy and how much.

For less able students, it is OK for them only do some substitution work. They only need to go through Kitty and Daniel’s article and locate the information that they can replace with their own ideas.

(Before the students start to write their own article tell them about the importance of predating the information as clearly and accurately. They also need to organize their article in a very clear and logical way.)

Encourage the students to read and check each other’s article for spelling and grammatical mistakes.

STEP 7 Reading the article to the class

Get the students to read their article to the class and see how many people would like to go with them. The group that gets more supporters wins the competition. (Well, tell the students that they can support more than one group and they can put up their hand if they think the plan is attractive or fun.)

After we have worked out the plan, we still can continue the activity by writing a reply to the invitation letter they like best.

STEP 8 Homework

Finish off the exercises in the books. Write an invitation letter for your own trip.

PERIOD 10 CHECKOUT

Teaching Goals

● To go through the whole unit to check if they know the topic very well

● To know how to write letters of invitation

● To assess students’ use of Grammar in this unit, including the use of joining words ‘and’, ‘but ’and ‘or’, reflexive pronouns and verbs+ ‘to’-infinitives

Teaching Procedures

STEP 1 Recalling the places that we have covered in the unit

Remind of the students of the topic of this unit ‘A day out’. Help them to recall the places that we have covered in the unit. Put the places into two columns on the board:

PLACES IN THE WORLD PLACES IN BEIJING

the White House (Washington,USA) The Word Park

the Effiel Tower & the River Seine (Paris, France) The Great Wall

the Opera House & the Harbour Bridge(Syd., Aus.) The Palace Museum

The Pyramids The Summer Palace

There are much more place to be mentioned, but I’d like to focus on the place that we have come across recently. Tian’anmen Square

Wangfujing Street

Laoshe Tea House

Beihai Park

Get the students to talk about these places. Encourage them to talk about what they can do there.

STEP 2 Talking about Linda’s trip to the world park

Elicit the World Park, and then get them to talk about Linda’s trip to the world park.

Get the students to retell the text by following the route (on the city road, on the high way, at the gate of the Park, inside the park). Students should focus on the following questions:

What do they do?

What do they see?

How do they feel?

STEP 3 Talking about Daniel and Kitty’s plan

Get them to talk about Daniel and Kitty’s plan for a day out. (Please refer to Main Task part in this unit.)

STEP 4 Using as many verbs as possible

Ask the students where they plan to go this Sunday. Elicit the use of ‘to’- infinitives. Encourage the students to use as many verbs as possible.

I plan to go to Zhong Shan Ling. I want to go to …. I decide to go to….

I would like to go to…. I prefer to go to…

Encourage the students to give their reasons. Encourage them to use ‘and’, ‘but’ and ‘or’ to join sentences.

STEP 5 Revising the use of Reflexive Pronouns

Remind the students that if they go out for a trip, they should take good care of themselves. In this way, get the student to revise the use of Reflexive Pronouns.

We should take good care of ourselves.

They should be careful and won’t hurt themselves.

He is enjoying himself visiting the palace museum.

Linda is hiding herself behind the rocks. You go and see yourself.

Do some additional exercises.

1. Help _________ to some fish, Lily and Lucy.

2. The family didn’t hurt _________. Thank goodness.

3. ---Open the door for the dog. ---No, it can open it by ________.

4. ---Shall I help you with the heavy work? ---No, thanks. I can do it ________.

5. Did you enjoy __________ at the party last night?

6. The child is not old enough to dress__________.

7. The problem is easy. You can do it all by _________.

8. Who taught ________ to write? He learned all by_________.

9. Who helped _______ to read? Nobody. She taught_________.

10. John fell off _______ bike. Did he hurt________

STEP 6 Completing the conversation

Tell the students that Simon is talking to Linda on the phone about the basket final. And then get them to complete the conversation.

Let the students check the answers in pairs. And then check in the class.

Get the students to read the dialogue aloud together or in roles.

STEP 7 Finishing the words puzzle part

Get the students to finish the words puzzle part. Then check it in the class. For weaker classes, the teacher better reads the English explanations one by one and helps them to think of the words. For stronger classes, just let the students do it by themselves.

STEP 8 Homework

Finish off the exercises in the books and get ready for the test.

a. Finish off the exercises in the Evaluation Handbook and Learning English.

b. Read through the whole unit and get ready for the test.

篇8：UNIT TWO PART ONE: TEACHING DESIGN (译林牛津版八年级英语上册教案教学设计)

第一部分：教学设计

Unit Objectives

● To get the students to understand the difference between British/ American English

● To learn how to use ‘more…than’, ‘fewer...than’ and ‘less … than’ to compare amounts

● To learn to use ‘the same as ’and ‘different from’ t

● To develop the ability of listening, speaking, reading and writing

LANGUAGE POINTS AND FOCUS

VOCABULARY British, lift, post, eraser, fall, math, movies, mixed, subject, sew, myself, tasty, even, practice, hero, close, taste, article, art, geography, language, PE, science, useful, unimportant, useless, unpopular, point, least, health, able, tonight, monkey, finish, table tennis, tennis, chess, hall, pop, court, paper clip (四会) soccer, softball, senior, admire, online, timetable, length, baseball, (三会) elevator, Home Economics, guy, buddy, summertime, drama, ideal (二会)

EXPRESSIONS A mixed school, how to cook and sew, how to do thing for oneself, cook healthy and tasty meals, as well, driving lessons, drive to, twice a week, help sb. with sth., listen to one’s problem, more… than, fewer.. than, less… than, the most…, the fewest…, the least…, the same as, be different from, half an hour of homework, go on a school trip.

USEFUL SENTENCE PATTERNS It takes less time than taking the bus.

I spend a lot of time practicing.

We always have a great time talking to each other.

Chinese students have more weeks off in the summertime than British students.

British Students spend less time doing their homework than Chinese students.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

Teaching Objectives

● To introduce vocabulary used in British English and American English

● To make sure that students can tell British English from American English

● To sort out vocabulary in two categories: British and American English

● To introduce the topic ‘School Life’ to students

● To make sure that they can start to compare different school lives in different countries

Teaching Procedures

STEP 1 Showing a world map

Get the students to know the English-speaking countries around the world, by showing a world

map to them. Meanwhile write the name of different English-speaking countries in the world.

STEP 2 Matching the two words that refer to the same things

Tell the students that people use different words to talk about the same things. Ask the students to

open their book and match the two words that refer to the same things. P23

Get the students to read these words syllable by syllable to help them remember it.

STEP 3 Doing Part B on page 19

Get the students to finish doing Part B on page 19. Show the pictures and ask the students to speak out both the British and American words out loudly.

STEP 4 Working in groups

Divide the whole class into two groups. Tell the first group is now studying in a British school and

the second group is in American school. Show more pictures and get the students to talk about it.

1.Our school is clean and tidy. We never drop things carelessly, because it is easy to find a dustbin in our school.

2.When we make mistakes in our homework, we need a/an earserto help correct them.

3. We often/ seldom play American football after school.

4.The autumn of our school is very beautiful. Tree leaves turn yellow or red.

STEP 5 Guessing what they are talking about?

Picture talking

Play the tape for the students to listen and find out the answer to the questions.

Get the students to read and feel the humor here. (In fact, Eddie has no idea what school is like

and why people need to got to school. However, he still thinks dogs are clever. )

Practice the dialogue in pairs and act out the dialogue in front of the class.

Encourage the students to add something to make the dialogue funnier and more interesting.

Teachers should give some comments and praise the groups for their acting and creativeness.

STEP 6 Talking about the sentences

Talking about the following two sentences:

We are smarter than people There are fewer advertisements.

What is school like? It’s like watching TV.

STEP 7 Giving some reasons for your ideas

Eddie thinks school life is like watching TV. What do you think of our school life? Encourage the

students to give some reasons for their ideas by offering a sentence pattern on the black board.

I think my school life is ______________, because it / we _______________.

It is very necessary for our teacher to lead the students to talk about the brighter side for the kid to

develop a active attitude towards school life as well as to study.

STEP 8 Homework

a. Try to find more information about the differences between British and American English.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 2: READING I

Teaching Objectives

● To guess general meaning from pictures and keywords

● To understand feelings and opinions

● To identify specific information about school life.

● To Learn about the lives in a British school and an American school

Teaching Procedures

STEP 1 Introducing words with different spelling

Use the following table tointroduce words with different spelling.

British English American English

favourite, colour favorite, color

center, theatre center, theater

Traveler traveller

Cheque check

Practise (v.) licence (n.) Practice (v.) license(n.)

STEP 2 Finding differences

Tell the students that the differences not only lie in the language. There are also some differences between different schools. And ask them to open the books and read the passage to find differences and try to fill in the table.

Life in a British school Life in an American school

Grade In year 8 in 9th grade

Special lessons Have Home Economics have driving lessons

Special Activities Have a reading week play softball/go to a buddy club

What else? Near the end of class we can talk to our friends about books. During lunchtime, we have a great time talking to each other.

STEP 3 Finishing Part C2

Get the students to finish Part C2 on page 26. Get the students to talk about Home Economics, Reading week, Buddy Club etc.

STEP 4 Reading the passages

Get the students to read the passages and then finish Part C1 on page 26. Ask the students to correct the sentences if it is not right.

STEP 5 Reading for information

Get the students to read for more specific information and answer the following questions.

PASSAGE A

1. Where is Woodland School? (In British. In England. Near London.)

2. Is it a mixed school? (Yes, it is.)

3. What is a mixed school? (Boys and girls can have lessons together.)

Is your school a mixed school? Yes.

4. Is John’s favorite subject Home Economics? (Yes, it is. )

5. Why does he like Home Economics?

(Because he can learn how to cook and sew. He can learn how to cook healthy and tasty food and how to do things for himself.)

6. Did he know how to cook and sew before he came to this school?

7. What do they do during the reading week?

After this, get the students to read the whole passage aloud together. This may help to know how the students grasp the passages.

PASSAGE B

1. Where does Nancy study? (She studies at Rocky Mountain high school.)

2. Why does Nancy’s brother take her to school by car? (Because it’s faster than taking the bus.)

3. How often does she play softball?(Twice a week.)

4. Where does she go every Monday? (She goes to the Buddy Club.)

5. What do they do in the Buddy Club?

(Older students help new students to learn all about the new school.

They also help them with their homework and listen to their problems.)

6. What do they usually do at lunchtime?(They always have a great time talking to each other.)

Get them to read the passage aloud and then do the exercise in Part B2.

Get the students to read aloud the conversation.

STEP 7 Homework

Read the passages three times.

Finish off the exercise in the Evaluation Handbook and Learning English.

PERIOD 3: READING II

Teaching Objectives

● To understand the structure of each passage

● To recite the passages

● To use the sentences in the passage to talk or write about school lives

● To focus on the language points

Teaching Procedures

Step 1 Reading aloud the passages

Get the students to read aloud the passages one by one.

Step 2 Showing the logos

Get the students to talk about the school life in a British school and in an American school.

What is special about the school life of Woodland School?Home economics Reading week

What is special about the Rocky Mountain School?

Driving lessons Softball/ Buddy Club At lunchtime/ After school,…

Step 3 Reading the passages and speaking out the details

Home Economics

Learn how to cook and sew / how to cook healthy and tasty food

Read any books from the school library

He drives me to school. / It’s great because it’s faster than taking the bus.

Softball I spend a lot of time practicing.

Buddy Club

She helps me learn all about my new school.

She helps me with my homework and listens to my problems.

At lunchtime

We have a great time talking to each other

With the help of the structure, it may be easier for the students to understand and recite the text.

With the help of the structure, it may be easier for the students to understand and recite the text.

Step 4 Reading through the passages and explaining the language points

Get the students to read through the passages and explain the language points.

Phrases:

1. a mixed school

2. favorite subject

3. how to cook and sew

4. how to do things for myself

5. how to cook healthy and tasty meals

6. have a reading week

7. bring in books and magazines

8. talk to sb. about our books

9. as well

10. have driving lessons

11. drive sb. to school

12. twice a week

13. during lunchtime

14. have a great time doing

1. We can even bring in books and magazines from home.

2. We have to tell our English teacher what we are reading.

3. We want to read all our friends’ books as well.

4. This is great because it takes less time than taking the bus.

5. I spend a lot of time practicing.

6. We always have a great time talking to each other.

Step 5 Doing some consolidate exercises

1. 看！他们正很开心地玩着篮球呢?

2. Look! They are having a great time playing basketball.

3. 南希花了很多的时间在打垒球上。Nancy spends a lot of time playing softball.

4. 我不会料理自己的事情。I can’t do things for myself.

5. 乘出租车比乘公共汽车要节省时间。Taking a taxi takes less time than taking a bus.

6. 他是为好作家，也是为好老师。 He is a good writer. He is a good teacher as well.

Step 6 Talking about your school lives

Get the students to talk about their school lives.

I like/ enjoy/ love my school life , because / when….

Step 7 Homework

a. Try to recite the text and write about your own school life.

b. Finish off the exercise in the Evaluation Handbook and learning English.

PERIOD 4: VOCABULARY

Teaching Objectives

● To recognize and use nouns and noun phrases to identify school subjects

● To introduce new adjectives and revise adjectives to express opinions

● To use adjectives to form opposites

● To encourage the students to talk about the subjects,

Teaching Procedures

STEP 1 Giving a very general revision

Get the students to talk about the special subjects in British and American schools.

Encourage the students to follow these two aspects:

What can we learn in the subject? How do you like the subject? Why?

We can learn about how to cook and sew in Home Economics. I like it very much, because I think it’s useful. Now I can cook healthy and tasty food and I can do a lot of things for myself, too.

STEP 2 Naming the subjects

Get the students to name the subjects that they have at school and write the names on the blackboard. Help students expand their active vocabulary about school subjects.

Languages: Chinese, French, Russian, English, and Japanese

Math, History, Geography, Science, art

PE---( PE is the short form for Physical Education)

Home Economics , Computer studies ( the plural form of the words here)

Art and Design, Biology, Chemistry, Music Physics

Get the students to read the words on the blackboard loudly.

STEP 3 Finishing Part A on Page 23

Get the students to finish Part A on Page 23. Match pictures with correct subjects.

Questions:

What will you do in English class?

What can you do in Geography class?

We can learn about different countries, seas, rivers, etc. of the world.

Art --- You can draw or paint pictures.

Languages---We can learn to speak different languages.

History--- We learn about the past.

Computer studies---We can learn to use the computer.

PE--- We do a lot of physical exercise.

Home economics---We can learn to cook and sew.

Science---We can learn about the natural world through experiments.

(Put it very clearly that Science including Physics and Chemistry etc. )

STEP 4 Designing an English Lesson Table

work in groups and get them to report the lessons they have from Monday to Friday.

The following sentences can be given to the students and help them to organize their report.

Hi, I’m a student in _________ school. We are very busy from Monday to Friday. On Monday, we have ….

STEP 5 Which subjects are your favorites?

. And encourage them to speak out their favourit lessons and the reasons.

Do you like all of the subjects?

(Yes. They are all very interesting. I can learn a lot from them.)

No. I only like some of them. Some of them are interesting. Some are boring. ….)

What is your favorite subject? Why?

I like Science best, because it helps me to know the world around me better.

STEP 6 Finding the opposites of the adjectives

Pointing at the adjectives written on the blackboard and find the opposites of the adjectives..

important, unimportant; useful, useless; popular, unpopular; easy, difficult; interesting, boring

Point out that two adjectives are introduced, one is using the prefix ‘un-’ and the other using the suffix ‘-less’.

happy, unhappy; healthy, unhealthy; careful, careless; comfortable, uncomfortable

Get the students to read the adjectives on the blackboard and then encourage them to use these words to talk about the subjects.

Do some consolidate exercises as a summary.

STEP 7 Homework

a. Write about your favorite subject and speak out your reasons.

b. Finish off the exercises in the Evaluation Handbook and learning English.

PERIOD 5: GRAMMAR I

Teaching Objectives

● To compare the amount of two thing, using ‘fewer…than…and ‘less… than…’

● To develop some general ideas about each other’s ability.

Teaching Procedures

Step 1 Revision

Get the students to talk about the school lives in American and British schools.

What subjects does John/Nancy have at his school? What did they do during their free time?

Step 2 Looking ahead

In Unit One (8a), we have learned how to compare two things or more. Most adjectives are used after a linking verb. In Unit Two, we will learn to talk about the amount of two things or more. It is the comparative and superlative use of adjectives that are used before nouns. more……than比……多可数和不可数

fewer……than比……少 可数 less……than 比……少 不可数

Step 3 Showing the pictures

Picture A:Millie has more flowers than Amy.Amy has fewer flowers than Millie.

Picture B: Daniel has fewer CDs than Kitty. Kitty has more CDs than Daniel.

Picture C:Simon has less orange juice than Sandy.Sandy has more orange juice than Simon.

Step 4 Talking about thins

Get some things from the students and talk about them within a real situation.

Sam has more pencils than John in his pencil-case.

Helen has fewer books than Jimmy on the desk.

Talk about pocket money.

Judy has less pocket money than Lucy. Lucy spends less money on books than Judy.

Talk about free time.

Sam spends more time playing computer games than John.

Leta spends less time watching TV than Tommy.

make it more clearly that ‘less… than’ is used with uncountable nouns, ‘fewer…than’ with countable nouns and ‘more …than’ with both countable and uncountable nouns. )

Step 5 Comparing in pairs

Get the students to compare John’s l, Nancy’s l and Daniel’s school in pairs. (Part A1)

Nancy studies fewer subjects than John. John studies fewer subjects than Daniel.

Nancy joins more clubs than John.John joins fewer clubs than Daniel.

John joins fewer clubs that Nancy. Nancy has more free time than John.

John has more free time than Daniel. John has less free time than Nancy.

Daniel has less time than John.

Step 6 Talking about the school life

Get the students to talk about their school life by asking questions about subjects and the activities they do at school. Encourage the students to put down the information in the last column of the table. (Part A2)

How many subjects do we have? What are they?

What do you do at school, when you are free?

How much free time do you enjoy?How long do you spend doing your homework?

Get the students to compare their own information with Nancy’s , John’s and Daniels school.

We have too much homework to do. So we have less free time than John and Nancy.

We have more subjects than Nancy.

Step 7 Finishing Part A3

Get the students to finish Part A3. T

Judy enjoys reading books. She reads more books than we do. She spends more money on books than we do.

Tommy doesn’t like ball games . He spends less time playing football than we do.

Step 8 Homework

Go over what we learned today and finish off the exercises in the books.

PERIOD 6: GRAMMAR II

Teaching Objectives

● To compare the amount of more than two things, using ‘the most’ for the largest amount and ‘the fewest’ ‘the least’ for the smallest amount.

● To make comparison using ‘the same as’ and ‘different from’.

Teaching Procedures

Step 1 Starting by checking learning

Last period, we learned how to compare two things. Now let me check if you have grasped it very well.

Jane has 2 hours of free time. Daniel has 3 hours of free time.

Jane has less free time than Daniel= Daniel has more free time than Jane.

Annie dances for 2 hours every day. Laura dances 1 hour every day.

Annie spends more hours dancing than Laura.

= Laura spends less time dancing the Annie.

Step 2 Talking about the different schools

Ask the students to open their books and turn to P 28. Encourage the students to talk about the different schools. This time the students are hoped to compare not only two schools, but also all the schools.

Teachers can use the following questions to guide the students.

Which school has the most subjects? Which school has the fewest?

Who joins the most clubs? Who joins the fewest?

Who enjoys the most free time? Who enjoys the least?

Get the students to finish Part B1, Page 29. Check the answers.

Write the phrases on the blackboard and explain their meanings to the students.

MEANINGS NOUNS

the most 最多的 可数和不可数

the fewest 最少的 可数

the least 最少的 不可数

Step 3 Showing the pictures

Show the pictures on P 29 one by one. Get the students to talk about them.

Picture A: Picture B

Amy scored the most points . Daniel has the most money .

Simon scored the fewest points . Kitty has the least money .

Step 4 Finishing the exercises in Part B2

Get the students to finish the exercises in Part B2, Page 29.

Encourage the students to make more sentences by comparing the three pictures.

Millie has the most tomatoes. Kitty has the most juice.

Daniel has the most rice. Daniel has the fewest eggs. Daniel have the most bananas.

Step 5 Finishing the exercises in Part B3

Get the students to finish the exercises in Part B3. (While doing the exercises the students must pay special attention to nouns. They are hoped to tell uncountable nouns from countable one, and then use ‘the most’ ‘the fewest’ with countable nouns and ‘the most’ ‘the least’ with uncountable nouns. )

Invite the students to check the answers each other.

Step 6 Making a summary

Up till now, we have learned how to compare two things or more. It’s the time to make a summary.

Nouns TWO THINGS TWO THINGS OR MORE

可数和不可数 more…than (比……多) the most(最多的)

可数 fewer…than(比……少) the fewest(最少的)

不可数 less…than(比……少) the least(最少的)

Invite the students to finish the exercises in Pare B4, Page 30.

Check the answers.

Step 7 Informing the students

Inform the students that we can make another kind of comparison using ‘the same as’ and ‘different from’.

Step 8 Showing real objects

The teacher can help the students to understand this by showing real objects.

Get two pencil-cases and say:

A’s pencil-case is different from B’s. Pencil A is the same as Pencil B

(Keep doing this so as to make most of the students speak and understand the structures very well.)

Invite the students to talk about their school uniform.

A’s uniform is the same as B’s. Girls’ uniforms are different form the boys’.

(The topic of the uniform may arouse the interest of the students. If time permits, do a very quick class survey about whether students like their school uniform. Talks about the details about the uniform and questions about whether their like it or not. )

Step 9 Showing the pictures in Part C

Show the pictures in Part C. Talking about Simon’s uniform, Daniel’s uniform and John’s uniform. It is easy for the students to come to the following sentences.

Daniel’s uniform is the same as Simon’s.Daniel’s uniform is different from John’s.

Remind the students that Daniel and Simon go to the same school. However, John goes to woodland school. Can your guess about their trousers? Are they the same or different?

Daniel’s trousers are the same as Simon’s. Daniel’s trousers are different form John’s.

Step 10 Do part of C1

Do part of C1. First get the students to look at the pictures. Put it clear that Millie and Simon are from Beijing Sunshine School. And Tina and John are form woodland school. Get the students to complete Part C1 and then check the answers. Do Part C2 and check the answers.

Step 11 Homework

Go over what we learned today. Finish the exercises in the books.

PERIOD 7: INTERGRATED SKILLS

Teaching Objectives新课标第一网

● To listen to the tape for specific information that they need to complete a table

● To help the students develop the ability to recognize the keywords and grasp the main points of a listening material

● To develop the ability to organize the information they get through listening

Teaching Procedure

Step 1 Talking about the three schools

Get the students to talk about the three schools. Encourage them to speak out as much information as possible.

Step 2 Introducing the story line

Introduce the story line by reading through and explaining the instruction words of part A. Go through the table carefully and explain some of the words, for example, ‘Length of summer holiday’ ‘Time spent on homework every day’. The students must be clear about what they should get while listening.

Step 3 Playing the tape

Play the tape and get the students to listen carefully for the information the needed. The students are hoped to speak out the information using whole sentences.

There are 1,800 students and 80 teachers in Beijing Sunshine School.

There are 46 teachers in Woodland school.

There are 28 classrooms in Woodland School.

They have a 6-week holiday in summertime./ students have 6 weeks off in summertime.

Divide the whole class into three groups. Each group will focus on talking about one school respectively. They are hoped to talk about the schools, by transforming the phrases in Part A1 into sentences. If it is necessary, write the following sentences patterns on the board to help them organize their idea and make the report more fluently. Encourage the students to make comparisons between or among schools.

At Beijing Sunshine School Secondary School/ Woodland School/ Rocky mountain School High School, there are….

At…, students have …holiday.

At…, students spend …on homework/ doing homework.

At…, students wear….

At…, students go to….

…has more/ fewer/the most/ the fewest…

At …, students have more/ fewer/ the most/ the fewest week off …

At…, students spend more/ less/the least/ the most time doing homework.

Step 4 Finishing Part A2

Get the students to finish Part A2, Page 32. Tell the students that ‘Daniel is comparing his school to Woodland School and Rocky Mountain High School. Looking at table in Part A1 and help Daniel to complete his article.

Ask the students to check the answers for each other. Then get the students to read the sentence out one by one.

Step 5 Explaining some of the sentences

Explain some of the sentences to the students, because these sentences are really important to talk about different school lives.

Chinese students have more weeks off in the summertime than British students. (‘Off ’ is part of the phrasal verb ‘have/take (a period of time) off’/ ‘be off’. It means ‘to be away from work or school for a period of time’. Here, it means students in China have a longer summer holiday than British students.)

British Students spend less time doing their homework than Chinese students.

Students at Rocky Mountain High School do not wear uniforms and do not do morning exercises.

Step 7 Reading sentences outwww.xkb1.com

Write down some sentences about three schools on pieces of papers and get some of the students to read them out while the other students guess which school is he/she from.

I spend the most time doing homework.

Step 8 Finishing the exercises in Part A3

Get the students to finish the exercises in Part A3. And then check the answers. (For weaker class, the teacher may put it more clearly that Nancy is from Rocky Mountain School in America, John is from Woodland School in England and Daniel is from Beijing Sunshine School in China.)

Help the students to get the answers by asking questions.

Who am I? Which school am I from? Which countries am I from?

Step 9 Translating the following sentences

Get the students to translate the following sentences. Once again help the students to focus on some important sentences patterns and consolidate it.

1. 我们学校夏日放假星期比丹尼尔学校少。

2. 你校校服与我校服不同。

3. 我们学校学生最多

4. 我们学校老师比他们学校老师多（得多）。（提高题）

5. 他们学校花园里的花和我们学校花园里的花很相象。

Step 10 Homework

Encourage the students to find the information about their own school. Ask them to compare the school between British Schools and American Schools.

PERIOD 8: SPEAK UP AND PRONUCIATION

Teaching Objectives

● To talk our school and then make comparisons to Woodland School and Rocky Mountain High School.

● To develop fluency in asking and answering questions about schools

● To develop interactive skills by responding appropriately

● To recognize and use intonation patterns

Teaching procedures

Step 1 Talking about our own school

Get the students to talk about their own school. Ask them to fill in the following table. The teacher can help the students by asking them some questions.

Number of students Number of teachers Length of summer holiday Number of classes Number of students in a class

3,100 260 7 weeks 63 45

Computer studies P.E. Music Art Self-study

1 2 1 1 3

How many Grade 8 Class are there in your school?

There are 7 Grade 8 classes.

Step 2 Listening and finding out answers

Tell the students that John and Daniel are talking about their schools. Ask them to listen to the tape and find out what they are talking about? Ask the students to remember the questions:

How many Grade 8 classes are there at your school?

How many classmates do you have?

How many Computer Studies lessons do you have each week?

The bold-faced words are the key words.

Get the students to read the dialogue in roles and then invite the students to practice the dialogue and try to remember it.

Step 3 Making up your own dialogues

Show the table in step 1 to the students and ask them to make up their own dialogues. Invite several pairs of the students to present their dialogues in front of the class.

Step 4 Making our voice rise at the end of a sentence

Say ‘Wow! A wonderful job! I am really surprised that you can do so wonderful a job.’

Tell the students that we can make our voice rise at the end of a sentence to show surprise. Explain the meaning of the word ‘surprise’.

Step 5 Talking about pictures

Show the picture on Page 34 to the students. Get the students to talk about it by asking some questions.

What happen to the girl? (Her hurt her leg!)

What does she have to do?( He has to stay at home/ in hospital.)

Do you think she can play basketball and football? (No, she can’t.)

Books closed and listen to the dialogue focus on the intonation. Play the recording once again and pause for the students to imitate.

Books open and get the students to read the dialogue pay special attention to the intonation. Encourage the students to locate the words that cause surprise (‘hurt her leg’ ‘for a month’ ‘for three months’)

Encourage the students to act out the dialogue, showing surprise not only through the intonation but also some non-lingual approaches. Encourage them to feel rather than imitate.

Step 6 Listening and drawing

‘Let’s come to more sentences showing surprise.’ Play the tape of Part B, Page 34. First play the tape for the students to listen and repeat, and then encourage them to drawing rising and falling arrows to show the intonation. Encourage students to make some amusing or unusual statements to create a fun atmosphere in the classroom.

Step 7 Putting a rising tone at the end of the sentences

Write some sentences on the blackboard and get the students to read it. And then put a rising tone at the end of the sentences that show surprise.

1. I scored ninety points. Ninety points! Wow!

2. I have a new computer.

A new computer! You bought one a month ago.

3. My brother can’t swim. He can’t swim He’s 15!

4. I lost my toy train. Don’t worry. We’ll buy another one.

5. I broke Mum’s favourite glass. You broke it?

6. There’s not school today. Yes, I know. A snowstorm’s coming

Steps 8 Thinking of something untrue or strange

Encourage the students to think of something untrue or strange and make sentences.

John has 8 brothers and sisters. (8 brothers and sisters/8!)

John got full mark in the test. (Full mark!)

My dog can play football. (Play football!)

Look! It’s snowing. I’m going to the Moon tomorrow. (The Moon.)

Get pairs of partners to speak out their sentence or sentences in the front. Give some comments. We can check from the following aspects.

1. If the students using rising voice on response to a surprising statement.

2. Whether the students speak out the sentence or just read it out. Does he or she look at his or her audience/ classmates.

3. If they can use the proper intonation at the end of a statement.

4. If students made up their own statements.

Step 9 Homework

a. Go on talking about our school with your classmates.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 9: MAIN TASK

Teaching Objectives

● To organize the factual details of their school into a passage

● To talk about their likes and dislikes about their school now

● To develop the ability to organize their ideas through reading a sample article

● To write an article about your ideal school

Teaching Procedures

Step 1 Filling in the questionnaire in Part A

Invite the students to fill in the questionnaire in Part A, on Page 35. Then Go through the questions one by one and focus on what they like or dislike about their school. Organize a discussion and encourage the students speak out as many proper reasons as possible.

(Well, here I would like to give some hints to the students by offering some ideas. Remember it is the best for the students to speak out their own ideas. The teacher is just here to make summaries. )

＊What time does your school day start? Do you think it is too early or too late?

At 7:10, I think it is too early, because we can’t get enough sleep if we have to get up early in the morning. / We have a lot of homework to do at night, and we need to get enough sleep, too.

＊What time does your school day finish? Do you think it is too early or too late?

At 5:30 p.m. I think it is too late. Because it is hard for us to have enough time to do sports. / I think after-school activities are very necessary. It helps students to get along with each and keep healthy. So I think school should end earlier and offer the students more time for after-school activities.

＊How long is your lunchtime?

It’s about 1.5 or 2 hours. I think it is OK! It takes us about 20 minutes to have lunch. Then we still get more than one hour to chat with my friends and classmates. We can also take a snap/sleep for a short while. It will help us study better in the afternoon.

＊What’s your favorite subjects, sports and after-school activities?

I like …because it is interesting/ I can learn a lot from it.

I like … because it can help me to keep fit and stay healthy.

I like … because it’s wonderful and I can learn a lot and make a lot of friends.

＊Do you like to wear the school uniform? Why or why not?

Yes, I do. Because they make me look smart. / Because I don’t need to worry about what to wear anymore. / Because it is comfortable and good for sports.

No, I don’t. It is boring to wear the same clothes every day. Sometimes the clothes are not of good quality and they are easy to break.

＊Do you think your school is a good one?

Yes, my school is a good one. First, it is very beautiful. Second, there are a lot of places and facilities for the teachers and students to use. Third, both teachers and students are hard-working and helpful. ….

＊Do you like to go on school trips? How often do you go on school trips? Where would you like to go?

We go on a school trip once a term. To a park or a beautiful place in or around the city. Sometimes I don’t like the trip, because it is boring to walk such a long way only to take some photos. However, it is good to have a chance to visit some beautiful places and play happily for a whole day.

When the students are talking about what they like and dislike about their school. Ask them about their ideal school. Encourage the students to write down their answers on the margin of Page 35.

Step 2 Designing a timetable

Invite the students to design a timetable for their favorite subjects, sports and after-school activities. They may need this to write about their ideal school.

Step 3 Reading for structures

Reading for structures. Get the students to read the sample article by Daniel and figure out the ways or the structure that they can follow to write about their own ideal school. Use the following questions to help the students.

＊Daniel’s ideal school

1.When does his ideal school start? It starts at 9 a.m.

2.When does it finish? It finishes at 3 p.m.

3.Why does like this kind of school?

Because he likes to get up late and he will have a lot of time for school activities

＊Lunch

1. How long do they have lunch? They have lunch for an hour

2. What can they do in the big dining hall? They can eat lunch, chat and listen to pop music in the hall.

3. What do they eat every day?

They eat fruit and vegetables

＊Subjects and classes

1. What subjects does Daniel like to have? He likes to have Maths and Computer Studies.

2. Why? Because he thinks Maths is very interesting and he loves computers.

3. How many students are there in each class? 15

＊Equipments

What’s in his ideal school?

There is a park ,a shopping mall a big library a tennis court and a swimming pool.

＊Other things

1.How many hours of homework do they have every day? They have half an hour of homework.

2.Do they have homework at weekends? No , they don’t .

3.How often do they go on a trip to a museum or a theatre? They go on a trip to a museum or a theatre every month.

Step 4 Writing your own article

Tell the students that they can write their own article following the structure. Get the students to read the passage and pick up some useful sentence patterns.

Step 5 Homework

a. Write about your own ideal school with the help of the sample article.

b. finish off the exercises in the Evaluation Handbook and learning English.

PERIOD 10: CHECK OUT

Teaching Objectives

● To go over what we have learned throughout the whole unit

● To understand use of comparative structures

● To use the deductive skills in selecting correct information

● To remember the word by putting them in different word families

Teaching Procedures

Step 1 Warming up Xkb1.com

Remind the students of the unit topic ‘School life’. They are surely quite clearly that we have discussed about at least three kinds of schools: British School (Woodland School), American School (Rocky Mountain High School) and Chinese school (Beijing Sunshine School and their own school)

Encourage the students to collect the information about Woodland School and write some of the key phrases and useful sentence patterns on the board.

It is a mixed school.

Home Economics is a subject at Woodland School. Students can learn how to cook and sew. Before many students did not know how to do things for themselves but now they can cook healthy and tasty food.

They have a reading week every year. They can read any books from the school library. They can also bring in books and magazines from home. They can talk to their classmates about their books near the end of each class.

It is always very short, because they want to read their classmates’ books as well. ….(The teacher can also use ‘Fill in the Blanks’ to do this. )

Encourage the students to collect the information about Rocky Mountain High School and write some of the key phrases and useful sentence patterns on the board.

When you are seventeen years old, you can take a driving lessons. Driving to school (it) takes less time than taking the bus.

Students can spend a lot of time practicing playing softball.

They can go to a ‘Buddy Club’. There the older students talk to new students about school life. Nancy’s buddy is a senior in 12th grade. She helps Nancy learn all about her new school. She helps Nancy with her homework and listens to Nancy’s problems.

During lunchtime, the students always have a great time talking to each other.

Sometimes the go to shopping malls after school. ….

Encourage the students to collect the information about Beijing Sunshine School and write some of the key phrases and useful sentence patterns on the board.

There are 1,800 students and 90 teachers at Beijing Sunshine School.

There are 45 classrooms at Beijing Sunshine School.

Students have 7 weeks off in summertime.

Students spend about three hours ding homework every day.

Students have to wear uniforms and do morning exercises every day.

Encourage the students to collect the information about Daniel’s Ideal School and write some of the key phrases and useful sentence patterns on the board

School time: start, finishes have lot of time for after-school activities.

Lunch :Eat lunch and chat, listen to pop music, fruit and vegetables

Subjects and classes: Mathinteresting, Computer Studies,

wear uniforms but not ties, small classes

Equipments: a park on one side and a shopping mall on the other,

Library, tennis court and swimming pool.

Other things: lots of clubs and after-school activities/ half an hour of homework every day, no homework at weekends/ go on a school trip to a museum or a theatre

Encourage the students to talk about their own school as well as their ideal school

What time does your school day start? Do you think it is too early or too late?

What time does your school day finish? Do you think it is too early or too late?

How long is your lunchtime?

What are your favorite subjects, sports and after-school activities?

Do you like to wear the school uniform? Why or why not?

Do you think your school is a good one?

Do you like to go on school trips? How often do you go on school trips? Where would you like to go?

Step 2 Finishing the Part B

Invite the students to finish the Part B, on Page 37. Give a summary to the words we have come across in the unit by forming word groups.

Check the answers. If possible, get the students to give more words and then add them to the table.

Step 3 Compare the schools

Get the students to compare the schools.

Chinese students have more weeks off in the summertime than British students.

British Students spend less time doing their homework than Chinese students.

Students at Rocky Mountain High School do not wear uniforms and do not domorning exercises.

Talk about the grammar involved in the unit. (Refer to Period Six.)

Step 4 Complete Part A

Invite the students to complete Part A, Page 37. To complete these exercises, students must use the

deductive skills. For stronger class, just let the students finish the job by themselves. For weaker

classes, it is necessary for the teacher to teach the words like ‘pencil box, paper clips, rubber ’.

Read the sentences one by one and get the students focus on the comparative words and encourage

them to make the judgments.

Step 5 Homework

a. Go over the whole unit and get ready for the test.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

篇9：UNIT FOUR PART ONE: TEACHING DESIGN(译林牛津版八年级英语上册教案教学设计)

第一部分：教学设计

Unit Objectives

● To talk about possible situations and possible results

● To enlarge the vocabulary about wild animals

● To use factual information to support their opinions on wild animals

● To learn to take the responsibility to protect wild animals

LANGUAGE POINTS AND FOCUSES

VOCABULARY Wild, bear, giant panda, kangaroo, outside, bamboo, bamboo shoot, leaf, sadly, hunter, kill, farmer, forest, nowhere, danger, action, protect, encourage, thick, land, continue, writer, fox, wolf, snake, noon, information, report, thirsty, exam, until, medicine, smell, towards, loss, chairperson, group, farmland, sell, train, peaceful, mice, sharp (四会) delicious, squirrel, gram, kilogram, following, reserve, polar, insect, attack, male, performance, hearing, sincerely, destroy, suitable, female (三会) dolphin, survive, rainforest, stripe, snail, tusk, upright, daytime (二会)

EXPRESSIONS Start/begin to do, for the first time, grow into, at the (very) beginning, on one’s own, find… alone, take… away, (be) in danger, take (the following) actions, make sth. adj., encourage sb. to do sth. do something/nothing, run the other way, walk through, learn a lot about, yellow fur with black stripes, live as a family, hunt…for, make medicine, loss of living areas, continue to do sth., lose one’s life, quiet and peaceful, at a time, keep doing, try one’s best to do sth.

USEFUL SENTENCE PATTERN Sadly, it is very difficult for giant pandas to survive in the wild.

If people find baby pandas alone, they will take them away.

Wolves won’t survive if we don’t give them good areas of forest to live in.

If we continue to destroy forests to build roads, they won’t have suitable homes.

Baby giant pandas spend a lot of time drinking their mum’s milk.

The number is getting smaller and smaller because many of their living areas are becoming farmland.

If farmers keep taking the land, giant pandas will have nowhere to live.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

Teaching Objectives

● To introduce the topic and main task of the unit. Help the students to focus on ‘Wild animals’

● To learn more about wild animals and then express their preference

● To think of ways to help the endangered animals

Teaching procedures

STEP 1 Answering the question

Tell the students that I have got a very difficult question to answer. And I would like to ask you to answer the question, too. Show the question on the board. And get the students to discuss about it.

B. You and your friend are on an island with nothing to eat. However you have only one hamburger.

If you don’t eat, you will die.

If your friend doesn’t eat, he/she will die

If you share the hamburger with your friends, you will both die.

Will you eat it by yourself or give it to your mother, or share it with your friend?

Get the students to talk about Question A first. (It may not be very difficult for the students to answer.) Then show the students Question B. Give the students a few minutes to discuss about the question. (For more able students, encourage them to speak out their questions, too. )

STEP 2 Listening and answering

Tell the students that Eddie is now facing such a problem. Get the students to listen to the tape and then answer the following questions: 新 课标 第 一网

1. Who has food? Eddie has food.

2. Is he going to share his food with his master / e-dog?

No, he isn’t going to share his food with Hobo.

STEP 3 Reading the dialogue together or in roles

Get the students to read the dialogue together or in roles. Ask the students to practice and remember the dialogue and then act it out.

STEP 4 Finishing the following exercises

Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises.

Possible Actions Possible results

1.If I don’t have food, I ___ (die).

2.If I die, no one _________ (look) after you.

3.If you eat my food, I _________ (not talk) to you.

4.If Hobo doesn’t have food, he ____ (die).

5.If Eddie dies, no one _________ (look) after Hobo.

6.If Hobo eats Eddie’s food, Eddie __________ (not talk) to Hobo.

STEP 5 Getting to know about wild animals

Man is now having the same problem, too. Many animals share the same homeland with us. However, man has taken their food and their homes away. Ask, ‘Do you think we should do something to help?’ (Yes.)

Wild animals are our friends. It is important to protect wild animals. (Write the sentence on the board then get the students to read it aloud.)

‘Let’s check how much you know about wild animals. Do you know them?’ Show the pictures of the animals.

PICTURES NAMES SOMETHING ABOUT IT

kangaroo It only lives in Australia. It has strong back legs, so it can jump very fast. A mother kangaroo has a pocket in front for its baby.

bear It usually has black or brown fur. It is strong. It likes eating fish and honey. However, it doesn’t eat dead things.

giant panda It only lives in China. It has black and white fur. It eats bamboo shoots and leaves. We have very few of them in China.

squirrel It is very lovely. It has a long and soft tail. It lives in the tree. It likes eating nuts very much.

dolphin It is a kind of friendly people in the water. It can play a lot of tricks in water. People come to the zoo to see its swimming show.

tiger It is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.

Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it.

STEP 6 Play a guessing game

Play a guessing game. Write the names on pieces of papers and then invite some of the more able students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.

Bear: I am strong. Sometimes, I eat people. But if I find the people died, I don’t eat them. Who am I?

Kangaroo: I have a pocket. My baby sleeps in my pocket. Who am I?

Squirrel: I have a long and soft tail. I live in the tree. Who am I?

Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots（竹笋）. I am very lovely. Who am I？

Dolphin: I like swimming. I can do different kinds of swimming shows. Many people bring their children to watch my shows. Who am I?

Tiger: I am the king of the animals. I look like a cat but I’m bigger than a cat. Usually, I have yellow fur and black stripes. Who am I?

STEP 7 Talking the animal they like best/least

Get the students to talk the animal they like best/least. If possible, encourage them to mention some simple reasons.

STEP 8 Homework

Find more information about wild animals and finish the exercises.

PERIOD 2: READING I

Teaching Goals

● To develop the ability to guess general meaning form context

● To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas

● To get to know the importance of animal protecting

Teaching Procedures

STEP 1 Talking about the animals

Get the students to talk about the animals once again. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students to choose and read about the animal and the others try to guess what animal it is.

Guess what they are?

1. They are large and heavy. They have thick fur. They like eating sweet food and fish If they are hungry, they also eat man.

2.They are lovely and clever animals in the sea. They like swimming in groups. They are very friendly to people.

3.They come from Australia. They jump with their babies in their special packets.

4. They have yellow fur with black stripes. They are the kings of the forest.

5. They are the biggest animals on land. They eat grass.

6. They are small animals with big tails. They like climbing trees and eating nuts.

7. They live in China. They like eating bamboo shoots and leaves very much.

STEP 2 Teaching the words ‘hunter’, ‘survive’ and ‘reserve’

As students come to ‘giant pandas’, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words ‘hunter’, ‘survive’ and ‘reserve’.

To arouse the students’ interest, get the students to guess how heavy giant pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)

STEP 3 Telling the students the right answer

Tell the students the right answer. (They may be amazed at the information.)

Say ‘I have some pictures here. They show how the baby grows into a giant panda. Can you put them into the right order?’

Show them the following pictures and ask them to put them into the right order.

STEP 4 Listening to the first part of the passage

Tell the students, ‘Millie has found a report about giant pandas. Let’s read it and learn more about the animal. But first let’s listen to the first part of the passage and answer the following questions.’

Who is Xi Wang? (A baby panda.)

How old was Xi Wang when the writer first saw her? (10 days old.)

What did Xi Wang look like? (A small white mouse.)

What does “Xi Wang” mean in English? (Hope.)

STEP 5 Filling in the following table

Say ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.

THE GROWTH OF XIWANG (PARA. 1-PARA.3)

AGE WEIGHT FOOD

At birth (1 day old) 100 grams (100g) her mother’s milk

10 days old like a little white mouse

4 months 10 kilograms (10kg)

8 months 35 kilograms (35kg) Bamboo leaves and shoots

12 months /

20 months /

Ask ‘What did Xi Wang at different time?’ Get the students to read and find out.

TIME WHAT HAPPENED TO XIWANG

At birth (1 day old) be born

4 months Start to go outside her home for the first time

6 months /

8 months Grow into a healthy young giant pandas

12 months /

20 months Have to look after her self

STEP 6 Finishing Part C

Get the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.

STEP 7 Reading and finding out the problem

Say ‘Are pandas lovely? (Yes.) However, they are now in danger. It is hard for them to survive in the wild. (Write the sentence on the board.)They are facing a lot of problems. Can you find them out?’ Get the students to read and find out the problem and what people did to solve the problems.

PROBLEMS AND ACTIONS (PARA.4 –THE END)

SOME OF THE PROBELMES SOME ACTIONS

If hunters catch a giant panda, they will kill it for its fur. Make giant pandas reserves bigger.

If farmers cut down trees and forests, giant pandas will have nowhere to live. Build more new reserves.

If people find baby pandas, they will often take them away. Encourage farmers to leave the giant panda reserves.

STEP 8 Finishing Part D

Hunters, farmers and some people did something bad to giant pandas. Get the students to say something to them.

Hunters you shouldn’t kill giant pandas for their fur. AND SO ON.

Get the students to finish Part D, Page 62. Check the answers.

STEP 9 Discussion

Discussion: As a middle school student, can you think of some good ideas to protect pandas?

STEP 10 Homework: Read the passage and finish off the exercises in the books.

PERIOD 3: READING II

Teaching Goals

● To read the passage once again for more details

● To read the passage again and figure our how the writer organize the passage

● To read the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas

● To develop students’ responsibility towards the endangered animal

Teaching Procedures

STEP 1 Reading the passage aloud together

Get the students to read the passage aloud together. Invite them to finish the Part B, Check the answers. (This may offer the less able students another time to consolidate the new words.)

STEP 2 Finishing off Part E

Ask the students to finish off Part E, Page 62. Use this as a revision to help the students recall what they have learned last time.

STEP 3 Working out the answers

Get the students to read the passage together once again and then divide the class into groups of 4-5. Ask them to work out the answer to the following question ‘How many parts are there in the passage.’

Give the students enough time to talk about it. And then invite some of them to express their personal opinions. (Students should be encouraged to speak out what they think.)

Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)

Part II: Giant pandas are in danger?(Line 15- Line 29)

A: Why are they in danger?(Line 15-21)

B: How to protect them?(Line 22-Line 29)

STEP 4 Finishing the following exercises

Get the student to talk about Part I. Invite them to talk about the growth of Xi Wang by finishing the following exercises:

When Xi Wang was born, she w________ just 100 grams.

When she was only 10 days old, she l________ like a white mouse.

When she was 4 months old, she w________ about 10 kilograms and s___________ to go outside her home.

When she was 6 months old, she b________ to eat bamboo shoots and leaves.

When she was 12 months old, she g_________ into a healthy young giant panda and w__________ 35 kilograms.

When she was 20 months old, she s_________ to look after herself.

Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the main clauses use Simple Past Tense. (Students may come to the conclusion through observation.) Then get the student to underline such sentences in the passage.

STEP 5 Finding them out

‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.

1.She started _________(go) outside her home for the first time.

2.She began _________ (eat) bamboo shoots and leaves.

3.She started _________(look) after herself.

In this way, the teacher directs the students attention to the use of ‘to’-infinitives after ‘start’ and ‘begin’.

STEP 6 Rewriting sentences

Say ‘Sadly, it is very difficult for giant pandas to survive in the wild.’ and write the sentence on the board. Then try to rewrite the sentence into the following sentences. ‘It is dangerous for giant pandas to live on in the wild.’ ‘They are in danger.’

These are some very important sentence patterns in the passage. Also it is necessary for the teacher to point out that ‘live on’ has a similar meaning with ‘survive’. This may also help the students to understand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.

STEP 7 Finding out that why they are in danger

Get the students to find out that why they are in danger. To make the task easier, the teacher can show the following before hand.

If hunters _________(catch) a giant panda, they _________ (kill) it for its fur.

If the farmers __________(cut) down trees and forests, giant pandas _______ (have) nowhere to live.

If people __________ (find) baby pandas alone, they ________(take) them away.

As a result, the students’ attention will be easily drawn to the use of ‘if’-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I think it is OK for some teachers to use ‘主将从现’ to make summary here. At least it may help the students to remember this phenomenon.)

Explain the phrases here ‘kill…for…’, ‘cut down’, ‘have nowhere to live’ ‘find sb. adj’ and ‘take…away’.

STEP 8 Talking about the actions people take to protect the pandas

Say ‘If we do nothing, soon there will be no giant pandas in the world.’ and then get them to talk about the actions people take to protect the pandas. We must take the following actions to protect them. We can make giant panda reserves bigger. We can build more reserves . We can encourage farmers to leave the giant panda reserves

Direct students’ attention to the use of ‘make sb. adj.’ and ‘encourage sb. to do sth.’ . If time permits, give more examples.

STEP 9 Reading though the whole passage again

Get the students to read though the whole passage again, focusing on the different language points.

STEP 10 More exercises about the language points

Do more exercises about the language points to check.

1.She looks _____________(health).

2.When Tom was born, he ___________(weigh) 6 jin.

3.We should encourage him ___________(help) his good friend.

4.We ask the ___________(hunt) not to hunt the animals.

5.If it snows tomorrow, the primary school students _______(stay) at home.

6.Now many pandas are in ________(dangerous)

7.Two years _____(late), he became a famous reporter.

8.The giant panda likes eating bamboo ____ (shoot) and ____(leaf) very much.

STEP 11 Do some translation work

Linda 五岁时第一次来中国。

When Linda was 5, she ________ to China ______ ______ _______ _______.

如果明天天不下雨，他们将到玄武湖作旅行。

If it _______ ______，they ______ ______ ______ ______ ______ Xu Wu lake.

对于教师来说,鼓励学生努力学习是很重要的。

________ _______ important for teachers ________ ________ students _______ ________ hard.

很久以前猎手捕捉老虎只为了他们的肉.

Long, long ago, hunters ________ tigers just _______ ________ ________.

如果你发现落单的小熊猫，你不应该把她们带走。

If you ________ baby pandas _______, you should not ______ ______ ______.

许多动物都面临灭绝的危险，我们应该行动起来保护它们。

Many animals are _________ _________. we should ________ ________ ________ ________ them.

STEP 12 Homework

a. Try to retell the growth of Xi Wang.

b. Discuss how to protect the giant pandas.

c. Finish off the exercises in the Handbook (period three).

PERIOD 4: VOCABULARY

Teaching Goals

● To enlarge students’ animal vocabulary and help them to know more about animals

● To elicit the topic that there are many kinds of animals are in danger now

● To get the students to talk about animals

Teaching procedures

STEP 1 Learning about more animals

Show students some pictures of animals they have already come across. And then tell them we are going to learn about more animals. Show pictures and ask the students to give the names of the animals. Encourage them to speak out whatever they know about the animals.

PICTURES NAMES SOMETHING ABOUT IT

zebra It is a kind of horse. However, it has black and white stripes all over its body. We have got ‘zebra crossings’ on the roads.

lion It is the king of the beasts (兽). It kills small animals for food.

polar bear It lives in a very cold place. Usually, it has snow-white fur all over. It can swim and dive very well. It catches fish for food in icy water.

tortoise It always carries a heavy shell, so it walks very slowly. However, it can live up to 150 years.

giraffe It is the tallest animal in the world because of its long neck. It can easily eat the tree leaves. However, there’re only 7 bones in it long neck.

fox(foxes) It looks like a dog but smaller. It is very clever. Its fur looks beautiful, so hunters kill it for its fur. They use it to make clothes and scarves.

camel It lives in the desserts. It is called ‘Boat of the Dessert’. They can stay in the dessert for a long time because it has one/ two humps.

monkey It is a kind of lovely and clever animal. It likes eating fruit. It lives in the trees and can easily jump for one tree to another.

wolf (wolves) It is covered with grey fur. It looks like a dog. They live in groups and hunt for food together.

The students may talk about the animals using only one sentence. However, when we put all they ideas together, we will get pretty much. So it is also very important to show the students how to organize their ideas.

What does it look like?

Describe their appearance( size, eyes, colour).

What can it do? / What does it eat?

Where does it live?

By following the questions, it may be easier for the students to collect more ideas.

STEP 2 Completing Part B

Get the students to complete Part B, Page 63. Ask the students to do it by themselves. If students get some problems, go and help them. It must put clearly that some animals may eat more than one kind of food. For example, the students may be amazed to find that wolves also eat insects.

For stronger classes, ask the students to make up new dialogue talking about different animals ‘diet’.

STEP 3 Finishing the following exercises

Get the students to finish the following exercises and then guess what animals it is.

1. I live in d _ _ _ _ _ _. It’s very hot there and usually, there is not much water. But I can help people ______ (a lot / a lot of) and enjoy a happy life there.

2. I’m __________ (tall) animal in the world because I have a long n _ _ _ .

3. People don’t like me. But some children like me because I acted in the cartoon movie ‘L _ _ _ King’. It’s very p _ _ _ _ _ _ in the USA. 4. I’m very clever. I like ______ (live) ____

(on / in) the tree.

5. I live in the North Pole. It’s very cold there and it often _____ (snow). It’s white everywhere. I’m white too. I live a w________ life there.

6. I have a s _ _ _ _. I walk ______ (slow). But once, I won the race against a rabbit. Because I’m h _ _ _ - w _ _ _ _ _ _. 7. I don’t like the days, I come out at n _ _ _ _ _. If I find a

man a _ _ _ _, I’ll f _ _ _ _ _ him. But I’m a _ _ _ _ _ of fire.

8. I’m always ______ (wear) a coat ______ (with / has) black and white stripes.

STEP 4 Talking about their favorite animals

Show the pictures of all the animals we have leaned about. Get them to talk about their favorite animals.

A: What’s your favorite animal?

B: Oh, I like dolphins best. They look really beautiful in the blue water.

They are clever, too. I enjoy watching dolphin shows. What about you?

A:I like ….

STEP 5 Organizing a heated discussion

Use some pictures to show the situations of some animals. Let the students know that a lot of animals are in danger, because of man’s activities. Divide the class into groups of 4-5. Invite them to think of the causes of this. Organize a heated discussion on ‘What can we do to help our friends --- animals?’

write to newspaper/ magazine and let more people know that many animals are in danger.

Draw some posters and ask more students to love animals

Be friendly/kind to some small animals

Ask people not to buy things made of animals fur

STEP 6 Homework

a. Look for more information about animals in danger.

b. Finish off the exercise in the Evaluation Handbook and Learning English.

PERIOD 5: GRAMMAR I

Teaching Objectives:

● To understand the use of if-clauses and use conditional sentences to talk about possible situations

● To make a summary of the if –clauses

● To collect more information about different kinds of animals

Teaching Procedures

STEP 1 Telling what animal to see

In the former part of this unit, we have already learned about a lot of animals. Get the students to tell me what animal we will see if we go into the forest. Ask the students to use the following sentence pattern.

If we go into a forest, we will see___________.

As students are taking about the animals we will see in a forest. The teacher may go on personalize the questions.

S1: If we go into a forest, we will see snakes.

T: What will you do if you see a snake?

S1: I will run away quickly if I see a snake.

T: What will you do if you see a snake?

S2: I will cry if I see a snake.

In this way, the teachers may get the students to use conditional sentences fluently and accurately before come to any rules. It will help the students to understand the rules of conditional sentences better. Write some of the sentences on the board and get the student to read them. Direct students’ attention to the tense used in the clauses.

They may find that people use simple present tense with if-clauses, while simple future tense with the other clause. (It is Ok for teachers to use ‘主将从现’ to give a summary to this. )

STEP 2 Reading the sample sentences

Get the students to read the sample sentences on page 64. Tell the students that Amy is thinking about wild animals, too. Ask the students to do part A1. Check the answer in pairs and then check it in class.

Help the students to focus on some of the sentences and explain the phrases here.

If I see a snake in front of me, I will run the other way.

I will see some beautiful birds if I walk through a rainforest.

STEP 3 Reading the last sentences in Part A1

Read the last sentences in Part A1. If I have time next weekend, I will go to the zoo. Say ‘If I have time, I will go to the zoo(, too).’ Try to put the if-clause at the end of the sentence. ‘I will go to the zoo if I have time. ’ Write the two sentences on the board.

If I have time, I will go to the zoo.

I will go to the zoo if I have time.

Students may easily work out the rule: We need a comma after the ‘if’-clause when it is the first part of a sentence.

STEP 4 Talking about what will happenwww .xk b1.com

Get the students to talk about ‘what will happen if you go to the zoo.’ Ask the students to use the following sentence structures:

If I go to the zoo, I _________________ __.

I will _________________ if I go to the zoo.

Encourage the students to make as many sentences as possible.

If I go to the zoo, I will have a good time there.

If I go to the zoo, I will go and see the monkey.

If I go to the zoo, I will learn more about the animals.

STEP 5 Completing the Part A2

Tell the students that Amy wants to go to Beijing Zoo. She is writing some sentences to tell her parents why she wants to go.

Students complete the Part A2, Page 65. Afterwards, get students to check in pairs. Read the sentence one by one to students and stop to explain the language points:

‘learn a lot about’, ‘see the feeding of animals’, ‘have fun’ and ‘enough + n’.

learn a lot about

他对电脑了解很多。

He learns a lot about computers.

你必须对你的国家有更多的认识。

You must learn a lot about your country .

have fun (enjoy oneself/have a good time)

I will have fun there .

I will _______ _______ there .

I will _____ _____ _____ _____ there .

enough

Enough + n. Adj. + enough

I have enough money in my bag . The table is big enough .

Do you have enough time ? The shirt is long enough .

enough to do sth.

他有足够多的书可以读。 他年龄够大了，可以照顾自己了。

He has enough books to read . He is old enough to look after himself .

STEP 6 Finishing off the exercises in Part A3

Say ‘Amy learned a lot about the animals in Beijing Zoo. Let’s see what she learned. Get the students to finish off the exercises in Part A3. Check the answers in pairs first and then check it in class.

Get students to read the dialogue in roles. Help them to get more information about animals.

Bear If a bear is in danger, it will attack people.

Polar bear If a polar bear is hungry, it will catch fishes from the water.

Elephants If elephants are thirsty, they will walk till they find a river

Tigers Tigers will hunt for their own food if they live in the wild.

Tigers will live as a family if they have babies.

Male wolves Male wolves will protect the families if there is danger.

Get students to guess the meaning of ‘attack’ and then get them to read and remember it.

STEP 7 Homework

Finish off the exercise in the books.

PERIOD 6: GRAMMAR II

Teaching Goals

● To learn how to give reason(s) for something using ‘because’

● To learn to use ‘because of’ to give the reason(s) for something

● To make sure that the students can ask and answer reasoning questions

● To help less able students tell clauses of reason from nouns, noun phrases or pronouns

Teaching Procedures

STEP 1 Discussing the use of ‘because’

As we are going to discuss the use of ‘because’, the teacher may go to classroom one minute later after the bell. Then walk into the classroom quickly and say sorry to them for being late. Smile and ask ‘Do you want to ask me any questions?’ Students may ask, ‘Why are you late?’ Answer the students’ question and at the same time write the sentence patterns on the board.

I am late because ….

Get the students to talk about what they say to the teacher when they are late for school using the sentence pattern above.

I am late because my bike is broken.

I am late because I got up late.

I am late because I am ill.

I am late because my clock is broken.

Tell the students that they should be on time instead of finding excuses.

STEP 2 Telling about one’s favorite animal

Say ‘We should be kind to the animals, because they are our friends. Can you tell me about your favorite animal and why?’. Ask students to following the following sentence pattern.

I like________ because _________.

STEP 3 Asking questions

Say ‘You know, Amy went to go to Beijing Zoo. Ask Amy some questions according to the sentences here.’

1. I went to Beijing Zoo because I could learn a lot about animals there.

Why did you go to Beijing Zoo?

2. I arrived at noon because I wanted to see the feeding of the animals.

Why did you arrive at noon?

3. I tried to find the Monkey hill because I wanted to have fun there.

Why did you try to find the Monkey Hill?

4. I wanted to have more time because I wanted to watch the dolphin show.

Why did you want to have more time?

5. I watched the animals carefully because I wanted to get enough information for my report.

Why did you watch the animal carefully?

STEP 4 Completing the exercises ‘Questions about Beijing Zoo’

Tell the students that Daniel is asking Amy some questions about her visit to Beijing Zoo, too. Ask the students to complete the exercises ‘Questions about Beijing Zoo’. Do chain work and check the answers to the questions.

STEP 5 Analyzing sentences

Say ‘I planned to go to the zoo, too. But I didn’t because it rained heavily.’ Write the following sentences on the board.

I didn’t go to the zoo because the rain was very heavy.

I didn’t go to the zoo because of the heavy rain.

Get the students to analyze the two sentences and find out he differences between the use of ‘because+ clause’ and ‘because of+ a noun, pronoun or a noun phrase’.

STEP 6 Reading out the sample sentences

Get the students to read out the sample sentences. Then get the student to finish the exercises in Part C, Page 67. Check the answers.

STEP 7 Saying the answers in another way

Get the students to say the answers in another way using ‘because’.

1. All the people cheered because of the wonderful show.

All the people cheered because they enjoyed the wonderful show.

2. Lots of people knew about the show because of the advertisement on TV.

Lots of people knew about the show because they watched the advertisement on TV.

3. The dolphins were really tired because of the long performance.

The dolphins were really tired because they performed for a long time.

4. Some students couldn’t go to the show because of the exam next week.

Some students couldn’t go to the show because they would have an exam next week.

STEP 8 Doing some more practice

Using ‘because’ or ‘because of’ to complete the following sentences.

I didn’t go to the zoo because of the hot weather.

Many animals live in rainforests because there is lots of food.

Amy run the other way because she saw a snake.

Birds can fly very high because of their wings.

Snakes sleep for a long time in winter because it is cold.

I can’t go to the cinema with you because I have a lot of homework to do.

The ground is all wet because of the flood.

There was a flood because of the heavy rain.

There are trees on the road because of the strong wind.

The people are so sad because they have lost their farms

STEP 9 Completing the following passage

Get the students to complete the following passage. Get them back to the topic of the unit and keep thinking about how to help the animals.

Using ‘because’ or ‘because of’ to complete the passage.

We should do something to help the animals ___________ they are our friends. Now they are in danger __________ hunters kill them for their fur and meat. So they died __________ people. They have nowhere to live, __________ people cut down too many trees. Some of the animals can’t survive ____________ the changes to the climate (气候). We are going to do something to help ____________ we learned a lot about animals. _______________ animals, man lives a happier life on the earth.

STEP 10 Homework

Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 7: INTEGRATED SKILLS

Teaching Objectives

● To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals

● To develop students’ ability to infer meaning from context and key words

● To listen and develop the ability to extract information in order to complete two fact sheets

● To learn more about the endangered animals

Teaching Procedures

STEP 1 Showing the pictures of tigers and wolves

As we have learned a lot about animals in the unit, in this part we can directly come to the two animals we are going to talk about. Show the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.

STEP 2 Listening and completing

Get the students to listen and complete the fact sheets.

Appearance: the largest living cat (look like a cat), big and strong, bright eyes, yellow fur with black stripes.

Ability: can run fast, good at hunting other animals for food,

Character: usually they live alone, (if they have babies) live as a family until baby tigers are 2-3 years old.

Food: hunt other animal for food

Dangers: Hunters hunt them for their fur (to make clothes etc.) and bones (to make medicine)

Appearance: dog-like, not very big, gray fur (about 5-6 cm long)

Ability: very good eyesight, hearing and smell

Character: be friendly toward/ to each other, work as a team to hunt, never attack people, do not kill for fun

Food: animal, insects, snails, vegetables

Danger: loss of living areas, no home (have nowhere to live) , no food (have nothing to eat)

STEP 3 Explaining the bold-faced words and expression

Explain the bold-faced words and expressions above to the students. Pay special attention to: ‘yellow fur with black stripes’, ‘live alone’ ‘hunt…for…’ and ‘loss of the living areas’. It is important because students may need these to write or talk about tigers, wolves as well as other animals.

STEP 4 Talking about the two animals

Get the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this.

Tigers are the largest living cat in the world…..

Wolves are dog-like animals. They are not very big…..

STEP 5 Completing the letter in Part A2

Get the students to complete the letter in Part A2, Page 69.

First, let the students complete the passage by themselves.

Then, get the students to check the answers in pairs.

Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers.

Finally, get the students to read the passage aloud.

STEP 6 Underlining the important phrases

Invite the students to underline the important phrases by themselves. Explain some of the most important ones, like ’write to sb. about doing sth.’ and ‘made sth from sth.’.

STEP 7 Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their appearance, ability, character, food and danger.

Encourage them to ask more people to help protect the animals.

STEP 8 Doing some translation work

1. 由于生存区域的丧失，狼无家可归。Wolves have nowhere because of the loss of living areas.

2. 如果你们想赢得比赛，你们应该协作无间。If you want to win the match, you should work as a team.

3. 老虎如果有了虎仔，他们会以家为群。If tigers have babies, they will live as a family.

4. 人们为虎骨而屠杀老虎，并用虎骨制药。 People kill tigers for their bones. They make medicine from the bones.

5. 老虎是现存最大的猫科动物。他们有黄黑相间的皮毛。 Tigers are the largest living cat in the world. They have yellow fur with black stripes.

6. 狼群和睦相处并且从不伤人。Wolves are friendly towards each other and never attack people.

7. 给您写信谈谈关于保护动物的事。 I am writing to you about protecting the animals.

8. 如果人们砍伐掉森林，那么很快动物们将无处容身、无食可吃。

9. If people cut down the forests，soon animals will have nowhere to live and nothing to eat.

10. 狼从不捕杀为乐，他们只为食物而捕杀动物。 Wolves only kill for food, not for fun. / Wolves only kill for food and never kill for fun.

11. 老虎善于奔跑和捕杀其他动物。Tigers are good at running and hunting other animals.

STEP 9 Homework

a. Organize the information in the two fact sheets into two passages about tigers and wolves.

b. Find another endangered animal and write about it.

c. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 8: SPEAK UP & STUDY SKILLS

Teaching Objectives

● To learn to express one’s own ideas clearly and response to others’ opinion about animals protecting

● To learn to use factual information to support their own opinions and make their opinion more persuasive

● To learn to identify the intonation patterns in conditional sentences

Teaching Procedures

STEP 1 Showing students some pictures of animal products

Show students some pictures of animal products, for example hats made of fur, scarves made of fur, coats made of fur or skin, things made of elephants’ tusks.

Why do hunters hunt the animals?

Because they want to make money.

Why can they make money?

Because people are buying a lot of things made of animal fur or other things.

Get the students to think that what will the world be like if no one buy the things made of animal fur.

Do you think it is right to buy things made of animal fur?

We should ask more people not to buy things made of animal fur.

STEP 2 Playing the tape

Millie is doing so, she is asking her mum not to buy clothes made of animal fur. Play the tape for the students to listen and answer the following question.

What does Millie’s mum think about it?

If I don’t buy them, someone else will buy them.

Invite the students to open their books and read the dialogue and then find out the answer to the questions:

What does Millie think about it?

Many animals lose their lives because people buy furs. I don’t think that’s right. People should protect animals. If no one buys furs, then people won’t kill wild animals any more.

Get the students to read the dialogue fluently. For stronger classes, the teacher can give the students some time to practice and remember the dialogue. Then get them to act the dialogue. For weaker classes, play the tape and pause one sentence by another for the students to repeat. Explain carefully some of the key points here.

1. They (The coats) look lovely on me. VS She looks lovely in the coat.

2. Many animals lose their lives because people buy furs.

3. Someone else will buy them.

4. If no one buys furs, then people won’t kill wild animals any more.

STEP 3 Acting dialogues out

Say ‘Animals lose their lives, because people buy animal furs. Animals lose their lives, because people eat their meat, too. For example, some people eat snakes in restaurants and others may drink wine with tiger bones inside. Do you think it is right? Make up a new dialogue to talk about it. Work in pairs, one student tries to ask the other not to eat animals/ do other things bad to animals.’

Give the students 4-5 minutes to prepare, then get some pair to act their dialogues out.

STEP 4 Reading aloud sentences

After the students finish their dialogues write the following sentences on the board and get them to read it paying attention to the intonation patterns.

If people don’t buy animal furs any more, no animals will lose their lives.

If people don’t kill wild animals for food, no animals will die any more.

Get the students to focus on the intonations. The teacher reads the sentences and gets the students to repeat. While reading the sentences, draw rising and falling arrows to show the intonation patterns.

Get the students to read the sentences for more times until most of the students can read them in a appropriate intonation patterns.

STEP 5 Listening to Simon’s report

Get the students to open their books to Page 70. Play the tape for the students to listen to Simon’s report on wolves. Pause the tape for the students to repeat focusing on the intonations patterns.

Do chain work and get the students to read the sentences one by one.

STEP 6 Explaining some of the sentences

As this is a passage about wolves, we can collect more information here. It is necessary to explain some of the sentences:

1. Wolves won’t survive if we don’t give them good areas of forests to live in.

2. If we continue to destroy forests to build roads, they won’t have suitable homes.

3. If farmers continue to make new farmland from forest, wild animals won’t get enough food.

STEP 7 Getting the students to fill in the blanks

Wolves are dog-like animals. They are not very big. Usually they have grey fur. It is about 5-6 centimeters long.

Wolves have very good eyesight, hearing and smell. In the wild, they live in family groups and hunt together. They work well as a team and never kill for fun. They are friendly towards each other and never attack people.

They have a very healthy eating, too. They eat animals, insects, snail and vegetables.

However, wolves are now in danger. People continue to destroy forests to build roads. Farmers continue to make farmland from forests. If this continues, wolves will soon have no suitable homes and can’t get enough food.

Wolves won’t survive if we don’t give them good areas of forest to live in. So let’s do something to protect them.

STEP 8 Talking about the animals

Show a picture of an elephant and get the students to talk about the animals. (They have learned about elephants in Book 7B.) Encourage them to talk about he five aspects: Appearance, Ability, Character, Food and Danger.

STEP 9 Reading Millie’s report

Get the students to read Millie’s report and pay special attention to the intonation patterns. Play the tape for the students to follow and repeat.

Explain some of the sentences to them.

1. Hunters will make a lot of money if they sell elephants’ tusks.

2. Elephants will help farmers do lots of things if people train them.

STEP 6 Homework

a. Write a short passage about the biggest animal on land.

b. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 9: MAIN TASK

Teaching Objectives

● To learn to organize and present factual information in a report

● To learn to express one’s own opinion about animals in danger

● To do something for the animals in danger

Teaching Procedures

STEP 1 Introducing our friends---animals

Introduce our friends---animals. (This activity can be organized after Period 6. Get 2-3 students to introduce the animals we have already learned. Encourage the students to use the first person to talk about the animals. Tell them to talk about the five aspects: appearance, ability, character, food and danger. )

STEP 2 Describing the animals新课 标第 一网

Describing the animals. Show more pictures of different kinds of animals and invite the students to describe them (Mainly about appearance, encourage the students to include as much information as possible.).

STEP 3 Showing a picture of a giant panda

Show a picture of a giant panda. Get students to describe it.

Get the students to talk about baby giant pandas, too. Ask the students two questions:

1. How many babies do mother giant pandas have at a time?

2. How many giant pandas are there in the world now? Get the students to guess and at the same time write their guesses on the board.

STEP 4 Finding the answers

Play the tape for the students to find the answers to the two questions. Check the answers. Praise the students who get the closer answer.

STEP 5 Completing the following table

Say ‘ Pandas are in danger. Let’s get to know more about them and try to help.’ Invite the students to read the report on Page 71 and try to complete the following table.

PANDAS ARE IN DANGER!

Appearance beautiful black and white;

look like a bear/a white mouse(be born)

Character quiet and peaceful

Lifestyle eat bamboo shoots and leaves; never eat meat/drink mum’s milk; have one or two babies at a time

Dangers Farmers keep taking their land; have nowhere to live;

hunters hunt them for their fur

Actions write to newspapers and magazines;

let more people know about the problems;

ask people to do something to help

There are some wonderful sentences patterns in the passage. Direct the students’ attention to them.

1. Baby giant pandas spend a lot of time drinking their mum’s milk --- up to 14 hours a day.

2. Mother giant pandas have only one or two babies at a time.

3. If farmers keep taking the land, giant pandas will have nowhere to live.

STEP 6 Talking about giant pandas

Get the students to talk about giant pandas, looking at the table above. (It is very clear that the table also shows how to write about the animal. The students may try to imitate.)

STEP 7 Show the students a picture of a bear

Get the students to describe it, before they open their books to read about it. Encourage the students to talk as much as possible about it (appearance, ability, character, food and danger).

STEP 8 Show the students the following table

Show the students the following table. And ask them to complete it by reading the table on Page 72.

BEARS ARE IN DAGER

Appearance big and strong; small eyes/black or brown, fur/sharp paws

Character like to move around in the daytime; seldom hurt people

Ability can walk upright; good at swimming and climbing trees

Danger hunters hunt them for their fur and paws; no bears in the world

STEP 9 Completing the report about the bears

Invite the students to complete the report about the bears. Then get the students to check the answers in pairs. Then check it in class.

Get the students to read aloud the passage.

STEP 10 Figuring out the way of writing an article

Divide the students into groups of 4-5. Get the students to figure out the way of writing such an article.

First, get the students to work out the notes.

Then, get the students to report orally in class.

Remind the students to think of more way to help the animals in danger.

STEP 11 Making a summary. Tell the students that wild animals are our friends. We must do something to protect them.

STEP 12 Homework

a. Write about a kind of endangered animals.

b. Finish off the exercise in the Evaluation Handbook and Learning English.

PERIOD 10: CHECKOUT

Teaching Objectives

● To learn to use conditional sentences to talk about topics related to animals

● To revise the vocabulary related to wild animals

● To go over the whole unit and help the students to have some general ideas about what they learned in the unit

Teaching Procedures

STEP 1 Starting the lessons with some riddles

Start the lessons with some riddles. And get the students to guess what animal it is.

1. I am very tall. I eat leaves on trees. I have only seven bones in my long neck. My tongue can touch my ears. Who am I? (A giraffe.)

2. I am very tall. I live in dry places. I can help people to carry heavy things. Each of our eyes has three eyelids. I can walk very fast in deserts without having water for a long time. Who am I? (A camel.)

3. I have very soft bodies. I carry my home everywhere. When somebody touches me, my neck, my arms and my tail will draw back into my home. I like eating fish, shrimp, meat and so on. I can live up to 150 years old. Who am I? (A tortoise.)

4. I live in a place that always has snow and ice. My fur is white and thick. Fish are my favorite thing to eat. To walk in the snow, I need big feet. In winter, I sleep all day and night. I’m big and strong and I like to fight. My babies are called cubs and when they’re young they are small. But they soon grow up and become very tall! Who am I? (A polar bear.)

5. I live in the forest. I have a big nose, a long tail and four strong legs. I like to eat meat and I have sharp teeth. My fur is orange and black. If you meet me in the forest, you should run away! Some hunters hunt me for my fur and bones. Who am I? (A tiger.)

6. I am very fat. My fur is black and white. I look like a bear but I am not a bear. When I was born, I was as little as a mouse. Many people think I am lovely. I like eating bamboo shoots and leaves. I am the national animal in China.

Who am I? (A giant panda.)

STEP 2 Talking about the growth of giant pandas

As the riddle elicited giant pandas, get the students to talk about the growth of giant pandas. (at birth, 10 days old, 4 months old, 6 months, 8 months, 12 months, 20 months)

STEP 3 Eliciting the conditional sentences

Elicit the conditional sentences by getting the students to talk about ‘What may happen to them if…?’. Show the first part of a conditional sentence and get the students to complete it.

If mother panda has another baby, the older baby will have to look after herself.

If mother panda doesn’t like the baby and leaves her on her own, she will die.

If farmers cut down trees and forests, giant pandas will have nowhere to live.

If hunters catch a giant panda, they will kill it for its fur.

If people find baby pandas alone, they will take them away because they think that the babies need help.

If giant pandas are in danger, we can do a lot of things to protect them.

STEP 4 Giving more information about giant panda or other wild animals

Say ‘Can you tell me some more information about pandas or other wild animals?’ and get the students to give more information about giant panda or other wild animals.

Tigers are the l________ living cats in the world. They look very big and s________. They have the brightest e________ of all animals on earth. If you meet one tiger at night, you will find ‘two lights’ shining. They have yellow f________ and black s__________. The tigers look very beautiful in such a kind of coat. They can run very f_________, so they are good at h___________ other animals.

Wolves are not very big and their g________ fur is very lovely. It’s five to six centimeters long. They have very good e________, h________ and s______ too. They are very friendly to each other. They often work as a t______. They eat all kinds of animals. They also eat i________ and snails. Usually, they do not a_____ people. For years a Canadian newspaper says that a wolf had attacked a person. But n______ could make sure of it.

(Five kinds of animals are very important in the unit. You’d better talk about it using

STEP 5 Talking about other animal using conditional sentences

Get the students to talk about other animal using conditional sentences.

If giant pandas have no food, they will die.

If a bear is in danger, it will attack people.

If a polar bear is hungry, it will catch fish from the water.

If elephants are thirsty, they will walk until they find a river.

If there is danger, male wolves will protect their family.

If tigers live in the wild, they will hunt for their own food.

If tigers have babies, they will live as a family.

If wolves are in the wild, they will live in family groups.

If wolves are hungry, they will hunt together.

Get the students to complete Part A & B, Page 73. Then check the answers.

STEP 6 Talking about panda protection

Get the students to talk about what we have done to protect the giant pandas.

Make giant panda reserves bigger

Build more reserves

Encourage farmers to leave the giant panda reserves (to give them enough space to live in)

Encourage the students to think about what a middle school student can do to help.

STEP 7 Thinking of ways to protect endangered animals

Say ‘Not only pandas, but also many other animals are in danger. Can you tell me what they are?’ and then get them to think of ways to protect endangered animals.

STEP 8 Doing some additional exercises

Get the students to do some additional exercises.

A. Please complete the following sentences with the proper forms of the given words.

1. I _______ (join) the Singing Club tomorrow if you _______ (join) it too.

2. He _______ (be) a top student in his class if he _______ (study) harder.

3. If we ______ (win) in the basketball match tonight, we _______ (be) in the final.

1． If I ______ (see) two students fighting, I ______ (try) to stop them.

B. Please translate the following sentences

1. 我们需要采取措施保护处于危险中的动物。

We need to __________ to protect ___________________.

2. 如果农民继续开发新的耕地，野生动物将没有足够的食物和空间。

If farmers continue________________, wild animals _____________________.

3. 熊猫妈妈一次只能生一到两个宝宝。

Mother giant pandas __________________ at a time.

4. 熊长着黑色或棕色的皮毛、锋利的爪子。

Bears have __________________ and ___________.

STEP 9 Homework

a. Revise the whole unit and get ready for the coming test.

b. Finish off the exercise in the Evaluation Handbook and Learning English.

篇10：牛津8A Unit 1 Best friends 全套教案(译林牛津版八年级英语上册教案教学设计)

Unit 1 Welcome to the unit (Pp. 2 – 3) Warming up

Objectives

- To revise vocabulary and expressions to describe people

- To guess meaning from context

- To generate ideas about people’s appearance and personalities

- To categorize adjectives to describe important qualities of a friend according to personal preferences

Language focus

Vocabulary

nothing bowl honest secret

joy problems teenager magazine

good-looking musical

Phrases

1. have something to drink

Can I have something to drink?

2. What about …?

What about some milk?

3. some more food

have some more food

4. nothing else

There’s nothing else in the fridge.

5. the pizza in your bowl

6. talk to him / her

talk to him / her when you are sad

7. talk to him / her about …?

talk to him / her about anything

8. have problems

9. Do you believe …?

Do you believe what he / she says?

10. write to us at ‘Teenagers’ magazine

Pre-task activities 1. Brainstorming and free discussion

- Are you hungry now?

- If you are very hungry, what can you do? What are you going to do?

- Do you want to have anything to drink, too? What would you like to drink?

- If you are still hungry, what can you do? (Have some more food.)

- If there’s nothing else in the fridge, what can you do?

During-task activities 2. Listening task

Listen to the conversation between Eddie and Hobo. Can you find out the answers to these questions:

1) ______ is / are hungry.

A. Eddie B. Hobo

C. Eddie and Hobo

2) Hobo wants to share the ______ with Eddie.

A. cake B. milk C. pizza

3. Reading

1) Read the conversation after the tape.

2) Explain the language points briefly.

- Do you want some?

Do you want some cake?

I have a cake.

- Can I Have something to drink?

Is there anything in the fridge?

- What about …?

- Have some more food

Have too much food

Have enough food

- Maybe we can share it.

3) Have my students read the conversation aloud.

4) Have my students act the conversation in pairs.

4. Talking about your best friend

My best friend in my class is ______.

He / She is ______.

(Ask questions according to the sentences given on Page 3.)

honest: Do you believe what he / she says?

Keep secrets: Can you talk to him / her about anything?

Share my joy: Do you talk to him / her when you are happy?

5. Qualities of a good friend (Page 3)

- Have my students finish the exercises by themselves.

- Check the answers in class

6. What are the important qualities of a god friend? Complete the table on Page 3.

Post-task activities Discussion: If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?

Unit 1 Best friends (Pp. 4 – 6) Reading

Objectives:

- To guess general meanings from keywords and context

- To skim text for overall meanings and scan for details

- To identify specific information about different people from their friends’ descriptions

- To use adjectives to describe people’s appearance and characteristics

- To recognize the use of comparatives and superlatives

Language focus

Vocabulary

slim generous willing ready

seat singer wonderful almost

poor eyesight smart sense

humour bored unhappy joke

fit knock advertisement shoulder-length

true vote

Phrases

1. as slim as I am

2. for a long time

3. be generous

4. be willing to share things with her friends

5. be ready to help people

6. any time

7. help me with my homework

8. give seats to people

9. in need

10. on the bus 11. want to be a singer

12. travel around the world

13. grow up

14. see each other often

15. have a wonderful friend named Max

16. almost 1.75 metres

17. have poor eyesight

18. because of

19. too much computer work

20. wear small, round glasses 21. make him look smart

22. have a good sense of humour

23. feel bored or unhappy

24. be with me

25. tell funny jokes

26. make me laugh

27. walk fast

28. walk past me

29. knock over our books and pens

30. be so funny

Pre-task activities 1. Who is your best friend in your class? He / she is …

2. classify the words into the following parts:

appearance

personality

ability

future plan

During-task activities 1. Read the passages, find out the key words of each passage.

- Betty is _____________.

- Max is ____________.

- May is _____________.

Betty Max May

Appear. Slim

Short hair Tall, poor eyesight

Glasses – smart Small straight, shoulder – length hair – pretty

Person. Generous

Helpful A good sense of humour A true friend

Special Wants to be a singer funny Kind

2. Choosing the best friend

- Have my students finish the exercises on page 5. Check the answers in pairs.

- Check the answers in class.

3. Detailed study of the passages

- Read the passages one paragraph after another. Ask students questions and help them take down the key phrases. Have my students retell the passages.

- Explain the language points as well.

4. What makes a best friend?

- Have my students finish Part C, on Page 6. Check the answers in pairs.

- Check the answers in class.

Language study 1. as … as …

She is as slim as I am.

She is as tall as I am.

I am as tall as she is.

I run as fast as she does.

She runs as fast as I do.

I drove as quickly as she did.

She drove as quickly as I did.

I am driving as carefully as she is.

She is driving as carefully as I am.

I can run as fast as she can.

She can run as fast as I can.

2. be willing to do sth.

be ready to do sth.

3. want to be …

want to do …

4. I have a wonderful friend named Max.

I have a wonderful friend called Max.

5. … because of too much computer work.

… because he has too much computer work.

6. … and they make him look smart.

they: the glasses

look smart (adj.)

make sb. do sth.

make me laugh

7. I never feel bored or unhappy when he is with me.

feel bored (adj.)

8. … and they do not fit under the school desks.

fit v.

9. … when he walks past the desks, …

pass & past

10. knock over

11. think of …

12. Everyone thinks she is pretty.

13. When something worries me, …

14. say a bad word about anyone.

Exercises:

I want to ______ ______ ______（告诉你关于……的事） my best friend Betty. She is ______ ______ ______（和……一样苗条） I am. She has short hair. We have been best friends ______ ______ ______ ______（一段很长的时间）.

Betty is generous. She is willing to share things ______ her friends. She is also very helpful and is ready to help people any time. She helps me ______ my homework and she always gives seats ______ people ______ need ______ the bus.

Betty ______ ______ ______ ______ ______（想要当一名歌手） and ______ ______ ______ ______（环游世界） when she ______ ______（长大）. We may not get to ______ ______ ______（看见彼此）often but we will always be best friends.

I have a ______ （出色的）friend ______（叫做） Max. He is very tall - ______（几乎） 1.75 metres. However, he has ______ ______ （视力不好） ______ ______ （因为） ______ ______ （太多的） computer work ______ ______ （在夜晚）. He ______ （戴） small, round ______ （眼镜） and they make him ______ ______ （看上去聪明的）.

Max _______________ （富有幽默感）. I never _______________ （觉得厌烦或不开心） when he _______________ （与我在一起）. He _______________ （讲述奇怪的笑话） and always _______________ （使我开怀大笑）.

His legs ______ (be) very long and they ______ (not fit) under the school desks. He can ______ (walk) ______ (fast) but when he ______ (walk) ______ (pass / past) the desks, he often ______ (knock) over our books and pens. He ______ (be) so funny.

I ______ ______ （想到） my good friend May when I read your advertisement. She is small and she has ______ （直直的）, ______ （齐肩发） hair. Everyone ______ （认为） she is pretty.

May is a ______ （忠实的）friend. When something ______ （困饶我）, I can always go to her. I can tell her ______ （任何事情） because she can keep a ______ （秘密）.

She is kind and never ______ (say) a bad word about ______ (someone).

Unit 1 Describing people’s appearance (P. 7) Vocabulary

Objectives:

- To use adjectives to describe people’s physical features

- To use adjectives to describe general appearance of people

- To select and use adjectives that are appropriate to describe the appearance of boys and girls

Language focus:

Vocabulary: thin, square, handsome

Pre-task activities Weekly Quiz 4:

I. Vocabulary (60’)

generous unhappy wonderful

almost advertisement shoulder-length

II. Phrases (24’)

1. travel around the world

2. each other

3. have poor eyesight

4. too much computer work

5. have a good sense of humour

6. tell funny jokes

7. knock over …

8. think of …

III. Sentences (16’)

1. I have a good friend named Max.

2. The teacher makes me do a lot of exercises every day.

3. Everyone calls me Betty.

4. He saw three policemen when he walked past the police station.

5. Be quick! Don’t walk so slowly.

6. She is as slim as I am.

7. She is willing to share things with her friends.

8. She wants to be a singer when she grows up.

9. We didn’t go to the park yesterday because of the heavy rain.

10. I never feel bored when he is with me.

11. Max is my best friend. He is an honest boy.

12. He is a clever boy. = He is smart.

During-task activities 1. Have my students study the new words by themselves: thin, square

2. Daniel is … / Daniel looks …

3. Pattern drills:

What is Daniel like?

What does Daniel look like?

4. Describing the appearance of boys and girls.

Post-task activities General appearance:

slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean

Face: long, short, round, square

Eyes: big, small, round, bright, smiling

Nose: long, short, big, small

Hair: black, dark brown, long, short, shoulder-length, straight, ponytail

Unit 1 Grammar (Pp. 8 – 11) Grammar

Objectives:

- To use an adjective before a noun or after a linking verb to describe someone / something

- To use comparatives to compare two people / things

- To use superlatives to compare three or more people / things

Language focus:

Vocabulary: cheerful, than

The comparative and superlative forms of the following adjectives:

Tall, small / nice, fine / pretty, easy / slim, big / beautiful, important / good, bad, etc.

Pre-task activities 1. Write one sentence to describe the appearance of your partner.

2. Write several sentences about the appearance of your partner.

General appearance, face, eyes, nose, hair, etc.

During-task activities 1. Change the sentence forms:

Millie has short hair.

Millie’s hair is short.

2. Comparatives

Have my students study the forms of the comparative forms of adjectives:

Tall, small, nice, easy, big, beautiful, good, bad, etc.

3. Superlatives

Have my students study the forms of the superlative forms of adjectives:

Tall, small, nice, easy, big, beautiful, good, bad, etc.

4. Part B1, on page 9.

5. Part B2, on page 10.

6. Word study:

Outdoor activities: hiking, cycling, camping, skiing, diving

7. Using ‘ (not) as ’ + adjective + ‘as’

She is as slim as I am.

8. Part C1, on page 11.

Post-task activities What do you think about the activities?

Talking about the activities with a partner using ‘(not) as … as’.

Unit 1 My best friend (Pp. 15 – 16) Main task

Objectives:

- To plan ideas for personal writing

- To write a description of the appearance and personality of a friend

- To write for an audience

- To write for a newspaper competition using appropriate register

- To develop an understanding of the structure of the letter: introduction, main body and conclusion

Language focus:

Vocabulary:

Smiling, general, appearance, pleasant, ability, wear

Pre-task activities Task I: Brainstorming and free discussion

Who is your best friend?

… is _________. (Ask my students to give as many words as possible. Classify the words into different groups while writing.)

Face: long, short, round, square

Eyes: big, small, round, bright, smiling

Nose: long, short, big, small

Hair: black, dark brown, long, short, shoulder-length, straight, ponytail, bunches

General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean

Personality: friendly, kind, polite, happy, honest, helpful, cheerful, pleasant

Abilities: smart, clever, hard-working, musical

During-task activities Task II: John’s best friend

- Do you know who my best friend is? (Show my students the picture of Kate, on page 16.)

- What is she like? What does she look like?

1) General appearance: tall and slim

2) face: square

3) nose: long

4) eyes: bright, smiling

5) hair: black, should-length, long

- What is her personality?

- Look at this picture, what is she doing? (She is helping Daniel with his homework.)

- What is her personality, can you guess? (She is helpful.)

Task III: Listening task

Listen to my speech; tell me my friend’s name, appearance, personality and her future plan.

(Ask my students to take notes while listening.)

Personality: helpful, friendly, kind, happy, cheerful, pleasant

Task IV: Reading task

Read the passage on page 16 and find out Kate’s ability.

She is clever.

Task V: My best friend

1. Read the passage after the tape.

2. Say something about Kate according to the notes the students have taken.

Post-task activities Ask my students to write his / her best friend in class. Ask other students guess who he / she is.

篇11：初三复习课：牛津英语8A Unit 1-3(译林牛津版八年级英语上册教案教学设计)

、Step1. warming up

Some questions: 1.what day is it today?

2.what’s the date today?

3.what’s the weather like today?

4.you have been here for a long time, how do you get on with your classmates?

5.have you make some friends since you came to this school?

6.who is your best friend?

7.can you tell me something about your best friend?

8.say something about your best friend,( appearance, characteristics, future dream),let other students guess who your best friend is.

Step 2 presentation

Unit one Reading

1. Now I know who your best friends are. Can you guess who my best friend is?

Ask some students to guess.

2. my best friend is Betty. Do you know something about Betty? Open your books and turn to page 4,try to find more information about her and the other two students.

3. ask the students to read the whole reading by themselves and try to find some important sentences by themselves.

4. ask some more questions: if you are going to choose one as your best friend, who will you choose and why?

Ask some volunteers to answer the question.

Unit two Reading

1. can you guess where they study? At Beijing Sunshine Secondary School or at Woodland School in England or at Rocky Mountain High School in America? (at Beijing……..)

2. do you still remember life in Woodland School in England and that at Rocky Mountain High School in America?

3. turn to page 20, read the passage together.

4. ask the students: which school life do you like better and why?

Ask some students to answer.

5. what about our own school life? What do you think of our school life?

Some students’ answers: (Part of Grammar)

a. Life in our school is as colourful as that in foreign countries.

b. Life in our school is not as colourful as that in foreign countries.

c. Life in our school is less colourful as that in foreign countries.

d. Life in our school is not so colorful as that in foreign countries.

e. Life in foreign countries is more colorful than that in our school.

Why?

a. we have more subjects that they do.

b. we have less free time than they do.

c. they have fewer subjects than we do.

d. they have more free time than we do.

Unit three Reading

1.we feel very stressed and tired because of so much homework and so many exams. What will you do to relax yourself?

Students’answers: sing songs loudly, listen to music, eat a lot of delicious food.

2.what about a day out? Do you think it’s a good idea? Linda also had a day out. During the day, she visited a lot of interesting places around the world. How did she succeed in doing that? Where did she go? Open your books and turn to page 89. read the text by yourself ant try do find the changes of her feelings.

Feelings:

3.what did she see during the day?

4.what was the best part during the day?

5.if you have a day off, where will you go?

6.if you have a week out, where will you go? Will you go to Beijing? Will you go to Guilin?

Oral book: page 103-104. read the two passages by yourself and try to say something about Beijing and Guilin without books.

Step3.

Homework: write a composition.

A trip to…../ Travelling to……

板书设计：

1.grammar:

a.Life in our school is as colourful as that in foreign countries.

b.Life in our school is not as colourful as that in foreign countries.

c.Life in our school is less colourful as that in foreign countries.

d.Life in our school is not so colorful as that in foreign countries.

e.Life in foreign countries is more colorful than that in our school.

Why?

a.we have more subjects that they do.

b.we have less free time than they do.

c.they have fewer subjects than we do.

d.they have more free time than we do.

2.some important phrases:

keep secrets be willing to do sth. be ready to do sth. share sth. with sb.

have a good sense of humour say a bad word about anyone travel around the world

give me some advice wear a smile on one’s face have a square face

why don’t sb. do sth spend a lot of time doing sth. have a great time doing sth.

have more weeks off in the summertime be different from walk to school

go on a school trip to the same size as keep fit enjoy ourselves take a boar trip

a lot of traffic invite sb. to do sth. feel sick for most of the trip be made of

places of interest teach oneself sth.=learn sth. by oneself take a look at feel the beauty of

at Christmas hope to do decide to do plan to do learn to do go on the trip

篇12：8A Unit 5 Birdwatchers教案(10课时)(译林牛津版八年级英语上册教案教学设计)

8A Unit 5 Birdwatchers 执笔：仲慧梅 蔡君 札记

Welcome to the Unit

Warm-up activities

1 Read the conversation between Eddie and Hobo. Check understanding of ‘birdwatching’.

2 Elicit from Ss what opinions are expressed by Eddie and Hobo.

Ask two more able students to role-play the conversation.

3 Ask more able Ss to name some birds in English.

4 Introduce the overall context of the unit and the main task.

Presentation

1 The purpose of Part A & B is to activate Ss’ideas and generate an interest in birds in the wild. Ask Ss to read the descriptions in Part A and identify the birds.

2 Ask several students which bird they like best and why. Then tell Ss to ask their partners. Encourage Ss to include not only factual details but as many as ideas as possible.

Language points

What are you doing tomorrow?, go birdwatching, at the market, Beijing Ducks, roast chickens, long-winged, web-footed, long pointed wings, fly to northern countries, have colorful feathers

Homework

1 Learn the language points by heart

2 一课三练 P.55

3 Preview the Reading Part.

Presentation (Reading A)

1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.

2 Write the title ‘Zhalong-A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.

3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.

4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.

5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.

6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.

7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.

9 Ask Ss to write a caption for each paragraph.

Presentation (Reading B)

1 Ask students to do Part B1 as a quiz.

2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.

3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.

Presentation (Reading C)

1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.

2 Ask students to correct the false sentences.

3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.

Language points (Part A)

A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands

Language points (Part B)

Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important for

Language points (Part C)

Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birds

Homework

1 Learn the language points by heart.

2 一课三练 P.56-57

3 Preview the Vocabulary Part.

Presentation （Vocabulary）

1 Elicit some adj. with negative meaning, e.g., ‘unhappy’, ‘uncomfortable’. Write the word on the Bb and underline the prefixes. Explain that these prefixes change the meaning of an adj. from positive to negative.

2 Before starting on Part A, revise the meaning of all the positive adj. Ask more able Ss to use the words to make sentences to check comprehension.

3 Explain the context of Part B.

4 In pairs, Ss select suitable adj. from Part A. Then ask each pair to compare answers with another pair. Check answers with the class as awhole.

Language points

A protected area, leave litter

Homework

1 Learn the language points by heart.

2 一课三练 P.58

3 Preview the Grammar Part.

Presentation （Grammar Part A）

1 Talk to Ss about organizing a school trip.

2 Ask Ss to think of a school trip they would like to join in the future. Try to find some ads to help them to choose an event.Write some questions on the Bb:

* When does the walk/competition start/finish?

* What time does the coach leave?

* Where/When do we meet?

3 Point out the use of the time expression ‘tomorrow’.

4 Elicit the use of the simple present tense to talk about future events.

5 Explain the context of Mr Wu planning a school trip to Beijing Wildlife Park. Point to the timetable and ask questions.

Presentation （Grammar Part B）

1 Ask Ss What are you doing tonight? to elicit sentences with the present continuous tense.

2 Elicit from Ss the use of the present continuous tense. Point out that when using the present continuous tense to talk about the future, we normally talk about future events which are scheduled for the immediate future.

3 Carefully explain the context of Part B.

4 Ask students to read the conversation on their own, trying to make sense of it without focusing on the tense. Then ask them to fill in the blanks.

4 Ss read the conversation in pairs, checking the correct use of the verb forms.

Presentation （Grammar Part C）

1 Elicit from Ss some sentences with adverbs.

2Write the adv. From the table on the Bb, ask more able Ss to underline the suffix ‘-ly’ in the examples and formulate the rule.

3 Ask Ss to add more examples to each group of adj. in the table.

4 Check answers with the whole class.

5 Ask Ss to Complete ‘Work out the rule’.

6 Ask Ss to read the article in Part C2 silently on their own first. Ask Ss to complete the article using the correct adv. From Part C1.

7 Ask Ss to work in pairs and rearrange the words to complete sentences in Part C3.

Language points

Return to school, at the entrance, sandwiches, greet us politely

Homework

1 Learn the language points by heart.

2 一课三练 P.59-60

3 Preview the Integrated skills Part.

Presentation （Integrated skills A）

1 Try to maintain Ss’ interest in birdwatching and Zhalong.

2 Remind Ss of the article about Zhalong which they read in the reading section. Ask Ss if they remember any facts about Zhalong.

3 Ask Ss to read the quiz and try to answer the questions from the memory and general knowledge.

4 Explain that Ss will listen to a radio program about Zhalong. Play the recording. Students listen carefully and tick the second column of boxes as they hear it.

4 Check the correct answers with the whole class.

5 Ask students to read the report in Part A3 in pairs. Go through the words in the bracket.

Presentation （Integrated skills B）

1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.

2 Ask students to practice the conversation in pairs and then change roles.

3 Ask students to work in pairs and create another conversation by replacing the underlined words.

Language points

including

Homework

1 Learn the language points by heart.

2 一课三练 P.61

3 Preview the Study Skills, Main task & C

Presentation （Study skills）

1 Brainstorm from Ss when people need to take notes. Read 2-3 sentences and ask Ss to take notes as a warm-up activity.

2 Ask Ss what kind of notes are considered good.

3 Explain the context of Part A. Ask students to do the task on their own and then compare their answers with a partner.

4 Elicit from Ss other short forms widely used in dictionaries or other written texts.

5 Tell students to read them again.

Language points （Study skills）

For example, per cent

Presentation （Main task）

1 Introduce the topic of joining an organization. If possible, find out about similar writing.

2 Introduce the idea that people need to apply formally before they are accepted to join a club..

3 Explain the context of Part A. Go through the application form and explain any unfamiliar or difficult vocabulary.

4 Ask Ss to discuss their own details with a partner.

Language points （Main task）

Application form, date of birth,

Presentation （Checkout）

1 Ss do Part A on their own and compare their answers with a partner. Ask them to practice reading the conversation in pairs.

Language points （Checkout）

simply

Homework

1 Learn the language points by heart.

2 一课三练 P.62-64

3 Preview the Unit 6

篇13：牛津8B unit8 教案教学设计(译林牛津版英语八年级)

Grammar

Teaching aims:

To learn to use passive voice in the simple future tense.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: display, pollute, harm, living.

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 2 Explanation

1. 被动语态的一般将来时的概念

被动语态的一般将来时用来描述将要发生的动作。

e.g. He will be/is going to be taken to hospital in a few minutes.

他几分钟之内就会被送到医院。

The food will be /is going to be eaten by the dog soon.

这些食物马上就会被狗吃掉。

2. 被动语态的一般将来时的构成

主语 will be/ be going to be 过去分词

I will be /am going to be

supported.

You /We /They will be /are going to be

He /She/It will be /is going to be

注意：主语是第一人称时，被动语态的一般将来时也可以用“shall be+动词的过去分词”来表达。

Step 3 Practice

1. Complete part A on page 112.

2. Check the answers.

3. Complete part B on page 113.

4. Check the answers.

Step 4 Exercises

I. 根据句意及括号内所给动词的提示填空。

1. A cat __________ (keep) in my grandmother’s house.

2. The concert ___________ (hold) last Friday evening.

3. Jane was made __________ (work) ten hours a day.

4. A new hospital _________________ ______ (build) in our city next year.

5. More than 50 trees ________________ (plant) since last month.

II. Complete part C on page 114.

Step 5 Homework

1. Review the contents of this lesson.

2. Finish the exercises in the workbook.

3. Preview the next lesson.

Integrated skills

Teaching aims:

1. Learn some words and phrases.

2. Practise listening skills by listening to a text.

Teaching steps:

Step 1 Revision

Translate some sentences.

1被扔进湖里be thrown into lakes

2被装满 be filled with

3使人们生病make people ill/sick

4将来in the future

5清理clean up

6和……一样as well as

7土地和水污染 land and water pollution

8采取行动做某事 take action to do sth.

9有机会做某事 have chance to do sth.

10考虑 think about

11这场演出将会在你们学校礼堂举行。

The show will be held at the school hall.

12污染是世界上最大的问题之一。

Pollution is one of the biggest problems in the world today.

Step 2 Presentation

Present the new words.

empty adj. 空的

survey n. 调查

Read aloud these new words

Step 3 Warming up

How can we live a green life?

What can we do to protect the environment in our daily lives?

Using some pictures to show how to go green in our daily lives.

Step 4 Listening

Listen to the tape and finish Part A1.

The Class 1, Grade 8 students want to do a survey to get some ideas for their presentation on how to go green. Listen to the conversation between Daniel and Sandy and write the correct information in the table below.

A survey on students’ daily habits.

Time: Survey (1) _____________

Daniel and Sandy meet:

(2) __________________

Place: (3) __________________

Numbers of students: (4) _________

Boys: (5)__________

Girls: (6) _________

Numbers of questions: (7) __________

Keys: (1) 4 p.m. this Wednesday (2) 3:40 p.m. this Wednesday (3) Room 201

(4) 50 (5) 25 (6) 25 (7) 6

Listen to the tape and finish Part A2.

Daniel and Sandy are talking about the results of the survey. Listen carefully and then complete the table below.

Daily habits Number of students

Turn off the tap when brushing teeth 35

Take showers for less than 10 minutes 20

Use both sides of the paper 40

Recycle empty bottles 15

Turn off the lights when they leave a room 41

Take their own bags to the supermarket 9

Complete Part A3.

Sandy is writing a note to Mr Wu about the survey she and Daniel have done. Help her complete the note. Use Parts A1 and A2 to help you.

Dear Mr Wu,

Daniel and I did a survey this (1)__________. Students were asked about their (2)____________.

Here are the results of the survey. Only (3)_____ students usually take showers for less than 10 minutes, but (4)_____ students turn off the tap when brushing their teeth. Only 15 students recycle (5)____________, but (6)____ students use both sides of the paper. It is great that most students remember to (7)_________ the lights when they leave a room, but few students take their own (8)________ to the supermarket.

The survey shows that students are doing a lot to help protect the environment, but there are still many more things they can do.

Sandy

Keys: 1. Wednesday 2. daily habits 3. 20 4. 35 5. empty bottles 6. 40 7. turn off 8. bags

Step 5 Speak up

1. Listen to the conversation between Sandy and Kitty then answer the questions:

1) What has been a serious problem all around the world?

2) What can Kitty do to protect the environment?

3) Is air pollution harmful to our health?

2. Listen to their conversation again and find out the advantages of planting trees.

Trees make our town look nicer.

Trees reduce dust and help keep air clean.

Trees help keep soil in place during storms.

Trees provide home for animals.

3. Read aloud the conversation then work in pairs to ask and answer. Use the conversation as a model

4. Make your own dialogue.

Sample conversation

S 1: Water is very important for all living things.

S 2: Yes. We should use our water carefully and not waste it.

S 1: Right. We can help save water by doing many simple things like turning off the tap while we brush our teeth.

S 2: Taking short showers saves even more water.

S 1: Saving water is good for the environment. I hope all of us do our best to save water.

S 2: I hope so too.

Step 6 Language points

1. I think our town will look nicer with more trees around.

句中with more trees around 为介词短语，起副词作用。Around 用作副词，意思是“周围，四周”。

e.g. I could hear laughter all around. 我可以听见周围的笑声。

2. Air pollution is harmful to our health.

be harmful to sb.= harm sb. = do harm to sb. 对某人有害

e.g. Air pollution is harmful to our health.

= Air pollution harm to our health.

= Air pollution does harm to our health.

空气污染对我们的健康是有害的。

3. They provide home for animals too.

provide sth. for sb. = provide sb. with sth.

提供给某人某物

e.g. They provide homes for animals.

= They provide animals with homes.

他们给动物提供了家园。

Step 7 Let’s do a survey.

Work in groups of four and ask your group members about their daily habits. Then write a short passage about the results and report it to the class.

Step 8 Exercises

一、根据汉语提示填空。

1. There is a ______(调查) on learning English.

2. He joined an English club to improve his ______ (日常的) English.

3. Smoking is a kind of bad _______(习惯) .

4. Some of the waste material can be reworked for _________ (再利用).

Keys: 1 survey 2 daily 3 habit 4 recycling

二、汉译英。

1. 几乎没有学生带他们自己的袋子去超市。

2. 这是调查的结果。

Keys: 1. Few students take their own bags to the supermarket.

2. Here are the results of the survey.

Step 9 Homework

1. Remember the new words in this lesson.

2. Preview the next lesson.

Study skills

Teaching aims:

1. To learn to talk about how to protect the environment

2. To learn to correct the mistakes by checking the work

Teaching steps:

Step 1 Revision

Translate the phrases and sentences.

1.关掉水龙头

2.少于

3. 扔掉

4. 依靠

5. 自然资源

6. 洗澡

7. 刷牙

8. 学生的数量

9. 用纸的两面

10. 回收空瓶子

11. 关灯

12. 做一个调查

13. …的结果

14. 保护环境

15. 几乎没有学生带他们自己的袋子去超市。

16. 这是调查的结果。

17. 调查表明学生为帮助保护环境正在做许多事。

Step 2 Presentation

1. Present some new words with pictures and then read them aloud

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 3 Study skills

1. Explanation

We can correct a lot of our own mistakes by checking our work. After we have finished a piece of writing, always spend some time reading it through.

Types of mistakes

Step 4 Exercises

1. Complete the exercises on textbook.

Millie has written an article. Help her check her work. Underline the mistake, make the corrections and decide the types of mistakes she has made.

Let’s protect the environment!

People depend natural resources to live. Water and soil help provide us with necessary food and drinks. Coal, oil and natural gas is not only useful for families, but have a wider use for factorys.

Some natural resources are around us, such as water. Others like coal, oil and natural gas are dug up from the ground. They will form over thousands or even millions of years. As a result, it is very important for us to use them wise. If they are used and thrown away carelessly. finally some of them will run out.

It is time for us to take proper actions to protect our enviromnent. We should try produce less waste, reuse or recycle things if possible?

2. Check the answers.

3. Then read them aloud.

4. Do more exercises

Correct mistakes in the sentences.

1) You should pay not attention to his words.

2) Nobody can prove him wrongly.

3) Who made them so sadly?

4) What a valuable advice it is!

5) I really don’t know what to solve the problem.

6) I don’t see anything strange about the photo, too.

7) What is he look like? He is kind and helpful.

8) Listen, the music is sounding beautiful.

Step 5 Homework

Write a short passage “My green life” and use the skills we have learnt today to check your work.

Task

Teaching aims:

1. To learn some information about going green.

2. To learn how to write a script on how to go green.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: simple, step, power.

2. Read after the teacher.

3. Read together.

Step 2 Warming up

Discuss: How can we go green?

go green = protect the environment

Step 3 Brainstorm

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Step 4 Reading

Read Millie’s notes on page 118 and find out:

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Which else can we do to live a green life?

Step 5 Practice

1. Complete Millie’s script on page 119.

2. Check the answers.

3. Read together.

Step 6 Language points

Here are some simple steps to take.

take some steps 采取一些措施

e.g. We should take some simple steps to save water.

我们应该采取一些简单的措施来节约用水。

Step 7 Writing

Show some pictures about protecting environment. Let the students to give a presentation on how to go green.

Useful expressions:

1) It is time for us to ….

2) We can save water by ….

3) We should use/take ….

4) … is a good way to ….

5) It is important for us to ….

6) It is good to ….

7) Moreover, ….

Step 8 Exercises

I. 用所给单词的适当形式填空。

1. The waste can ______________(separate) into different groups to recycle.

2. Take your own bags when __________ (shop).

3. You should do more exercise and watch ______ (little) TV.

4. We can save water by ________ (take) shorter showers.

5. You need to check your homework after finishing _________ (write).

II. 汉译英。

1. 我们可以通过缩短淋浴时间来节约用水。

2. 为了节约电力，当我们离开房间时应该把灯关掉。

3. 好习惯能够帮助减少污染。

4. 对我们来说养成环保的生活方式很重要。

5. 遵循这些小步骤，你可以对地球产生大影响。

6. 当电视和电脑不用时，我们应该关掉电源。

Step 9 Homework

1. Finish your script.

2. Review all the new words and language points in this unit.

篇14：牛津8B unit2 教案教学设计(译林牛津版英语八年级)

Unit 2 Travelling

Welcome to the unit

Teaching aims:

1. To know foreign city famous tourist resorts and popular attractions.

2. Be familiar with the scenic spot and the country.

Teaching steps:

Step 1 Warming up

Do you like travelling?

Do you know any famous tourist attractions in Yancheng?

Step 2 Comic strip

Look, listen and answer the questions.

1. Is Eddie happy in the first picture? Why?

2. Where is Eddie going?

3. Does Eddie want to go too?

4. What does Hobo want to bring?

5. Does Eddie feel happy at last? Why?

Step 3 Explanation

I don’t think it’ll be a holiday for me.

我想对我而言这不会是什么假期了。

这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。

e.g. I don’t think it is a good idea. 我认为那不是个好主意。

Step 4 Let students look at the picture then act the dialogue out.

Step 5 Welcome the unit

If you have a chance (机会) to travel abroad (出国旅游), where will you go?

Then show some pictures about some popular attractions in foreign Countries:

the Great Wall

the Leaning Tower of Pisa

the Little Mermaid

the Statue of Liberty

the Sydney Opera House

Tower Bridge

Step 6 Read and guess

1. It is the longest wall in the world.

2. It is a present from French people. It stands for Liberty.

3. It sounds like pizza. It is leaning. It may fall down some day.

4. The girl has a fish’s tail instead of legs.

5. It is the busiest performing arts centre in the world.

6. It is a large bridge over the River Thames in London. It has twin towers.

Step 7 Work in pairs

Work in Part B.

A: What’s this, Millie?

B: It’s the Little Mermaid.

A: Where is it?

B: It’s in Copenhagen, the capital of Denmark.

A: What’s special about it?

B: It comes from the story by Hans Christian Andersen.

A: Have you ever been there? B: No, I haven’t.

Step 8 Do some exercises

Step 9 Homework

1. Prepare a fact file and write about one of your holidays.

2. Preview the new words in Reading.

Reading I

Teaching aims:

Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.

Let students talk about tourist in vocabulary.

Teaching steps:

Step 1 Review

Look at some pictures and say something about them.

e.g. the Leaning Tower of Pisa

the Statue of Liberty

Mount Fuji

the Little Mermaid

Tower Bridge

…

Step 2 Free talk

1. What places of interest have you visited in China?

2. Have you ever been to Hong Kong?

Step 3 Watch a video about Hong Kong Disneyland.

Step 4 Ask students to read together.

Step 5 Present some pictures about Hong Kong Disneyland.

Step 6 Let students read the letter and answer the questions.

1. Who visited Disneyland?

2. How long did they stay in Disneyland?

Step 7 Work on B1

Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.

Amy: Who did you go to Hong Kong with?

Kitty: I went there with ___________.

Amy: Where did you go during your stay there?

Kitty: We went to ____________________.

Amy: How did you get there?

Kitty: We got there ___________________.

Amy: How long did you stay in the park?

Kitty: We stayed there for ___________.

Amy: Did you enjoy yourselves there?

Kitty: Sure. We had _______________.

Step 8 Work on B2

After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.

A day at Disneyland

Had fun on ______________

Hurried to have a __________ and met Disney _________________ on the way

Watched a _______ of Disney characters

Watched a __________

Did some ___________

Watched ____________ in front of the castle

Step 9 Work on B3

Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.

Kitty: I took lots of photos at Hong Kong Disneyland, Amy.

Amy: Oh, let me have a look. Is that Mickey Mouse?

Kitty: Yes. He looked so _____.

Amy: What’s in this photo?

Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.

Amy: What do you think was the best part of the day?

Kitty: I think the parade of Disney __________ was really wonderful.

Amy: Was the film in the park interesting?

Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.

Amy: Did you go shopping there?

Kitty: Yes. I bought ___________ key rings. Here’s one for you.

Amy: It’s nice. Thank you.

Step 10 Work on B4

Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.

We’re having a fantastic time here.

First, we had fun on Space Mountain – an indoor roller coaster in the dark.

It moved at high speed and was really exciting!

We were screaming and laughing through the ride.

It was the best part of the day.

I ran after them and couldn’t stop taking photos.

Step 11 Homework

Ask students read the article after class.

Reading II

Teaching aims:

1. To know and master some useful words/sentences/phrases.

2. To know the meaning of passage.

3. To learn more about the world and protect the environment.

Teaching steps:

Step 1 Revision

Review Kitty’s trip.

Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.

Step 2 Language points

1. I miss you so much!

miss vt. 想念，思念

e.g. Amy misses her grandparents very much.

艾米非常想念她的爷爷奶奶。

miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。

e.g. Kitty was sad because she missed her train.

基蒂非常伤心，因为她错过了火车。

I don't want to miss seeing that film on television tonight.

我不想错过今晚在电视上看那部影片的机会。

miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。

e.g. Miss Smith is a popular writer.

史密斯小姐是一位受欢迎的作家。

2. We’re having a fantastic time here.

fantastic adj. 极好的，美妙的

e.g. We watched a fantastic play yesterday evening.

昨天晚上我们看了一场非常精彩的演出。

have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun

3. Today we spent the whole day at Disneyland.

the whole day 一整天 = all the day

e.g. They spent the whole day wandering about seeing the sights.

他们花了一整天参观名胜古迹。

4. It moved at high speed and was really exciting!

at high speed意为“快速地, 非常快地”, 其中的speed为名词, 意为“速度”, at speed与at high speed意思相同。

e.g. He drives the car at (high) speed in the road.

他在路上飞快地开车。

at a speed of ...也是一个常见的短语, 表示“以……的速度”。

e.g. The train is travelling at a speed of sixty miles an hour.

火车正以每小时六十英里的速度行驶。

5. We were screaming and laughing through the ride.

1) through是介词, 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束, 从头到尾”的意思。

e.g. The nurse looked after the old man through his long illness.

这个老人病了很长时间, 这个护士一直在照顾他。

2) ride n.

可数名词, 意为“乘坐, 搭乘; (乘车或骑车的)短途旅程, 旅行”, 有时也可指“距离”。

e.g. Can I have a ride on your bike?

我能坐你的自行车吗?

6. …such as Snow White and Mickey Mouse.

such as 例如

such as和for example都有“例如”的意思，但是它们的用法有所不同。

such as常用来列举同类人或事物中的多个例子。

e.g. I like animals, such as dogs, bears and pandas.

我喜欢动物，例如狗，熊和熊猫。

for example一般只以同类人或事物中的“一个”为例。

e.g. He has ever been to many countries, for example, Australia.

他曾经去过许多国家，例如，澳大利亚。

选用such as或for example填空。

1) John likes many sports, ____________, basketball.

2) She can say many languages, __________ Chinese, Italian and Russian.

7. I ran after them and couldn’t stop taking photos.

run after 跟着跑，追逐

e.g. Look, the dog is running after the rabbit.

看，这条狗正在追赶那只兔子。

cannot stop doing something 忍不住一直做某事

e.g. We could not stop laughing when we watched Tom and Jerry.

我们在看《猫和老鼠》时忍不住一直大笑。

8. I bought a couple of king rings for classmates.

a couple of 可以表示不确定的“几个”。

e.g. a couple of minutes 几分钟

短语 a couple of也可以表示“两个”

e.g. I saw a couple of men get out.

我看见有2个男人出去了。

9. Hope you’ve enjoyed yourself there.

希望你在那儿玩的开心。

这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed

yourself there!

在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。

e.g. Hope to here from you.

期待收到你的来信。

Step 3 Do some exercises.

Step 4 Homework.

Recite the new words, phrase and sentence patterns in Reading.

Grammar

Teaching aims:

1.掌握“have/has been to” 和 “have/has gone to”的用法。

2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。

Teaching steps:

Step 1 Revision

Answer the questions.

1. Where has Kitty been?

2. How did she feel on Space Mountain?

3. What were they doing through the ride?

4. What did she meet on the way to the restaurant?

5. What was the best part of her day?

6. What did they do after the parade?

7. Did she buy any gifts?

8. When did they watch the fireworks?

Step 2 Study Grammar A: Using have/has been 和 have/has gone

We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.

e.g. Mille and Amy have been to South Hill. They want to go there again.

Sandy has never been to South Hill. She wants to go with them.

We use have/has gone to express the idea that someone went to a place but has not yet returned.

e.g. Kitty and her family have gone to Hong Kong. They will come back next week.

Suzy is not at home at the moment.

She has gone to the bookshop.

Step 3 Summary

have/has been和have/has gone的用法

让我们一起来观察下面的句子并分析总结它们的用法!

① I have been to America many times. It’s really a modern city.

② Millie has gone to America with her family. I hope they have a great time

there.

【区别一】

通过分析上面两个例句, 你能得出什么结论呢?

___________ 表示曾经去过某地, 已经回来; 而 ___________表示说话时已经去了某地, 可能在途中, 也可能到达目的地。

③ Have you ever been to the supermarket to buy grapes?

④ Minnie and her father have been to the supermarket to buy grapes twice this

month.

⑤ Minnie and her father have gone to the supermarket to buy grapes.

【区别二】

通过分析上面三个例句, 你能得出什么结论呢?

含 ___________ 的句子中可以加 once, twice, ever, never等时间状语; 而含 ____________ 的句子中不能加此类时间状语。

【区别三】

综合分析上面五个例句, 你还能得出什么结论呢?

含 ___________ 的句子中主语的人称一般为第三人称形式; 而含 ___________ 的句子中对主语的人称没有限制。

Step 4 Practice

Finish the exercises on pages 26 & 27.

A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.

1. Millie isn’t here. She _________ to the library.

2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.

3. My cousin __________ to Xi’an twice.

4. My parents __________ to Xi’an and they’ll stay there for a week.

5. Daniel won’t be with us at the party. He _________ to Shanghai.

A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.

Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?

Millie: He __________ (go) to Tianjin to attend a meeting.

Daniel: _____ you _____ (be) anywhere recently?

Millie: Yes, I __________ to Hainan with my parents.

Daniel: Oh, that’s great! ______ you ______ to Sanya?

Millie: Sure, we _________(be) to the beach there. Look at these photos.

Daniel: The beach is beautiful. I see Andy playing on the sand too.

Millie: Yes, We went there with his family.

Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?

Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.

Step 5 Study Grammar B: Verbs with for and since

We use for when we talk about a period of time, and we use since when we talk about a time point in the past.

e.g. Mr Dong has lived here for many years.

Mr Dong has lived her since he was born.

Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.

Step 6 Summary

since和for的用法

现在完成时表示动作或状态从过去某一时刻开始, 一直持续到现在, 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。

常见结构如下：

for + 表示一段时间的状语

一段时间+ ago

since +表示过去的某一时间点

从句

e.g. He has lived here for 16 years.

他住在这里有十六年了。

He has lived here since 16 years ago.

他从十六年前起就住在这里了。

He has lived here since 1991.

他从1990年起就住在这里了。

He has lived here since he was born.

他从出生起就住在这里。

If we want to express a continuous state, we can use another way like this.

Verb Used for a continuous state Example

begin/start have/has been on

The film has been on for 20 minutes.

finish/stop

have/has been over The parade has been over for hours.

come/go/arrive

have/has been in/at

Kitty has been in Hongkong for two days.

leave

have/has been away

She has been away from home since last Tuesday.

borrow

have/has kept

She has kept this book since last week.

join

have/has been in

have/has been a member of

Simon has been a member of the Football Club since last year.

marry

have/has been married They have been married for 15 years.

die

have/has been dead

The fish have been dead for some time.

Step 7 Practice

Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.

My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.

I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.

Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 a.m. It ________(be) on for about half an hour. The show is really exciting.

Step 8 Do some exercises.

I. 慧眼识错。

1. I have borrowed the book for 3 months.

2. My bother has joined the army since he was 18.

3. Jack and Tom have lived here since 5 years.

4. The film has been on since I have come to the cinema.

5. When has Mr. Li caught a bad cold?

6. His grandfather has been died for two years.

7. Jim has gone to Beijing for ten years.

8. What time have the factory opened?

9. I have gone to Chunhua Middle School twice.

II. 同义句转换。

1. The class was over ten minutes ago.

The class _____________ for ten minutes.

2. His grandpa died in .

His grandpa ______________ for ten years.

3. The exhibition has been on for three

days.

The exhibition ____________ three days ago.

4. My parents got married 25 years ago.

My parents __________________

since 25 years ago.

5. I bought the MP3 last week.

I __________ the MP3 for a week.

6. Kitty joined the Reading Club last year.

Kitty _____________________ the Reading Club since last year.

III. 翻译下列句子。

1. 这些日子你去哪里了？

2. 我父亲已经去上海出差了。

3. 他离开家已经了。

4. 篮球赛已经开始15分钟了。

5. 20分钟前会议就已经结束了。

6. 我两年前来到了这个学校。

7. 她已经到达公司半个小时了。

8. A: Tony曾经去过法国吗？B: 是的。

A: 他去过埃菲尔铁塔吗？ B: 没有。

9. A: 我昨天没看见你。你去哪儿了？

B: 我去电影院了。

A: 你什么时候去电影院的？

B: 昨天下午。

10. A: 你爸爸去哪儿了?

B: 他去美国了。他下周回来。

11. A: 他们去印度了吗?

B: 不，没有。他们明天走。

Step 9 Homework

1. 复习for和since的用法。

2. 复习延续性动词和非延续性动词的用法。

Integrated skills

Teaching aims:

1. By reading and listening to obtain useful information

2. Can ask and answer questions about travel

Teaching steps:

Step 1 Revision

Translate some sentences.

1. 小名参军半年了。

Xiao Ming has been a soldier for half a year.

2. 我们上了8年学了。

We have been students for eight years.

3. 下课10分钟了。

The class has been over for ten minutes.

4. 电影开始了一小时了。

The film has been on for an hour.

5. 门打开半小时了。

The door has been open for half an hour.

Step 2 New words

beautyseaside theme park sailing view except

mountain business direct flight on business

Step 3 Free talk

Have you ever travelled to any places in China?

What did you do there?

Step 4 Listen to the tape and answer A1.

The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.

Places for travelling

a. Chinese gardens1. Kitty

b. Museums 2. Simon

c. Places of natural beauty3. Sandy

d. Seaside cities 4. Daniel

e. Theme parks 5. Millie

Step 5 Make sentences use the information in A1.

Kitty likes to go….

Millie wants to go…

Step 6 Ask students talk with classmates

What is important when you plan your holiday?

Step 7 Listen to the tape finish A2.

The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.

Places to go Spring Summer Autumn Winter

Chinese

gardens Suzhou,

Yangzhou

Museums Beijing,

Xi’an

Places of natural beauty Mount Huang,

Jiuzhaigou

Seaside cities Dalian,

Qingdao

Theme parks Shenzhen,

Hong Kong

Step 8 Finish part A3 together.

Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.

Places to go in China

Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.

Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.

Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.

Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.

Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.

Step 9 Pair work

Work in pairs. Talk about your travelling.

A: Where did you go last summer?

B: I went to …

A: What did you do there?

B: I went… I had a fantastic time.

Step 10 Written task

Your foreign friend wants to visit Suzhou, please give him some advice.

Speak up and Study skills

Teaching aims:

1. Students can ask and answer about the travel information.

2. Students can use main points and details to write an article.

Teaching steps:

Step 1 Free talk

Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?

Step 2 Speak up

Listen and answer some questions.

1. Where will Amy go?

2. How will they get there?

3. How long are they staying there?

4. How long dose it take to fly to Chengdu?

Step 3 Act out

Let students act the dialogue out.

Step 4 Pair work

Let students talk about:

What’s your holiday plan? Where do you want to go during the May Day holiday？

Give them tips:

Where are you going?

Why do you plan to go there?

Who are you going with?

How will you get there?

Step 5 Notes

1. My Dad has been to Chengdu on business twice.

我爸爸去成都出差过两次。

business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。

on business 意思是“出差”

2. We’re going to take a direct flight to Chengdu.

我们将乘直飞航班到成都。

direct adj. 径直的

e.g. There is a direct high-speed train to Hangzhou.

有一班直达杭州的高速列车。

Step 6 Practice

Complete the sentences.

Step 7 Study skills

Presentation:

1. When we write about an experience or event, we can organize our ideas using

the following five main points.

When did it happen?

Where did it happen?

Who was there?

What happened?

How did you feel?

Then we should give details to support the main points.

2. Take Kitty’s day at Hong Kong Disneyland as an example:

When: during the winter holiday

Where: Hong Kong

Who: Kitty and her parents

What: visited Hong Kong Disneyland

How: had a fantastic time

Step 8 Practice

Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.

a Class 1, Grade 8 students

b Enjoyed the natural beauty

c Everybody felt excited

d Flew kites

e Went fishing by the lake

f 5 March

g South Hill

h A visit to South Hill

When: ____________

Where: ____________

Who: ___________ ____________

What: ___________ ___________

How: ____________ ____________

Step 9 Sample speech

On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.

Step 10

Write a passage about your trip, using the information we have learned in the lesson.

Task

Teaching aims:

To write an article about one of your holidays.

Teaching steps:

Step 1 Warming up

Show some pictures about Hong Kong Disneyland.

Step 2 Work in Task 1

1. Presentation

Show students some pictures to learn new words.

2. How does Kitty write her article?

Step 1(part A):

Step 2(part B):

Step 3(part C):

3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.

Main Points Details

When The winter holiday ------

where Hong Kong

Who ------

What visiting places of interest Disneyland

Ocean park---

Other activities

Eating

How

4. Useful expressions:

It took us …to fly to

The next day, we went to…

I loved watching the interesting…

…was exciting/beautiful/fantastic

On the third day, we visited…

We went to…on the fifth day

…was the best part of the day

We enjoyed this trip very much

Step 3 Work on Task 2

1. Complete Kitty’s article in Part B on page 33 as quickly as you can.

2. Analysis (分析) kitty’s article. We can group this article into 3 parts:

Part 1: para( )-para( ) It is mainly about

Part 2: para( )-para( ) It is mainly about

Part 3: para( )-para( ) It is mainly about

3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?

Step 4 Notes

1. My parents and I left for the airport in the early morning.

我和父母一大早就前往机场。

leave for 动身去

e.g. The plane leaves for Hong Kong at 10:30.

飞机于10：30 起飞前往香港。

2. It took us about three and a half hours to fly to Hong Kong.

我们花了3个半小时飞到香港。

“3个半小时”还可以表达成three hours and a half

“一个半小时”的两种表达方式 one and a half hours

one hour and a half

Step 5 Writing

You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.

Tips:

1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.

2. Organize your ideas before you write.

3. Think of something interesting and special to write about.

4. Use adjectives and adverbs to make your article more interesting.

5. Write about your feelings in the last paragraph.

Step 6 Homework

If you went to Beijing for a holiday last summer, try to write an article about this trip.

篇15：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)

Teaching content：Comic strip and welcome to the unit

Teaching aims：1.复习掌握已学过的衣服的名称。

2.复习掌握已学过的颜色单词。

3.掌握并会使用服装的制作材料。

4.掌握并灵活运用课文中的对话。

5.教育学生养成乐于助人的品质。

Teaching focus ：1.衣服的名称及其制作材料。

2.会描述人物的穿着打扮。

Teaching aids：教学挂图，多媒体。

Teaching procedure：

Warming up:

Let the students see some pictures of the fashion show on the screen.

Pre - task:

1. Use the pictures to review the names of the clothes.

2. Review the colours. Ask the Ss to say the colours of the clothes.

3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.

While- task:

1. Eddie is going to a fashion show. Will you please help him to dress up?

2. See some pictures of different kinds of dogs in clothes on the screen.

3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)

eg. Look at this lovely dog. Its scarf is white, and its made of silk.

4.Practise

Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.

names shoes hat scarf coat

colours black red white Yellow

materials leather wool silk cotton

5．Learn “comic strip”.

A. Present the comic strip. Help the Ss understand the meaning.

eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.

B. Repeat the dialogue

C. Read the dialogue after the teacher.

D. Ask some students to act it out.

Post- task:

1.Welcome to the unit

A. Looking good and raising money.

The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.

B. Clothes and materials

Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.

2. Give a fashion show

Ask several students to give a fashion show.

The Second Teaching Plan Of Unit 6

Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.

(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。

（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。

Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit

Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.

Teaching procedures:

1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …

eg: 1. What colour is his coat?

2. What size is it ?

3. Does he look cool? …

(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )

2. Warming up exercises: Present the new materials by picture.

(1) To distinguish the fashions in different times.(through pictures prepared.)

(2) Sum up. To describe a person in a short passage. (according to the pictures.)

Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”

3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.

Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______

Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers

Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.

Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.

Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.

(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)

(3) Try to retell the main ideas of the story.

4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.

This course is for the purpose of main task

5.Ss’ activities. Say something about the pictures drawn on the Bb.

6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.

7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.

The Third Period of Unit 6

Teaching Contents: Reading A B

Teaching Topic: The Fashion Show

Teaching Aims: 1、进一步理解课文的主题

2、学习有关服装的名称、面料、色彩的运用

3、能够描述某个人的着装特色，增强个人的审美意识

Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文

Ⅰ.Greeting

Ⅱ.Warming up

1. Read the names of clothes with the picture on P87 (A)

T : He / She looks beautiful ( smart modern cool)

What is it?

S: Jacket tie shirt / blouse skirt

T : What are they?

S: Shoes trousers / boots

2. Ask the students about his (her) real life.

T: What are you wearing ?

S: A shirt.

T: What’s it made of?

S: It’s made of silk (wool leather cotton).

T: What colour is it?

S: It’s red .(yellow black white blue green purple)

Ⅲ. Reading (1)

1. Read the new words.

T: Last Friday ,Sandy’s class gave a fashion show.

Can you read the new words.

a fashion show Project Hope style scarf

time times trainer trainers century

smart modern colorful comfortable cool

2. Read the text

3. Qs and As

T: (1) Who wore white shoes?

(2) What did Simon wear?

(3) Who wore a blouse?

(4) What did Amy wear?

(5) Who wore sport clothes?

(6) Who wore a black skirt?

(7) Was Amy’s blouse silk? Was Amy’s scarf wool?

4. Fill in the blanks.

Name Clothes

Simon

Daniel

Sandy

Amy

Ⅳ.Reading (2)

T: Now let’s look at P90 (B) “Style and fashion”

Finish Kitty’s notes.

1. Simon wore a pair of white_____________

2. Millie talked about sports shoes called _____________

3.Young people like to wear trainers because they are ____________

4.Sandy wore a red____________

5. Simon’s _________ was yellow and red.

6.Amy wore a yellow __________ blouse and a pair of blue jeans.

Ⅴ.Post-task activity

(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .

S: He /She is wearing ….

(2) T: OK. Please come to the front and say something about yourself.

S: I’m wearing…

Ⅵ. Reading (3)

The students read the text again.

Ⅶ. Homework.

T: Please write an article about your friend’s fashionable clothes.

( about the fashion show)

The Fourth Period Of Unit 6 Fashion

Topic: Reading C, D

Aims:

1. Identify clothes and learn the names appeared in the reading part.

2. Arouse students’ enthusiasm for contacting others by interviewing.

3. Developing the ability of useing

I. Greetings

T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?

A: My father did.

T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.

B: Thank you.

T: Do you still remember the fashion show?

Ss: Yes, we do.

II. Fashionable Clothes (C1)

1.T: Ok, let’s look at the pictures. Please tell us what these are.

(Teacher show them the pictures on the blackboard, ask students to tell the names.)

Picture One

C: scarf

T: Yes, scarf, a blue silk scarf. Read after me, please.

(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;

boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)

T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.

(Students read it quickly.)

T: Who wore the scarf? Student E , please.

E: Amy wore the blue silk scarf at the fashion show.

(Ask students do the rest questions, write the names on the lines.)

2. Ask students to do the exercises in pairs like this:

A: What is this?

B: It’s a …..

A: Who wore it/them at the fashion show?

B: ….. did.

III. Fashionable Clothes (C2 )

T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.

(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)

IV. A television interview

1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.

(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)

2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.

(Student prepair and act out the interview.)

V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?

The Fifth Period of Unit 6

TeachingContents: Vocabulary

TeachingTopics: Fashion Clothes

Teaching Aims :①To recognize adjectives that describe clothing

②To use adjectives to express opininons about how things look

Ⅰ:Warming up

T:Good morning

S:Good morning

T:What are you wearing ?

S:A silk shirt

T:Very beautiful

S:Thank you

Ⅱ: Part (A)

1,Show the six pictures and let the students guess who they are

S: Picture 1:Sandy

2:Amy

3;sandy

4:simon

5:Daniel

6:Daniel

2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.

e.g..Amy is wearing a yellow silk blouse

Sandy is wearing a pair of long red boots

3,Read the new words

boots blouse skirt tie trainers T-shirt

Ⅲ:Part (B)

1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:

big-small

old-new

short-long

slim-fat

young-old

2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.

3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.

Ⅳ:Do a game

students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.

Game: He is wearing a yellow blouse and his clothes is heavy.

Q: Who is he ?

Extension activity

Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.

What is your favourite clothing item? What materal is it made from? What colour is it?

Name of classmate Favourite clothes Material Colour

1

2

3

4

Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.

`they all like…’

‘One student like …and two students like…’

Ⅴ.Homework

1:Read the text after class

2:Preview grammar

The 6th and 7th Period Grammar

A Simple past tense

Task-based Teaching Aims:

1. Cognitive Development

Make sure students can recognize the tense freely.

2. Proficiency Level

To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.

3. Affective Learning

To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.

4. Cultural Understanding

Make them feel the cultural differences between Eastern and Western Countries.

Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.

e.g. 1. Eddie met Millie 3 years ago.

2. Eddie was ill yesterday.

Step 2 Teach them how to form the simple past tense before practicing them.

We form the simple past tense by adding ‘-ed’ to regular verbs.

Most verbs + ed walk →consonant walked

Verbs ending in e + d live → lived

Verbs ending in a consonant + y - y + ied try → tried

Short verbs ending in double the

a vowel + a consonant consonant + ed stop → stopped

We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.

No change cost → cost

Change the vowel come → came

Change the consonant make → made

Change the vowel (s) and the consonant (s) buy → bought

Writing about the past

A1. Write about the simple past tense forms of the verbs below.

1. start → started 2. dress → dressed 3. play → played

4. help → helped 5. use → used 6. like → liked

7. look → looked 8. study → studied 9. plan → planned

Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.

Did you have a good weekend?

I played tennis for two hours.

What did you do?

I watched a film on Saturday evening. It finished at 11 p.m.

What did you do last Saturday?

On Sunday, I took a bus from Wangfujing.

There were a lot of people.

What did you do on Sunday?

Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.

Mrs Wang: Did Millie ask Grandma about the dress on Monday?

Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?

Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?

Andy: Yes, she did. But she cleaned her bedroom.

Mrs Wang: I know! Did she do her Maths project?

Andy: No, she didn’t. But she did some work for the fashion show.

Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.

Millie: Were you at home on Saturday morning?

Sandy: Yes, I was.

Millie: Was your cousin at the football match?

Sandy: No, he wasn’t. He was at the shopping mall with Mum.

Millie: Were you and your parents at the cinema on Saturday evening?

Sandy: Yes, we were.

Millie: Were your grandparents at the fashion show on Friday?

Sandy: No, they weren’t.

Millie: Were we at school last Monday?

Sandy: No, we weren’t. Last Monday was a holiday.

B Sequencing events

Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.

( first, then, next, afterward, finally)

Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.

B1 Briefly review the adverbs, using the picturesfor support.

Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.

B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.

Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’

Ask questions about each picture.

1) What did Simon do first?

2) What did Simon wear?

3) What did he do next?

4) Who did Simon talk to?

5) Where did he go afterwards?

Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.

The Eighth Period of Unit 6 Fashion (Part 7)

Integrated Skills

Task-based Teaching Aims:

(1) Cognitive Development:

Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.

(2) Proficiency Level:

To develop the Ss’ integrated skills through listening ,speaking, reading and writing .

(3) Affective Learning:

To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .

(4) Cultural Understanding :

Make the Ss feel the cultural differences between Eastern and Western Countries.

Procedures:

Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.

T: Is it a trainer ?

S: …

T: Do you like wearing trainers?

S: …

T: Do you know what the names of these parts are ?

S: …

T: OK. We call it “shoelace / sole / stripe / tongue”.

Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .

T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?

S: …

T: OK. First let’s have a look on the screen . Then please tell me about it .

S: …

T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .

S: …(Discuss in groups )

T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)

Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .

T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.

S: …

T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)

T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:

清后[t], 元浊[d], [t][d]之后读[id].

eg: /t/ /d/ /id/

danced played acted

helped lived needed

talked answered visited

shopped carried shouted

Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.

T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)

Step Five :Written work

T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :

My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction

T:OK. That’s all for today’s class . Thank you .

The Ninth Period of Unit 6 Fashion

Main task

Objectives

1 To describe different materials and items of clothing.

2 To make a brochure about clothes and fashion.

3 To present a brochure to the class.

Background information

Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.

Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about

1 Who are the readers?

2 What do the readers want to know?

3 How do you make your brochure look interesting to the reader?

Teaching procedures

1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.

2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.

Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal

3 Enable students to describe themselves or their classmates by using the keywords above.

4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.

5 Check the answers and encourage students to express their opinions about the model article.

6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.

7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .

8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.

Sample writing

Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.

First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.

Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.

All the clothes are comfortable to wear at weekends.

篇16：8a unit6 reading 教案教学设计(译林牛津版英语八年级)

一、教案背景

1、面向学生：中学

2、学科：英语

3、课时：两课时

4、学生课前准备：

（1）预习教材94-95页的内容。

（2）以小组分工形式搜集以下地震的相关资料并完成下列表格：

names of earthquakes when where the number of deaths

the Tangshan earthquake

the Wenchuan earthquake

the Yushu earthquake

the Haiti earthquake

the Chile earthquake

请你用英语写出关于地震的几句话：

（3）请完成下列调查表：

性别

学生

编号 地震发生时你的

自救方式请选择： 你对地震恐惧吗 你是否关注地震各种信息 我校地震逃生演练次数够吗 我县处于强地震带吗

a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否

1 男 女

2

.

40

（4）搜集资料：如何在灾难中自救。

二、教学课题

译林版牛津初中英语（八年级上）Module 2 Unit 6 Natural disasters Reading

The Taiwan earthquake

三、教学目标

（一）知识目标：

1、学习掌握课文四会内容。

2、了解台湾地震的整个过程。

3、掌握课文大意，并能按照事件发生顺序复述课文内容。

（二）能力目标：

1、培养学生根据关键词和语境猜测大意的能力。

2、进一步理解、应用过去进行时。

3、培养学生良好的听、说、读、写综合语言能力。

（三）情感态度目标：

1、通过学习主人公在地震中的活动，培养学生勇敢、不畏艰难的精神。激发学生珍爱生命及自我保护意识。

2、通过开展小组活动，积极与他人合作，培养学生互帮互助的团队精神。

四、教材分析

1、教材版本：

凤凰出版传媒集团、译林出版社义务教育课程标准试验教科书《牛津初中英语（八年级上）》。

2、学情分析：

本课以台湾9.21大地震为背景，男孩Timmy用第一人称叙述了在地震中他被困瓦砾堆下的故事，给人以亲身经历的感觉。这种感觉很容易使学生倾心地去听、去读、去说，或为故事中人物的命运和事件的发展深刻感受遭遇地震的恐惧不安和死里逃生。

这篇课文语境真实，有利于课堂交际活动的真实开展。在教学中我设计了Do you know how to protect yourself if there is an earthquake here? 等问题,由课内延伸到课外,增大学生的知识量,拓展了学生的思维,从而达到综合运用语言进行交际的目的。

3、教学重点：

1.了解有关地震的基本知识。

2. 通过阅读，理解课文大意并理清事情发生的顺序。

3.培养学生的阅读技巧。

4、教学难点：

进一步理解、应用过去进行时。

5、教学准备：

（1）利用百度搜索好教学所需的地震相关视频和音乐。

（2）多媒体、录音机。

（3）对学生调查表进行分析统计。

五、教学方法

1、教学方法

情境教学法、任务型教学法

2、学习方法

预习、自主学习、合作学习

六、教学过程

第一课时：

Step 1 情景导入(4分钟)

【小组活动】

小组展示课前用百度引擎www.baidu.com/搜集完成的合作成果

names of earthquakes when where the number of deaths

the Tangshan earthquake on 28 July,1976 in Tangshan 242,000

the Wenchuan earthquake on 12 May, in Sichuan 69,142

the Yushu earthquake on 14 April, in Gansu 2220

the Haiti earthquake on 12 Jan,2010 in Haiti 222,500

the Chile earthquake on 27 Feb,2010 in Chile 802

请你用英语写出关于地震的几句话： The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...

【设计意图】让学生通过了解几次大地震的基本情况，激发学生脑海中的地震图式，并能用几句英语句子描述地震。

T：An earthquake is a disaster , isn’t it ？引入课题：The Taiwan earthquake

Step 2 呈现(6分钟)

1【师生活动】

【百度视频01:07】video.sina.com.cn/v/b/13515276-1192284773.html

T:Where and when did the earthquake happen?

What is the big noise like ?

What can you see in the video?

S:It happened on May 12 in Wenchuan.

The big noise is like thunder / bombs under the ground .

I can see mountains and trees shaking , big stones falling down .

I can see people screaming in fear , running wildly .

【设计意图】：通过该视频提问检查小组成员课前自主学习的准备情况，检查四会内容预习情况，引入本课部分重要单词。

2【教师活动】板书学生回答时提到的新单词，并带读。

3【学生活动】完成P96B1练习，加深对新单词的理解。

Step 3 听力练习(6分钟)

1【教师活动】

T:There was also an earthquake in Taiwan on 21 , September in . About 2,000 people lost their lives , but a boy named Timmy survived. He is a survivor. Let’s listen to see what happened to him.

播放课本94-95页录音。

2【学生活动】

听录音，完成课本97页D部分判断正误。

3【师生活动】

学生朗读D部分判断正误的句子，教师与学生一起核对答案，就错误的句子要求学生改正并朗读。

【设计意图】：通过听力练习，让学生整体感受课文，同时训练学生的听说能力。

Step 4阅读(15分钟)

1【师生活动】

(1)教师再次播放课文录音，学生跟读2遍，教师用多媒体展示以下问题，并提问检查学生对课文的理解：

(1)、What was Timmy doing when the earthquake started ？

(2)、Why did people scream ?

(3)、Where did Timmy try to run when the real noice came，like bombs under the ground ?

(4)、Why did people run wildly in all directions ?

(5)、What happened to the building ？

(6)、How did Timmy feel when he was trapped ?

(7)、What did he tell himself when he was trapped ?

(8)、Did Timmy eat up the chocolare ? Why not ?

(9)、Did he survive the earthquake ?

(10)、How was Timmy saved ?

【设计意图】：让学生通过问题阅读来验证对篇章的整体理解，该部分主要采用5-W设计提问，其中(7)、What did he tell himself when he was trapped ? 和 (8)、Did Timmy eat up the chocolare ? Why not ? 两个问题的设计目的是为了教学生在面对灾难时要冷静，随身食品不要一下吃完，而要作为维持生命的延续。

Step 5练习(14分钟)

2【学生活动】

（1）、先小组内朗读，再全班朗读，然后小组合作完成下列表格并展示：

Noise People do What happened Timmy

At first / / / felt a slight shaking

Then A big noise

like thunder

Children screamed looked at each other in fear;

Childre were frightened

/ /

Then The real

noise came

like bombs ran in all directions; ran wildly Pieces of glass

and bricks fell down tried my best

to run,too

Final-ly The noise

ended calmed down;

could not see at all

（2）、完成课本97页c部分练习，选3位学生根据排好序的图片复述课文大意。

（3）、在音乐中完成课本96页B2部分练习

【百度视频】www.tudou.com/programs/view/C1GBeIg6FUs/

（4）、朗读课本97页c部分练习，小组核对答案。

【设计意图】：让学生通过朗读和练习，获得对文章的细节理解和把握，图片排序有助于学生掌握课文大意，为运用所学知识复述课文内容做准备，音乐《让爱转动整个宇宙》是让学生感受台湾人在9.21地震灾难后重建家园的奇迹和和对生活的坚强。

Homework

Finish off the exercises in the Evaluation Handbook and learing English.

板书设计:

The Taiwan earthquake（1）

用几句英语句子描述地震

The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...

生词、短语、句子

1、The big noise is like thunder / bombs under the ground .

2、What can you see in the video?

I can see。。。shaking , falling down .

screaming in fear , running widly .

3、P96B1练习听录音

1、完成课本97页D部分判断正误。

2、回答问题

(1)、。。。。。。

。。。。。。

(7)、What did he tell himself when he was trapped ?

(8)、Did Timmy eat up the chocolare ? Why not ?

。。。。。。

练习

1、完成课本97页c部分练习，根据排好序的图片复述课文大意。

2、完成课本96页B2部分练习

第二课时：

Step 6练习(12分钟)

1、【学生活动】

(1)First watch a video about an earthquake in Haiti ,Then complete the following artile:

【百度视频01:32】 v.youku.com/v_show/id_XMTcxNTA2ODEy.html

The building was shaking when the earthquake started . We can hear clearly pieces of bricks falling down the ground . A man in blue was running out of the building at the moment . The walls were shaking . Another three men were running wildly in all directions because they were very frightened . We can hear a loud noise like thunder/bombs under the ground . Then the walls began to come down , At last all calmed down.

(2)Ask Ss to read the above article.

【设计意图】：借助海地大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习,同时对部分重点词语、短语加以巩固。

(3)词组练习

1、When hearing the loud thunder ,he felt a heavy shaking through his body .(一阵巨大的摇晃传过他的身体)

2、The baby calmed down (平静下来) after listening to teh beautiful music .

3、I was doing some shopping (在购物) when the earthquake took place .

4、Timmy shouted for help(大喊救命) but no one came for a long time .

5、People in the shop center looked at each other in fear (惊恐地相互看着).

6、When seeing the snake , the girls ran in all directions (四下逃窜).

(4)Translation

1、起先，他感觉到一丝轻微的震动传遍全身。

At first,he felt a slight shaking through his dody.

2、地震开始时，我正尽力朝操场跑去。

When the earthquake started,I was trying my best to run to the playground.

3、今早我看到她时，她正急匆匆地赶去上学。

When I saw her this morning,she was in a great hurry to go to school.

4、人们在疯狂奔逃时，一块块玻璃和砖块直下掉。

People were running wildly while pieces of glass and bricks were falling down .

Step 7 活动

1、【学生活动】(13分钟)

（1）Work in pairs

One acts as a reporter , the other acts as Tommy . The reporter interviews Tommy with such as the following questions :

(1)How did you feel at first when the earthquake happened ?

(2)What was the big noise like ?

(3)What were people doing while pieces of glasses and bricks were falling down .

(4)What did you feel when you were trapped ?And what did you do ?

(5)Did you shout for help ?

(6)Where did you know when you were trapped ?

(7)How did the people save you from the ruins ?

（2）Ask some volunteers to act out

【设计意图】：采访活动中给学生提供可能用到的问题，目的在于给学生建立脚手架，让学生伸伸手可摘桃，让每个学生都能有话可说，有利于培养学生自信心，使每个学生都能积极主动地参与到活动中来。

2、【师生活动】(6分钟)

T: Show Ss the following survey summary , which is based on the Ss’survey .

95 percentt of you are afraid of an earthquake , and we know Donghai county lies in a seismic activity area . Do you know how to protect yourself if there is an earthquake here?

调查统计表

性别

人数

百分比

地震发生时你的

自救方式请选择： 你对地震恐惧吗 你是否关注地震重大信息 我校地震逃生演练次数够吗 我县处于强地震带吗

a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否

abc 是 否 是 否 够 不够 是 否

男 19 19 17 2 16 3 18 1 18 1

89.5% 10.5% 84.2% 15.8% 94.7% 5.3% 94.7% 5.3%

女 21 21 21 0 13 6 19 2 17 4

100% 0% 61.9% 38.1% 90.5% 9.5% 81% 19%

汇总 40 40 38 2 29 9 37 3 35 5

100% 95% 5% 72.5% 27.5% 92.5% 7.5% 87.5 12.5%

T: Groups of four students to discuss the topic, and then representatives of each group to speak.

How to protect yourself if there is an earthquake here?

(1)We should run to the playground as fast as we can.

(2)I should help the girls / others.

(3)I should be brave,not frighened.

(4)We had better hide in the corner / under desks.

(5)We should calm down and be not in chaos.

。。。。。。

【设计意图】：通过开展小组活动，培养学生在面临灾难来临时，要勇敢、要有互帮互助的团队精神，同时也激发了学生要珍爱生命及自我保护意识。从而将知识由课内延伸到课外,增大了学生的知识量。

3、【学生活动】(14分钟)

（1）根据视频内容和首字母提示完成下列文章：

【百度视频05:38】www.tudou.com/programs/view/GkPL9fAmYG8/

The Wenchuan earthquake

A sudden heavy earthquake hit Wenchuan at 14:28 on May 12,2008. The earthquake flattened the beautiful Wenchuan to the ground .More than 6,9000 people lost their lives and tens of thousands of people became homeless in the disaster. In pictures : People were trying their best to save trapped persons in the buildings .An old man was sitting on the ruins .Dead bodies and the injured were everywhere .A father only found his child.’s schoolbag in the ruins. Many people were crying for their lost relatives .They were in deep sorrow. PM Wen Jiabao was in a greay hurry to come to the disaster area in the fist time to guide rescue work. Lots of people donated money and blood to Wenchuan. While watching , I could not help crying. As students, we should try our best to help them .

（2）Ask Ss to present the answers .

（3）Read the article ,

【设计意图】：一是让学生对所学内容加以巩固和提高，并能学以致用，如过去进行时、重点单词和词组的使用；二是培养学生根据关键词和语境猜测大意的能力，并能从视频中获取信息和转化信息的能力；三是通过让学生观看这些催人泪下的惨烈场景、感人肺腑的细节，去感受、体验灾难中所显示出来的民族精神，从而培养学生珍爱生命、不畏艰难和团结互助的精神。

Homework

1、Try to recite the text.

2、Finish off the exercises in the Evaluation Handbook and learing English.

板书设计

The Taiwan earthquake（2）

一、Watch and complete the artile: was shaking、started 、pieces、 bricks falling 、running out 、were shaking 、three 、running wildly directions frightened 、noise 、thunder/bombs 、ground 、come down 、calmed

二、Activities

1、Work in pairs

2、Discuss:

How to protect yourself if there is an

earthquake here? (1)We should run to the playground as fast as we can.

(2)I should help the girls / others.

(3)I should be brave,not frighened.

(4)We had better hide in the corner / under desks.

(5)We should calm down and be not in chaos.

......

3、根据视频内容和首字母提示完成下列文章

earthquake、May 12,、lives 、disaster、trapped 、was sitting 、bodies 、everywhere 、in a greay 、money、blood 、crying、try

八、教学反思

本课是一篇阅读课，是以台湾9.21大地震为背景，以幸存男孩Timmy的切身经历为主线。在教学设计上主要采用情境教学法和任务型教学法。各教学环节紧紧围绕知识目标、能力目标和情感态度目标进行展开，力求突出重点和突破难点。

本课阅读任务分为三个阶段，即任务前、任务中和任务后。任务前以情景导入来激发学生的地震图式，引入四会内容，解决学生的语言障碍；任务中通过听读练习、一览表、视频等问题设置，并借助问答、讨论、小组活动探究、复述等形式进行教学活动开展，有利于学生先整体，后细节，再整体获取文章信息和转化文章信息的能力，这也是对学生的阅读技能和阅读方法的培养，同时对单词、短语和句子起到巩固和提高的作用。任务后借助海地大地震和汶川大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习和巩固，从而有效突破教学难点；使用调查统计表，通过开展小组采访活动，培养了学生勇敢、互帮互助的团队精神，同时也激发了学生珍爱生命及自我保护意识，使学生的情感目标再次得到升华。

本节课教学活动的设计，无论是问题设计的层次性、艺术性和真实性，还是视频资源的合理使用、学生目标的达成情况和阅读技能的培养等方面都取得了很好的效果。但美中不足的是本课话题稍微有些沉重，班级中有95%的学生对地震感到害怕，对学生的心理健康或多或少会产生一些影响，这就需要我在以后类似话题的教学中要借助我校心理咨询教师对学生的心理多做一些必要的心理辅导。

八、教师个人介绍

省份 江苏 学校 东海县城头中学 姓名 刘华成

职称 中学一级 电话 15161350796 邮件 lhcctzx@126.com

通讯地址 江苏省东海县城头中学 邮编 222303

刘华成，男，汉族，徐州师范大学英语教育专业毕业，本科学历，自参加工作以来一直从事初中英语教育教学研究工作，近年来有多篇教学论文在国家级、省级刊物上发表。

著作权与使用申明：获奖作品的作者享有作品的著作权，并同意授权《中国教育信息化》杂志社与百度公司校园合作项目相关推广活动中以非商业目的对该获奖作品进行复制、使用、编辑、改编等。

篇17：牛津初中英语8B(译林牛津版八年级英语下册教案教学设计)

1. over the past 100 years

2. collect information

3. used to do

4. be used to+名词/doing

5. be used to do…/ be used for doing

6. get married/ tired/ paid/ hurt / lost / caught

7. play cards and Chinese chess

8. noise pollution / air pollution/ white pollution/ water pollution

9. take off

10. from time to time

11. have an interview with sb.

12. look up a word in the dictionary

13. if necessary

14. be in service/ be in use

15. on one’s own= by oneself

16. start / begin with

17. provide sth. for sb./ provide sb. with sth.

18. lose one’s way / get lost (be lost )

19. It must be fun.

20. go skiing/ hiking/ swimming/ sightseeing

21. take photos (of sb.)

22. dance to music

23. give sb. some advice on…

24. something interesting and special

25. make a video

26. hold a writing competition

27. write computer programs

28. come out

29. at the same time

30. a thirteen-year-old boy

31. fall asleep

32. play the role of…

33. sell out

34. Most of them is good

35. on the radio/ on the air

36. Do you mind telling me how to…?

37. in other words= that is to say

38. the host of charity show

39. Only if you sleep less during the day!

40. different ways of raising money

to raise money

41. give out

42. Will it be a success?

43. donate money to Project Hope

44. give something to people in need

45. make money by doing sth.

46. I wish (that) I could fly.

I wish (that) I were Yao Ming.

We wish you good luck.

I hope (that) you will like it.

I hope to pass all my exams.

47. set up

48. volunteer to do sth.

49. have some pocket money left

50. The good/ bad news is that…

51. perform operations on sb.= operation on sb.

52. be grateful to sb. for sth..= be thankful to sb. for sth.

53. be proud of…

54. All we need is enough money to carry on with our work.

55. improve the lives of children

56. treat them with kindness

57. leave a book at your place

58. support one’s family

59. care about other people

60. finish school

61. a helping hand

62. train for a charity walk

63. be known as = be famous as

64.be famous/ known for…

65. group themselves into a team of four people= form groups of four

66. team spirit

67. This will be an experience.(that) you will never forget

68 Its aim/ goal is to raise money for…

69. first-aid

70. give seats to the elderly (= old people)

71. pay attention to sth.

72. fill in the form

73. be willing to do sth.

74. theme park

75. remote control

76. all-time favorite CD-ROM

77. health care

78. prevent …from doing

篇18：牛津7AUnit 5(译林牛津版七年级英语上册教案教学设计)

Period :One

Content: Comic strip& Welcome to the unit .

Analysis of learning:This section introduces the idea of shopping for a particular.

purpose :buying a birthday present .Ss are encouraged to use vocabulary to talk about popular presents .

Objectives:1.Congnition objecttive.

a:To introduce vocabulary about common presents for teenagers

b:To activate existing vocabulary and learn new words related to the unit’s theme .

2.Skill objective.

a:To guess meaning from pictures

b:To sort vocabulary

3.Situation objective

To arouse Ss ‘interest and train Ss’ communicative ability

Emphasis and difficulty: Some new words and phrases .

Method :Task Teaching Method

Procedures :

Teaching Activities Learning Activites

Stage1.Warm up

Ⅰ.Greetings Ⅱ.Every day English1. Today is Monday .What day is tomorrow?2. How old are you ?3. When is your birthday ?4. (Objectives:to practise oral English and to arouse Ss interest). Ⅲ.Revision Ⅰ.Greeting Ⅱ.Everyday EnglishⅢ.Revision

Stage2:Learn the part on page 70 .

Task1:To talk about the pictures on page 70.

1. Show the pictures2. Ask some questions to check the understanding 1. Read the pictures quickly.2. Answer questions a:What does Spotty want to do ?3.Read again and answer questions.a:Who want to buy things ?b:Does he have any money?c:Who gives him the money? d:Who will carry all the bags ?4.Act out the conversation

Activity2:Help Spotty decide which to buy

1. Make sure Ss understand the purpose of the activity.eg :We know Spotty wants to buy a lot of things .Let’s guess what it will buy?2.Go through the answers with the class ,identify the words which students do not know and present them. 1. Volunteers say out some words related to the theme .2. Read the new words 3. Look at the pictures4. Guess general meanings of new words by looking at pictures and keywords 5. Practice the new words 6. Sort the vocabulary eg:food :book:toy:decoration:

Task 2.To talk about the presents

Activity 1.To discuss what presents Simon and Sandy like

1. Make sure that Ss understand the purpose of the activity.2. Divide Ss into pairs 3. Walk around and give Ss help if necessary4. Encourage Ss to do as much of the task as they can on their own. 1. Look at the pictures in part 1 on page 71.Find which items they can recognize and whether they know the words in English2. Exchage their answers 3. Parctice the words with the help of the teacher .4. Look at the pictures again and report which presents are suitable for boys and which presents are suitable for girls.5. Write down the suitable presents for Simon and Sandy in Part 2 and give reasons for their answers 6. Point out the presents that are suitbable for both.7. Check their lists in pairs 8. Present the result

Activity2:To discuss the presents Ss like

1. Make sure that Ss understand the purpose of the activity.2. Present some new words on the blackboard.(They are about the name of the shops ) 1. Read the new words on the blackboard 2. Think about the presents they like 3. Talk about the presents they like and exchange their opinions 4. Give out reasons for the choices. 5. Dicuss where they can buy the present 6. Practice the new words

Stage 3:Homework :An oral reportRequsts:1 To do a survery .You should go into some different shops yourself .and look carefully to find some goods in the shop .The price is also very important2.Do the repont as the model :You can buy …in … And the price is …

Unit 5 Going Shopping

Period :Two

Content: Part A of Reading

Analysis of Learning: Ss have known somethng about shopping. So during this course.I just let the Ss understand how to go shopping in English.

Objectve: 1.Cognition objective:

a.To get Ss to consolidate the patterns：“there is /are…”

b.To ger Ss to learn some expressions of shopping

2.Shiu objective:

To get Ss to grasp the languages of shopping skillfully duning the creative situation

3.Situation objective:

To arouse Ss interest and train Ss ability of reading

Emphasis and difficulty: some usages of the expressions such as:Can I help you?

“How much is lare…?”

does Ido…cost?

Aids:Pictures recorder ,slides

Method:Situation Teaching Method

Procedures:

Teaching Actiuities Learning Actiuities

Stage 1:warm-up

Ⅰ.Gereetings Ⅱ.Everyday English1. Do you like playing football?2. Is there a football in the classroom?3. Do you have any money?4. Let’s go shopping shall we?(objectives:to practise oral English and to review previous Lesson)Ⅲ.Revision 1. Play a game (Finding the objects)a pen too apples a ruler there oranges2.Give an example and ask the Ss to make a dialoguepresent a basketball.A:I like basketball .Do you like it?B:Yes.This basketball is new .Where do you buy it ?A:In the shop .B:I want to buy it,I want you to go shopping with me.A:All right .Let’s go shopping together (objectives:to review the patterns. “There is / are…”to animate the class atmosphere and arouse the Ss’ interest ) Ⅰ.Greetings Ⅱ.Evenday EnglishⅢ.Revision1. Play the games 2. SA:There is a pen in the box SB:There are two apples in the bag .If someone finds the objects ,I will give it to him or her .3. Act out the dialogiue .Practise according to the example and key words given by T (shown on slides )A dress like Want to…go shopping Let’s…

Step 2.Lead into reading

Ⅰ. Present some languages about shopping a. show a table on slides b. According to the table get the Ss to answer some questions?e.g :How much is it ?How much does it cost?What size the dress?Could you try it on ?What colour is it ?Ⅱ.Present two watches. Let the student have a free talk.Ⅲ. Present the two conversations. 1. Practise :Ask Ss to say something about the table (see appendix 1)e.g :Understand the sentences and try fo give correct answers to the questions ,given by T.2. Practise in pairs using the hings given by T.a:Ask the Ss to act the dialogue out .b:According to the talk,let Ss draw a table.3. Reading.Group discussion:a: Talk about the picture with the following questions and then ask one S of each group to report their result.Questions: Where is Amy? What is she doing? Why does she go shopping? Who will be 15 years old?b: Fill in the blanks.,listen to the tape, do some comprehension exercises and find the answers Ss write down all the items Amy looked at and list their cost.

Stage 3: Practice 4. Practice

a: Listen to the tape again.b:Pick out the shopkeer’s and buyer’s languages and write them on the blackboard.c:Have a dialogue in pairs according to the words on the blackboard.

Stage 4: Production 5. Production

Ⅰ. Present some objects and ask Ss to talk about them including the structures learned this class.Ⅱ. Play a game.Ⅲ. Exercitation a: Goup discussions about some objects.b: Whisper the price.Divide the class intor rows. Give clear instruction about the sequence of how the message should be passed on from the first to the last.c: Arrage the right order of the dialogue csee appendix 37

Siage 5: Extension activity.Gives the situation.When Sandy receives the clips, she wants to exchange it. What will she says to the shopkeeper .What will the shopkeep say to her make a dialogve in pairs.

Homework1. Practise the two conversation in Pairs .2. Do the survey

Appendix 1:a dress size colour price discouat

6 red ￥50 10%

Appendix3:a:Lt’s forty douars b:Lt’s too pretty c:How about the blue one?d:Can I help you?e:I’d like a skirt ror my daughter f:She wears size 8g:OK,i’l take it h:Wat couour does she like best?I:How much does it cost?J: What size does she wear?K:She likes blue best. Appendix 2:Things Amy looked at cost

a

b

c

d

( By Chen Yuhong from Jinhu ShiYan Middle School)

Unit 5 : Going Shopping

Period:Three

Content: Reading:Part B(2)and Part C

Analysics of lesrning :Ss have kmown the two conversaions about shopping and some awareness of different registers .So during this period ,Ss will pay more attention to learn how to solve problem on shopping .

Objectives :1、Congnition objective:

a:To get Ss to grasp some words and phrases

b:To get Ss to consolidate “There be ”structure

2Skilll object

a:To get Ss to learn how to locate spacific informarion by reading

b:To get Ss to learn to solve some problems about shopping .

3、Situafion objecfive .

To arouse Ss interest and train Ss reading ability .

Emphasis and difficulty:

Some phra?? Shopping .

Aids:Pictures ,sliders.

Method:Task Teaching Method .

Procedures:

Teaching Activities Learning Activities

Stagel:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision

Stage2:Learn Part B and Part C of Reading

Task1: To do a wh-survey

Activify1:To discuss the table on page 72

1、Make sure that Ss understand the purposeof the activity 2、Show Ss the table and the explain it 3、Ask Ss some questions to check for understandingeg a:How many glrls would like the hair clips as a present?b:What is the most popular presents for boys? 1、Read the table on page722、Answer the kuestions3、Discuss the results in pairs.egS1.Do boys like hair clips?S2.No,they don’t.S1.Who like hair clips?S2.Some girls.S1.How many girls like hair clips?S2.There’re four .

Activity2:To discuss what your classmate like

1. Write some names of goods on the blackbard.2. Make sure that Ss understand the purpose of the activity.eg:Now Let me know what your classmate like?3. Write the model on the blackboard.4. Encourge Ss to be voluntres. 1. Read the names in the blackboard.2. Voluteers ask questions about all the tems on the board and mark down the number of the students who put their hands for each item.3. Display the results on the blackboatd.eg:There’re twenty girls who like CDs.There’re31boys who like football.4.Present the survey in a bar chart. Use their creativity to make the bar chart look intresting by adding colours and illustrations.

Activity 3 : To discuss the price

1. Make sure that Ss understand the purpose of activity.eg: Now let’s suppose one price to each item.2. Divide Ss into pairs.3. give some examples to Ss.eg: If I have ￥20,I can buy 20 cards or 5 cakds and a CD.Please work out the things you can buy with 30 yuan? 1. Dicuss the prices in pairs and give out a rational one.Write it down on the board.eg: A CD costs ￥15, and a card costs ￥1, and so on .2. Work out the price of all the things their classmates like.eg: A hair clip costs ￥2.There’re four girls who like hair clips. They cost ￥8 all together.3. Work out the things they can buy with some certain money.4. Exchange the answers in class.

Task2 To learn to solve problems about shopping

Activity 1: To help kitty decide which to buy

1. Make sute that Ss understand the purpose of the activity.eg: Kitty also wants to buy Simon and Sandy some presents. She has 25 yuan .She does not want to buy the same things as Amy did. Can you help her?2. Walk around the class and provide help in terms of vocabulary.3. Go through the answer with the whole class. If ther are different interpretations ask Ss to check the conversations again. 1. Read the two conversations carefully and try to find out what presents Amy has bought for Simion and Sandy.Finish the table below.Presents Amy has bought for Siman for Sandy

presents

2. Read the conversations again to find out the price of the goods.Finish the table below.Good footballcards last year’s footballcard Hair clips CD

Price

3. Answer True or False questions to understand the conversations.4. Finish the exercises on page72.5. Dicuss the answers.

Activity 2 : To make up a conversation in a shop.

1. Make sure that Ss understand the purpose of the activity .eg: Suppose you are Kitty .Now you are in a shop and you want to buy a football card and a CD for your friend Siman and Sandy .Please make up a conversation between the shop assistant and you.2.Walk around and give them help if necessary. 1. Choose roles2. Prepare the conversation on seat.3. Practice the conversation.4. Act out the conversation.eg:S1:Good morning, sir. Can I help you?S2:Yes,I’d like something for my friend Siman.S1:We have some beautiful football cards today.S2:Very good. Simon likes football very much . How much is it?S1:It’s ￥10.S2:It’s not expensive. I’ll take it.

Activity 3 : Written work. To finish a conversation about shopping.

1. Show Ss the exercise and make sure. Ss understand the purpose of the activity.2. Check the answers and correct mistakes if necessary. 1. Read the exercise 2. Dicuss the answers in pairs.3. Read the conversation together.4. Act out the conversation.

Stage 3: Homework.

Write a conversation in a shop.

Signpost: Tomarrow is your friend Simon’s birthday. You want to buy him something he likes as a birthday present and you only have ￥20.

Unit 5 Going Shopping

Period:Three

Content: Reading:Part B(2)and Part C

Analysis of learning :Ss have known the two conversations about shopping and some awareness of different registers .So during this period ,Ss will pay more attention to learn how to solve problem on shopping .

Objectives :1、Congnition objective:

a:To get Ss to grasp some words and phrases

b:To get Ss to consolidate “There be ”structure

2Skilll object

a:To get Ss to learn how to locate specific information by reading

b:To get Ss to learn to solve some problems about shopping .

3、Situation objective .

To arouse Ss interest and train Ss reading ability .

Emphasis and difficulty: Some words and phrases

Aids: Pictures ,sliders.

Method: Task Teaching Method .

Procedures:

Teaching Activities Learning Activities

Stagel:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision

Stage2:Learn Part B and Part C of Reading

Task1: To do a wh-survey

Activify1:To discuss the table on page 72

1、Make sure that Ss understand the purposeof the activity 2、Show Ss the table and then explain it 3、Ask Ss some questions to check for understandingeg a:How many girls would like the hair clips as a present?b:What is the most popular presents for boys? 1、Read the table on page722、Answer the questions3、Discuss the results in pairs.egS1.Do boys like hair clips?S2.No,they don’t.S1.Who like hair clips?S2.Some girls.S1.How many girls like hair clips?S2.There’re four .

Activity2:To discuss what your classmate like

1. Write some names of goods on the blackboard.2. Make sure that Ss understand the purpose of the activity.eg:Now Let me know what your classmates like?3. Write the model on the blackboard.4. Encourage Ss to be volunteers. 1. Read the names on the blackboard.2.Voluteers ask questions about all the terms on the board and mark down the number of the students who put their hands for each item.2. Display the results on the blackboard.eg: There’re twenty girls who like CDs.There’re 31 boys who like football.4.Present the survey in a bar chart. Use their creativity to make the bar chart look interesting by adding colors and illustrations.

Activity 3 : To discuss the price

1. Make sure that Ss understand the purpose of activity.eg: Now let’s suppose one price to each item.2. Divide Ss into pairs.3. give some examples to Ss.eg: If I have ￥20,I can buy 20 cards or 5 cards and a CD. Please work out the things you can buy with 30 yuan. 1. Discuss the prices in pairs and give out a rational one. Write it down on the board.eg: A CD costs ￥15, and a card costs ￥1, and so on .2. Work out the price of all the things their classmates like.eg: A hair clip costs ￥2.There’re four girls who like hair clips. They cost ￥8 all together.3. Work out the things they can buy with some certain money.4. Exchange the answers in class.

Task2 To learn to solve problems about shopping

Activity 1: To help Kitty decide which to buy

1. Make sure that Ss understand the purpose of the activity.eg: Kitty also wants to buy Simon and Sandy some presents. She has 25 yuan .She does not want to buy the same things as Amy did. Can you help her?2. Walk around the class and provide help in terms of vocabulary.3. Go through the answer with the whole class. If there are different interpretations, ask Ss to check the conversations again. 1.Listen to the two conversations carefully and try to find out what presents Amy has bought for Simon and Sandy. Finish the table below.Presents Amy has bought for Simon for Sandy

presents

2.Listen to the conversations again to find out the price of the goods. Finish the table below.Good footballcards last year’s football card Hair clips CDS

Price

3Answer True or False questions to check understanding .4.Finish the exercises on page72.5.Dicuss the answers.

Activity 2 : To make up a conversation in a shop.

1. Make sure that Ss understand the purpose of the activity .eg: Suppose you are Kitty .Now you are in a shop and you want to buy a football card and a CD for your friend Simon and Sandy .Please make up a conversation between the shop assistant and you.2.Walk around and give them help if necessary. 1. Choose roles2. Prepare the conversation on seat.3. Practice the conversation.4. Act out the conversation.eg:S1:Good morning, sir. Can I help you?S2:Yes,I’d like something for my friend Simon.S1:We have some beautiful football cards today.S2:Very good. Simon likes football very much . How much is it?S1:It’s ￥10.S2:It’s not expensive. I’ll take it.

Activity 3 : Written work. To finish a conversation about shopping.

1. Show Ss the exercise and make sure. Ss understand the purpose of the activity.2. Check the answers and correct mistakes if necessary. 1. Read the exercise 2. Discuss the answers in pairs.3. Read the conversation together.4. Act out the conversation.

Stage 3: Homework.

Write a conversation in a shop.

Signpost: Tomorrow is your friend Simon’s birthday. You want to buy him something he likes as a birthday present and you only have ￥20.

Unit5 Going Shopping

Period Four

Content: Vocabulary

Analysis of learning: Let Ss learn more words and phrases about shopping

Objectives:1、Target language

vegetables, comic book, Walkman, shoes, tennis racket, T-shirt, bookshop, clothes shop, shoe shop, electrical shop, sports shop, supermarket.

2、Language skills

To guess the meaning of words by recognizing shopping items and relating them to typical shops.

3、Self –learning ability

How to use these words in real situations.

Emphasis and difficulty: Some new words and phrases

Teaching method: Task-based Learning Method

Procedures:

Teaching Activities Learning Activities

Stage 1:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision1、Retell Reading 2、Make up a dialogue in a shop

Stage 2: Learn Vocabulary

Task 1:To talk about the pictures on Page 75.

1、Ask Ss what shops they know.2、Show the pictures on P75.3、Tell Ss to check their answers in pairs.4、Ask Ss to read the names of the shops together. 1、List as many shops as they can. e.g. book shop, shoe shop, toy shop, sports shop, clothes shop, flower shop, supermarket2、Write the names of the shops.Underneath the pictures on their own.3、Check in pairs.4、Read together.

Task 2:

1、Make sure Ss understand the purpose of the activity.e.g. Kitty bought a lot of thing.Write their names under the pictures.Where did kitty buy these things?Write the numbers of the shops in Part A in the boxes. 1、Look at the pictures on page75.Volunteers to describe the objects.2、Ss match these items with the shops in Part A by writing the correct number in each of boxes.3、Practice saying .e.g. Kitty bought vegetables in the supermarket.4、Say together.

Extension activities

1、Write the names of some shops on the board. 1、Ss identify a range of different items they can buy in these shops.e.g. Chemist: shampoo, toothpaste, medicine, Butcher: chicken, pork, beef, eggs.

Activity 2:

1、To ask students to draw shops from the nearest shopping mall.2、Ask them to write the items sold in each shop under the picture. 1、Write the names of the shops in large letters above the shops.2、Write and check.3、To describe.

Stage 3:Homework

1、To copy these words phrases2、To write more names and phrases of the shops and the names of the goods in them.

Unit5 Going Shopping

Period Five

Contents: Grammar: Part A、Part B1

Analysis of learning: This section helps the Ss summarize

①The usage of the structure “there be ”

②The present continuous tense

a. What are they doing?

b. Asking questions about what people are doing.

Objectives:1、Language skills

a: To use “there is” and “there are” to introduce new things.

b: To use “there is” before a singular noun.

c: To use “there are” before a plural noun.

d: Use the present continuous tense to talk about things that are happening now.

2、Self-learning ability

Try to get the rules by themselves.

3、Emphasis and difficulty:

Help the Ss use them probably and correctly.

Procedures:

Teaching Activities Learning Activities

Stage 1:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision

Stage 2:Learn Part A and Part B of Grammar

Task 1: Using “there is”/ “there are”

Activity 1:To Present “there be”

1、We use “there is” before a singular noun.We use “there are” before a plural noun. a man some bread six people lots of bogs Is there ……？Are there ……？2、Show some more pictures. 1、Ss should use this structure to describe other places .e.g. a modern building. a nice bedroom . a school library a big farm2、Answer Questionse.g.a .Are there many sheep in the farm?(Yes, there are./No, there aren’t.)b. Is there a lovely toy in the bedroom?(Yes, there is./No, there isn’t.)

Activity 2: Send an e-mail

1、Make sure Ss understand the purpose .2、Tell Ss to use this model e-mail to talk about other things. e g. a youth club, a cinema, a restaurant. 1、Look at P76.2、Complete the sentences with “there is” and “there are”3、Check and read it to each other in pairs.4、Write an e-mail describing their school based on the model .5、Do extension activity.

Task 2: Using the present continuous tense to talk about things that are happening now.

Activity 1: What are they doing?

1、Make sure Ss understand the purpose.2、Ask some questions with mime and gestures for emphasis.3、T makes statements about yourself e.g. I am enjoying myself. I am having a great time.I am talking to all of you. 4、Ask Ss what kind of statements and questions T has formulated.5、Ask Ss to study the table on P77.6、Explain to Ss how we form the ‘- ing’ form of a verb with the reference to the table on Page 78.7、Remind Ss that the verb ‘to be ’ goes at the beginning of the question. Questions:1、What are you doing? Are you writing a letter to me? Are you singing……？ Are you playing the piano right now? Are you swimming now? etc……2、Elicit the ideas about things going on now, at present, at the moment, right now. 3、Go through the table. Point out that we can make negative sentences by adding ‘not’ after the verb ‘to be’.4、Describe what the sentences below the pictures. Ss complete the sentences individually.5、Check in pairs.6、Work out the rules.7、Answer questions according to the pictures.a: What is Simon doing?b: Are Kitty and Sandy eating ice cream?c: This is Millie. What is she doing?d: Is Daniel doing his homework?(No, he is playing computer games.)Are you playing computer games too?(No, we’re having an English class.)

Stage 3: HomeworkWorkbook P69A & P70 B1 B2 B3

Unit5 Going Shopping

Period Six

Contents: Grammar: PartB2 Part C

Analysis of learning: ①Part B2 ask Ss to talk and use things that are happening now freely and correctly .

②Part C let Ss use personal pronouns to replace nouns for people/things when it is clear who or what we are referring to.

Objectives:

1、Target language

a. The usage of the present continuous tense.

b. Personal pronouns (object form)

2、Language skills

a. To use the present continuous tense

b. To introduce personal to refer to someone/something.

3、Self-learning ability

To get to the rules by practising.

Procedures:

Teaching Activities Learning Activities

Stage 1:Warm up

Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Revision Ⅰ:GreetingsⅡ:Everyday EnglishⅢ:Show some of the Ss e-mails to their friends.

Stage 2: Learn P78B2

Task 1: To talk about and complete the conversation.

Activity 1: Talking on the picture.

1、Ask Ss to look at the picture . Tell them that Sandy and Amy are talking on the phone.2、Ask questions. 1、Check their answers with a partner by role-playing the conversation.2、Answer some questions according to the conversation.a. Is Amy studying at the moment?b. Who is visiting her?c. What is her cousin doing now?d. What is Amy doing now ?3、Act out the conversation.4、Talking on the phone.e.g.S1: Hello, where are you?S2: I am walking in the street.S1: What are you doing now?S2: I’m buying something to eat.S1: Are you buying for me? S2: Yes. I’m having it now.

Stage 3:Learn P79C

Task1: Use personal pronouns to replace nouns for people /things

Activity 1: Discuss the table on P79

1、Work through the sample sentences on P79. 2、Write some more sample sentences on the blackboard to practice.3、Explain the difference between the subject form and object form. 1、Make sure to understand how each pronouns is related to the subject in the first sentence.2、Work on more sample sentences.a. My shoes are too big for . b. Do your shoes fit ? Yes, do. c. My mum likes these apples.I can get for .

Activity 2:Tallking to sb.

1、Explain to Ss that Daniel is talking to his father on the phone.2、Complete the sentences with personal pronouns (object form). 1、Read the conversation in pairs.2、Complete the sentences3、Fill in the blanks with the correct personal pronouns.■Look at your shoes. They are very dirty. You should clean .■That is Sally’s book. I will give it back to tomorrow.■I need a school bag. My mother is going to buy one.■The principal asked my class to meet him at ten O’clock. He is taking to the Science Museum. ■I left my football at Tom’s house. I will get later.■My brother likes eating apple pies. I am going to buy one.

Stage 4: HomeworkDo workbook: P75

Unit 5 Going Shopping

Period Nine

Context: Check out (P85)

Analysis of learning: This section divides into two parts. Part A checks the usage of “there be” and the present continuous tense. Part B checks the vocabulary.

objectives: 1.to check the usage of “there is/there are”, the present continuous tense and personal pronouns.

2.to revise vocabulary related to shopping.

3.to encourage students to help others.

Emphasis and difficulty: “there be”& present continuous tense.

Teaching aids: computer and over-head projector.

Method: Task Teaching Method

Background: This section encourages students to find out how much they have learned and how well their learning strategies are working. Part A of the Checkout sections is set in the context of helping people.

Step I: Revise the grammar: “there be” & present continuous tense.

A. Fill in the blanks with the correct form of “there be”.

1._________ a book on the teachers' desk.

2._________ some bread in the fridge.

3._________ five hair clips in the box.

4._________ some toys in the shopping mall.

B. Ask the students to change the upper forms into negative forms and interrogative forms, pay attention to “some” and “any”.

1.There is a book on the teachers' desk.

There is not a book on the teachers' desk.

Is there a book on the teachers' desk?

4.There are some toys in the shopping mall.

There are not any toys in the shopping mall.

Are there any toys in the shopping mall?

C. Fill in the blanks with the correct forms of the given verbs.

1.The boy (run) on the playground now.

2.Don't (close) the window, please.

3.Where is mum? She (cook) in the kitchen.

4.Look, the children (laugh) happily.

II. Part A of check out.

A. Tell students that part A gives them an opportunity to check how well they can use “there is/there are” constructions, the present continuous tense and the object forms of personal to complete the text.

B. Students fill in the blanks on their own. For less able students they may do this exercise in pairs. Ask students to check their answers with their partners. Ask for volunteers to read out the description for each picture. If students have made an error, ask them to refer back to the relevant section to find out where they have gone wrong.

III. Part B of check out.

A. Tell students to look at the word search puzzle in part B. Hidden inside are eight words from this unit. One has been found already.Ask students to look for the other seven wordson their own.

B. Students check their answers with a partner. Tell them to write any problem words on their flash cards which they have learned how to make in unit 3.

IV. Production.

A. Ask students to tell a story based on the four pictures, using

“there be” and present continuous tense.

eg. Helping people in a shopping mall

I'm going shopping on Saturday. There are many people. They are carrying big shopping bags. I'm standing outside a toy hop. There is a woman inside the shop….

C. Ask students to make their own word search puzzles with ther words they have learned in the unit.

Unit 5 Going Shopping

Period Ten

Content: Revision

Analysis of learning: Unit five introduces the idea of shopping for a particular purpose: buying a birthday present. students are encouraged to use vocabulary to talk about popular presents.

objectives:1.to grasp the construction of “there be” and the present

continuous tense.

2.to review the words and phrases.

Emphasis and difficulty: grammar and phrases.

Teaching aids: computer and over-head projector.

Revision of Language points:

I. Important expressions

a new shopping mall called Sunnyside Shopping Mall

the same things as

show sb. around sp.

on the top ( ground, first, second, third… ) floor

a computer games centre

write to me write an e-mail to his friend

over / on the phone

wait for one's turn

I'm waiting for my turn to ask the question.

help the children from poor areas

donate some money / raise some money for sb.

call us on 5551 3871

a pair of football boots

try it / them on try the coat on = try on the coat

five more new words

outside a toy shop

call 110 for help

have a stomach ache

play with sb. / sth.

Don't play with the fire. It's dangerous.

Do you like playing with your sister?

buy him a MP3 player = buy a MP3 player for him

get online = visit the Internet = surf the Internet

write a thank-you letter to sb.

II. Useful sentence structures

1. I want you to go shopping with me today.

I need you to carry all the bags.

want / need sb. to do sth.

2. All right, here's my purse.

Here comes the bus.

Here's an apple for you.

3. Amy wants to buy some presents for Simon and Sandy.

4. Can I help you? What are you looking for?

5. How much do the cards cost?

= How much are the cards?

= What's the price of these cards?

= How much do you pay for these cards?

= How much do you spend on these cards?

= How much do you spend ( in ) buying these cards?

6. There's a discount on last year's cards.

Is there a discount if I buy the whole set?

7. I prefer to buy new cards. ( prefer to do sth. )

prefer A to B

I prefer apples to pears.

I prefer watching TV to playing football.

8. These hair clips are beautiful, and they match her favorite T-shirt. ( = go with )

We must find a tie to match your suit.

Her clothes don't match her age.

9. I don't have enough money to buy her a CD.

I am not tall enough to reach the basket.

10. There is a big new shopping mall near my school. It is called Sunnyside.

11. The mall opens from 9a.m. to 10p.m..

12. Millie is paying for her new shoes.

How much should I pay for the computer?

13. I can't hear you well. Can you say it again?

14. What size are your feet?

What size do you wear?

15. It is very easy to find.

16. I like watching a film before going shopping.

17. When I am playing a game, there are always lots of people waiting for me to finish.

18. he mall is a really fun place to go. It is a good place to meet friends.

19. She is crying with her hand on her stomach.

20. We help each other. I help her with Chinese. She helps me with English.

III. Improve yourself

1．我想你为我买一条红蓝相间的丝绸领带。

2．这儿有你的两封来自美国的信件。

3．你想买点什么？我想为我女儿买一条黑白相间的裙子。

4．你的MP3播放机多少钱？

5．去年的运动鞋打折吗？

6．比起玩具熊，我更喜欢连环画。

7．你应该找到磁带（tape）与你的英语书相配。

8．Daniel没有足够的钱为他的新裤子和新帽子付钱。

9．我们的学校叫做金湖县外国语中学。

10．我们学校的图书馆每天7:00到5:00开放。

11．你穿多大的衬衫？

12．睡觉前我喜欢喝一杯温牛奶。这有助于睡眠。

13．电影院门口有许多人在等着买票。

14．学校是个交朋友的好地方。

15．周末你经常帮助你妈做家务活吗？

篇19：牛津初中英语知识点7年级(译林牛津版七年级英语上册教案教学设计)

牛津初中英语知识点汇总

7

1. an instruction book

2. a secondary school

3. introduce sb. to

4. start school

5. greet your partner

6. be clever at

7. have one cousin

8. have black hair in a ponytail

9. wear glasses

10. football field/pitch

11. at the weekend

12. kick/score a goal

13. The more English you speak in class, the faster you will learn.

14. practise doing

15. dark brown

16. talk on the phone

17. a computer programmer

18. have breakfast/lunch/dinner

have a wonderful dinner

19. have fun doing sth.

20. keep a diary

21. do after-class activities

22. at lunch time

23. go to assembly

24. spend + 时间/钱 + on sth

in doing sth.

25. on a school day

26. too much + 不可数名词 much too + adj/adv

27. win the first prize

28. all the time

29. meet up with sb.

30. go on a school trip

31. look forward to a great day

32. look forward doing

33. have problems/trouble/difficulty with

34. have problems/trouble/difficulty doing

35. dress up as a ghost

36. celebrate Halloween in many ways

37. give us candies as a treat

38. play a trick on

39. cut out

40. make…out of…

41. at Christmas/On Christmas Day

42. on holiday

43. give sb.a hint

44. dream of/about doing

45. join an e-club

46. take turns to do

47. get tired

48. between meals

49. a top student

50. log onto the website

51. an online interview

52. Good luck with your report

53. keep fit and stay healthy

54. full of energy

55. take in

56. a shopping mall

57. There’s a discount on sth.

58. prefer to do rather than do

59. prefer doing to doing

60. They match her T-shirt.

61. wait for one’s turn

62. help with my homework

63. call sb.on 5551

64. They fit very well

65. a fun place to go

66. 10 more minutes = another 10 minutes

67. raise money for Project Hope

68. join in the fashion show

69. in the 20th century

70. in the 1970s/1970’s

71. an interesting talk on…

72. wear my hair in a 1990s style

73. have fun doing

74. end in “e”

75. go to/attend assembly

76. write sth in the correct order

77. cut sth. into the shape of

78. be made of

79. be tired out

80. invite sb.to do