苏教牛津英语初中八年级上册 全册

苏教牛津英语初中八年级上册 全册

苏教版牛津英语初中八年级上册精品教案　全册 ‎《牛津初中英语》8A ‎ Unit 1 Friends Checkout 简要提示 一、年级：八年级　‎ 二、教学内容： 8A Unit 1 Friends ‎ 三、课型：Checkout 四、教学目标 ‎ 1.知识目标 ‎ 1) 掌握与本单元描述人物特征话题有关的词汇及句型。‎ ‎ 2) 掌握并能熟练运用形容词的比较级和最高级。‎ ‎2.能力目标 ‎ 1) 能知道如何描述人的外貌。 ‎ ‎ 2) 能用形容词来描述人物或事物。 ‎ ‎ 3) 能掌握形容词的比较级和最高级。 ‎ 五、教学重难点 ‎ 采用多种方法巩固、加深理解并熟练运用与本单元话题有关的语言点和语法。 ‎ 教学流程 Part One Language points revision (用时：18分钟) ‎ Step 1 Revision (用时：5分钟) ‎ We know this unit is about friends. 我们都知道这一单元的中心话题是关于朋友。‎ After learning this unit, we should know how to use adjectives to describe our friends’ general appearance, personality and abilities.‎ 学完这一单元后，我们应该知道如何用形容词来描写我们朋友的外貌、个性和能力。‎ And we should also learn to introduce our friends. 我们还应该学会介绍我们的朋友。‎ First, let’s look at these pictures and talk about them. ‎ 首先，下面让我们来看这些图片并谈论他们。‎ A is strong. B is thin. ‎ A has big eyes. B has small eyes.‎ A is short. B is tall. ‎ A has a square face. B has a round face.‎ Step2 Practice (用时：5分钟) ‎ OK, now you’ll see three persons in a group. I’ll describe one of them, listen carefully, then try to choose the right one. ‎ 现在看这些人物，我将会描述他们，仔细听，从三副画中选择我所描述的人。(可以读两遍)‎ No. 1 He is very tall, almost 1.75meters. He had poor eyesight and wears small, round glasses. ‎ No. 2 She is small and pretty. She has straight, shoulder-length hair. ‎ No. 3 She is slim and her hair is short. ‎ Step3 Presentation (用时：8分钟) ‎ Daniel is writing in his diary about the articles he read in ‘Teenagers ’ magazine. ‎ 丹尼尔正在写日记, 内容是关于他在‘青少年’杂志上读的文章。‎ What’s he writing? Do you want to know? ‎ 84‎ Open your books, turn to page 21, read Part B carefully, then finish it with the correct words from the box. 现在请同学们把书打开翻到21页，仔细阅读B部分，并用合适的词填空。‎ OK, now let’s check the answers. 下面让我们核对答案。‎ Answers to Part B: ‎ ‎1 square 2 small 3 tidy 4 sense of humour 5 smart Part Two Grammar revision (用时：15 分钟) ‎ Step1 Revision (用时：5分钟) ‎ We know we can use adjectives to describe someone or something. We can put an adjective before a noun or after a linking verb. ‎ 我们可以用形容词来描述人或事。我们可以把形容词放在名词之前作定语或系动词之后作标语。‎ There are two sentences, please chang each of them into another way.‎ 同学们将看到两句话，请逐一将他们转换为另一种表达法。‎ ‎1. Kate is tall and slim. Kate is a ____________ girl. ‎ ‎2. She has bright and smiling eyes. Her eyes are _________________. ‎ Step2 Presentation (用时：10分钟) ‎ Now, Daniel is telling his best friend Kate about his classmates’ opinions of different activities. ‎ 现在丹尼尔正在告诉他最好的朋友凯特关于他同学对不同活动的看法。‎ Look at the picture, try to talk about it using the following stucture. ‎ 看表格，尽力用下面的句子结构来谈论它们。 　 ‎ ‎　I think climbing is as exciting as diving.‎ ‎ Diving is more dangerous than climbing. ‎ ‎ Diving is the most difficult of all. 　‎ ‎ ‎ Exciting ‎ Dangerous Difficult Climbing ‎*****‎ ‎****‎ ‎***‎ Diving ‎*****‎ ‎*****‎ ‎*****‎ Playing football ‎****‎ ‎***‎ ‎**‎ Step 3 Practice Now open your books, turn to page 21, finish part A with the correct forms of the adjectives in brackets. 现在，打开你的书，翻到21页，完成A部分。 ‎ OK, let’s check the answers. 下面让我们核对答案。 ‎ Answers to Part A:‎ ‎1 as exciting as 2 more dangerous than 3 the healthiest 4 healthier than ‎ ‎5 the most difficult Part Three Practice (用时：7分钟) ‎ It’s time for us to do some extra exercises. 现在是我们做课外巩固练习的时候了。‎ 一、根据所给中文提示完成句子。‎ ‎1 Please keep a _______ (秘密). This is only between us.‎ ‎2 She looks as _____ (苗条的) as I.‎ ‎3 I think ________ (登山) is more ________ (令人兴奋的) than skiing. ‎ 二、选用所给词的适当形式填空 。‎ 84‎ ‎1. I think English is __________ (easy) of all the subjects.‎ ‎2. He will never forget the ________ (cheer) holiday.‎ ‎3. What is the _______ (high) of Yao Ming?‎ ‎4. The funny boy often makes us _____ (laugh).‎ 三、根据中文提示，完成下列句子。‎ ‎1 他是一个多么诚实的学生啊! ‎ ‎ ______________________ he is!‎ ‎2 谁是你们班最苗条的？‎ ‎ Who is ____________ in your class?‎ ‎3 她总是面带微笑。‎ ‎ She always _______________________.‎ ‎4 他乐意与他的朋友分享他的食物。‎ ‎ He _________________ his food _____ his friends. ‎ Homework ‎ ‎1. Revise all the language points and grammar.‎ ‎2. Get ready for the test. ‎ 小结 同学们，这节课我们通过多种情景的创设对本单元的语言点和语法进行了系统的复习。同学们要学会归纳知识，提高学习效率。‎ 说明 本课时是对整个单元基本内容的复习。要结合单元话题有效地复习语言知识和语法。设计情境鼓励学生运用所学的知识熟练地描述他们的朋友，用形容词的比较级和最高级来谈论对不 同活动的看法。切忌把本课时的内容当成简单的习题课来处理。‎ ‎8A‎ Unit 1 Grammar Ⅰ ‎ Teaching objectives 1. To use an adjective before a noun or after a linking verb to describe someone/something 2. To use comparatives and superlatives to compare people/things.‎ Teaching procedures Grammar A Step 1 Lead-in ‎ 1. Review some useful adjectives by asking students to describe a girl’s appearance ‎ with adjectives. Then read the description together with the class.‎ 2. Tell the students that this lesson we’ll go on to learn describing someone or ‎ something with adjectives. Ask them if they know how to describe someone or something with adjectives. Then start to learn Grammar A..‎ Step 2 Learning for use ‎ Show a picture of a lovely girl. Tell the students the girl is lovely and encourage them to think of another way to express the same meaning: She is a lovely girl. Then show 84‎ ‎ some other pictures and help students to put an adjective before a noun or after a linking verb to complete the sentences.‎ Step 3 Rule out ‎ ‎1. Ask the class to read the sample sentences carefully and try to find out where we should put an adjective in a sentence when we use them to describe things. The teacher can divide the sentences into two groups to help them.‎ ‎2. Work out the rule together with the students. Tell them that we use adjectives to ‎ describe someone or something. We can put an adjective before a noun or after a ‎ linking verb such as the verb ‘be’. ‎ Step 3 Practice ‎ ‎1. Ask the students to do some practice!‎ ‎1. ‘He is a strong man.’ means ‘The man is strong.’‎ ‎2. ‘Tom’s hair is long.’ means ‘Tom has long hair.’‎ ‎3. ‘He has small eyes.’ means ‘His eyes are small.’‎ ‎4. ‘This book is interesting.’ means ‘This is an interesting book.’ ‎ ‎2. Ask the students to open their books at page 12 and help Daniel rearrange the words ‎ to form complete sentences. Then check answers with the whole class.‎ T&Ss: Millie has short hair. / Sandy wears round glasses. / Amy is funny and cheerful. / Millie does not like long hair. / Sandy is tall and has long hair.‎ Step 5 Rule out ‎ ‎1. Go through the rules about adjectives again. Then invite students to think of more linking verbs.‎ ‎2. Show some linking verbs that we often use to the students and ask them to read together: be, become, feel, get, grow, keep, look, seem, smell, sound, taste, turn.‎ Step 6 Practice ‎ Ask students to make sentences using these linking verbs with adjectives.‎ The teacher can offer some adjectives. The students can choose some of these linking ‎ verbs to make sentences with them. Of course, they can make sentences with other ‎ adjectives if they like.‎ Grammar B ‎ Step 1 Lead-in ‎ Use pictures of two girls to elicit examples with comparative forms.‎ Linda is taller than Nancy is. ‎ Nancy‎ is shorter than Linda is.‎ Then ask students to guess the meaning.‎ Step 2 Learning for use ‎ ‎1. Show pictures of two bags and compare their price. ‎ S: The green bag is 50 yuan. The pink one is 100 yuan.‎ Tell the students ‘The green bag is cheaper than the pink one.’ or ‘The pink bag is more expensive than the green one.’‎ ‎2. Ask the students to look at the sentences again and read them together.‎ ‎ Linda is taller than Nancy is. / Nancy is shorter than Linda is.‎ 84‎ ‎ The green bag is cheaper than the pink one. / The pink bag is more expensive than ‎ the green one. ‎ Step 3 Rule out ‎ ‎1. Ask the students to look at these sentences carefully and try to find out some rules ‎ of comparatives through them. They can talk about this with their partners.‎ ‎2. Try to elicit the rule from students, e.g., we use comparatives to compare two people or things. We usually add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.‎ ‎3. Ask students to complete the two model sentences using comparatives.‎ ‎ She is shorter than I am. / My book is more interesting than his book.‎ ‎4. Ask students if they know what is a short adjective and what is a long adjective. Ask them to read Part B on Page 12 and try to find the answer. ‎ ‎5. Explain that short adjectives are adjectives of one or two syllables such as ‘clean’ and ‘heavy’. Long adjectives are adjectives of three or more syllables such as ‘interesting’ and ‘beautiful’.‎ Encourage them to think of more short adjectives and long adjectives. ‎ Step 4 Learning for use ‎ ‎1. Add another girl – Kate to the picture of Nancy and Linda to elicit examples with superlative forms. ‎ Elicit the answer from students ‘Linda is the tallest girl of the three.’ / ‘Kate is the shortest girl of the three.’‎ ‎2. In the same way, add another bag to the two bags and help students to get the right superlative form.‎ ‎‘The green bag is the cheapest one of all the bags.’ ‎ Ask students to talk about the purple one. Ask them if we can add ‘-est’ to ‘expensive’ ‎ too.‎ Explain that ‘cheap’ is a short adjective while ‘expensive’ is a long adjective. ‎ We add ‘-est’ to short adjectives to compare three or more people or things.‎ Obviously, we can’t add ‘-est’ to the word ‘expensive’. We should use ‘most’ for long ‎ adjectives.‎ So, we should say like this: The purple bag is the most expensive one of all the bags. ‎ Step5 Rule out ‎ ‎1. Ask students to put two model sentences into Chinese.他是我们班最高的男生。/ 这是这家商店最贵的一台打印机。‎ Point out that we call the parts marked in yellow superlatives of adjectives.‎ ‎2. Go through when we should use comparatives with the class. Then ask students when we should use superlatives. Elicit the rule from students that we use superlatives to compare three or more people/things. we usually add ‘-est’ to short adjectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.‎ ‎3. Ask how we can form comparatives and superlatives with different adjectives.‎ Tell students to read the table on Page 13 and find the answer. Then go through the table and check understanding.‎ 84‎ Point out the exceptions. ‘Good’ and ‘bad’ are two of the special adjectives. We form their comparatives and superlatives in a different way. ‎ ‎ Then ask them to use the right forms of good and bad to complete the sentences.‎ ‎ 1) I’m better at English than at Chinese. ‎ ‎2) His handwriting is the worst of all the students. ‎ Step 6 Practice ‎ Ask students to turn to Page 13 and do Part B1. Help Daniel write the comparatives and superlatives of these adjectives:‎ ‎ funny-funnier-funniest, good-better-best, happy-happier-happiest ‎ interesting-more interesting-most interesting, large-larger-largest ‎ smart-smarter-smartest, thin-thinner-thinnest ‎8A‎ Unit 1 Grammar Ⅱ ‎ Teaching objectives 1. To use comparatives and superlatives to compare people/things ‎ 2. To compare two people/things using ‘(not) as’ + adjective + ‘as’‎ Teaching procedures Grammar B2‎ Step 1 Lead-in ‎ ‎1. Review how to form comparatives and superlatives with adjectives orally.‎ ‎2. Then ask students to do some exercises. Ask them to write the comparatives and superlatives with the adjectives. Then check answers together.‎ ‎ heavy-heavier-heaviest, fat- fatter-fattest, important-more important-most important, nice-nicer-nicest, bad-worse-worst, thin-thinner-thinnest, short-shorter-shortest Step 2 Rule out ‎ ‎1. Go through the rules about comparatives and superlatives with students. Then ask them to turn to Page 14 and complete ‘Work out the rule’ at the top of this page.‎ ‎2. Elicit the rules from students. We put ‘than’ after the comparatives. We put ‘the’ before the superlatives.‎ Step 3 Practice ‎ ‎1. Ask students to complete the sentences using comparatives and superlatives.‎ ‎ 1) Jane is taller (tall) than Amy.‎ ‎2) Carl is heavier (heavy) than Jack.‎ ‎3) I am the fattest (fat) child in my family.‎ ‎4) he pie is better (good) than the cake.‎ ‎5) Julie is the laziest (lazy) student of all.‎ ‎6) Amy is the funniest (funny) girl among my friends.‎ ‎7) This story is much more interesting (interesting) than that one.‎ ‎2. Explain that Daniel wants to know more about his classmates before he writes to his online friends. He asked his classmates to make a class profile. Show part of it to the class. Ask students to read it carefully and talk about the information in pairs.‎ E.g., How tall is Millie? What about Sandy? ‎ 84‎ ‎3. Then elicit the sentence structure: Sandy is taller than Millie. Peter is the tallest of ‎ the six students. Then ask students to talk about the table like this.‎ Remind students that their task is to compare their height and weight using ‎ comparatives and superlatives correctly.‎ ‎4. Ask students to look at Part B2 on Page 14, read the profile carefully and help Daniel complete the following sentences using the correct forms of adjectives.‎ check answers together.‎ 1. Simon is taller than (tall) Kitty.‎ 2. Peter is the tallest (tall) of the six students.‎ 3. Sandy‎ is heavier than (heavy) Millie.‎ 4. Peter is the heaviest (heavy) of the six students.‎ 5. Millie is the slowest (slow) swimmer of the six students.‎ ‎6. Amy is the fastest (fast) swimmer of the six students.‎ ‎7. Millie’s drawing is more beautiful than (beautiful) Simon’s. ‎ ‎8. Sandy’s drawing is the most beautiful (beautiful) in the drawing competition.‎ ‎9. Millie’s English is better than (good) Amy’s. Millie’s English is the best (good). ‎ Grammar C ‎ Step 1 Lead-in ‎ ‎1. Show the profile of Daniel’s classmates again. Ask students to read it more carefully and try to find some same points among the students. E.g.,‎ Millie is 1.50 meters tall. Kitty is also 1.50 meters tall. So, we can say ‘Millie is as tall ‎ as Kitty’. ‎ ‎2. Encourage students to make more similar sentences. E.g. ‘Amy is as heavy as Kitty.’ Sandy’s English is as good as Kitty’s. ‎ Step 2 Learning for use ‎ Ask students to look at two other pictures and make sentences using ‘as …as’.‎ No. 1, we can find that the boy is as tall as the girl. ‎ No. 2, the boy is as happy as the girl. ‎ Then ask them to put the sentences into Chinese.‎ Step 3 Rule out ‎ ‎1. Encourage students to elicit rules from these sentences. ‎ Then explain that we can use ‘as’ + adjective + ‘as’ to compare people/things. It ‎ means people or things are the same in some ways.‎ ‎2. Then add ‘not’ to the two sentences, ‘She is not as slim as I am’, ‘Amy is not as tall as Peter’, ask students what they mean now.‎ Then explain here ‘She is not as slim as I am’ means ‘she is fatter than I’, ‎ ‎ ‘Amy is not as tall as Peter’ means ‘Amy is shorter than Peter’. ‎ ‎3.Make a conclusion that we use ‘not as’ + adjective + ‘as’ to compare people/things. It means people or things are not the same in some ways.‎ Step 4 Practice ‎ 1. Show some pictures of different outdoor activities and teach the names of these ‎ outdoor activities.‎ 84‎ ‎2. Discuss with students about any other outdoor activities they know.‎ ‎3. Talk about what Millie thinks about different outdoor activities with students.‎ ‎ Remind students that five stars mean very interesting, while only one star means not interesting. Ask them to complete the sentences using ‘as …as’ or ‘not as …as’ to talk about Millie’s ideas. E.g.‎ ‎ Millie thinks hiking is as interesting as skiing. Cycling is not as interesting as diving.‎ ‎4. Tell students outdoor activities are very interesting, but sometimes some outdoor activities can be dangerous. Then have a discussion about what Millie thinks about this. ‎ Tell them in the same way, five triangles mean very dangerous and one triangle means not dangerous. Ask students to tell what Millie thinks about these outdoor activities with ‘as …as’ or ‘not as … as’?‎ ‎5. Students turn to Page 15 and read Part C1 carefully. Then complete the conversation according to the table with ‘(not) as…as’.‎ ‎6. Ask students what they think about these activities. Ask them to complete the last column of Part C1 to express their own opinions, then talk about what they think about the activities with their partner using ‘(not) as …as’.‎ ‎《牛津初中英语》8A Unit 1 Friends Main task 主讲教师 钱群 南京育英外国语学校 简要提示 一、年级：八年级　‎ 二、教学内容： 8A Unit 1 Friends ‎ 三、课型：Main task 四、教学目标 ‎ 1.知识目标 ‎ 1)词汇：理解并运用本单元的四会单词。 ‎ ‎ 2)词组：dark brown, wear a smile on one’s face ‎ ‎3)句型：I like her bright, smiling eyes. ‎ I believe she’ll be a very good teacher. ‎ ‎2.能力目标 ‎ 1)能用形容词来描述一个朋友的相貌和品质。‎ ‎ 2)能根据写作要求构思文章，了解文章的组成：介绍、主体和结论。‎ ‎ 3.情感目标 ‎ 学会交朋友，善于发现朋友的优秀品质。‎ 五、教学重难点 ‎ 运用本单元的语言知识写一篇关于朋友的文章。‎ 教学流程 Part One Lead-in (用时：12分钟) ‎ Step 1 Revision (用时：2分钟) ‎ In this unit, we have known three new friends 这一单元我们认识了三位新朋友。‎ They are Betty, Max and May.‎ Please use the simple sentences to describe them . ‎ ‎(1) ‎ 84‎ This is Betty. She is slim. She has short hair. She is generous and helpful.‎ She wants to be a singer. ‎ ‎(2) ‎ This is Max. He is very tall. He has poor eyesight. He wears small, round glasses. ‎ He has a good sense of humour. ‎ ‎(3) ‎ This is May. She is very small. She has straight, shoulder-length hair. She is pretty.‎ She is kind. ‎ Step 2 Practice (用时：4分钟) ‎ I’m sure you have a good friend. Is your good friend a boy or a girl? ‎ If your friend is a boy, can you tell me something about him? ‎ Please answer the following questions. 请同学们尽量用完整的句子回答下列问题。 　‎ ‎1. Does he have a round face or a square face? ‎ ‎2. Are his eyes big or small? Are they bright and smiling eyes? 他们是明亮、微笑的眼睛吗？‎ ‎3. Is his nose big or long? 4. What about his hair? ‎ ‎1. Is he fat or thin? 2. Is he very tall? 3. He is neat, isn’t he? ‎ Thanks for telling me about your friend’s general appearance. ‎ ‎1. Is he honest? 2. Does he often help others? ‎ ‎3. Is he a pleasant friend? 他是个令人愉快的朋友吗？ 4. What do you think of him? ‎ Thanks for telling me about your friend’s personality. ‎ ‎1. Is he clever? 2. Is he a hard-working person? ‎ ‎3. Is he good at music? He is musical, isn’t he? ‎ Thanks for telling me about your friend’s abilities. ‎ Step 3 Presentation (用时：6分钟) ‎ Thanks a lot. ‎ Daniel is going to join the writing competition of ‘Teenagers’ magazine. ‎ 丹尼尔想去参加“青少年”杂志举办的写作比赛。‎ What is he doing? What can we help him? 我们能为他做些什么呢？ ‎ Daniel is making a list of words that he can use to describe different people. ‎ 丹尼尔正在做一张能用来描写不同人的词汇表。‎ Let’s help him complete the list. 让我们一起来帮他完成这张表格。 ‎ When we want to describe one’s face, we can use the following adjectives. ‎ 当我们来描述人的脸时，我们可以使用以下形容词：…‎ What words can we use to describe one’s eyes, nose or hair? ‎ 那我们又可以用那些词来描述一个人的眼睛，鼻子和头发呢？… ‎ When we talk about one’s general appearance, we always use the following adjectives. 当我们谈论某人的外貌时，我们可以使用以下形容词 …　‎ When we want to talk about one’s personality or ability, we can use these words. ‎ 当我们谈论某人的品质和能力时，我们可以用这些词 ... ‎ 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 84‎ General appearance slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, neat, sporty Personality friendly, kind, polite, happy, honest, helpful, cheerful, pleasant Abilities smart, clever, hard-working, musical Part Two Writing (用时：15分钟) ‎ Step 1 Presentation (用时：5分钟) ‎ You also want to write an article about your best friend. ‎ 你也想去写一篇关于你最好朋友的文章。‎ Think about your best friend and prepare some notes. Take out your paper, and write down the notes, then read them to your partner.‎ These are your own answers.‎ My best friend ‎ Name: ________________‎ Face: _________________‎ Eyes: _________________‎ Nose: _________________‎ Hair: _________________‎ General appearance: ____‎ Personality: ____________‎ Abilities: ______________‎ Step 2 Read and answer (用时：10分钟) ‎ Kate is Daniel’s best friend. Daniel writes an article about her.‎ Do you want to know something about Kate? OK. Now it’s time for you to read this article. ‎ 你想了解丹尼尔的好友凯特的一些情况吗？现在是你阅读这篇文章的时候了。‎ Open your books and turn to page 20. Read Part C, then try to answer the following questions: ‎ 丹尼尔写了一篇文章关于他最好的朋友凯特。请大家把书打开，翻到２０页。阅读C部分并回答下列问题。‎ ‎1. Who is Daniel’s best friend?‎ ‎2. Where does she live?‎ ‎3. What’s Kate’s appearance and her personality? ‎ ‎4. What’s her future plan? ‎ 文章的第一段是介绍丹尼尔的好朋友—凯特。第二第三段描述了凯特的外貌和品质。第四段描述了凯特的将来打算。‎ Part Three Structure through reading (用时：2分钟) ‎ 文章的第一段是介绍丹尼尔的好朋友—凯特。(Introduction)‎ 第二第三段描述了凯特的外貌和品质。 (Mainbody) ‎ 第四段描述了凯特的将来打算。 (Conclusion)‎ Part Four Outline (用时：1分钟) ‎ Introduction Say who your best friend is. ‎ Main body Describe his / her appearance. Describe his / her personality. ‎ Conclusion Describe his / her future plan.‎ Part Five Practice (用时：10分钟) ‎ 假如你在网上结识了一位好朋友，请向你的同学作简要介绍。‎ According to the outline, write your own articles. 请根据写作提纲，写一篇作文。‎ 84‎ Then read it to your partner and check each other’s writing for mistakes.‎ 然后读给你的同桌听，互相检查错误。‎ Before writing, pay attention to these sentence stuctures, you can use them. ‎ 在写作前，关注这些句子结构，你可以使用他们。 ‎ Introduction My best friend is …‎ Main body He is … He has … ‎ Conclusion He wants to be a / an … in the future.‎ OK, now I’ll show you a model. Please read it. ‎ I have a good friend. He is a Chinese boy of 13. His name is Wang Qiang. ‎ His face is round and his eyes are small but bright. He has short and black hair. He is handsome and sporty. He is good at Math. He likes playing basketball very much. He is very honest and friendly. He is always ready to help others. ‎ He wants to be a doctor when he grows up. ‎ 第一段进行介绍。‎ 第二段是文章的主体。‎ 第三段是结论。‎ Homework ‎1. Revise the adjectives we’ve learned today.‎ ‎2. Write a short passage to describe one of your good friends.‎ 小结 这节课我们学习了大量描述人物的词汇，同学们要学会收集信息，然后完成一篇关于朋友的文章。‎ 请同学们记住写作的结构：‎ ‎1. 介绍 – 说出谁是你最好朋友。‎ ‎2. 主体 – 描述你朋友的外貌和品质。‎ ‎3. 结论 – 描述你朋友将来的打算。‎ 说明 通过前几课时大量的知识输入，本课时的任务是利用写作形式将语言知识综合输出。通过本课时的学习，学生要学会写一篇关于朋友的文章。教师要指导学生了解文章的框架，做到主题明确，语言正确，结构清晰。切忌把本课当成阅读材料来处理。　‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: ‎8A Unit 1 Friends Reading ‎ 三、课型: Reading ( I )‎ 四、教学目标 ‎1.知识目标 ‎ 1) 词汇：初步理解与本单元主题相关词汇。‎ ‎ 2.能力目标 ‎ 通过阅读了解文中所出现的三个好友的基本情况；理解用形容词来描述朋 ‎ 友外貌和个性品质的语篇。‎ ‎3.情感目标 ‎ 学会欣赏别人, 学会珍爱友谊。‎ 84‎ 五、教学重难点 ‎1．学会使用正确的阅读技巧进行文本解读，获取关于文中三个好友外貌与 个性特征的主要信息。‎ ‎　‎ 第二部分 教学流程 Part I Pre-reading ‎1. Leading in 用时3分钟 Show Ss the picture of the three characters in the reading materials and ask Ss to describe them. (见ppt5)‎ T: Hello! Boys and girls. Today we will learn Unit 1 Friends, Reading. We are going to meet three best friends.‎ 同学们好,今天让我们一起来学习第一单元的阅读课。让我们来结交三个好朋友吧.‎ ‎ T: Let’s look at these pictures. 看这些图片。‎ ‎ T: What do they look like? Can you say something about their appearance? ‎ 你们能说说他们的外貌吗？‎ ‎ S: Bettye is…/ Max is… (见ppt5) ‎ ‎2 . presentation 用时5分钟 ‎ Show Ss the picture and present some important and difficult words and sentences for Ss T: Good. Betty is slim and she has short hair. Read after me. Slim,slim.‎ ‎ (见ppt6) Max is tall and he wears glasses because he has poor eyesight. Read after me. Eyesight, eyesight. (见ppt7) May is pretty and she has straight, shoulder-length hair. Read after me. Shoulder-length, shoulder-length.‎ ‎ (见ppt8) Do you like them?‎ S: Yes.‎ T: Here are more words to describe them. Please read after me. (见ppt9) ‎ S: Yes. ‎ T: generous （大方的） willing（乐意的） ready （乐意的） round（圆形的）‎ smart （聪明的） sense （意识）‎ humour （幽默） bored （无聊的） ‎ true （忠实的）‎ Part II While-reading （见ppt10）‎ ‎1. Skim the text 用时3分钟（见ppt10）‎ ‎ T: Let’s know more about the three friends! Skim the text and find out:‎ ‎ What makes Betty, Max and May so special in the writers’ eyes? ‎ ‎ 让我们来更多地了解他们。快速浏览全文然后回答：‎ ‎ 是什么使得Betty，Max 和May在作者看来如此与众不同呢？‎ S: Skim and answer the question.‎ T: Now. Let’s check the answers. Betty is a generous and helpful girl. Max has ‎ ‎ a good sense of humour. May is a true girl. （见ppt11）‎ 84‎ ‎2. Scan the text 用时5分钟（见ppt12-15）‎ ‎ T: OK! We know the special qualities of the three best friends. ‎ ‎ Would you like to go further into their world? Scan the text and fill in the form: ‎ ‎ 我们已经了解了这三个好友一些特别的地方。你是否愿意更进一步走进他们 ‎ ‎ 的世界呢？快速跳读课文，然后填写表格。（见ppt12）‎ S: Scan the text part by part and answer.‎ ‎ T: Now, let’s check the answers. Betty is slim and has short hair. She is generous ‎ ‎ and helpful. （见ppt13）Max is very tall. He is the tallest in his class.‎ ‎ He looks smart.He has a good sense of humour. He is so funny. （见ppt14）‎ ‎ May is small and pretty. She is a true friend. She is kind. （见ppt15）‎ ‎3. Read and answer 用时8分钟（见ppt 16-18）‎ ‎ T: Now, boys and girls. Let’s read after the tape.Then ask and answer in pairs. ‎ ‎ Now, start!‎ ‎ 同学们,现在让我们跟磁带朗读。然后两人做问答练习。‎ ‎ S: Read after the Tape.‎ ‎ T: I’ll ask some pairs to ask and answer…‎ ‎ S: Ask and answer.‎ ‎ T: Check the answers.‎ 4. Read and judge用时5分钟 (见ppt 19-21）‎ ‎ T: It’s time for us to read aloud the whole text. Now, one, two, ready, go!‎ ‎ 该是我们朗读课文的时间了! Now, one, two, ready, go!‎ ‎ T: Time is up. Let’s do the judgments. Look at the following statements. ‎ ‎ Write a T if the statement is true. Write an F if it is false and correct it. ‎ ‎ 时间到! 让我们来根据课文做判断。正确的写T，错误的写F并改正。‎ Part Three Post-reading (见ppt 22-24）‎ ‎1. Discuss 用时5分钟(见ppt 22）‎ ‎ T: Now we have learned a lot about the three friends by reading and listening.‎ ‎ Who would you like to make friends with? Why? ‎ ‎ Please discuss the questions in groups of four and then one of you in the group ‎ ‎ will report the results. ‎ ‎ 通过听读，我们对三个好友已经有了更多的了解。‎ ‎ 你愿意和他们中的哪一个交朋友呢？为什么？‎ 请分成四人一组讨论，然后选一个代表向全班汇报讨论结果。‎ S: Discuss and give their reasons in their own words.‎ ‎2. Say your best friend用时6分钟(见ppt23)‎ ‎ T: Betty, Max and May can be the writers’ best friends.‎ ‎ Can you tell us some about your best friend?‎ ‎ The following useful expressions may be useful to you. ‎ ‎ Would you mind telling us now? We can’t wait to hear you.‎ ‎ Betty，Max和 May是作者的最好的朋友。‎ ‎ 那你能告诉我们你的好朋友的情况吗？‎ ‎ 快点吧！我们怕等不急了！‎ ‎ S: Tell the whole class about his/her best friend.‎ 84‎ ‎3. Appreciate the proverbs about friends用时3分钟(见ppt24)‎ ‎ T: What is a friend? What is a real friend like?‎ ‎ Let’s see the proverbs about friends.‎ ‎ Read them after me, please.‎ ‎ 什么才是真正的朋友？‎ ‎ 我们来看下面关于朋友的谚语吧。请跟我读。‎ S: Read and take notes if interested in.‎ ‎4.Sum up用时1分钟(见ppt24)‎ ‎ T: 同学们今天我们又结识了三个好朋友Betty, Max和 May。‎ ‎ 了解了他们的外貌及性格特征。‎ ‎ 用英语多向别人推荐一下自己的好朋友,‎ ‎ 学会欣赏，感受与他人分享友谊的快乐吧!‎ Part Four Homework ‎1. Set the home assignment 用时1分钟(见ppt25)‎ T: We have known what our friends look like and different qualities they have. ‎ ‎ Please read the text at least three times, and then underline the main phrases you ‎ ‎ think in the passage.‎ S: Take the homework down.‎ 第三部分 说明 ‎ 本课时是‎8A第一单元阅读课的第一课时，学生在理解课文大意的前提下，大致了解如何用英语介绍自己的好朋友。 ‎ ‎ 在教学过程中，教师可通过设计具体的任务让学生加深对三个人物的理解。‎ 教师还可根据本课的阅读内容适当介绍一些阅读技巧，让学生学会针对不同的阅读任务采用相应的阅读技巧。帮助学生捕获有关描述人物外貌与性格特征的信息。‎ ‎ ‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: ‎8A Unit 1 Friends Reading ‎ 三、课型: Reading ( II )‎ 四、教学目标 ‎1.知识目标 ‎ 1) 词汇：本课时的四会单词 ‎ 2) 词组 ： ‎ ‎ be willing to do sth. ‎ ‎ be ready to do sth.‎ ‎ share things with sb. ‎ 84‎ ‎ any time ‎ in need ‎ knock sth. off sth.‎ ‎ make sb. laugh ‎ ‎ say a bad word about sb.‎ ‎ 3) 句型：‎ ‎ She is as slim as I am. ‎ ‎ He is the tallest boy in my class.‎ ‎ She is shorter than I am.‎ ‎2.能力目标 ‎ 学会运用本课所学的主要词汇、句型介绍自己最好的朋友。‎ 五、教学重难点 掌握并运用本课时的四会单词、词组和句型。‎ ‎　‎ 第二部分 教学流程 Part One Revision ‎1. Choosing the best friend 用时5分钟 Show Ss the picture of the three characters in the reading materials and ask Ss to finish Part B1 and B2. (见ppt6)‎ ‎ T: Hello! Boys and girls, nice to see you again. ‎ ‎ Yesterday we met three best friends.‎ ‎ They’re Betty, Max and May.‎ ‎ How much do you remember them?‎ ‎ Please open your textbook and turn to Page 9. Finish Part B1 and B2.‎ ‎ 同学们好,很高兴再次见到大家。昨天我们认识了三个好朋友，‎ ‎ 他们是Betty, Max 和 May，你还记得他们吗？‎ 请把课本翻到第九页，完成B1和B2部分。‎ S: Read and do exercises.‎ T: Let’s check the answers.(见ppt6) ‎ ‎2. Choose and answer用时5分钟(见ppt7-12)‎ ‎ T: Let’s play the game-Choose and answer.‎ ‎ Each person on the screen will bring you at least one question.‎ ‎ Please choose and answer.‎ ‎ 现在我们来做一个“选择与回答”的游戏吧！‎ ‎ 画面上每个人都会给我们带来至少一个问题，开始选择并作答吧！‎ ‎ S: Choose and answer one by one.‎ Part II Part Two Language Points（见ppt13）‎ ‎1. Answer the following questions 用时17分钟（见ppt13-29）‎ ‎ T: Wonderful! You all have a very good memory.‎ ‎ Let’s move on to the detailed info. about them.‎ ‎ Here are more questions:‎ 84‎ ‎ 同学们太棒了! 让我们进一步走入他们的生活吧！‎ 这儿还有些问题等待大家去解答：‎ S: Answer the questions.‎ T: Now. Let’s check the answers. ‎ ‎ T: 1. Is Betty slim or fat?‎ ‎ S: She is slim.‎ ‎ She is as slim as the writer.‎ T: as+ adj. + as 表示“和…一样” ，形容词为原级。 ‎ ‎ I am 1.6 meters tall. ‎ ‎ Mary is 1.6 meters tall, too. ‎ ‎ = I am as tall as Mary (is).‎ T: 2. Why does the writer think Betty is generous?‎ S: Because she is willing to share things with her friends.‎ ‎ T: be willing to “情愿、愿意干某事” ，同 be ready to。‎ ‎ Put the following phrases into English:‎ ‎ 情愿--- 照料他妈 / 为他溜狗 / 喂它食物 ‎ S: be willing to look after his mother ‎ be willing to walk his dog ‎ be willing to feed it food ‎ T: Share…with “与… 分、分享东西 ”‎ ‎ the phrases: share卧室 / 快乐 with Tom S: share a bedroom with Tom ‎ share joy with Tom T: share sunshine with 她 / 我和他 S: share sunshine with her ‎ share sunshine with him and me T: 3. Why does the writer think Betty is helpful?‎ S: Because she is ready to help people any time. ‎ ‎ She helps the writer with the homework ‎ ‎ and she always gives seats to someone in need.‎ T: be ready to do sth. 准备好做某事,乐意做某事 ‎ ‎ 你准备好明天的测试了吗？ ‎ ‎ Are you ready to take tomorrow’s test?‎ ‎ 他们乐意帮助我吗？‎ ‎ Are they ready to give me their hands?‎ T: any time 随时随地， 任何时候 ‎ 如有问题，随时给我打电话。‎ S: If you have any problem, call me any time.‎ T: someone in need 需要帮助的人 ‎ T: 患难朋友才是真朋友。‎ S：A friend in need is a friend indeed.‎ T: 4.Why does the writer think ‎ Max has a good sense of humour?‎ S: Because Max tells funny jokes and always makes the writer laugh.‎ 84‎ T: make + sb. + do sth.‎ ‎ It’s time for bed, so don’t make your brother laugh all the time.‎ ‎ make+ sb. +adj. ‎ ‎ He is funny and always makes me happy.‎ T: What happens when Max walk past the desks?‎ S: He often knocks the books and pens off the desks.‎ T：knock sth. off sth. 把某物撞离某物 T: 5. What can the writer always do when ‎ ‎ something worries him?‎ S: The writer can always go to May because she can keep a secret.‎ T: go to sb. 向某人寻求帮助 T:当你陷入困境的时候，你会向朋友求助吗？‎ S: Do you usually go to your friends when you are in trouble? ‎ T: 6. Does May say a bad word about anyone?‎ S: No, never. She is kind.‎ T: say a bad word about sb. 说某人的坏话 ‎ 在别人背后说他们坏话是不礼貌的。‎ S: It’s impolite to say a bad word about anyone behind him.‎ ‎2. Revise the phrases用时3分钟（见ppt 28）‎ T: Please review the useful phrases in the lesson. Read after me.‎ ‎ Now, let’s relearn the useful phrases:‎ ‎ 我们来看以下今天学习的有用的词组吧！‎ ‎ Please read after me！‎ ‎ 请跟我读！‎ T: be willing to do sth. ‎ ‎ be ready to do sth. ‎ ‎ share things with sb. ‎ ‎ any time ‎ ‎ in need ‎ ‎ make sb. laugh ‎ ‎ go to sb. ‎ ‎ say a bad word about sb.‎ S: Read after the teacher.‎ Part Three Practice ‎ ‎1. Vote for the best friend 用时5分钟(见ppt 30）‎ ‎ T: After today‘s learning, ‎ ‎ we have known more about our three friends.‎ ‎ If you’re asked to vote for your best friend,‎ ‎ Who do you vote for? Why?‎ ‎ 通过今天的学习，我们对这三个朋友有了深入的了解。‎ ‎ 假如你要从中选出最好的一个朋友，你会选谁？为什么？‎ ‎ 你可以用下面的句型来发表你的观点。‎ ‎ Model:‎ I’ll vote for _____ because____________.‎ 84‎ S: Express their own opinions.‎ ‎2. Fill in the blanks 用时3分钟(见ppt 31）‎ ‎ T: Fill in the blanks with the right form of the given words.‎ 用所给单词的正确形式填空。‎ S: Do exercises and check the answer together.‎ ‎3. Complete the following sentences:完成下列句子。5分钟(见ppt32-33)‎ ‎ T: In this lesson, we’ve known further about three friends. Let’s do the consolidation work. Do the translation work…‎ ‎ S: Fill in the blanks. If they have any question, they can ask the T.‎ ‎4.Sum up用时1分钟(见ppt33)‎ ‎ T: 在今天的课上，我们又与这三个好友见面了。我们对他们有了更深入的了解，而且还学会了描述他们的短语和句型。我们还欣赏了一篇关于友谊的散文，让我们珍爱友谊，成长的路上一起乘着友谊的翅膀快乐翱翔!‎ Part Four Homework 1. Set the home assignment 用时1分钟(见ppt34)‎ ‎ T: Today’s homework is : Who would you like to make friends with, Betty, Max or ‎ ‎ May? Why? Write a short passage about your ideas.‎ ‎. (见ppt34)‎ S: Take the homework down.‎ 第三部分 说明 ‎ 本课是‎8A第一单元阅读课的第二课时。学生的主要任务是在熟悉课文的基础上掌握并运用本课中的语言知识。‎ ‎ 因此，课堂上要通过回答问题、小组活动或练习检测进一步加深学生对文章的理解。其次，以复习课文内容为主线，把文章中的语言要点一一呈现给学生。并配以各种形式的训练，多给学生开口和动手的机会。力求在运用中掌握语言点、提高基础知识与基本技能。‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: 8A Unit 1 Friends 三、课型: Vocabulary ‎ 四、教学目标 ‎1．知识目标 ‎ 掌握有关描述外貌的四会单词 ‎2．能力目标 ‎1）学会用适当的形容词来描述人的外貌特征 ‎2）学会用适当的形容词来描述男生与女生的外貌 ‎3．情感目标　‎ 84‎ 通过学习与描述外貌特征的形容词深对朋友的印象以及对朋友的了解 五、教学重难点 ‎ 理解并正确运用这些形容词对人物外貌进行准确描述 ‎ ‎　‎ 第二部分 教学流程 Part One lead-in用时　分钟 Step 1 Revision T: We have read three passages about three best friends in ‘Teenagers’ Magazine. Do you remember them? ‎ S: They are Max, May and Betty. ‎ T: But do you remember their appearances? Work in pairs to review what they look like with your books closed and then tell me the answers.‎ S: Max is tall, almost 1.75 metres. He wears glasses because of his poor eyesight. And he has long legs. ‎ ‎ May is small and she has straight, shoulder-length hair. ‎ ‎ The last one is Betty. She is slim and her hair is short. ‎ ‎ Good job! You have a good memory and you have remembered their appearances. Now let’s look at these words and read them together.‎ Step 2 presentation T: From these words and phrases, we can learn people’s appearnce. So they are the words and phrases to describe people’s appearance. Do you remember them? Ok, here is a table, I want you to catalogue these words put them into the different parts of people’s appearance. But first, let’s know the different parts of people’s appearance. First one is about people’s build (bulid意思是身材); then this part is about people’s height(height意思是身高), next part is about people’s leg and the last one is about people’s hair, in this part, you should notice two points of people’s hair. The first one is about the style of hair (chinese meaning is 头发的款式) and another part is about the length of hair(头发的长度). Now please work in a group of four to catalogue these words to describe different parts of people’s appearance. (现在就请你们四人一组将这些表示不同外貌特征的单词分类)‎ S: Ss’work.‎ T: Have you finished? Let’s fill in the table together! We can put ‘tall’ into ‘Height’; word ‘long’ is for ‘leg’; word ‘small’ is for ‘build’; word ‘short’ is for the length of hair; word ‘straight’ is just for the style of hair and ‘shoulder-length’ is also for the length of hair. The last word ‘slim’ is for ‘built’. Are you right? Let’s read the table together. ‎ S: Ss read the words together.‎ T: The wrods ‘tall, long, small, short, straight, shoulder-length and slim’ are the wrods that can describe people’s appearance. Do you want to learn more words? Ok, let’s look at more pictures about different words to describe different parts of people’s appearance. ‎ Part Two Part A ‎ Step 1 presentation ‎ 84‎ Show Ss the picture and present some new words for Ss T: Look at the picture. What does he look like? ‎ S: Yes, he is strong. ‎ T: What about this man? Is he strong? ‎ S: No, he is not strong. He is thin. ‎ T: Let’s read these two words after me. ‎ Good. These two words can be used to describe build (身材)‎ T: Look at these two pictures. Can you find the difference between these two men? ‎ S: One is short, and the other is tall ‎ T: Let’s read these two words together. Good. And these two words can be used to describe people’s height(身高)‎ T: what about these two pictures? What can you find the difference between their faces? ‎ S: The left one has a round face, and the other one has a square face.‎ T: words ‘round’ and ‘square’ can be used to describe the shape of people’s faces(round 和square可以用来描述人的脸型)‎ T: The last two pictures. Still are about two people’s faces. This time what can you find the difference? ‎ S: One person has big eyes and the other one has small eyes. ‎ T: We use words ‘small’ and ‘big’ to describe different size of eyes. ‎ Step 2 finish Exercise A ‎ T: Good. Please look at these pictures again. We can use the words to describe people’s build, height, eyes, and face. Now Daniel also wants to describe his classmates’ appearance. Can you help him to write the correct words for Daniel? Let’s open the book on page 7. please finish part A T: Have you finished the exercise? Let’s check the answer. (见ppt 8)‎ ‎ Strong, thin, big eyes, small eyes, short, tall, square face, round face Step 3 practice ‎ T: Ok, I have some photos, can you help me to describe these following people’s appearance? Let’s please. ‎ T: Look at this lady. What does she look like? ‎ S: She is thin. She has big eyes. She has a thin face. She has straight, shoulder-length hair. ‎ T: What colour is her hair?‎ S: She has fair hair. ‎ T: What about this lady? ‎ S: She is slim too. She has big eyes. She has a thin face. ‎ T: Does she have straight, shoulder-length hair?‎ S: No, she has wavy, and long hair.‎ T: Look at her nose. She has a pointed(尖的)nose. ‎ T: Do you know her?‎ S: She is Sheng dianxia. ‎ T: What about her appearance? ‎ S: She is fat. She has small eyes. She wears glasses. She is not tall. She is short. She ‎ 84‎ has a round and fat face. She has black, straight, and short hair. She also has a flat nose. ‎ T: Do you like her? ‎ T: What about this photo? She is a famous film star. Her name is Zhang ziyi. What does she look like? ‎ S: In this photo, she is slim. She is tall. And she can play Chinese Gongfu very well. ‎ T: The last photo is about a man. Look at him. What does he look like? ‎ S: He is strong. He is tall and he has a square face and he has short hair. ‎ Step 4 summary and speak up T: We just learned some new words to describe people’s appearance. Do you remember them? Here is a table for you to know more words to describe people’s appearance. Please read them after me and remember these words ‎ S: Ss read the words.‎ T: It’s your time to describe your friend’s appearnce by using correct words we have learned and follwoign usefuling sentences. ‎ S: Ss’ answers.‎ Part Three Part B ‎ Step 1 presentation ‎ T: Good job! Look at these four photos again. And I have some words again. Can you choose one or some words to dscribe them? ‎ S: The first girl is beautiful, and good-looking ‎ Sheng dianxia often makes us happy. So she is lovely. ‎ T: What about Zhang ziyi? In this picture, we can find Zhang ziyi is not beautiful but handsome like a man! She can play Chinese Gongfu so well!‎ T: What about this man? ‎ S: He is handsome ‎ T: Yes, we can also use another word good-looking. The word ‘good-looking’ can also be used for boys. ‎ T: The words ‘beautiful’, ‘good-looking’, ‘handsome’, ‘lovely’ are the adjectives to descirbe the appearance. ‎ Step 2 finish exercise B T: Good. There are more adjectives for boys and girls. Please finish exercise B. please notice which ones are suitable for boys, and which ones are suitable for girls. ‎ S: Ss’ work.‎ T: Let’s check the answers.‎ Part Four Practice ‎ T: Well. Let’s do some exercises to check whether you know the words describing people’s appearance. ‎ T: First, let’s complete the passage with correct words.‎ S: Ss’ answers and read the passage. ‎ T: Good, secondly, there are four photos but only two of them are my friends. Please listen to my description and find them out. Please 1) She is a beatiful girl. She has big eyes and round face. She have fair shoulder-length hair. Do you know her? ‎ 84‎ 1) He has a square face and short hair. He has big and smiling eyes. He is friendly and always smilies to other people. I think he is handsome. Can you find him? ‎ T: Well done. The last exercise I will give you is making a dialogue with your partner to say more something about your friends’appearance. Here is a model, please use your own information to complete it. ‎ S: Ss’ work and answers.‎ Part 5 Homework ‎ 第三部分 说明 本课时为第一单元的vocabulary. 这一课时目的在于教授与人的外貌特征相关的词汇。通过此部分的学习让学生学会正确使用形容词来描述人物的外貌，并在此基础上做一些拓展，为后面的写作部分打下良好的词汇基础。‎ 因此在此课时的处理中可以从对阅读部分人物外貌的复习引入，进而帮助学生归纳出更多有关描述人外部面貌特征的词汇。在教学中可以利用适当的图片作为导入与输入，学生的小组活动与口头表达作为输出与巩固。‎ Teaching plan for Unit 1 study skills, 8A ‎ 第一部分 简要提示 ‎ 一、年级：八年级 ‎ 二、教学内容：8A Unit 1　Friends ‎ 三、课型：Study skills ‎ 四、教学目标 ‎ 1. 知识目标 ‎ 1) 词汇：熟悉和运用本课时的四会单词 ‎2) 重点词组 ：‎ know very well sit alone some advice move to ‎ 3) 重点句型：‎ Who is the girl next to…? I hope I can … ‎ ‎ 2. 能力目标:‎ 通过确定关键句或关键词来帮助进行阅读理解的能力.培养学生语言综合运用的能力。‎ 五、教学重难点：‎ ‎　在阅读中如何找出要点以便更容易地理解和记忆一段文章. 如何猜测词义并在头脑中想象.如何识别关键词.‎ 第二部分 教学流程 Part One ‎ Step 1 Say something about your future plans.‎ • I want to be a …‎ • I would like to…‎ • I hope to…‎ • It is great to… ‎ Step 2 Listen to a song ‎ 84‎ Listen to a song and tell me what you got from the song.‎ What is the song about ? It is about a lemon tree. ‎ What else did you get from the song? ‎ Step 3 ‎ Read the information on Page 18 and tell me what it is important to do when we read a passage.‎ It is important to look for ___________ and _________. ‎ The following questions can help us find the main points of a passage. ‎ 1 What is it about? ‎ 2 Who is it about? ‎ 3 What happened? ‎ 4 When and where did it happen? ‎ 5 How did it happen? ‎ 6 Why did it happen?‎ Step 4 Read the passage and find the main points of the passage. ‎ ‎1 What is it about? It is about problems with a new school.‎ ‎2 Who is it about? It is about a Grade 8 student.‎ ‎3 What happened to her? She changed to a new secondary school. She is unhappy, nervous and uncomfortable. ‎ ‎4 When did it happen? ‎ In Sunshine‎ ‎Town ‎ ‎ 5 Why did it happen?‎ She doesn’t have friends there and she misses her classmates in the old school.‎ Step 6 Can you retell the letter with the help of the key words on the screen? ‎ What---problems with a new school Who---a Grade 8 student What--- changed to … unhappy…alone.‎ Where---‎‎ Sunshine ‎Town‎ ‎ Why ---doesn’t have friends and misses…‎ Part Two Practice Read the passage and practice the skills.‎ Do you want to make friends? Please study the following parts! Greetings: in this part, you and your new friend will greet each other and tell each other your names. Dialogue: Sometimes the dialogue is a small ‎ talk and sometimes it is about important things. Remember: When talking with your new friend, it is customary to give information about your family, or you may talk about anything that is important to you and your new friend.Leave-taking (告别语). In this part, you will tell your friend that you’re happy to meet him, and that you must end thedialogue.‎ 1. What should you and your new friend tell each other after greeting? ‎ 分析：文章的第一段就告诉我们我们在遇到的时候应当彼此告之他们的名字．通过阅读我们可以找到这个信息．这就是通过寻找关键词获取的信息．We should tell each other names ‎2. How many parts have you known about how to make friends? ‎ 分析：通读文章，我们可以发现有几个关键句子。“The following parts” 这就提示我们可以通过寻找关键句来获取信息.每一段的第一句就告诉我们一个交朋友的要点．因此应当是Three parts. ‎ ‎ 小结 通过今天的学习,‎ 84‎ ‎ 我们学到了如何更好的在阅读材料中通过确定关键句或关键词来帮助进行阅读和理解的学习方法．1. 找出文中关键词，以便掌握文章大意。2. 学会用 wh- 问题来找文中的关键部分。3. 学会阅读和记忆的方法。希望同学们能够掌握这个学习技能，从而更有效的提高学习效率。‎ Homework ‎1 Revise the phrases and sentences.‎ ‎2 Finish the following exercises.‎ 第三部分 说明 ‎ 在本节课的学习中，我们掌握了通过确定关键句或关键词来帮助进行阅读和理解的学习方法. 通过介绍各种具体的学习方法,指导学生如何进行有效的学习本单元中介绍了如何阅读、抓取信息.从而提高了学生的语言综合运用的能力. ‎ ‎　 学习技巧课的教学根据各单元具体内容进行设计, 关键是教会学生掌握英语学习的方法和技巧,并引导学生在今后的英语学习中具体运用。学习了本课的学习技能后，可补充相应的练习进行反馈巩固如本课我们可以通过确定关键词来进行人物描述.‎ ‎ ‎ ‎ Teaching plan for Unit 1 Integrated skills, 8A (by sunguoliang)‎ 第一部分 简要提示 一、年级：八年级 二、教学内容：8A Unit 1 Friends 三、课型: Integrated skills ‎ 四、教学目标 ‎1.知识目标 ‎1)掌握和运用本课时的四会单词 ‎2)掌握本课的表达个人未来打算的句型:‎ I would like to…I want to…I hope to…等等。 ‎ ‎2. 能力目标 利用Millie和Sandy的表达对未来的打算信息的材料充分开展听说读写活动,提高学生的综合运用语言的能力.‎ ‎3.情感目标 根据所学内容，激发学生树立远大理想。‎ 五、教学重难点 ‎ 1.重点 ‎ 1) 本课的四会单词、词组 ‎ 2)“听” 获取米莉和桑迪表达个人打算的信息 ‎ 3) 谈论好朋友或自己的未来的打算 ‎ 2.难点 ‎ ‎ 1)“听”获取米莉和桑迪的个人打算的信息 ‎ 2)谈论好朋友或自己未来的打算 第二部分 教学流程（稿本）‎ Part One Pre-listening ‎ Step 1 Lead-in ‎ ‎(出镜) T: Hello, boys and girls. Welcome to my class. I am sure everyone has their own future plans. Today we will talk about the future plans.同学们，大家好。我相信每个人在生活中都有自己的理想。今天我们将一起讨论关于理想的话题。(出现姚明的图片)T: First, look at the man. Who is he ? Oh, he is Yaoming. He likes sports.‎ 84‎ ‎ He is good at sports. We can say he is sporty(爱好运动的). Read after me. Sporty.He is sporty. If you and your friends all know him and like him. We can say he is famous.(出名的)。Read after me. Famous. He is famous. As we know, Yaoming is a famous basketball player now. Do you want to be a basketball player? What would you like to be when you grow up? ‎ Step 2 Say something about your future plans. Talk about what a social worker can do.‎ T: Now let’s say something about our future plans. 好的，下面让我们一起谈谈我们的未来的打算。Do you want to be a policeman ? Yes, policemen can listen to people’s problems and help people solve their problems. Besides policemen, social workers can help people and solve people’s problems, too. Now read after me. social. social worker.社会的，社会工作者。‎ Part Two While-listening ‎ Step 3 Listen to the tape and put a tick in the correct boxes. Help Millie finish the letter to Mr. Zhu.‎ T: Just now we talked about our future plans. Today Millie is talking about her future plans with Amy, too. Do you want to know something about her future plans? 刚才我们讨论了我们的未来的打算。今天米莉也在和艾米一起谈论她的未来的打算，你想了解她的未来的打算吗？Open your books and turn to Page 16.Look at Part A1.Read the instruction first, please. T: Now let’s listen to the tape and put a tick in the correct boxes in the table below. 现在请听磁带在表示她的未来的打算的句子里打个构。Ok, Let’s check the answers. 好的，让我们来进行一个调查。请一个同学担任调查员。可以用下面的句型帮助你询问你的伙伴。Would Millie like to sing for people? Does Millie want to…? Does she try to…? Good. ‎ Step 4 Check the answers.‎ T: Now, let’s see what Millie would like to do? Millie would like to be kind to people. Millie would like to be a social worker. She wants to listen to people’s problems and help people solve problems.‎ Step 5 Finish the letter to Mr. Zhou.‎ T：Now Millie is writing about her future plans to Mr. Zhou. He is an editor(编辑). Please look at Part A2. Help her finish the letter. Now, let’s check the answers。‎ Step 7 Let’s read the letter together.‎ Step 8Llisten to the tape. ‎ T：You have known more about Millie’s future plans. Today Sandy also wants to write about her future plans to Mr. Zhou, too. She is talking to Kitty about her plans, too. First, let’s listen to the tape and choose the correct future plans.‎ 今天桑迪正在和她的好朋友一起讨论她的未来打算。她也要把她的计划告诉周编辑。请同学们听一听并选择下面哪些是表示她的未来打算的句子。‎ Step 9 Complete the letter.‎ T: Help Sandy complete the letter to Mr. Wu with the information you heard from the tape. Now let’s check the answers. ‎ Part Three Post-reading ‎ Step10 Talk about friends’ future plans.‎ T: Now suppose Sandy and Millie are both your good friends. Please talk about their future plans with your classmate. ‎ 假设你是桑迪和米莉的好朋友。请你和你的同学一起交流她们的未来的打算。‎ Part Four Speak up ‎ Step 11 listen to the tape and talk about friends.‎ T：We have known more about how to talk about friends’ future plans. Who is your good friend? What does your friend look like? What is your friend like? What would your friend like to do when he grows up? Today Helen and Sandy are talking about their friends. Listen to the tape and think of the following questions. ‎ 84‎ Step 12 Work in pairs.‎ T: Use Helen and Sandy’s conversation as a model. Tell your partner about your friends.请你用她们的对话作为一个示范。与你的伙伴谈谈你的好朋友。‎ Step13 Make up a new conversation.‎ Let’s make up a new conversation.让我们一起来开始一个新的谈论。 ‎ Step14 Talking about friends.‎ T：请你谈谈你的好朋友的未来的打算。‎ Step15 summary ‎ ‎（出镜）‎ 通过本课时的学习，我们对米莉和桑迪的未来打算有了更进一步的认识和了解,同时也锻炼了学生从阅读和听力材料中获取有效信息和处理信息的能力。同时，也练习了用所学过的形容词在具体的语境中来谈论自己的朋友的句型，提高了我们语言的口头表达能力。‎ 第三部分 说明 一﹑Integrated skills在8AUnit 1中的作用 本课时是8A第一单元综合技能课，学生在前面几个课时的学习的基础上，粗略了解了如何介绍自己的朋友。在前面几个课时中已经对朋友的外貌和爱好等等进行了学习。这节课的目的是在学习介绍朋友时的计划未来的打算。通过本课的学习,我们应该为本单元的Main Task 书面表达的学习作好有力的铺垫。‎ 二﹑Integrated skills在8AUnit 1中教学中的应该注意的问题 1. 本课时的教学要充分利用现有材料开展听、说、读、写活动.听前应给学生少许时间去（了解）一些 将要听的材料,可围绕此部分的残缺信息，设计一些活动，降低听力难度.听完后可让学生进行汇报,而不仅仅对答案。‎ 2. 本课时重点在培养学生如何从阅读和听力中汲取朋友未来打算的信息以及如何处理综合运用信息的能力．不是单纯的阅读信息也不是单纯的写或者是听力能力的提高和培养。让学生充分注意信息的整合运用。在speak up教学中应该注意复习导入, 操练巩固, 拓展运用应该揉合到听、说的训练中。‎ 3. 由于本课时有两个人物的相关信息的介绍以及描述，但是有很多相同的句式．因为在学生进行听力之前，有了相关的铺垫，因此学生在操作起来时困难并不大。‎ Additional Exercises 一、翻译下列句子。‎ ‎1. 他们想今天完成这个工作。‎ They ______________________today.‎ ‎2. 他认为帮助别人是好事。‎ He thinks____________________________.‎ ‎3. 姚明看上去是爱好运动的。‎ Yao‎ Ming __________________________.‎ ‎4.　他想和刘翔一样受欢迎。‎ He wants to_____________________Liu Xiang.‎ ‎5.　我希望买一个带花园的房子。‎ I hope __________________________________‎ 二、按照要求改写句子。‎ ‎1. I think he is right. (改为否定句) ‎ ‎2. She is more famous than any other stars. ‎ 84‎ ‎(改成含有最高级的句子) ‎ ‎3. Helping others is great. (改为同义句)‎ ‎4. My favorite subject is English. (改为同义句)‎ ‎5. He is polite and helpful.(就划线部分提问）‎ Key to the exercises ‎1.want to finish the job.‎ ‎2.it is great to help others.‎ ‎3.looks sporty ‎4.wants to be as popular as.‎ ‎5. to buy a house with a big garden.‎ ‎1. I don't think he is right.‎ ‎2. She is the most famous star.‎ ‎3. It is great to help others.‎ ‎4. I like English best. 5.What is he like? ‎ ‎ Teaching plan for Unit 2 8A ‎ Welcome to the unit &Comic stripe ‎ 第一部分 简要提示 一、年级：八年级 二、教学内容：8A Unit 2 School life 三、课型: Comic strip & Welcome to the unit 四、教学目标 ‎1.知识目标 ‎ 掌握本课时的四会词汇以及重点句型。‎ ‎2.能力目标 ‎　学会在日常生活中运用英式英语和美式英语。‎ ‎3.情感目标 ‎　1）进一步激发学生对本单元话题“school life”的学习兴趣。‎ ‎　2）让学生掌握英式英语和美式英语的不同表达方式。‎ 五、教学重难点重点：‎ 让学生熟悉关于校园生活的话题并进一步激发学生的学习热情。‎ 第二部分 教学流程（稿本）‎ Part One Comic Strip Step 1 Presentation ‎ T: 1 What’s this ?‎ ‎2 Do you like coming to school? ‎ ‎3 Do dogs go to school? ‎ Step 2 Talking about Eddie and Hobo ‎ They are talking about _________.‎ Step 3 Listening and answering T: What does Eddie think school is like?‎ Eddie thinks that it’s _____________, but there are__________________.‎ Step 4 Reading Eddie and Hobo’s conversation Step 5 Completing the dialogue Hobo: Why _______ dogs go to school, Eddie?‎ 84‎ Eddie: Because we’re ___________ than people.‎ Hobo: What is school ____________?‎ Eddie: It’s like ___________________, but there are______advertisements.‎ Step 6 Working in pairs and acting it out Step 7 Discussion ‎ ‎1 What is your school like? ‎ ‎2 What’s your favorite subject?‎ ‎3 Do you like outdoor activities?‎ ‎4 Do you like fewer lessons?‎ ‎5 Do you like the lessons on the Internet?‎ Part Two Welcome to the unit A ‎ Step 8 Presetation ‎ T:‎ ‎1 What countries do you know? ‎ ‎2 What languages do they speak? ‎ Do you know which countries the flags stand for(代表)? ‎ Part Two Welcome to the unit A T: People speak English in both Britain and the USA. However, sometimes they use different words which mean the same thing. ‎ Helping them match the words on the left with the words on the right ‎1-d 2-b 3-k7-j 8-l 9-c ‎4-f 5-e 6-h 10-I 11-a 12-g ‎ Part Three Welcome to the unit B Finishing the exercises on page 24‎ ‎1 film movie ‎2 football soccer ‎ ‎3 Maths Math ‎ ‎4 life elevator ‎5 American football football ‎6 rubber eraser ‎ Part Four Practice ‎ Please changing the British English into American English I am a boy from England. I am a Grade 8 student. I like playing football. And Iam good at maths. Autumn is coming. So my best friend, Max’s birthday is coming too. He lives on the ground floor. I will give him my present. That’s a nice rubber. And I plan to watch a film with him on that day.‎ Homework ‎ ‎1 Read and recite comic strip on page 22‎ ‎2 Do the following exercises ‎ 一、翻译下列句子。‎ ‎1 我是英国人，我家住在一楼。‎ ‎2 为什么他不努力学习？‎ ‎3 今天天气如何？‎ ‎4 狗真比人聪明吗？‎ ‎5 学校就像看电影，但是广告要少些。‎ 84‎ 二、单项选择。‎ ‎( ) 1. School is __________ watching TV. ‎ ‎ A. like B. likes C. look like D. liking ‎( ) 2. We all like play _______. ‎ ‎ A. a football B. footballs C. football D. the football ‎( ) 3 ________ you go to school, Eddie?‎ ‎ A. Why not B. Why not to C. Why D. Why don’t ‎ 第三部分 说明 这节课是Unit ２ School life的Comic strip& Welcome to the unit and 。这是整个单元的导入部分，目的在于激发学生对学习本单元的兴趣。通过Eddie和Hobo的对话，在对话的结尾处引出关于校园生活的话题。 ‎ 在教授本课时关于美式英语和英式英语时，不必扩展太多．作为一个英语文化常识，学生能够了解即可．‎ ‎ Teaching plan for Unit 1 Main task , 8A ‎ 第一部分 简要提示 一、年级：八年级　‎ 二、教学内容： 8A Unit2 School life ‎ 三、课型：Main task 四、 教学目标 ‎ 1. 知识目标 ‎ 掌握并运用本课时的四会词汇和以及重点句式。 ‎ ‎ 2. 能力目标 ‎ 1) 学生能从多方面来介绍一个理想中的校园生活。‎ ‎ 2) 学生能根据写作要求构思文章，了 解文章的组成部分。‎ ‎ 3. 情感目标 ‎　 通过写作课让学生珍惜校园生活。‎ 五、教学重难点 ‎ 通过学习能写一篇关于理想的学校生活的文章。‎ 第二部分 教学流程（稿本）‎ Part One Lead- in Step 1: Talking about different activities. ‎ starting time：7:40 a.m.‎ finishing time：6:00p.m.‎ lunchtime ‎ fifty minutes ‎ subjects English Chinese Math Geography PE Art Music after-school activities Step 2: Completing the questionnaire below Your likes and dislikes school day startfinish time,‎ school, lunch, playground,‎ classroom, teacher, uniform, ‎ school trip ,subject, sports 84‎ Side A Side B I don’t like… Why? I like … Why? ‎ Step 3: Preparing a timetable. Put in your favorite subjects, sports, and after –school activities . Write down the time you would like to do on page 36.‎ Part Two Writing structure ‎ Task One: Listening and answering ‎1 When does the school finish?‎ ‎2 How long is his lunch time?‎ ‎3 How many students are there in each class?‎ Task Two: Structure through reading ‎ T: Let’s talk about the main ideas of every paragraph. ‎ Paragraphy1‎ ‎ School day starting time and finishing time ‎ ‎ Paragraphy2 lunchtime Paragraphy3 subjects Paragraphy4 facilities Paragraphy5 after-school activities ‎ Part Three Outline ‎ ‎1 starting and finishing time.‎ My ideal school starts at…It finishes at…‎ ‎2 lunchtime ‎ We have an hour for…‎ ‎3 subjects and classes I love… The classes are…There are…‎ ‎4 some facilities(设备)‎ It has…we have…‎ ‎5 after-school activities We have …hour of…go on a trip…‎ Part Four Practice ‎ Step 4 ‎ T:请从下面几个方面写一篇你理想中的学校生活。　‎ school ‎ school day (starting time ) 　school day (finishing time)‎ ‎　　　　lunchtime ‎ ‎　　　　subjects ‎ ‎　　　　facilities(设施) ‎ ‎　　　　after-school activities ‎ We have an hour for lunch. There is a big dining hall in the open. We can eat lunch and chat there. We can also look at the blue sea. We can eat fresh fruits and vegetables every day. Sometimes we eat some marine products. We have many funny lessons, for example music lesson, physical lesson, Home Economic and so on. We must wear school uniforms to go to school. The classes isn’t large, there are about 20 students in each class. Our school has a shopping mall and a small restaurant on the other. We also have a big library with lots of interesting books. At reading week, we can read any books from it.There are lots of clubs and after-school activities. We have only a 84‎ ‎ little time of homework everyday. We don’t have any homework at weekends. That means we can have more free time to do things we like. Every month, we can go on a school trip.‎ Step 5 Homework ‎1 Revise the passage we learned today.‎ ‎2 Write a small passage to describe your ideal school.‎ 第三部分 说明 这节课我们学习了如何写一篇关于n你理想中的学校文章。‎ ‎1 理想作息时间及理由 ‎2 理想课程设制,班级规模, 校服情况 ‎3 理想家庭作业情况 ‎4 理想校园环境 ‎5 理想课外活动及集体旅游情况 Teaching plan for Reading Unit 2 School life ‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: 8A Unit 2 Reading ‎ 三、课型：Reading ‎ 四、教学目标 ‎ 1.知识目标 ‎ 掌握和运用与校园生活相关的四会词汇以及重点句型。‎ ‎ 2.能力目标 ‎ 培养学生通过阅读获取文章主要信息的能力。掌握和运用本课中的重点短语和型。‎ ‎　　3.情感目标 ‎ 激发学生热爱校园生活,珍惜美好的校园生活。‎ 五、教学重难点 ‎ 1.重点 ‎ 1)培养学生通过整体阅读获取信息的能力。‎ ‎ 2)掌握和运用本课中的重点词汇以及句型。‎ ‎ 2.难点 ‎ ‎ 1)We have to tell our English teacher what we are reading.‎ ‎ 2)This is great because it takes less time than taking the bus.‎ 第二部分 教学流程 Part-one Pre-reading ‎ Step 1 Presentation ‎ ‎1 What subjects do you learn at school?‎ ‎2 What after-school activities do you have?‎ ‎3 Have you joined a club?‎ Step 2 Brainstorming ‎ What do you think British and American school would be like?‎ Step 3 While reading ‎ Task One: Reading and filling in the blanks ‎1 J reading week ‎ ‎2 N driving lesson 84‎ ‎3 J home economics ‎4 J lunchtime ‎ ‎5 N buddy club ‎ ‎6 N softball game ‎ Task Two: Reading and answering ‎1 Who wrote the first passage? John ‎2 What activity does the school have every year? They have a Reading Week every year.‎ Task Three: Reading and choosing ‎1 What did Jim do in school last year?‎ A He had driving lessons.‎ B He had sewing lessons.‎ C He had a cooking lesson.‎ ‎2 How does Nancy go to school every day?‎ A In her brother’s car B By bus C By coach ‎3 What do the students do in the Buddy Club?‎ A They sing and dance ‎ B They do their homework C Older students talk to new students about school life Task Four: Reading the passages and finishing Part C1‎ ‎1 T 2 F 3 T 4 F ‎ ‎5 T 6 T 7 T 8 F Task Five: Checking the answers Task Six: Checking the answers to the exercises B2‎ Part Three Post-reading ‎ John is a student in a m____ school. Boys and girls have lessons together. His favorite s______is Home Economics. He likes learning how tocook and sew. Now, he knows how to cook healthyand t_____meals. His school has a_______ (read) Week every year. John thinks it is too short because they want to read all his classmates’ books _______.‎ Nancy‎ is 14 years old. She is in an________school. Her brother is 17 years old. So he had ______lessons in school last year. Now he can drive to school every day. It’s faster than____________. (乘公共汽车) Nancy likes playing______.Every Monday she goes to“buddy club”. There they can make some good friends. So Nancy thinks Julie is her ____.They have a great time______to each other.‎ Task two: Learning Language points ‎ 1 taste-tasty ‎ 2 as well ‎ 3 drive me to school 4 have a great time doing sth.‎ Did John know how to do things for himself before he came to this school?‎ 句子中how to do something是疑问词加不定式做这个句子know的宾语。‎ 我的妹妹不知道如何读这个单词．‎ My sister doesn’t know how to read the word.‎ Do you know how to cook healthy and tasty meals? ‎ 84‎ 你知道怎样做既健康又美味的的饭吗？‎ ‎1）tasty是形容词，意为“美味的”。‎ e.g：我妈妈会做许多好吃的菜。‎ My mother can____________________.‎ ‎2）taste作动词时，意为“品尝”。‎ e. g：这块蛋糕很好吃，你想尝一尝吗？‎ This cake is delicious. Would you ‎ like to__________?‎ Why does Nancy think Reading Week is always too short ?‎ Because they want to read all her friends’ books as well.‎ ‎1）as well意为“也，又”，相当于too，多用于肯定句，常放在句尾。‎ e. g：我要去伦敦，我妹妹也要去。‎ ‎ I’m going to London and my sister is going_________.‎ ‎2）否定句中用either（也）。e.g：‎ ‎—她吃肉吗？不吃，她也不吃鱼。‎ Does she eat meat? —No, and she doesn’t eat fish, _____. ‎ Fill in the blanks with as well either ‎ ‎1 His mother is a teacher. He wants to be a teacher _______ in the future.‎ ‎2 Sandy isn’t hungry. Tom isn’t hungry,_______. They ate a lot just now.‎ ‎3 He is very thirsty. He wants to drink some water. I want to drink some water _______. ‎ How does Nancy go to school?‎ drive somebody to …开车带某人去某地 我爸爸每天开车送我妈妈去上班。‎ My father _______ ____ _____ _____ _______every day. ‎ Nancy‎ meets her friends and they always have a great time talking to each other.‎ Practice He has a good time ________________. ‎ Nancy and her friends have a good time______________________.‎ Some other useful phrases ‎ ‎1 每周两次 ‎ ‎2 花大量时间做事 ‎ ‎3 好朋友俱乐部 ‎ ‎4 和某人谈论某事 ‎ ‎5 非常喜欢这个 ‎ ‎6 帮助我了解某物 ‎ ‎7 阅读周 ‎ ‎8 我们所读的东西 ‎ ‎9 在快下课的时候 ‎ ‎10 上驾驶课 Homework ‎1 Copy the new words ‎ ‎2 Finish the following exercises 一、用所给单词的合适形式填空。‎ ‎1 I like the _______(taste) food very much.‎ 84‎ ‎2 I hope to spend two hours _______ (play) ‎ ‎ softball with him.‎ ‎3 Yesterday we had a good time _______(chat)‎ ‎ with each other.‎ ‎4 She goes there _____(two) a week.‎ ‎5 This is a ________ (read) Week.‎ 二、根据中文完成下列句子 ‎1 你不必告诉他有关那个事。‎ You ______________________________.‎ ‎2 我不知道如何帮助他。‎ I don’t know ______________.‎ ‎3 他开车带我到学校。‎ He ___________________.‎ ‎4 在电影接近尾声的时候，我们可以跟 我们的朋友谈话。‎ Near ________________, we can talkwith our friends.‎ 第三部分 说明 ‎ 本课时是8AUnit 2 School life Reading课时，所讨论话题是学生熟悉的学校生活，学生可以从中学会有关校园生活的词汇和句式。除了了解英美两个国家的校园生活的不同，还通过篇章的学习为完成本单元中心任务“写一篇理想的校园生活”打好基础。　‎ ‎　由于本课的生词较多,教师在教学过程中可以适当选择重点词汇，用图片等方式引入,其余单词，词组可以直接带读，告知中文意思。同时，在教学过程中，可根据本课的阅读内容适当介绍一些阅读技巧。本课时适合寻读（scanning)的阅读方式，即从材料中迅速查找某项事实或某个信息。‎ ‎ ‎ ‎　　　　‎ ‎　　　　　‎ ‎ Teaching plan for Unit 2 Integrated skills, 8A (by sunguoliang)‎ 第一部分 简要提示 一、年级：八年级 二、教学内容：8A Unit 2 School life 84‎ 三、课型: Integrated skills ‎ 四、教学目标 ‎ 1. 知识目标 能够听懂与学校之间比较的信息相关的四会词汇以及重点句型。‎ ‎ 2.能力目标 ‎ 能利用Sandy和Daniel谈论不同学校的信息材料充分开展听、说、读、写活动，提高学生的综合运用语言的能力。‎ 五、教学重难点 ‎ 1)通过听力的训练获取数字信息的能力。‎ ‎ 2)学会比较不同学校的信息材料。‎ 第二部分 教学流程（稿本）‎ Part One Pre-listening Millie has more flowers than Amy.‎ Amy has fewer flowers than Millie.‎ ‎1 The girl on the left is the same as the girl on the right.‎ ‎2 The girl on the left is different from the one on the right.‎ The length(长度) of the summertime is ________.‎ Reading‎ and answering ‎1 The number of classrooms in Beijing‎ Sunshine ‎Secondary School :‎ ‎2 The length of summer holiday in Beijing‎ Sunshine ‎Secondary School :‎ Part Two While-listening Task One :Listening and answering What is the number of the teachers in the three schools? ‎ Beijing Sunshine School ：‎ Woodland School： ‎ Rocky Mountain‎ ‎High School:‎ Task Two: Listening and answering Number of students: 550 ‎ Number of classrooms: 45 35 ‎ Length of summer holiday :7 weeks Part Three Post-listening Task One : Finishing the article on page 32‎ ‎1 fewer 2 fewer 3 more ‎4 less 5 different from 6 more 7 less ‎ Task Two: Filling in the blanks Task Three: Matching the sentences ‎1 John 2 Daniel 3 Nancy ‎ ‎4 Daniel 5 John 6 Nancy ‎ Task Four: Comparing their school life with yours ‎ ‎2 My school has the fewest/least…‎ ‎3 There are the most/fewest… ‎ Part Four Speak up ‎ Listening to the tape and filling in the blanks 84‎ Use John and Daniel’s conversation as a model. Talk about your school life with your partner.‎ A: How many students are there at your school?B:…‎ A: What is the number of the teachers in your ‎ school?B: …‎ A: How many Grade 8 students do you have? B:…‎ A: Do you do morning exercises every day ? B: …‎ A: Do you like wearing school uniforms? B: … ‎ Homework ‎1 Read the conversation on page 33.‎ ‎2 Make up a new conversation according to the conversation.‎ ‎3 Do the following exercises.‎ ‎1 我们学校的人数比你们学校的人数少。 ‎ ‎2 美国学生的假期比中国学生的假期长。‎ ‎3 如果下雨下雪怎么办？ ‎ ‎4 他们经常谈论不同的学校。 ‎ ‎5 你能告诉我你们的暑假有多长吗？‎ 第三部分 说明 本课时是8A Unit 2 School life integrated skills，重点是在培养学生如何从阅读和听力中获取不同学校之间差异信息的能力以及如何综合处理运用信息的能力。‎ 尽管本课时是关于几个学校之间比较的信息的介绍，但是有许多相同的句式．在学生进行听力之前，必须要有相关的铺垫。学生听完之后不能仅仅核对答案，可以设计各种活动，培养学生综合运用语言的能力。Speak up部分的教学应尽可能给学生提供说的机会。‎ ‎ ‎ ‎8A‎ Unit ‎3 A day out Integrated skills 第一部分 简要提示 一、年级：八年级 二、教学内容：‎8A Unit ‎3 A day out 三、课型：Integrated skills 四、教学目标 ‎ 1.知识目标 ‎ 1)理解与出行和篮球比赛相关的四会单词及词组、句型。 ‎ ‎ 2)学会用适当词、词组、句型描述一次出行计划。‎ ‎ 3)掌握提建议的相关句型。‎ ‎2.能力目标 ‎ 1)学生能听懂外出看篮球比赛计划的关健信息。‎ ‎ 2)学生能通过协商与别人确定一次集体外出的目的地。‎ ‎3.情感目标　‎ ‎ 通过支持本校蓝球队,培养学生的集体荣誉感。‎ 五、教学重难点 学生通过听和读了解外出旅行计划，辨别具体细节。‎ 84‎ 第二部分 教学流程 Step 1 Lead-in (‎0.5m)‎ T: Hi, everyone. We will watch some competitions today.‎ Step 2 Pre-listening (‎10m)‎ T: This is Xiu Xiang. He was in the competition.‎ He was in the final. Final, final (决赛)‎ At last, he won the match. Win-won-won (赢)‎ After the competition, there was a presentation. Presentation, presentation (颁奖仪式)‎ Liu Xiang received the golden medal. Medal, medal (奖牌)‎ Received means got. Receive, receive (得到)‎ He was the winner winner, winner 获胜者 We cheer for XiuXiang. Cheer, cheer 欢呼 We support him. He needs our support. Support, support 支持 We are the supporters. Supporter, supporter 支持者 T: What are these? They are tickets. ‎ We should buy tickets before we go to watch a match. Ticket, ticket 票 T: There is another competition. This is the poster. ‎ The Beijing‎ Sunshine ‎Secondary School is in this year’s final.‎ Kitty wants to tell Linda about the trip to watch the school team in the final. ‎ Work in pairs. Look at the poster on P 50 and help Kitty fill in some of the notes. ‎ 请同学们将书翻到50页，阅读海报，填写相关信息。‎ T: Check the answers.‎ The next day the Principal gives more information about the day of the final. ‎ Read the poster, notes and the instruction on P‎50 A2 and answer the following questions.‎ ‎1 Who will talk? ‎ ‎2 What will he talk about?‎ ‎3 What do you think he may tell us?‎ Yes, the principal will talk to us. He will give more information about the day of the final. ‎ Step 3 While-listening (‎15m)‎ T: Now, listen to the principal and help Kitty complete the rest of her notes in Part A1‎ T: Check the answers T: Kitty is writing some notes about the final. Check and see if she is making any mistakes. Write a T if the sentence is true. Write an F if it is false. ‎ ‎1 F‎ Our school basket team goes to the final. ‎ ‎2 T The match takes place at South Hill School in Moonlight‎ ‎Town.‎ ‎3 F‎ The school bus leaves my school at ‎9.15 a.m.‎ ‎4 F‎ The bus arrives at South Hill School in Moonlight‎ ‎Town at ‎10 a.m.‎ ‎5 T The winners receive the cup and medals at the end of the final.‎ ‎6 F‎ We will have lunch at Moonlight Restaurant.‎ ‎7 T We will go back to my school after lunch.‎ ‎8 F‎ It takes 45 minutes to get back to my school after lunch.‎ Step 4 post-listening (‎5m)‎ T: Write down the things that will happen in the blocks according to the time line. ‎ 84‎ Talk about the trip in your group. ‎ Step 5 speak up (‎10m)‎ T: The Beijing‎ Sunshine ‎Secondary School planned a big day out for them. ‎ T: Now, your online friend is visiting you. He/she will leave next week. You want to plan a big day out for him/her on Saturday. ‎ T: Listen to Daniel and Kitty’s conversation. Answer the question: Where will they go?‎ T: Yes, they will go to Beijing Amusement Park and the Temple of Heaven.北京游乐园，天坛 T: Turn to page 51 B Speak up Read their conversation again and find out how to make suggestions and how to respond to the suggestions.‎ 对话中这些句型是表达提建议的。‎ Shall we go to…? We, we could go to… Why don’t we go to… Let’s go to…‎ 我们还学过以下表达提建议的句型。‎ Why not go to…? What about going to…? How about…?‎ 如果你对别人的建议表示同义，你可以说 That’s a good idea.‎ What a good idea. ‎ Sue.‎ 如果你不赞同别人的建议，可以委婉地表达你的想法。你可以说 I’m afraid that’s not a good idea.‎ Yes, that’s a good idea, but…‎ Listen to the conversation and repeat after the tape.‎ 你想和伙伴商量带你的网友去哪里游玩。‎ Work in pairs. Make up a new dialogue. Use Daniel and Kitty’s conversation as a model. ‎ Step 6 Homework (‎0.5m)‎ Write down the dialogue you and your partner have made. ‎ Additional exercises 一、根据提示写单词。 ‎ ‎1 Who ________(win) the race last year?‎ ‎2 The f________(最后的) exam is tomorrow.‎ ‎3 Where can we buy the __________(票) for them?‎ ‎4 All the _________(win) can get the golden m________.‎ ‎5 The car can run ‎180m p______ hour.‎ ‎6 Yesterday I r__________(get) a letter from my online friend.‎ 二、填写所缺单词，补全对话。 ‎ A: Where shall we go with Linda? ________ we go to the Great Wall?‎ B: I’m _________ it’s not a good idea. ______ she went there yesterday.‎ A: ________ about the Summer‎ ‎Palace?‎ B: Yes, that a _______ idea. We can walk ___ around the lake and feel the a_____ view.‎ A: Let’s _______ at the school gate and ____a bus there.‎ 三、将下列句子译成英语。 ‎ ‎1 别忘了给他买电影票。‎ ‎2 昨天我从学校回到家里花了一个多小时。‎ ‎3 我们需要你的支持。有了你的支持，我们学校会赢的。 ‎ 84‎ ‎4 那个歌手进入了决赛，歌迷们为他大声欢呼。‎ 第三部分 说明 本课时是‎8A Unit ‎3 A day out Integrated skills. 通过读、听、说，让学生进一步学习有关旅行计划的四会单词、词组和句句型。为本单元中心任务-----旅行计划写作提供了词汇及内容基础。本课的听力内容是介绍去观看蓝球比赛的安排，教师在教学过程中切不可将重点放在介绍蓝球比赛的规则，球员，球迷等方面，而应当围绕本单元话题---旅行计划来展开教学。建议教师根据学生实际水平决定听力播放的次数和听力要求。在对话教学部分要求学生尽量将本单元已学习的内容结合到所编写的对话中，提高学生的实际运用能力。‎ ‎8A‎ Unit ‎3 A day out Main task 第一部分 简要提示 一、年级：八年级 二、教学内容：‎8A Unit ‎3 A day out 三、课型：Main task 四、教学目标 ‎ 1.知识目标 ‎ 1)进一步学习有关旅行计划的相关词汇和句型。‎ ‎ 2)学生能理解并正确运用相关词汇和句型写一封信,邀请同学们参加旅行。‎ ‎ 2.能力目标 ‎ 1)学生能明了写邀请信的格式，并将其正确运用到自己的作文中。‎ ‎ 2)学生能根据实际情况合理安排旅行线路和游玩项目。‎ ‎ 3.情感目标 ‎ 通过安排旅行内容，学生进一步了解北京或本地名胜，培养爱国主义情感。‎ 五、教学重难点 ‎ 1.学生能根据要求制定旅行计划。‎ ‎ 2.学生能根据旅行计划列出写作提纲。并按提纲内容正确写一封邀请信。‎ 第二部分 教学流程 Step 1 Lead-in （‎10m）‎ T: 今天我们学习如何写一封邀请信，邀请同学们参加你与网友的北京一日游。‎ Kitty 和Daniel 将和Linda在北京旅游，他们准备写信邀请同学们一起参加。我们来看看他们是怎么做的。‎ T: First, they decided where to go. 首先，他们决定要去哪些地方。‎ Guess, Will they take Linda to Wangfujing Street? Why or why not? What can they do there?‎ Will they take Linda to the Palace‎ ‎Museum? Why or why not?‎ Will they take Linda to the Great Wall? Why or why not?‎ What about Tian’anmen Square, the Summer Palace, Laoshe Tea House, the World Park in Beijng?‎ These are the People’s Great Hall.(人民大会堂) and the Monument to the People’s Heroes.(人民英雄纪念碑).‎ 84‎ T: Then, Kitty and Daniel wrote a plan for their trip. 然后，他们写了旅行计划。‎ 但Kitty不小心把写有旅行计划的纸撕破了。‎ 请你找一找，哪些是旅游景点，哪些是旅游活动，并将其匹配。‎ T: Open your books. Turn to Page 53. ‎ Read their plan and check your answer.请同学们阅读53 Part A, 你们猜对了吗？‎ T: Now, read the plan again and fill in the form. Check the answers.‎ What should we write in the plan?‎ 我们写计划时，应当写明交通工具，时间，地点 我们要合理安排旅行，考虑到午餐问题和景点之间的衔接问题。‎ 根据不同的游玩项目，我们合理安排时间。‎ So, we know that Kitty and Daniel will go to the Palace Museum, Beihai Park, Tian’anmen Square, Wangfujing Street.‎ First, they will take the underground to the centre of Beijing.‎ There they will take a bus to the Palace‎ ‎Museum.‎ Then they will walk to Beihai‎ ‎Park. ‎ In the afternoon, they will take a bus to Tian’anmen Square. ‎ And then they will take the bus to Wangfujing Street.‎ At 6.30, they will take the underground back to Sunshine‎ ‎Town. ‎ Step 2 Structure (‎10m)‎ T: Now, turn to page 54 Part C Help Kitty and Daniel complete their letter to their classmates.‎ Check the answers.‎ T: Kitty和Daniel完成了他们的邀请信。‎ 我们来看看他们的邀请信是怎么写的。‎ 一开始，他们写了Date 日期，Name of the receiver读信人 邀请信的第一段，交代了这封邀请信的目的。‎ Linda will go back to the USA soon. We are planning a day out for her. We want to invite you to…也可向读信人交代这次旅行的时间，目的地等信息。‎ 信的主体部分向读者重点介绍旅行安排 This is the plan for the day.‎ 可以按时间顺序一一介绍。用Next, then等使段落之间过渡自然。‎ 应当介绍每个景点的游玩时间，游玩项目等信息。‎ Next, we will go to Beihai‎ ‎Park at ‎11 a.m. to go boating. We will be there for about two hours and we can have lunch there.‎ 这封信里还向读者介绍了旅行费用是多少。‎ The cost is 50 per person 并再次邀请同学们参加。希望同学们与他们联系。‎ We will make it a really fun day for everyone. If you want to come, please let us know as soon as possible. We hope you can join us.‎ 信的结尾是closing 通常我们可以写best wishes 并签名。‎ Step 3 Practice (‎20m)‎ T: 同学知道怎么写这封信了吧？现在该我们来写了。‎ First, write the plan for your trip. ‎ Read the instructions on P53 B to help you. ‎ Discuss in your group.‎ 84‎ 同学们可以参考53页 Part B, 小组讨论。‎ For example.‎ We are going to the Palace Museum and the World‎ ‎Park. ‎ We can write our plan like this.‎ Write your first draft.‎ 打第一遍草稿。‎ Your letter should have Date, Name of receiver, Purpose of the letter, plan, cost, instructions, closing and signature(s).‎ 写完后，请同学们相互检查。注意时态，单词拼写。‎ Sample writing ‎1st November Dear classmates My e-friend Mandy is going back to Britain soon. I am planning a day out for her. We want to invite you to go to the Palace Museum and the World‎ ‎Park on Sunday, 7th November. ‎ This is the plan for the day:‎ We will meet at ‎8.00 a.m. at our school gate. ‎ then take the bus to the Palace‎ ‎Museum. It will take about 30 minutes. We can see many interesting things people used in the past and see many beautiful old pictures. We will be there for about 3 hours. Then we will take the underground to the World‎ ‎Park.‎ We will have lunch after we got there. Then we can walk around the park to see the models of over a hundred places of interest around the world. They look just like the real ones. We may also join in the song and dance parade at about 3.30 p.m. It must be great fun. ‎ We will go back to our school at about 5.00 p.m. by bus. ‎ The cost is around ￥130 each.‎ I will make it a really funny day for everyone. If you want to come, please let me know as soon as possible. We hope you can come.‎ Best wishes Kate Step 4 Homework Finish your writing after class.‎ 第三部分 说明 ‎ 本课时是‎8A Unit ‎3 A day out Main task. 要求学生正确、完整地写一封邀请信，邀请朋友们参加他与网友的旅行。学生在这一过程中要根据实际情况合理策划旅行的各个方面。同时，学生还要学习写邀请信的正确格式。课文为学生提供了很好的指导材料，建议教师让学生们组成学习小组，互相帮助，通过共同研读课文内容，完成策划和写作。教师还可以适当提供当地的旅行信息，帮助学生完善和丰富写作内容。教师也可以事先布置学生复 84‎ 习7B Unit 3写作部分，为学习邀请信格式打下基础。‎ ‎8A‎ Unit ‎3 A day out Reading 第一部分 简要提示 一、年级：八年级 二、教学内容：Unit ‎3 A day out 三、课型：‎Reading 四、教学目标 ‎ 1.知识目标 ‎ 1)正确理解本课相关词汇和句子。‎ ‎ 2)加深理解并运用旅行所见所闻所感的词组和句型。‎ ‎2.能力目标 ‎ 1)能根据语境和英文提示猜测词义。‎ ‎ 2)能用适当的词汇和句型描述旅行见闻。‎ ‎ 3.情感目标 ‎ 学生体会旅游的乐趣并学习Daniel助人为乐的精神。‎ ‎ 五、教学重难点 ‎ 1.正确理解旅游事件发生的先后顺序。‎ ‎ 2.学习有关表达旅行见闻的重点词组、句型的用法。‎ 第二部分 教学流程 Step 1 Pre-reading (‎10m)‎ T: Hello everyone. Do you like travelling? Let’s join in a trip today. ‎ 同学们好。你们喜欢旅行吗？今天，让我们一起去旅行吧。（看一段影片）‎ T: What did you see just now?‎ We saw a girl fly in the sky. Sky, sky.天空 What does she see? ‎ She sees a lot of traffic on the city roads. Traffic, traffic.交通，来往车辆。‎ T: I wish one day I could fly around the world to see all the places of interest.‎ 真希望有一天能环游世界啊。‎ T: I want to visit places of interest around the world. ‎ places of interest 风景名胜 T: Do you know remember places of interest?‎ This is the White House in the USA.‎ This is the Opera House in Australia.‎ This is the Statue of Liberty in the USA.‎ This is the Great Wall in China.‎ These are the pyramids in Egypt.‎ T: What can we do when we are travelling?‎ We can take some photos. This is a photo of the Eiffel‎ ‎Tower.‎ We can buy some souvenirs. This is a model of Eiffel‎ ‎Tower. Model, model 模型 It is not a real one. This is the real one.‎ 84‎ The real one is made of metal. It’s a metal tower. Metal, metal This is a model pyramid. ‎ These are real pyramids.‎ T: There are so many places of interest around the world. But we don’t have enough time or money to visit them one by one. What can we do?‎ T: Let me show you a nice place. It is called the World Park in Beijing.‎ It is a big park. There, we can travel around the world in a day!‎ 在北京世界公园，我们可以在一天之内环游世界。‎ Some students are going there. Let’s go with them. ‎ Open your books and turn to P40. ‎ Step 2 While-reading (‎10m)‎ T: Linda comes from the USA. She is visiting her cousin Kitty. ‎ She went with the Class 1, Grade 8 students to the World Park in Beijing. ‎ Here is Linda’s letter to her mother about the trip.‎ T: Read the letter quickly and answer the question:‎ How did they feel at the end of the day?‎ They felt happy/excited.‎ T: Read the letter again silently and find out who went to the World‎ ‎Park.‎ When did they go there? How did they go there? ‎ How far is the World Park from Kitty’s school?‎ What was the weather like?‎ Linda and the Class 1, Grade 8 students and teachers went there. ‎ They went there on October 24th. ‎ They went there by coach. Coach, coach.(长途汽车)‎ It is about two hours by coach It was fine. Because the sky was blue and everything was beautiful.‎ T: Before they got to the World‎ ‎Park, what happened?‎ Read and answer the following questions:‎ 1. What was there on the city roads?‎ 2. What did they see from the coach?‎ 3. What is the model Eiffel‎ ‎Tower made of?‎ Yes. There was a lot of traffic.‎ They saw the model Eiffel‎ ‎Tower.‎ It is made of metal. ‎ Then, they went into the park. ‎ ‎4 What did they see in the park?‎ ‎5 What did they think of the pyramids?‎ Yes. They saw models of over a hundred places of interest from all over the world. ‎ They thought it looked just like the real ones in Egypt.‎ ‎6 What was the best part of the day?‎ ‎ It was the song and dance parade. Parade, parade.游行 It was an amazing day. I want to know more about the trip.‎ ‎7. How can we know more about the trip?‎ ‎ We can see the photos of the trip on the Internet.‎ 84‎ ‎8. Who put the photos on the Internet? Why?‎ ‎ Daniel. He put his photos on it for everyone to look at.‎ What do you think of Daniel?‎ I think Daniel is helpful. ‎ You are also helpful students. ‎ T: Turn to P42. Kitty and Daniel are chatting online. They want to save time by using shorter words and phrases. Help them replace the underlined phrases with the correct words from Linda’s letter on pages 40 and 41. Write the words above the underlined phrase. ‎ 请帮助Daniel和Kitty用课文中的单词替代划线部分，以节约他们的时间。将单词写在划线部分的上面。Check the answers.‎ Part 3 Post-reading (‎10m)‎ T: Kitty wrote some notes about the trip. Read her notes. Write a T if he sentences is true. Write an F if it is false. ‎ 1. F It took about two hours to get to the World‎ ‎Park from school.‎ 2. T We went to the World Park by coach form Sunshine‎ ‎Town.‎ 3. T We could see the model Eiffel‎ ‎Tower from the coach. ‎ 4. T There are models of many places of interest there. ‎ ‎5 F‎ The model pyramids looked just like the real ones in Egypt.‎ ‎6 ‎‎ F‎ The model Eiffel‎ ‎Tower is a tall metal building.‎ ‎7 ‎‎ F‎ Daniel put his photos on his home page for everyone to look at. ‎ T: Part C2‎ Daniel took some photos during the trip. He wants to put them onto his home page. Help him put the photos in the correct order. Write the numbers 1—‎6 in the boxes. ‎ 看下列图画，在方框内填写数字1—6，帮助Daniel将这些图画按事情发生顺序排列。‎ Check the answers. ‎ T: You know much about the trip now. ‎ Could you please tell your friends when Linda and Kitty felt happy, bored, sick, excited, amazed. Why? Work in pairs. Retell the story.‎ Part 4 Read and learn (‎10m)‎ Let me ask you some questions about the trip. Listen carefully.‎ 1. T: What did Mr. Wu do?‎ S: Mr. Wu invited Linda to join the school trip.‎ invite sb. to do sth. 邀请某人做某事 invite sb. to a place. 邀请某人到某地 What did Eddie invite Hobo to do? Eddie invited Hobo to eat the food.‎ What did Linda say to Mr. Wu? Thank you for inviting me to the World‎ ‎Park.‎ ‎ 2. T: How long did the trip take them?‎ S: The trip took them about two hours by coach.‎ Sth. takes sb. some time It takes sb. some time to do sth. (做某事花费某人一些时间)‎ Look at the table below. Say something about their trip.‎ For example.‎ The trip to Guangzhou takes Linda 2 days by train./‎ It takes Linda 2 days to travel to Guangzhou by train. ‎ 84‎ ‎ 3. T: What are there in the World‎ ‎Park?‎ S: There are models of over a hundred places of interest from all over the world. ‎ places of interest 风景名胜 They are places of interest. ‎ They are interesting places. ‎ Many people are interested in them. ‎ interest n. interesting interested adj.‎ interested 对…感到有兴趣的 interesting 令人感到有兴趣的 Eddie and Hobo are talking. ‎ Read their dialogue and fill in the blanks with interest, interested, interesting.‎ Check the answers ‎ 4. T: Daniel put some photos of the trip on the Internet. He is clever at computer. ‎ Daniel taught himself how to make a home page teach oneself teach oneself means learn … by oneself. ‎ Fill in the blanks. ‎ Look at the boy. ‎ What did the boy teach himself?‎ He taught ihimself how to play basketball. ‎ What is the boy teaching himself?‎ He is teaching himself how to swim. ‎ What did they teach themselves?‎ They taught themselves how to dance. ‎ There are some other useful phrase in this letter. ‎ Read after me.‎ at the beginning get on/off a coach on the highway feel sick become excited arrive at an amazing day how to make a home page Step 5 Practice (‎10m)‎ It is time to enjoy ourselves. ‎ Choose A B C to see different things.‎ A 用所给单词的适当形式填空。‎ ‎1 We saw an __________(amazed) film.‎ ‎2 It was a great day, but we didn’t enjoy it at the ___________(begin) .‎ ‎3 Yesterday morning Lucy _____(meet) me in front of the cinema.‎ ‎4 Millie ______ (teach) me how to drive two months ago.‎ ‎5 Linda is trying to teach _______(she) how to cook Chinese food. ‎ 84‎ B 选用所给词组的适当形式填空。‎ feel sick enjoy oneself join in a lot of traffic invite sb to do sth ‎ ‎1 I _________ a Halloween party when I was in France last year. ‎ ‎2 He was late for the party because there was ______________ on the city roads.‎ ‎3 A‎: Why didn’t you have a good time? ‎ ‎ B: I _____________ for most of the trip.‎ ‎4 The principal ______ a famous writer ____ give us a talk on Lu Xun yesterday.‎ ‎5 A‎: Dad, I am going to the party. Bye.‎ ‎ B: Bye, ______________.‎ C My trip Mr. Wu ______ me __ ____ in their trip to ___ _____ ____. We met __ ___ _____ ____. ‎ Then we ___ ___ a coach. It ____ us two hours __ get there__ _____. I felt ___ for the most trip on the coach. But when we arrived at the park, I became ______.I saw over 100 ______ ___ ______. The Eiffel‎ ‎Tower is made of _____ and really tall. The Golden Gate‎ ‎Bridge there is not the ____ one, but it’s just like the one back home. How __________ ! Everything was __________ and I think the best part was ___ _____ ____ ____ _______.‎ Step 6 Homework(1m)‎ ‎1 Read the text for three times.‎ ‎2 Copy the new words and phrases.‎ Additional exercises 一、根据汉语提示及句子意思写出单词。‎ ‎1 The Eiffel Tower is made of _____.（金属）‎ ‎2 —How did your parents go there last week?‎ ‎ —By ______（长途汽车）‎ ‎3 Mr Wu invited me to join in their school _____ . （旅行）‎ ‎4 There was too much ______.（交通）‎ ‎5 There are some cars on the h_____.（公路）‎ 二、选用所给词组的适当形式填空。‎ make a home page , teach oneself , a place of interest , arrive at 1 The Great Wall is one of the most famous ______________ in China.‎ 2 I learned how to ________________ from my computer teacher last year.‎ ‎3 A‎: When ____ you ______ our town? B: At about 9:00 tomorrow morning.‎ ‎4 Mr. James is very busy day and he has no time to go to school, he has to _____________ how to surf on the Internet at home.‎ 三、根据汉语提示完成句子。‎ ‎1 昨天我的好朋友邀请我参加他们西湖之行。‎ ‎ My good friend _________ me _________ ___________ the West Lake yesterday.‎ ‎2 昨天我花两小时写成作业。‎ ‎ It __________me __________ to ________my homework yesterday. ‎ ‎3 当那位著名歌手到达时，歌迷们变得非常激动。‎ ‎ When the famous singer came, the fans ____________________.‎ ‎4 除非亲眼看见，否则我不会这件事。‎ ‎ I won’t ________ it until I ___________my ________ eyes.‎ 84‎ ‎5 我没时间，你自己去看看吧！‎ ‎ I have no time. ________________________.‎ 第三部分 说明 ‎ 本课时是‎8A Unit ‎3 A day out Reading 。在Welcome部分介绍世界风景名胜的基础上，课文继续围绕“到哪里玩，怎么去，能看见什么，有什么感受” ，介绍了北京世界公园。阅读内容是美国小朋友Linda写给妈妈的一封信，以第一人称口吻向我们描述了八年级同学旅游的所见，所闻，所感。文章的述事结构，用词造句给学生提供了很好的范例。为他们最后写外出游玩计划及邀请信提供了一定的素材和思路。教师在教学过程中应引导学生注意这一类文章的重点： when, where, what, how, 从整体上把握全文。‎ ‎8A‎ Unit ‎3 A day out Vocabulary 第一部分 简要提示 一、年级：八年级 二、教学内容：Unit ‎3 A day out 三、课型：Vocabulary 四、教学目标 ‎ 1.知识目标 ‎ 1)运用适当的词汇讲述在北京不同的旅游景点能做些什么。 ‎ ‎ 2)学会用适当的词汇和句型讲述怎样到达各个旅游景点。‎ ‎2.能力目标 ‎ 1)学生能了解北京各旅游景点的不同特点。‎ ‎ 2)学生能根据不同地点的远近选择适当的交通工具。‎ ‎3.情感目标　‎ ‎ 学生通过对北京旅游景点的学习和了解，增强爱北京，爱祖国的情感。 ‎ 五、教学重难点 ‎ 理解并正确运用适当的词汇讲述旅游景点的游玩项目，选择适当的交通工具安排行程。‎ 第二部分 教学流程 Step 1 Lead-in (‎2m)‎ T: Hello, everyone. Do you want to go to Beijing? Why?‎ Look, two foreign friends are talking about going to Bejing.‎ T: Which city do you want to visit, Johnson?‎ I want to visit Beijing.‎ Why do you want to go there?‎ Because I want to see the 2008 Olympic Games. ‎ ‎2008年，我们可以去北京看奥运会。除了看奥运会，北京还有什么玩的景点呢？‎ What are the most interesting things to do in Beijing？‎ Step 2 Part A (‎15m)‎ T: What can we do in the World‎ ‎Park?‎ S: We can take a look at models of over a hundred places of interest from all over the world. ‎ T: the Fragrant Hills 84‎ We may climb the mountain and look at the amazing view. View, view景色 We may feel the beauty of the red leaves. Beauty, beauty 美，名词 Do you know these places?‎ This is Laoshe Tea House.‎ This is the Great Wall.‎ This is the Palace‎ ‎Museum.‎ This is the ‎Summer‎ ‎Palace This is the Monument to the People’s Heroes.‎ This is Tian’anmen Square.‎ This is Wangfujing Street.‎ T: What can we do in these places? Open you books and turn to page 44.‎ Part A Kitty wants to take Linda out. She made a list of things that Linda might like to do. Help Kitty complete the list. Use the names from the box.‎ Kitty 想带Linda游览北京，请将方框中的名称填在横线上，帮助Kitty完成游览清单。‎ T: Check the answers T: What can we do in these places?‎ 请将左边的名称和右边的事情匹配。‎ T: Work in pairs. Make up a dialogue to talk about things to do in Beijing. ‎ Step 3 Part B (‎15m)‎ T: Beijing is a big city. ‎ We may use different kinds of transport to get around the city.‎ 北京是一个大都市。在北京旅行，我们可以乘做各种交通工具。‎ T: Do you know them? Read after me ‎ taxi, bicycle, car, bus, train, underground,‎ T: Turn to page 44. Part B Help Kitty tell Linda the names of the transport they should use. ‎ 注意：每词只能用一次。‎ T: Check the answers. ‎ 你能告诉老师为什么你这样选择吗？‎ T: Make up a dialogue to talk about the trip.‎ Here is an example. ‎ Part 4 Practice (‎10m)‎ T: Let’s do some exercises:‎ 一、用所给词的适当形式填空。‎ ‎1 You may enjoy the ________(amazed) view there.‎ ‎2 It ________(take) me ten minutes to go to school by bus every day.‎ ‎3 Walk ________(slow) along the street.‎ ‎4 You may feel the _________(beautiful) of the modern buildings in the Olympic Center.‎ 二、根据所给中文，将下列句子补充完整。‎ ‎1 在王府井大街上，你可以在大商店内购物。‎ ‎ You may _______________ in the big shops ____ Wangfujing Street. ‎ ‎2 你可以坐地铁到王府井大街。‎ ‎ You can ______________________ to ‎Wangfujing Street‎.‎ 84‎ ‎ You can ______________________ to Wangfujing Street.‎ ‎ You can ________ Wangfujing Street _______________. ‎ ‎3 长城离Kitty家很远。坐公交车要一个半小时。‎ ‎ The Great Wall is __________ from Kitty’s home. ‎ It _______ an hour and a half _____ get there _________.‎ ‎4 如果你想更多了解老北京，你可以做出租车。‎ ‎ If you want to ________________ old Beijing, you can ___________ around ‎ ‎ the centre of Beijing. ‎ ‎5 你可以骑自行车去那里。虽然慢，但是便宜。‎ ‎ You can ______________ there. It will be slow _______ cheap.‎ T: This is a map of Beijing. ‎ You are here.‎ On the first day of the trip, you want to visit the Summer‎ ‎Palace. ‎ On the second day, you want to visit Tian’anmen Square, Wangfujing Street.‎ Think about your plan. ‎ T: Then fill in the form.‎ Step 4 Homework (‎1m)‎ ‎1 Read the sentences several times.‎ ‎2 Copy the new words and sentences.‎ Additional exercise Would you like to visit Beijing?‎ Beijing‎ is the c________ of China. It is an old c______ and there are lots of p________ of interest in Beijing. You know the emperors of Qing Dynasty lived in the Palace M_______. You can walk slowly around the big lake and feel the b________ of the old park in the Summer‎ ‎Palace. You can also drink s________ Beijing tea in Laoshe Tea House. It is also a m________ city, you can visit the big s________ in Wangfujing Street and you can travel by u_________ to the World‎ ‎Park in 2010. ‎ 第三部分 说明 ‎ 本课时是‎8A Unit ‎3 A day out Vocabulary, 通过 Things to do in Beijing 和 How do we get there？这两个主题进一步向同学们介绍北京的风景名胜。学生应对在老舍茶馆，天安门广场，长城，故宫等地方可以看到什么，做什么事和到达这些风景名胜可以选择什么交通工具，花费多长时间有初步了解。本课时与旅游相关的词汇及句型的学习为学生写一天的旅游计划提供了基础。教师在教学的过程中还可以引导学生描述当地的风景点，设计自己的旅游计划。‎ ‎《牛津初中英语》8A Unit 4 Wild animals Grammar 主讲教师 钱群 (南京育英外国语学校)‎ 简要提示 一、年级：八年级　‎ 二、教学内容： ‎8A Unit 4 Wild animals ‎ 三、课型：Grammar 四、教学目标 ‎ 1.知识目标 ‎ 1)学习并掌握 ‘if’引导的条件状语从句。 ‎ 84‎ ‎ 2)学习并掌握 ‘because’, ‘because of’ 的用法及区别。‎ ‎2.能力目标 ‎ 1)能运用 ‘if’引导的条件状语从句。‎ ‎ 2)能运用 ‘because’和‘because of’ 。 ‎ 五、教学重难点 ‎‘if’引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。‎ 教学流程 Grammar A Part One Lead-in In this unit, we learned a report about giant pandas. We know they are very lovely. But they are in danger. They may have many problems in the future. ‎ Do you remember ‘the story of Xi Wang’. ‎ Do you remember what problems they may have in the future?‎ Yes. If hunters catch a giant panda, they will kill it for its fur.‎ If farmers cut down trees and forests, giant pandas will have nowhere to live.‎ If people find baby pandas alone, they will often take them away.‎ Please remember: ‎ If we do nothing, there will be no giant pandas in the world.‎ We can also say: ‎ There will be no giant pandas in the world if we do nothing. ‎ Part Two learning for use Step 1 Presentation We really need to do something to protect wild animals. Amy also knew a lot about wild animals. Now she is thinking about wild animals. What will Amy do if she sees a snake?Let’s use coditional sentences to talk about the possible result of a possible action.阿梅正在考虑有关野生动物的事情。假如她看到一条蛇，她会怎么做？ 让我们用条件状语从句来谈论可能出现的情况。‎ Step 2 Practice Now, open your books, turn to page 64, finish Part A1. ‎ Let’s chek the answer. ‎ Answers to Part A1‎ d c e a b ‎ Then please read Part A1 together.‎ There will be a class visit to Beijing Zoo next week. Amy is writing a note to tell her parents why she wants to go. Please open your books, turn to page 65, help Amy complete her note. Let’s check the answers.‎ Answers to Part A2‎ ‎1 go 2 will learn 3 arrive 4 will see 5 find 6 will have 7 have 8 will watch ‎ ‎9 watch 10 will get 11 finish 12 will be ‎ Please read Part A2 together. ‎ Part Three Rule out Well, let’s work out the rule together!‎ ‎‘if’引导的条件状语从句中用一般现在时表示将来，主句中用一般将来时。‎ Conditional sentences (条件状语从句)‎ 84‎ ‎‘If’-clause ‎(Simple present tense)‎ Main clause ‎(Simple future tense)‎ If hunters catch a giant panda, ‎ they will kill it for its fur.‎ 当我们把 ‘if’引导的条件状语从句放在句子开头时，我们需要在条件状语从句后用逗号。假如主句在开头，则没有必要加逗号。‎ We need a _______(comma, full stop) after the ‘if’-clause when it is the first part of a sentence.‎ e.g. If I go to Beijing Zoo, I will learn a lot about animals.‎ I will learn a lot about animals if I go to Beijing Zoo. ‎ Part Four Practice Amy returned home from Beijing Zoo. Her father is asking her some questions about wild animals. ‎ Open your books, turn to page 66, finish Part A3.‎ Let’s check the answers.‎ Answers to Part A3‎ ‎1 is in danger 2 will attack 3 is hungry 4 will catch 5 are thirsty 6 will walk ‎7 will hunt 8 live in the wild 9 will live 10 have babies 11 will protect 12 is danger 请同学们记住，我们可以用 ‘if’引导条件状语从句来谈论可能发生的动作，主句用一般将来时，从句用一般现在时。‎ Grammar B ‎ Part One Lead-in Now we know the number of giant pandas is getting smaller and smaller. 我们知道大熊猫的数量越来越少，因为他们面临着许多危险，让我们一起保护他们。Now let’s learn Grammar B.‎ Look at these pictures, what are they? Yes. Kangaroo, giant panda, bear, dolphin, tiger, squirrel.‎ Pleae have a discussion: ‎ Which animal do you like best? ‎ I like … best. ‎ Why?‎ Because I think …‎ Which animal do you like least? ‎ I like … least.‎ Why?‎ Because I think …‎ Part Two learning for use Step 1 Presentation We knew that Amy went to Beijing Zoo. Now Daniel is asking her about the visit to the zoo.‎ You can see four sentences here. 这儿有四句话，请同学们把他们两两搭配，用其中两句分别来谈论另外两个动作的原因。‎ The dolphin show was long. We must protect wild animals. ‎ Wild animals are our friends. I stayed in the zoo for so much time. ‎ Yes. We must protect wild animals because wild animals are our friends. ‎ ‎ I stayed in the zoo for so much time because the dolphin show was long. ‎ Step 2 Practice 84‎ Well done. ‎ Open your books, turn to page 67. Use ‘because’ to help Amy answer Daniel’s questions. Let’s check the answer. ‎ Answers to Part B on page 67‎ ‎1. Because I want to see wild animals there.‎ ‎2. Because we mustn’t feed the animals in the zoo.‎ ‎3. Because the dolphin show was long.‎ ‎4. Because wild animals are our friends.‎ Amy saw a dolphin show in the zoo. Now she is talking about it. Turn to page 67, ‎ Please work out what she is saying by making sentences using ‘because of’. Let’s check the answer.‎ Answers to Part C on page 67‎ ‎1. All the people cheered because of the wonderful show.‎ ‎2. Lots of people knew about the show because of the advertisement on TV.‎ ‎3. The dolphins were really tired because of the long performance.‎ ‎4. Some students couldn’t go to the show because of the exam next week.‎ Part Three Rule out We can use ‘because’ to give the reason(s) for something. The word ‘because’ introduces the clause of reason and we usually put it in the middle of a sentence. ‎ 我们可以用 ‘because’ 来引导原因状语从句，一般放在句子的中间。‎ e.g. ‎ Main clause ‎‘because’‎ Clause of reason Xi Wang had to look after herself because her mother had another baby.‎ We can also use ‘because of’ to give the reason(s) for something. We use a noun, a noun phrase or a pronoun after ‘because of’. ‎ 我们也可以用 ‘because of ’ 来表示原因，后面跟一个名词短语或代词。‎ e.g. ‎ Main clause ‎‘because of’‎ ‎ Noun (phrase) / pronoun Giant pandas are in danger ‎ ecause of people.‎ Part Four Practice 一、选用 ‘because’或 ‘because of’ 完成下列句子。 1. I went to school late this morning _________ I got up late. 2. I didn’t go to the zoo last week ____________ bad weather. 3. Daniel wears glasses ___________ too much computer work. ‎ 二、将下列句子改为同义句。‎ ‎1. I didn’t go hiking because of the heavy rain. ‎ ‎ I didn’t go hiking ________ ___ _______ ________. ‎ ‎2. She has poor eyesight because she does too much homework. ‎ ‎ She has poor eyesight ________ ___ ____ ______ __________. ‎ Homework ‎1. Remember how to use conditional sentences to talk about possible situations. ‎ ‎2. Remember the use of ‘because’ & ‘because of’.‎ ‎3. Do some additional exercises.‎ Additional exercises 84‎ 一、用 ‘because’ 或 ‘because of’ 填空。‎ ‎1. I didn’t go to the zoo __________ the hot weather.‎ ‎2. Many animals live in rainforests _______ there is lots of food. ‎ ‎3. Amy run the other way________ she saw a snake. ‎ ‎4. Birds can fly very high __________their wings.‎ 二、根据中文完成下列句子。‎ ‎1. 假如我看到前面有一条蛇，我会掉头就跑。‎ ‎ I ____ ____ ____ ______ ____ if I ____ a snake in front of me. ‎ ‎2. 假如我们保护大熊猫，他们就能生存下去。‎ ‎ ___ we _______ giant pandas, they ____ _______.‎ ‎3. 一些学生不能去看演出因为下周有个考试。 (用 ‘because’ 和‘because of’ )‎ Answers to additional exercises 一、‎ ‎1. because of 2. because 3. because 4. because of 二、‎ ‎1. will run the other way, see 2. If, protect, will survive ‎ ‎3. Some students can’t go to the show because of the exam/because they’ll have the exam next ‎ week.‎ 小结 我们今天学了语法的两大部分内容。首先，我们学会用 ‘if’来引导条件状语从句来谈论可能发生的动作。请同学们要记住在条件状语从句中用一般现在时表示将来，主句用一般将来时。 我们还学习了用 ‘because’和 ‘because of’ 引导原因状语。请同学们记住，because 后面跟一个句子，而because of 后面则跟一个名词短语或代词。希望同学们课后能对这两个语法内容加以巩固，熟练运用。‎ 说明 本课时是 8A Unit 4 的 Grammar。语法内容分成了两部分，第一部分是 ‘if’ 引导的条件状语从句。第二部分是 ‘because’ 和 ‘because of’ 引导的原因状语。‎ 老师在教学过程中，要结合本单元的中心话题创设多种情境让学生进行操练，并让学生感悟、总结、归纳语法规则。‎ ‎《牛津初中英语》8A Unit 4 Wild animals Integrated skills 主讲教师 钱群 (南京育英外国语学校)‎ 简要提示 一、年级：八年级　‎ 二、教学内容： ‎8A Unit 4 Wild animals ‎ 三、课型：Integrated skills 四、教学目标 ‎ 1.知识目标 ‎ 1)掌握并运用描写野生动物外貌、性格、能力、食物以及面临危险的词汇和句型。 ‎ ‎ 2)掌握表达观点的句型。‎ ‎2.能力目标 ‎ 1)能从听力材料中获取不同野生动物的外貌特征、性格特点、能力长处、主要食物 以及各自所面临的危险。 ‎ ‎ 2)能综合所听、所读的信息将一封关于野生动物信的空缺内容补充完整。 ‎ 84‎ ‎ 3.情感目标 ‎ 通过了解野生动物面临的危险，激发学生保护、爱护野生动物的情感。 ‎ 五、教学重难点 ‎ 从听力材料中准确捕获相关有用的信息。‎ 教学流程 Part One Pre-listening (用时： 5分钟) ‎ Step 1 Revision (用时： 2分钟)‎ In this unit, we learned a lot about wild animals. 在这一单元中，我们学习了许多有关野生动物的知识。‎ Please look at this picture. We are very familiar with it. It’s a giant panda.. 请同学们看这张图片。我们很熟悉。这是一只大熊猫。‎ Please have a free talk about giant pandas. Try to say something about their appearance, ability, character, food and the danger they meet.‎ Step 2 Presentation (用时： 3分钟)‎ Look at this picture. It’s a tiger. Do you know anything about tigers? ‎ Yes. They have black stripes. Hunters hunt them for their fur ans bones. Because they want to make medicine. (教学生词stripe, medicine)‎ This is a wolf. 请同学们注意wolf的复数wolves。‎ Can you say something about wolves? Yes. They have good eyesight, hearing and smell. They eat insects, snails and vegetables. They are in danger because they have nowhere to live. Because of the loss of living areas, their number is getting smaller and smaller. (教学生词 hearing, smell, snails, loss)‎ Part Two While-listening (用时： 11分钟)‎ Step 1 Presentation (用时： 1 分钟)‎ Amy and Millie want to help wild animals. They read a book about animals. 想帮助野生动物。他们看了一本关于动物的书。Now they are making a conversation. What are they talking about? ‎ 现在他俩正在谈论有关动物。他们在谈论什么呢？‎ Step 2 Read and finish the exercises (用时： 10 分钟)‎ Let’s read and listen.‎ Open your books, turn to page 68, first read the notes about tigers carefully, then listen to the tape, try to complete the fact sheets. 请同学们把书打开，翻倒６２页，仔细阅读有关老虎的内容，然后听对话，完成书上的填空。‎ Let’s check the answers from No1 to No 5 ‎ Answers ‎ ‎1 bright 2 yellow 3 black 4 can run 5 hunting ‎ Then read the notes about wolves carefully, listen to the tape, try to complete the fact sheets. 请同学们仔细阅读有关狼的内容，然后听对话，完成书上的填空。‎ Let’s check the answers from No6 to No 12‎ Answers ‎ ‎6 big 7 grey 8 eyesight 9 friendly 10 team 11 attack 12 vegetables Part Three Post-listening (用时：10 分钟)‎ Now, we’ve learned a lot about tigers and wolves. 现在我们已经了解了许多关于老虎和狼的知识。‎ Amy and Millie want to write a letter to the chairperson of the Wild Animals Club. They want to 84‎ ‎ explain why the club should help protect tigers and wolves. Open your books, turn to page 69, Let‘s help Amy and Millie to finish the letter with the information in Part A1 on page 68. ‎ 请同学们把书打开，翻倒69页。请根据68页A1部分的信息帮助他们完成这封信。‎ Answers to Part A2‎ ‎1 strong 2 eyes 3 fur 4 bones 5 eyesight 6 hearing 7 friendly 8 never ‎ ‎9 fun 10 home 11 food ‎ Read the letter together.‎ Part Four Speak up (用时：14 分钟)‎ Step 1 Preasentation (用时： 1 分钟)‎ Now, many people like to wear clothes made of animal fur. They think they look smart and modern on clothes like this. And they think they can keep warm on these clothes. ‎ Step 2 Read and answer (用时： 5 分钟)‎ Millie’s Mum like clothes made of anmal fur, too. What about Millie?但米莉的想法是什么呢？‎ Please listen to the dialogue between Millie and her mum, try to answer the following questions.‎ ‎1. Why does Millie’s Mum like to wear clothes made of animal fur?‎ ‎2. What is Millie’s opinion(观点)? ‎ ‎3. Does Mum agree with Millie at last?‎ Setp 3 Read and practice (用时： 8 分钟)‎ Now, open your books, read the diaolgue, then try to act it out. You can replace the underlined words with your own ideas. 打开书阅读对话，并表演。同学们可以用自己的想法和观点来替代划线部分。　‎ Making up a new dialogue A: I don’t think you should …‎ B: Why? …‎ A: Many animals lose their lives because …‎ B: If I …, …‎ A: If no one …, then …‎ B: Maybe you are right. ‎ ‎ … ‎ Homework ‎1. Remember the information about tigers and wolves. ‎ ‎2. Recite the dialogue.‎ 小结 ‎ 这节课我们从阅读材料和听力材料中获取了有关老虎和狼的外貌特征、性格特点、能力长处、主要食物以及各自所面临的危险。我们在做听力之前学会预习，记住认真去听所需要的相关 重要信息。这是一种能力的提高，希望同学们能用心掌握。‎ 说明 ‎ 本课时是 ‎8A Unit 4 的 Integrated skills。通过对野生动物的外貌、能力、生活习性，食物和面临危险的学习，帮助学生捕捉所需信息。教师一定要指导学生在做听力练习前做好充 分的准备。‎ ‎ 本节课听力材料难度不大，但是fact sheets 中的有些句子有一定难度，要引导学生仔细阅读，并弄懂含义，为写作作好铺垫，积累素材。 ‎ 84‎ ‎《牛津初中英语》8A Unit 4 Wild animals Main task ‎ 主讲教师 钱群 （南京育英外国语学校）‎ 简要提示 一、年级：八年级　‎ 二、教学内容： ‎8A Unit 4 Wild animals ‎ 三、课型：Main task 四、 教学目标 ‎ 1.知识目标 ‎ 学习并掌握能用来描写动物外貌、能力、性格、所面临的危险以及如何保护动物的词组和句子。‎ ‎2.能力目标 ‎ 1)能通过 ‘Report: Giant pandas are in danger’的阅读了解写大熊猫的五个方面。 ‎ ‎ 2)能从五个方面写一篇关于 ‘Report: Animals are in danger’的文章。‎ ‎ 3.情感目标 ‎　 通过讨论有关野生动物所处困境及其濒临灭绝等问题，人类应该保护自然，保护动物。‎ 五、教学重难点 ‎ 知道写一篇关于动物处于危险的调查报告应从哪几个方面入手。‎ Part One Lead- in (用时：１分钟) ‎ Hello, everyone. Today we arre going to learn Unit 4 Main task. 同学们，今天我们将要学习第四单元的中心任务。‎ In this unit, we learned a lot about wild animals. We knew their appearance, ability, character, and danger they meet. 这一单元我们了解了许多关于野生动物的知识，我们知道了他们的外貌，能力，性格和他们面临的危险。‎ After learning, we should know how to write a report.‎ First, say something about giant pandas.‎ Part Two Structure through reading 　　 (用时： 14分钟)‎ Many wild animals are in danger. For example, the giant pandas. So the Wild Animal Club is asking its members to write about this problem for the club newsletter. Here is Millie’s report on giant pandas. Please open your book, turn to page 71, please read it as quickly as you can. ‎ Try to fill in the blanks.‎ ‎ ‎ Baby pandas Giant pandas ‎1 ____________‎ look like white mice beautiful black and white animals look like bears ‎2 ____________‎ quiet and peaceful animals ‎ ‎3 ____________ ‎ drinkmum’s milk ‎ eat bamboo shoots and leaves ‎4 ____________ ‎ There are only about a thousand giant pandas in the world because their living areas are becoming farmland. ‎ If farmers keep taking the land, they will have nowhere to live. ‎ If people hunt them for their fur, then there will be no giant pandas.‎ 84‎ ‎5 ____________‎ Write to newspapers and magazines about the giant pandas in China.‎ Tell people about the problems.‎ ‎1. Appearance 2. Character 3. Food 4. Problems 5. Actions Part Three Outline (用时：2分钟)‎ After reading Millie’s report, we know that if we want to write a report, we need to collect the information.‎ If Daniel also wants to write a report on bearsfor the Wild Animal Club. First he needs to collect some information.What kind of imformation does he need?‎ How can we write a report on an animal in danger?‎ Paragraph 1 — Appearance Paragraph 2 — Ability Paragraph 3 — Character ‎ Paragraph 4 — Food ‎ Paragraph 5 — Danger ‎ Part Four Writing (用时：10分钟)‎ By the way, Do you know something about bears. I know that they have sharp paws. And they can walk upright. (教学生词 paw, upright) I think you are interested in bears, let’s know more about bears. Open your books, turn to page 72. please read the notes about bears carefully. ‎ After reading the notes about bears. Please open your books, turn to page 72, help Simon complete the report with the notes in Part B. I think it’s very easy for you to finish it. Now let’s check the answers. ‎ Answers to Part C on page 72 ‎ ‎1 Bears 2 big 3 strong 4 small 5 black 6 sharp 7 walk upright 8 swimming 9 climbing trees 10 move 11 daytime 12 seldom 13 fur ‎ ‎14 paws 15 there will be no bears in the world ‎ Read the report together. 请同学们记住每段的内容，对我们的写作非常有用。 ‎ Part Five Practice (用时：13分钟)‎ Please turn to page 68, look at the notes about tigers, try to write a report: Tigers are in danger! You can use the following sentence structures:‎ Paragraph 1 — Appearance ‎ Tigers are… They have…‎ Paragraph 2 — Ability Tigers can… They are good at…‎ Paragraph 3 — Character ‎ Bears like to… ‎ Paragraph 4 — Food ‎ Tigers eat …‎ Paragraph 5 — Danger ‎ Sadly, …‎ One Sample:‎ Report：Tigers are in danger!‎ Tigers are big and strong. They have bright eyes. They have yellow fur and black stripes. They are 84‎ ‎ beautiful.‎ Tigers can run very fast. They are good at hunting other animals. ‎ Tigers live as a family until baby tigers are 2-3 years old. They usually live alone. ‎ They eat other animals. ‎ Now tigers are in danger because hunters hunt them for their fur and bones.‎ We should do something to help them.‎ Homework ‎1. Read the report on giant pandas several times. ‎ ‎2. Write a report on wild animals in danger.‎ 小结 这节课我们通过一篇调查报告的学习，我们知道了文章每一段写作的主要内容，并了解了基本的句型结构。希望同学们能学会现收集信息，然后根据写作要求从几个方面来写一篇完整的调查报告。‎ 说明 ‎　　本课时是Unit 4 的 Main task。通过野生动物名称、外貌、生活习性、能力、食物、所面临的危险和保护措施的学习，我们获得了大量的关于野生动物的知识。本课时的任务是从这几个方面来写一篇调查报告。 ‎ ‎ 教师要指导学生在写作时做到：主题明确，语言正确，结构清晰。 ‎ ‎ 切忌把 ‘Report: Giant pandas are in danger’上成阅读课。‎ ‎《牛津初中英语》8A Unit 4 Wild animals Reading 主讲教师 钱群 (南京市育英外国语学校)‎ 简要提示 一、年级：八年级　‎ 二、教学内容： 8A Unit 4 Wild animals ‎ 三、课型：Reading 四、教学目标 ‎ 1.知识目标 ‎ 1) 掌握并运用本课时的四会单词。 　‎ ‎ 2) 理解并掌握描述熊猫外貌特性、它们所面临的危险以及采取保护措施的词组和句型。‎ ‎2.能力目标 ‎ 1)能根据上下文猜测词汇在文中的含义。‎ ‎　 2)能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及采取的保护措施。 ‎ ‎ 3.情感目标 ‎ 通过了解大熊猫的信息，我们意识到要善待大熊猫，它们是我们的朋友，我们应该尽力保护它们。‎ 五、教学重难点 理解文章的大意，掌握语言知识。　 ‎ 教学流程 Part One Pre-reading (用时： 7分钟)‎ Step 1 Brain storm (用时： 3分钟)‎ Today we are going to learn Unit 4 Wild animals Reading. 同学们,今天我们将学习第一单元的阅读课。‎ We learned many wild animals, such as tigers, bears, kangaroos…‎ 84‎ ‎ 我们已经学会了一些关于野生动物的内容。‎ First, let’s paly a game called ‘Brainstorm’. ‎ I’ll describe one kind of animals, please tell me what it is at once. 我来描述一种动物，请立刻告诉我它的名称。‎ It is a sea animal and looks like a large fish. It is very clever and often plays some games for us in the zoo.‎ Yes, it’s a dolphin. ‎ It’s a heavy wild animal with thick fur and sharp paws. It can walk upright.‎ Yes, it’s a bear.‎ It’s the king of the animal world. It has yellow fur and black stripes on its body.‎ Yes, it’s a tiger.‎ It jumps with its baby in its pocket. You can see it in Australia.‎ Yes, it’s a kangaroo.‎ It lives in China. It is black and white. Its favorite food is bamboo shoots and leaves.‎ Yes, it’s a giant panda. ‎ Step 2 Practice (用时： 4分钟)‎ Now, let’s have a discussion. ‎ Which aniaml do you like best? Why? ‎ Which animal do you like least? Why?‎ Part Two While-reading (用时：20分钟)‎ Step 1 Presentation (用时： 1分钟)‎ I like giant pandas best. Because I think they are beautiful black and white animals. They are very lovely, quiet and peaceful. 我最喜欢大熊猫。因为他们非常漂亮，很可爱，安静祥和。‎ Today I will show you a passage about a giant panda called ‘Xi Wang. 今天我们一起来学习“希望的故事”。‎ Step 2 Reading (用时： 4分钟)‎ We can divide the passage into three parts. 这篇文章可以分成三部分。After reading, try to match the main idea. 很好。文章第一部分介绍了希望的成长过程。(The growth of Xi Wang)‎ 第二部分介绍了大熊猫遇到的危险。(The problems giant pandas meet) 第三部分提及了我们应该采取的措施。(The actions we can take)　‎ Step3 Read and answer (用时： 15分钟)‎ Now please read the passage again. This time, you should pass three levels　after reading. 现在请同学们再阅读文章，这次，读完文章后，你要试着去读过三关。　‎ Level One The growth of Xi Wang ‎ First, read from Line1-Line14, try to answer the following questions:‎ ‎1. How much did Xi Wang weigh when she was born? ‎ ‎2. What did she look like when she was ten days old? ‎ Well. I want to know if you know more about Xi Wang. 很好。我想知道你们是否更多地了解希望。‎ Millie is making a growth chart of Xi Wang. Open your books, turn to page 61. Help her match the sentences with pictures. 米莉正在做一张希望成长过程的图表。请同学们把书打开，翻倒６１页，帮她把句子与图片搭配好。　‎ Let’s check the answers Answers to Part C 84‎ e → c → b → d → f → a Level Two The problems giant pandas meet We know giant pandas are very lovely. But they may have many problems in the future, what are they? 我们知道大熊猫很可爱，但是他们也面临着很多危险。Read from Line 15 to Line 22.‎ You can see five problems here. What can you get from the passage? 这五个危险，文章中提到了哪几个？‎ ‎1. If giant pandas live in the wild, the other big animals will eat them.‎ ‎2. If farmers cut down trees and forests, they will have nowhere to live. ‎ ‎3. If hunters catch a giant panda, they will kill it for its fur. ‎ ‎4. If the weather is too hot, they will have no food to eat. ‎ ‎5. If people find baby pandas alone, they will often take them away. ‎ Yes, No 2, No3 and No5. Please read them together.‎ Millie is telling Amy about the dangers that giant pandas are facing. 米莉正在告诉阿米关于大熊猫面临的危险Open your books, turn to page 62, finish Part D. 请同学们把书打开，翻倒６２页，完成D 部分。‎ Let’s check the answers. Read Part D together. ‎ Answers to Part D ‎1 danger 2 survive 3 fur 4 reserves 5 helpful 6 wild ‎ Level Three The actions we can take Giant pandas are in danger, we should protect them. What can we do? ‎ 大熊猫处于危险中，我们应该保护他们，我们该做什么呢？‎ ‎＊ build more reserves(保护区)‎ ‎＊ make giant panda reserves bigger ‎ ‎＊ encourage farmers to leave the giant panda reserves ‎ Remember: If we do nothing, soon there will be no giant pandas in the world. ‎ Part Three Post-reading (用时： 3分钟)‎ Now, how much do you know about Xi Wang? 现在你们对希望了解了多少？‎ Please open your books, turn to page 62, finish part E. 请把书打开，翻倒62页，完成E部分。 Now, let’s check the answers.‎ Answers to Part E ‎1 ten 2 white mouse 3 bamboo shoots 4 leaves 5 twenty months 6 fur ‎ Part Four Practice (用时： 10分钟)‎ Step1 Read and retell (用时： 6分钟)‎ Read the passage again. What do we learn about Xi Wang? Please try to retell the passage according to the key phrases. ‎ The growth of pandas ‎ weigh, look like a white mouse, start to go outside, grow into, at the very beginning, bamboo shoots and leaves ‎ The problems giant pandas meet ‎ hunters, kill...for..., farmers, cut down, have nowhere to live, on one’s own, take…away The actions we should take ‎ in danger, take actions, make reserves bigger, build more reserves, encourage...to do... ‎ Step 2 Language points (用时： 4分钟)‎ ‎1. When Xi Wang was born, she weighed just 100 grams.‎ 84‎ ‎ weigh (v.) weight (n.)‎ ‎(1) Eddie ________ 500 grams when he was born. What a heavy baby dog!‎ ‎(2) The _______ of Eddie is 40 kilograms now. How heavy he is!‎ ‎2. We can encourage farmers to leave the giant panda reserves.‎ encourage sb. to do sth. 鼓励某人做某事 老师经常鼓励我们要互相帮助。‎ Teachers often ____________________________. ‎ ‎3. If farmers cut down trees and forests, giant pandas will have nowhere to live. ‎ 在 ‘if’ 引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。‎ ‎(1) If you ____ ( talk) in class, Miss Geng _______ (get) angry.‎ ‎(2) If you _____ (listen) carefully in class, you _________ (learn) a lot about giant pandas.‎ ‎(3) People _________ (not kill) wild animals any more if no one _____ (buy) furs. ‎ ‎4. If people find baby pandas alone/on their own, they will often take them away. ‎ on one’s own / by oneself / alone 独自，单独 学生应该独自完成作业。‎ Students should finish the work _____________________________.‎ Homework ‎ ‎1. Copy the new words and phrases. ‎ ‎2. Read the passage three times after the tape.‎ ‎3. Surf on the internet to find more information about pandas.‎ Additional exercises 一、用所给词的适当形式填空。‎ ‎1. When Tom was born, he ________ (weigh) 3 kilograms.‎ ‎2. We should encourage him _______ (help) his good friend.‎ ‎3. If you ____ (be) thirsty, you can use tea ______ (leaf) to make tea.‎ ‎4. All people should do something. We should take _______ (act) before it’s too late.‎ ‎5. It’s __________ (danger) for the children _______ (play) games in the street.‎ ‎6. The baby panda _______ (look) like a white mouse when she was born.‎ 二、根据所给中文，完成句子。‎ ‎1. 六年后，他长成一个健康聪明的男孩。‎ ‎ After six years, he _____ _____ a healthy and clever boy.‎ ‎2. 对于教师来说，鼓励学生努力学习是很重要的。‎ ‎ ____ important for teachers ____ __________ students ____ ______ hard. ‎ ‎3. 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 _____ _____ _____. ‎ ‎4. 许多动物都处于危险中，我们应该行动起来保护它们。‎ ‎ Many animals are ___ _______, we should _____ _______ ___ ______ them. ‎ Answers to additional exercises 一、‎ ‎1. weighed 2. to help 3. are, leaves 4. actions 5. dangerous, to play 6. looked 二、‎ ‎1 grew into 2. It’s, to encourage, to study 3. find, alone, take them away ‎ ‎4. in danger, take actions to protect ‎ 小结 84‎ 这节课通过对阅读材料 ‘The story of Xi Wang’ 的学习，我们了解了大熊猫外貌特性、它们所面临的危险以及采取保护措施。大熊猫是我们的朋友，我们应该尽力保护它们。‎ 说明 本课时是 8A Unit 4 的 Reading。“希望的故事”分成了三大部分。第一部分介绍了大熊猫“希望”的生长过程。第二部分介绍了大熊猫所面临的危险。第三部分提及了保护大熊猫应该采取的措施。教师在指导学生阅读时应教会学生研读文章，了解相应的知识点，为写作打下基础。 ‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: ‎8A Unit 5 Birdwachers ‎ 三、课型: Integrated skills 四、教学目标 ‎1．知识目标：听懂有关扎龙及湿地的词汇及句型。　‎ ‎ 学会用适当的词汇及句型对他人发出邀请。‎ ‎2．能力目标 能够通过听读信息材料完成对一篇报告。‎ ‎ 能够运用正确的方式对他人发出邀请并做出正确的回应。‎ ‎3．情感目标　‎ 根据所学内容，通过对扎龙自然保护区的认识进一步激发学生对大自然的热爱。‎ 五、教学重难点 通过听力的训练获取更多有关扎龙自然保护区的信息材料，根据信息材料 成报告。‎ ‎ 学会向他人发出邀请以及做出正确的回应。‎ ‎　‎ 第二部分 教学流程 Step 1 Pre-listening ‎ T: we have known many things about Zhalong Nature Reserve. Today we will get more information about it. First, I want to know how much you know about Zhalong. ‎ T: Please answer these following questions. ‎ ‎(问题见ppt) ‎ Ss: Students’ answers ‎ Step 2 While-listening T: Good! Now here is a quiz about Zhalong. Can you find answers to these questions? Please open the book on page 86, if you know the answers, please put a tick in the correct boxes under ‘before you listen’‎ Ss: Students read the quiz and try to find the answers. ‎ T: Can you find the answers? ‎ Ss No. we can’t.‎ T: well. Let’s listen to the tape and put a tick in the correccct boxes under ‘while 84‎ ‎ you listen’ ‎ T: Have you finished? Let’s check the answers. ‎ Ss: Students show their answers.‎ T: Good job. I have another question to ask you. Please listen to the tape again and pay more attention to the answer. ‎ T: Now, have you found the answer to this question? ‎ S1: Yes. It can provide food and shelter for endangered birds and prevent flood. ‎ T: Good. The word ‘prevent’ means stop … from doing…please read it after me. ‎ T: Now, we have much information about Zhalong. Let’s look at them. (见ppt) ‎ Ss: Students revise the information. ‎ T: Now Sandy wants to write the report about Zhalong. Listen to the tape again. And help her complete the report with the information we have known on P87. ‎ Ss: Students listen to the tape and finish the report. ‎ T: Time is up. Have you finished? Let’s check the answers. ‎ T: Well. Let’s read the report together. ‎ Step 3 Post-listening ‎ T: This time, please work in groups of four and introduce Zhalong Nature Resreve according to the information in this table. ‎ Ss: Student work in groups of four and introduce Zhalong. ‎ Step 4 Speak up Task one inviting people to go birdwatching T: Today we have learned much about Zhalong. And become more interested in it. Would you like to go birdwatching with me? ‎ Ss: Yes. ‎ T: Now, I want to invite you to a place to watch birds. It is called Beijing‎ Wild ‎Park. Do you want to go with me? ‎ T: today, daniel and Sandy are also talking about it. Let’s open the book on page 97. read in pairs and think about these questions. ‎ Ss: Students read in pairs and find the answers to the questions. ‎ T: Time is up. Can you find the answers? ‎ Ss: Yes. ‎ T: Let’s check the answers. (见ppt)‎ T: Good. It’s Sandy’s invitation. Do you know what things we should notice when we want to invite our friends? ‎ T: let’s read the dialogue together and find the things we should pay attention. ‎ T: Good. Have you found? ‎ Ss: Yes. （见ppt）‎ T: That’s right. When we want to invite someone else, we should pay attentaion to these things. But how to response to an invitation? Here are some expressions for you. Please read them. ‎ Ss Students read the expressions. ‎ T: Now. let’s work in pairs and try to make a dialogue to invite your partner to go birdwatching. ‎ Ss: Students make a dialogue ‎ 84‎ Task Two more events for students to choose.‎ T: Good job. Here are events you can choose to invite your friends. Please work in pairs to make a dialogue. ‎ ‎ Here is model one. You can use your own information to complete it. ‎ Ss: Students work in pairs and make dialogues. ‎ 小结 ‎ 通过本课的学习，我们对扎龙自然保护区有了更进一步的认识。训练了我们从听力材料中获取有效信息和处理信息的能力并且也学会如何向他人发出邀请及做出正确的回应 Part 5 Homework ‎ 第三部分 说明 ‎ 本课时是‎8A Unit 5 的 Integrated skills。重点是在培养学生如何从听力材料中获取扎龙自然保护区信息的能力以及如何综合处理运用信息的能力。同时学生通过Speak up也了解到如何邀请他人参加活动和做出正确回应。‎ ‎ 在听材料前可以复习阅读部分中有关扎龙的相关信息为所材料做好相关的铺垫。学生在完成听力部分后注意帮助学生分析所掌握材料，在Speak up部分的教学中应尽可能给学生提供说的机会，培养学生综合运用语言的能力。‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: ‎8A Unit 5 Birdwatchers 三、课型: Main Task 四、教学目标 ‎1．知识目标：　理解并运用本单元的四会单词, 词汇及句型。‎ ‎2．能力目标 掌握两种写作文体－－申请表和申请信。‎ ‎ 用正确的词汇，句型及结构完成申请信。‎ ‎3．情感目标　‎ 通过学写加入观鸟俱乐部的申请表和申请信，进一步激发学生对野生动物与自然的热爱和责任感。‎ 五、教学重难点 帮助学生掌握申请表和申请信的写作文体以及正确理解信正文部分的结构。‎ ‎　‎ 第二部分 教学流程 Step 1 lead-in T: In this unit, we know many people want to protect the birds and Zhalong, just like the members of Birdwatching Club. Do you remember what things the members of the Birdwatching Club do? ‎ S1: They study the different kinds of birds in Zhalong and hanges in their numbers. ‎ 84‎ Do a bird count once a year. ‎ T: That’s right. And I think the members of the birdwatching club do many things for these endangered birds and they need our help. Why not join the Birdwatching Club? Do you want to join it? ‎ Ss: Yes. ‎ T: Good. If we want to be a member of the Birdwatching Club, we have to fill in the application form first. Do you what information will be included in this form? Here is an application form. Let’s look at it and then work in group of four discuss what information we have to fill in? ‎ ‎(Show the application and ask Ss to read it and discuss) ‎ T: Time is up. Let’s find what information we should fill in? (见ppt) ‎ Ss&T: speak the answers together. ‎ Step 2 . writing structure Task one: finishing the application form T: Well. We have known what information we should fill in. Now Amy also wants to join the club too. Please listen to the tape and help her complete the application form on p89. ‎ T: Have you finished? Let’s check the answers. ‎ T: now it’s your time to complete the fomr on page 89. ‎ Ss: Students finish the application form according to their own information.‎ Task Two: writing structure of application letter.‎ T: well, besides completing the application form, what else should we do? ‎ S1 write a letter to apply for it.‎ T: yes. We have to write an application letter. First read Amy’s letter and revise the structure of the letter. ‎ Ss: Students revise the structure of an English letter.‎ T: Good. Now please tell me how to write the message? Let’s listen to the tape about Amy’s application letter and discuss in groups of four and tell me what we should write the message. ‎ Ss Students read the letter again and discuss in groups of four. ‎ T: Let’s do it together. First please tell me how many paragraphs in this part? ‎ S2: Four ‎ T: Right. What about main idea of each paragraph? ‎ Ss Students’ answers (见ppt)‎ T: Good. Now we can find the writing structure of the message. In the first para. We can write the writer’s purpose of writing the letter. In the second para. We can write the writer’s self-introudction. In the third para. We can write the writer’s reasons to join the club. In the last para. We show the writer’s contact way. ‎ Step 3 outline ‎ T: Now can you tell me what we can do if we want to join the Birdwatching Club? ‎ S1: completing the application form and writing a letter. ‎ T: Yes. But when we write letter, what things should we notice? ‎ S2: the structure of the letter and how to write the message. ‎ T: Good. How to write the message? ‎ 84‎ S3: we can write our purpose of writing the letter in para 1, self-introudce in para. 2, write reasons to join the club in para. 3 and show our contact way in the last para. ‎ Step 4 practice ‎ T: Good job! Now we know much about how to join the Birdwatching Club. It’s your time to write the letter. ‎ T: You can use the following sentence structures in each para. ‎ T: when you finish your letter, please read it to your partner and check the writin for mistakes. ‎ 小结 ‎ 这节课我们学习了如何填写申请表格以及申请信。课后同学们可以对有兴趣的团体提出申请，并用我们学过的内容写出一封申请信，注意信的格式与正文内容。‎ Part 5 Homework ‎ 第三部分 说明 ‎ 本课时是unit 5 的 main task. 这部分围绕加入观鸟俱乐部的话题展开讨论两种写作文体－－申请表以及申请信。通过前面课时信息的大量输入，在本课时的教学中教师可以利用学生们对野生动物的热爱，激发学生填写申请表和写申请信的热情。‎ 同时让学生了解申请表的内容，复习信的格式以及指导学生了解信正文部分的结构框架，正确的语言表达。切忌把本课时上成阅读课的模式。‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: ‎8A Unit 5 Birdwatchers 三、课型: ‎Reading 四、教学目标 ‎1．知识目标： 正确理解并掌握本课时的四会单词，词组及句型。‎ ‎2．能力目标： 能够运用所学词汇和句型描述野生动物和自然保护区 ‎3．情感目标： 能够运用所学词汇和句型描述野生动物和自然保护区 五、教学重难点 ‎1.培养学生的阅读能力。‎ ‎2.难句 ‎ 1)This year, members of our Birdwatching Club are going to study the different kinds of birds in Zhalong and the changes in their numbers.‎ ‎ 2) We hope this information will help them understand and make them actively take actions to protect wildlife.‎ ‎　‎ 第二部分 教学流程 84‎ Step 1Pre-reading ‎ The teacher shows panda’s photos to students and lead in Zhalong Nature Reserve T: Look at this photo. It’s a lovely panda. But now it died.(show another photo) Do you know why? ‎ S1: someone killed it. ‎ T: Yes, some bad people killed the giant panda for it’s fur. And They are in danger. Please read after me, be in danger. ‎ Ss: be in danger.‎ T: Good. We can also use another word to say: they are endangered animals. Please read it. ‎ Ss: endangered.‎ T: Although some bad people killed pandas, most people want to protect these endangered animals, just like the girl in a song. Let’s listen to the song and tell me what happened? (let Ss listen to the song.) ‎ S1: The girl died. ‎ T: Yes, do you why?‎ S2: She wanted to save a red-crowned carne. ‎ T: Good. Please read after me. Red-crowned crane. ‎ T: The are rare birds in the world. Please read it, rare.‎ T: And there is a good place for red-crowned cranes. It is called Zhalong Nature Reserve. Here is an movie about it. Please watch it and think about what it is like? (let students watch the movie.)‎ T: Now, please tell me what Zhalong Nature Reserve is like. ‎ S1: It is a place with water. ‎ T: Yes. Zhalong Nature Reserve is a land with much water. And we call it wetland. Please read after me. Wetland T: from these pictures, we can find birds can catch food and build nests with sticks. So what Zhalong can give to birds?‎ S2: Zhalong can give food and shelter to the birds. ‎ T: Good. And we can also say Zhalong provides food and shelter for the birds.‎ T: It is an ideal place for wildlife. And people who like birds and travelling like to go there. And we call these people tourists.‎ T: Do you want to know more things about Zhalong? ‎ Ss: Yes.‎ T: Well. Today we will read an article about it. But first, please finish exercise on page 78 about new words. Actually, we have discussed them. ‎ T: Have you finished? ‎ Ss: Yes.‎ T: Good. Let’s check the answers.‎ T: Here are more new words here. Please read after me. ‎ Step 2 While-Reading ‎ Task One: Reading and answering T: Let’s read the article form P76-77 and think about these two questions.‎ ‎1) what makes Zhalong become a special place?‎ 84‎ ‎2) Who wants to protect the birds in Zhalong? ‎ T: Have you finished your reading? Please tell me your answers. Question 1 what makes Zhalong become a special place? ‎ S1: It is one of the most import weltands. It can provide food and shelter for the wildlife. Many birds live in Zhalong all year round especially for red-crowned cranes. ‎ T: Good. And who wants to protect the birds in Zhalong? ‎ S2: Chinese government and members of the Birdwatching Club. ‎ Task Two: Reading and filling the table.‎ T: Here is table about Zhalong. Let’s read the first two paragrphs on P76 to complete it. ‎ Ss: Ss fill in the table.‎ T: Good job. But we know birds are still in danger, although Zhalong is an ideal place for them. Please read next two paragraphs on p76-77 and complete this table. ‎ Ss: Ss fill in the table. ‎ T: Now, look at the last table. It’s about different people’s actions for the birds. Please read the last paragraphs and finish it. ‎ Ss: finish the last table. ‎ Task Three: Reading and Judging T: Good job. We have know some things about Zhalong. Here are some sentences on Page 79 and tell whether they are true or false.‎ Ss: finish the exercie on p79. ‎ T: Let’s check the answers. ‎ Task Four Reading and matching. ‎ T: well done. Now Sandy wrote some notes about Zhalong but she tore the paper up by mistake. Please help her match them together after listening to the tape. ‎ Ss: listen to the tape and finish the exercise. ‎ T: Have you finished? Let’s check the answers. ‎ Step 3 Post-Reading Task One langauage points ‎ T: Zhalong is a special place, right? Now my friends, Mr. Black’s family are also interested in Zhalong and plan to do some things. Can you tell me whether the things are right or not? Let’s look at them. ‎ T: first one, They plan to go to Sichuang to watch the birds in Zhalong. ‎ S1: No, it’s false. Because Zhalong is in north-east of China. ‎ T: Yes. It’s in north-east of China. please notice the phrase, in north-east China. （语言点见ppt)‎ T: what about sencond one. They want to buy fish and cages for the birds in Zhalong. ‎ S2: It’s false. Zhalong can provide food and shelter for the birds. ‎ T: That’s right. Please notice this phrase, provide…for…(语言点见ppt)‎ T: The third one. They want to build some houses in Zhalong for tourists. ‎ S3: No, they don’t. because there will be less and less space for the birds and they will be in danger if people make more space for farms and buildings. ‎ T: Yes. Please notice less and less. (语言点见ppt)‎ 84‎ T: The last one is they think members of the birdwatching club will hurt the birds in Zhalong. ‎ S4: No, memebers of the birdwatching club won’t hurt the birds. ‎ T: Yes. What the member of the birdwatching club do? ‎ S5: memebers of the birdwatching club are going to study the different kinds of birds in Zhalong and the changes in their numbers. Do a bird count once a year. ‎ T: Yes. It’s a long sentece. Please pay more attention. (语言点见ppt)‎ T: these four things are all wrong. Can you find one sentence from the text to tell Mr. Black’s family our hope? ‎ S1: we hope this information will help them understand and make them actively take actions to protect wildlife. ‎ T: Good. It’s also a long sentence. Let’s look at it. (语言点见ppt)‎ Task Two completing the conversation about Zhalong T: well. Sandy and Daniel are also talking about Zhalong. But there are some words missing. Can you help them complete the converstaion with correct words? ‎ Ss: Yes.‎ T: Now let’s check the answers. ‎ Task Three Pair work ‎ T: Good job! Let’s another pair work to make our own dialouge to talk about Zhalong. One can act as interviewer,and another one can act as a member of birdwatching club. ‎ Here is a model dialogue to help you complete it. ‎ Ss: work in pairs and make dialgoue. ‎ 小结 ‎ 学习了本课时的内容，同学们对于扎龙自然保护区开始有所了解了吧。知道自然保护的自然环境，现状以及人们对保护野生动物所做的事情。同时我们也能运用本课的语言点来介绍扎龙。课后如果有时间请同学们找出更多有扎龙的情况 Part 4 Homework ‎ 第三部分 说明 ‎ 本课时是‎8A Unit 5 的 Reading。学生在理解课文的前提下对扎龙自然保护区的自然情况，现状以及人们对保护野生动物的行为有了更好的了解与认识。‎ ‎ 教师在处理阅读部分时，通过略读，寻读设计多种方式帮助学生对文章进行理解。‎ 在处理语言点时，可以通过多种形式进一步加深学生对文章的理解。并配以一定量的训练，多给学生口头和笔头练习的机会，力求掌握并能运用语言知识，提高阅读能力。‎ 第一部分 简要提示 一、年级：八年级 二、教学内容: ‎8A Unit 5 Birdwatchers 三、课型: Study skills ‎ 四、教学目标 84‎ ‎1．知识目标 ‎ 辩认并牢记本课时的缩略词与符号。‎ ‎2．能力目标 通过学习缩略词和符号，培养学生快速记录信息的能力。 ‎ 五、教学重难点 ‎ 如何正确运用缩略词和符号来快速记录信息。‎ ‎　‎ 第二部分 教学流程 Part One Part A Step 1 Presentation T: For these days’ study about Zhalong, most of us are interested in birds and wetalnds. And there is so much information about them. But how to take notes qucikly? Today we will learn two good ways. First let’s watch some photos about another beautiful nature resreve. ‎ ‎(show the photos to Ss) ‎ T: Do you like this nature reserve? It is called Wolong Nature Reserve. It’s for protecting “Giant pandas. If you are interested in this place and giant pandas, you can get more information from this website. It’s www.wwfchina.org. ‎ T: But there is so much information. How can we take notes quickly? ‎ S1: short forms and symbols. ‎ T: Yes. They are the good ways to help us take notes faster. But what are short forms and symbols? ‎ T: Let’s look at his website. We can find short forms and a symbol from it. (见ppt) ‎ T: Good. We can find more symbols and short forms in our daily life. ‎ ‎ (show Ss pictures and ask them to recoganize the short forms and symbols. ‎ Step 2 Finishing Part A T: Here are more short forms. Do you know them? Let’s open the book on p88 and finish A. ‎ T: Have you finished? Let’s check the answers. ‎ T: Good. Let’ read them and remember them. ‎ Part Two Part B ‎ Step 1 presentation ‎ T: besides short forms, we can also use another way to take notes quickly. Do you remember? ‎ Ss: symbols. ‎ T: Right. But do you understand the symbols? Let’s look at more pictures and find these symbols. ‎ ‎(Show Ss the pictures and ask them to recoganize the symbols.)‎ Step 2 Finishing Part B T: Now we have known many symbols. Please open the book on p88 to help Sandy to write down correct symbols. ‎ T: Time is up. Have you finished? Let’s check the answers. ‎ 84‎ Part Three Practice ‎ Step 1 finishing C on p88 ‎ T: Today we learned so many short forms and symbols. Let’s do some exercise to check whether you know them. First, please finish C on p88. rewrite the sentences with correct symbols and short forms. ‎ ‎(ask one student to write the answer on the blackboard.) ‎ T: It’s not difficult, isn’t it? Here are more sentences to rewrite. Please. ‎ Ss: Students rewrite the sentences.‎ T: Let’s check the answers. ‎ T: Good job! The last task I will give you is taking notes about Wolong Nature Reserve. Please listen to my description and write the information correcly with correct short forms and symbols. ‎ ‎(description: Giant pandas are lovely animals. Ginat pandas are about 45 kilograms when they grow up. They love bamboo leaves best. But now, more and more giant pandas are in danger. There are more 1500 giant pandas in the world. Therefore Chinese government built Wolong Nature Rereve in 1963 for pandas, where living 40% the wild pandas. And there are more 4500 people working for Wolong and giant pandas. They do many things. For example, counting the number of pandas, looking after litter pandas and the rest. With their help, giant pandas can live happily in Wolong. ‎ 小结 通过今天的学习，我们学会了通过运用缩略词和符号的方法来提高记录材料的方法。希望同学们在今后的生活中多多运用它们 Part4 Homework ‎ 第三部分 说明 本课时是Unit 5 的 study skills。其主要目的在于帮助学生掌握运用正确的缩略词和符号快速记录材料的方法。教师可以通过日常生活中学生熟悉的缩略词和符号引出其它的缩略词和符号。引导学生掌握并正确使用它们。‎ ‎ 学习技巧课的教学可根据各单元具体内容进行设计，关键是教会学生掌握学习的方法和技巧，并引导学生在今后的英语学习中加以运用提高英语学习能力。‎ ‎8A‎ Unit 6 Checkout Teaching objectives ‎1. To revise vocabulary and sentences related to natural disasters ‎2. To revise the past continuous tense ‎3. To talk about topics related to natural disasters Teaching procedures Step 1 Language points revision 84‎ ‎1. Revise vocabulary related to bad weather. Ask students to look at some pictures and tell the English word for each of them.‎ ‎2. Ask students to open their books at page 107 and do the word puzzle in Part B to find the words of the pictures. Then check the answers together: windy, snowy, thunder, rainy, scream, bomb.‎ ‎3. Students read these words together. Tell them snowy, rainy and windy are adjectives to describe weather conditions. Ask them if they know any other adjectives about different kinds of weather conditions . Students talk about that in groups.‎ ‎4. Show some pictures and go through the adjectives about weather conditions with the whole class, e.g. sunny, stormy, cloudy, etc.‎ ‎5. Ask students if they remember how we can form these adjectives from nouns. Elicit answers from students, then tell them we add ‘y’ to the end of a noun to form such an adjective. But we should first double the last letter of the words like fog and sun , then add ‘y’.‎ ‎6.Review vocabulary related to natural disasters. Show some pictures about different natural disasters quickly. Invite students to tell the names of all these natural disasters as quickly as they can: rainstorm, snowstorm, sandstorm, flood, earthquake, typhoon.‎ ‎7. Organize a group talk. Ask when a natural disaster comes, how we can protect ourselves? Students talk about it in groups.‎ ‎8. Revise some important language points through free talk about natural disasters. E.g. When an earthquake comes, can we run wildly? No, we can’t. We should try to hide in a safe place and protect our heads.‎ If we are trapped? What should we do? We should calm down and scream for help.‎ Is a flood dangerous? Yes, a big flood can wash everything away. And every year many people lose their lives because of flood. etc.‎ Step 2 Grammar revision ‎1. Say natural disasters are really terrible. They can cause great damage and loss of life. In the 1970s, there was such a big natural disaster hitting Tangshan, which is in Hebei Province of China.‎ ‎2. Play the recording about the earthquake in Tangshan and ask students to listen carefully and answer some questions. Then talk about the questions with students. ‎ ‎3. Say Millie wanted to know more about the earthquake in Tangshan. So she found a video about it in the library. Let’s watch part of it together. ‎ Then ask what the video shows us? --It shows us the situation after the earthquake.‎ We can see many soldiers there. What were they doing then? ‎ ‎ --they were helping people in need.‎ ‎4. Ask students to look at Part A on page 107. Simon is asking Millie about the video. Students complete their conversation using the correct forms of the verbs in brackets. Then check answers together.‎ ‎5. Show some key sentences in the dialogue on the Bb. Ask what tense all these sentences are in? --They are all in the past continuous tense. Say in this unit, we learned about the past continuous tense. ‎ ‎6. Revise the past continuous tense. Ask if they can remember when to use the past 84‎ ‎ continuous tense. Students talk about that. Then elicit answers from students.‎ Explain we use the past continuous tense to talk about things that were happening for some time in the past.　 We should use ‘was’/ ‘were’ (+ ‘not’) + ‘v-ing’ to form the past continuous tense.‎ ‎7. Ask students to look at two model sentences carefully and talk about when to use ‘while’ and ‘when’.‎ Explain when something else happened while a longer action was going on, we use ‘when’ or ‘while’ to join the two actions. We use the past continuous tense for the longer action and the simple past tense for the shorter action When two long actions went on at the same time, we can use the past continuous tense in both clauses and ‘while’ to join them. ‎ Step 3 Practice ‎1. Say Sandy wrote a diary about the snowstorm that hit Beijing on Friday,28th January. Please help her complete part of the diary using the correct forms of the given verbs.‎ ‎2. Fill in the blanks with the right forms of the given words ‎3. Put the following sentences into English.‎ ‎8A‎ Unit 6 Integrated skills Teaching objectives 1. To extract key information about a traffic accident from listening 2. To develop intensive listening skills 3. To complete an accident report using the information through listening 4. To talk about traffic accidents and natural disasters ‎ Teaching procedures Step 1 Pre-listening ‎1. Tell students that bad weather can cause natural disasters sometimes and bring a lot of serious problems to us and today we will meet such a couple who suffered from bad weather.‎ ‎2. Show a picture of Mr and Mrs Su. Ask some questions about it, e.g. What’s the weather like? What has happened to them? Discuss the questions with students and present the new words: weather condition, cover, victim, caller, and hotline. Then explain the context of this section. The two persons are Mr and Mrs. Su. One day, they had a car accident during the snowstorm and called the 110 hotline for help. Then the police came and saved them.‎ ‎3．Show a table and explain this table is a police report. Ask students to look at it carefully and ask and answer questions about it with their partner. For example: When did the police get the call? Where did the accident take place?‎ ‎4. Tell them there is also an accident report from the 110 hotline. Ask them to open their books at page 102, complete part of the accident report form in Part A1 with as much information as they can find in Part A2. Then check answers with the whole class.‎ 84‎ Step 2 While-listening ‎1. Play the tape and ask students to listen to the phone call between Mr Su and the officer of the 110 hotline. Then fill in the missing information in the accident report form in Part A1. If necessary, play the tape and ask students to listen again, pay special attention to the information they should write down. Then check answers with the whole class.‎ ‎2. Ask students to do a pair work, one plays the role of Mr Su, and the other acts as the officer of the 110 hotline. Invite them to make a telephone call using the information in the accident report form.‎ Step 3 Post-listening ‎1. Tell students that Sandy read about Mr and Mrs Su’s accident in the newspaper. She wants to tell her e-friend Vivien about it. Ask them to help her complete her e-mail in Part A3 on Page 103. Then check answers together. ‎ ‎2. Students read the e-mail together.‎ ‎3. Explain that a reporter from a TV station asked Su Ning to introduce what he and his wife experienced that day. Tell students: If you are Su Ning, please tell the audience about it using the topic ‘My experience during the snowstorm’. ‎ Step 4 Speak up ‎1. Say from Mr. Su’s story, we know bad weather can be really dangerous. Sometimes, it can even cause natural disasters. Ask students to listen to a conversation between Sandy and Amy. They are talking about such a natural disaster caused by bad weather.‎ ‎2. Students listen to the tape and answer these questions:‎ No.1 What happened to Vivien’s school last week? ‎ No. 2, What caused that disaster? ‎ No. 3, Was anybody hurt? ‎ ‎3. Students read the conversation in pairs . Then invite some pairs to come forward and role-play it in front of the class.‎ ‎4. Ask students if they have heard about the Taiwan earthquake in 1999. Go through some details about that earthquake with the class.‎ ‎5. Ask students to tell their friend about that disaster. They can use Sandy and Amy’s conversation as a model and replace the underlined words with their own ideas. ‎ ‎6. Students can talk about any other natural disasters they have experienced or heard about with their partner.‎ ‎8A‎ Unit 6 Main task Teaching objectives 1. To learn to organize ideas for writing an article for the school newsletter 2. To write an article about natural disasters Teaching procedures 84‎ Step 1 Lead-in ‎1. Explain the context. Sandy wants to write an article about a natural disaster for the school newsletter. She wants to write about the snowstorm that hit Beijing this week. Let’s help her, OK?‎ ‎2. Show some pictures about the snowstorm. Talk about them with the whole class and encourage students to make some sentences according to these pictures and key words provided beside each picture.‎ e.g. A snowstorm hit Beijing on Friday, 28th January.‎ People shared umbrellas with others.‎ Sandy and Millie lost their umbrella in the wind.‎ People could only walk slowly in the snow.‎ People were working hard to remove the snow.　Explain ‘remove’ is a verb. It means ‘move away’.‎ Step 2 Writing structure ‎1. Ask students to think about how we can organize these ideas to describe the snowstorm. Tell them planning ahead carefully is very important to create a powerful piece of writing. We can make flow charts to help organize our ideas before we start writing.‎ ‎2. Point out when we want to write an article, first of all, we should choose a topic, we should decide what to write about. This time we are going to write about a snowstorm. There should be three main parts in such an article: Introduction, during the snowstorm, and after the snowstorm.‎ ‎3. Students talk about what should be written about in each part in groups.‎ ‎4. Show them some questions and say these questions can help them organize their ideas. ‎ ‎5. Do a pair work. Ask students to turn to Page 105 ,read through the questions in Part B carefully and try to find out the answers in Part A. ‎ They should finish two tasks. Task 1, ask and answer these questions orally with their partner. For example, A: When and where did the snowstorm happen? B: It hit Beijing on Friday, 28th January. ‎ Task 2, write the correct letters in the boxes to complete the flow chart. ‎ Then invite some pairs to ask and answer these questions in front of the class.‎ ‎6. Say we have helped Sandy complete her flow chart. Now let’s help her complete her article for the school newsletter. Ask students to complete Part C on page 106.‎ ‎7. Analyze the structure of this article with the whole class. Ask them to match the four paragraphs with the three main parts of this article.‎ Then make a conclusion: Para 1 is the introduction of the snowstorm. Para2 and 3 describe what happened during the snowstorm. And Para 4 describes what happened after the snowstorm.‎ Step Three Practice ‎1. Say we have helped Sandy complete an article about a snowstorm. Ask students to write an article about a natural disaster by themselves ‎2. Show some pictures about different natural disasters. Ask students to choose any one they would like to write about.‎ 84‎ ‎3. Ask students to work in groups of four. First, each group chooses a topic to write about. Then talk in groups. Brainstorm ideas about the natural disaster and write them down. Next, Sort out their notes into a flow chart as in Part B. Last, discuss their notes with others and share their flow charst with their group members. ‎ ‎4. Ask some individuals to show his/her flow chart and talk about it with the whole class.‎ ‎5. Tell the class an outline can help they produce a good piece of writing. Show them how to draft an outline. Remind them when they are writing , the useful expressions in Part D on page 106 may be helpful. They can also search the Internet for more information.‎ ‎6. Students complete their articles.‎ ‎8A‎ Unit 6 ‎Reading Teaching objectives 1. To infer main idea of a passage from keywords and context ‎ 2. To use the vocabulary and sentences related to natural disasters 3. To talk about a natural disaster Teaching procedures Step 1 Pre-reading ‎1. Revise the words learned last lesson. Show some pictures of different kinds of bad weather conditions and natural disasters. Ask students to tell the name one by one.‎ ‎2. Tell students that an earthquake is a natural disaster that can cause great damage or loss of life. Ask if they know what will happen when an earthquake takes place. Elicit any information about an earthquake they know. ‎ ‎3. Show pictures about an earthquake and present some new words about it, e.g. shaking, bomb, fear, scream, direction, wildly. Then ask students to read the new words together. ‎ ‎4. Talk to students about the context of Timmy’s story. Elicit any information about the Taiwan earthquake in 1999 from students. E.g. The earthquake took place on 21st September 1999. More than 2,300 people died and about 12,000 buildings fell down. It’s believed to be the strongest earthquake to have hit Taiwan last century.‎ Step 2 While-reading ‎1. Tell students that Timmy is a lucky boy. He survived the earthquake and wrote a story about it. Ask them to read through Timmy’s story silently and try to answer the two questions.‎ No.1, What was Timmy doing when the earthquake started? ‎ No. 2, Did Timmy give up or try his best to survive when he was in danger during the earthquake?‎ ‎2. Discuss the two questions with students to check understanding.‎ ‎3. Ask students to do Part B1on page 96 and help Sandy match the words on the left with the meanings on the right..‎ 84‎ ‎4. Then ask students to read Para 1 and 2, and try to complete the table to find out : when the earthquake came, what did Timmy feel/hear/see and do?‎ ‎5. Ask what happened to Timmy then? Tell them to read Para 3 and 4 to find the answer. Present: Timmy was trapped. Explain ‘be trapped’.‎ ‎6. Ask what Timmy did to save himself after he was trapped? He did five things to help himself. Ask students to read the rest part of the story to find out the answers.‎ ‎7. Ask students to do part B2 on page96. Help Sandy complete her diary.‎ ‎8. Students listen to the tape and read after it together.‎ ‎9. Tell students Timmy put some pictures he draw about the earthquake on his home page. Ask students to complete Part C to put them into the correct order and write the captions in the blanks.‎ ‎10. Ask them to complete Part D on page 97. Write a T if the sentence is true, write an F if it is false.‎ Step 3 Post-reading ‎1 Present some language points: e.g. shaking, shake; try to do sth.; run in all directions; calm down; be in a great hurry to do sth. in different ways.‎ ‎2 Do a quiz to check understanding ‎8A‎ Project 1‎ A Welcome Booklet 第一部分 简要提示 一、年级：八年级 二、教学内容： Project ‎1 A Welcome Booklet 三、课型：Project 四、教学目标 ‎ 1.知识目标 ‎ 复习‎8A Unit1—Unit 3所有语言知识、语法知识和写作知识。‎ ‎2.能力目标 ‎ 1)学会运用观察、记忆、调查的方法、围绕主题 (My School) 收集相关信息。 并对所有信息进行筛选、综合，确定写作主题和内容。 ‎ ‎ 2)根据所确定的主题，综合运用所学知识，正确完成介绍学校情况的短文。 ‎ ‎ 3)通过小组合作的方式制作一份精美booklet。‎ ‎3.情感目标 ‎1)帮助学生在小组合作学习的过程中体验合作学习，形成合作意识。 ‎ ‎2)促进学生增强爱校情感，培养助人为乐的高尚情操。‎ ‎3)让学生体验使用英语的乐趣，增强学习主动性和自信心。 ‎ 五、教学重难点:‎ ‎ 1. 重点： ‎ ‎ 1)围绕 My School 这一主题收集相关 信息，并对信息进行筛选和整合。 2) Booklet的制作方法。 2.难点：‎ 84‎ ‎ 相关信息的收集和整理。‎ ‎ ‎ 第二部分 教学流程 Step 1 Lead-in （‎1m）‎ T: Hi, boys and girls. This is our new friend Tom. He is one of new Grade 7 students in our school. He wants to know more about our school. You are the most helpful students and you will help him, right? Today, we are going to make a welcome booklet for Tom and all the other Grade 7 students. ‎ Step 2 Presentation (‎2m)‎ T: These are booklets. The booklets are thin books usu. with paper covers. ‎ T: So what are we going to write on the booklets? ‎ What would you like to know when you first started at our school?‎ T: So, we are interested in the teachers, places, subjects, school rules, after-school activities, and some other information. ‎ T: This is a booklet of our school. It has a front cover.‎ T: It has a back cover.‎ T: This is the brief introduction of our school.‎ T: It also shows some teachers in our school. ‎ T: It shows places at school. ‎ T: It shows some activities of the students. ‎ Step 3 Planning (‎5m)‎ T: Work in groups of four. Choose A, B, or C to decide what topics you are going to write on in your booklet. ‎ T：Now, discuss and make a choice: ‎ 1. What other information do you want to write? ‎ 2. Each student chooses one of the given topics to write about. ‎ T：Work together and design your booklet.(请小组讨论并设计你们小组的宣传册）‎ 1. How many pages are there in your booklet?（你们小组的宣传册将有多少页？)‎ 2. What should you write on the front cover/back cover? （你们将在封面和封底写什么内容？）‎ 3. Do you want to make a contents page? (你们的宣传册需要目录吗？）‎ 4. What size is your booklet?（你们的宣传册是什么形状的？是A4,A5纸大小还是其它特别的形状？同学们看课本57页进行讨论。) （看flash激发想象）‎ ‎(请将你们小组的纸按你们的设计裁开，每位同学拿一份。）‎ T：Find the students who is going to write about the same topic. ‎ Sit together. 请写同一主题的同学们做在一起。‎ Step 4 Preparing (‎10m)‎ T: Discuss with your partner and decide:‎ 1. What will you write on the topic? ‎ ‎（关于这一主题，你们想为七年级的学生介绍哪些方面的信息？）‎ ‎2. How will you express the information?‎ ‎（你们将怎样呈现你们的内容？)‎ T: For example: The group to write about teachers may write the appearance, personality, abilities, subject he/she teaches.‎ 84‎ T: You may decide which teacher to write about(每个人可以选相同或不同的老师)‎ T: Choose some words to describe him/her. （从下面的表格中选择一些单词帮助你进行写作)‎ T: You may make your page of the booklet like this.(你可以象这样设计和写你的booklet)‎ T: Tip: You may use drawing, cartoons, photos, etc. to make your booklets interesting. ‎ ‎(提示：你可以用图画，卡通，照片等等来使你的宣传册更有趣)‎ T: The group to write about school activities: ‎ Think about the activities we can have in our school.‎ 写学校活动小组的同学们请考虑我们学校有哪些活动。‎ Discuss in your group to find out the answers to these questions 小组讨论互相提问并回答以下问题，记下同学们的答案。 1 When can students join in after-school activities in our school? (在我校同学们什么时间可以参加课外活动？‎ ‎2 What clubs can students join in our school? （在我校同学们可以参加哪些俱乐部？）‎ ‎3 What sport can students do in our school? （在我校同学们可以进行哪些体育活动？）‎ ‎4. When is our school sports meeting held?‎ ‎ (我们学校的运动会什么时间进行？）‎ T：Look and talk about other information of the school activities in our school. ‎ Decide what you will write about in your booklet. ‎ ‎（看图，说说学校的其它校园活动，决定自己在宣传册中写哪些内容）‎ You may make your page of booklet like this. （你也许可以这样设计你的宣传册）‎ Tip: You may write a heading on the booklets.‎ 提示：你可以为你的宣传册写一个标题。‎ T：The group to write about school rules:‎ Read the words. Talk about it in your group ‎ Make up some sentences according to the key words. ‎ Share your information and take some notes. ‎ 学校规则小组。‎ 请根据关键词组写出句子。‎ 我们学校还有哪些规定？请与同伴分享信息。用英语记下笔记。‎ 设计你们的宣传册.‎ Tip: Keep your writing clear, short and interesting. ‎ 提示：宣传册写作应当清楚，简短，有趣。‎ T: The group to write about school places:‎ You may draw a map of our school. Write down the names of the places. ‎ Then the Grade 7 students can find the places easily with the help of the map. ‎ Tip: Maps, lists, diagrams and charts can show facts clearly. ‎ 学校设施小组 你们可以画一幅校园地图，在图旁注名称。‎ 这样，7年级的学生可以在你的地图的帮助下找到想去的地方。‎ 提示：地图，图表可清楚地表明事实。‎ T：The group to write about other information Do a survey 84‎ Write down your questions and ask your partners. ‎ Write down the answers. ‎ Remember to separate facts from opinions. ‎ Design your booklets. ‎ Step 5 Writing (‎10m)‎ T: Now, boys and girls. Let’s begin to write.‎ 同学们可能一时无法找到合适的图片或图表，没有关系，可以在下课后准备。现在完成设计和写作部分。写完后同伴互相检查。‎ T: Now. Go back to your own group. ‎ ‎（现在，请同学们带上自己的作品，回到自己的小组） ‎ T: Discuss in groups of four : （四人小组讨论）‎ 1. Who makes the front cover? (谁写封面？)‎ 2. Who makes the back cover?(谁写封底？）‎ 3. Who makes the contents page?（谁写目录？）‎ 4. How do you put the pieces together?（每人的作品如何拼在一起？）‎ T: Let’s begin. 请四人小组完成宣传册制作。‎ Step 6 Presentation and assessment (‎10m)‎ 老师这时有两份同学们制作的宣传册，它们漂亮吗？‎ 现在请你们四人小组来展示你们的作品。‎ 最佳书写：文字书写工整，美观。‎ 最佳美工：图文并茂，修饰得当。‎ 最佳创意：用正确，简捷，有效的形式表达内容。或booklet的形式别致有趣。‎ 最佳作文：作文内容准确，文字优美，分段清晰，没有任何错误。作文内容简捷有力。‎ 最佳作品：包括以上所有优点。‎ T: Now, we have the best booklets. I will introduce your works to our school. They will give your booklets to Tom and the other Grade 7 students. You are really helpful. Thank you very much.‎ 第三部分　说明 一， Project 1在‎8A 中的作用：‎ ‎1) 复习‎8A Unit 1—Unit 3的语言知识，语法知识和写作知识 Unit 1 Friends ‎①介绍人物的外貌，个性，能力的词汇和句型( welcome to the unit, reading, vocabulary, grammar, wordlist)‎ ‎②人物的写作方法(main task)‎ Unit 2 School life ‎①有关学校生活的词汇和句型(reading, vocabulary, wordlist)‎ ‎②比较两个学校相同点和不同点的词汇及句型( grammar, integrated skills)‎ ‎③用正确的语音语调大声朗读所写内容(pronunciation)‎ ‎③描述学校生活的写作方法(main task)‎ Unit ‎3 A day out ‎①学校课外生活（外出活动）的相关词汇和句型(welcome to the unit, reading, vocabulary, grammar)‎ ‎②区分facts和opinion的方法(study skills)‎ ‎③描述一次外出活动的写作方法(main task)‎ 84‎ ‎2) 是‎8A Unit 1—Unit 3基础知识的综合实际运用，是知识和能力的提升。‎ 一， ‎8A‎ Project 1 完成时间：两课时 第1课时：第1、2模块 第2课时：第3、4模块 二， 教学中的注意问题 1）教师起主导作用。教师让学生明确project1的制作目标，指导学生如何收集信息，如何归纳信息，如何写作，如何制作。指导学生如何分工合作。必要时可由教师帮助学生分组。‎ ‎2）学生起主体作用。学生可自由组合，学生确定自己的写作主题及内容，自由写作，美化作品。确定展示方式。作品的展示和评价由学生群体完成。‎ ‎3) 在完成任务阶段教师要给学生充分课内和课外时间进行信息的收集筛选。学生自己的作品进行充分的调整和修改。在评价阶段教师要创造机会让学生充分展示作品，提供发展平台。慎用批评。‎ ‎3）处理好课内活动和课外任务的关系。 课内：明确任务，提供信息，教会方法，个别指导，解疑答惑，评比表扬；‎ 课外：查找资料，整合信息，查漏补缺，修改进步，展示作品，评比表扬。‎ ‎ ‎ ‎8A‎ Project 2‎ The World Around Us 第一部分 简要提示 一、年级：八年级 二、教学内容: Project 2 The world around us 三、课型：Project 四、教学目标 ‎ 1.知识目标 ‎ 复习‎8A Unit4—Unit 6所有语言知识、 语法知识和写作知识。‎ ‎2.能力目标： 　 1) 学生能用调查，讨论，阅读的方法了解某一自然灾害某些野生动物的基本情况。 　 2) 学生能综合运用所学知识正确完成介绍自然灾害或野生动物的网页短文一至两 篇。‎ ‎ 3) 学生学习如何制作一个精美的 webpage。‎ ‎3.情感目标： 让学生进一步意识到我们必须爱护自然，保护环境，构建和谐生态环境。‎ 五、教学重难点 1. 重点： 1) 围绕natural disaster或wild animals主题 ‎ 收集相关信息，并对信息进行筛选和整合。 2) 网页设计方法。 2. 难点: 1) 寻找，收集整理相关信息。 2) 网页制作。‎ 84‎ 第二部分 教学流程 Step 1 Lead-in (‎2m)‎ T: When we want to know something about the world around us，‎ where can we go for information?‎ T: Yes, we may search the information on Internet. We are looking for information on web-pages.‎ T: Today, we are going to make our own web pages. ‎ These are the web-pages made by some students. Are they beautiful? ‎ Step 2 Planning (‎5m)‎ T: First, let’s decide what to write about. What are you going to write on your web pages?‎ Choose one topic. (natural disasters or wild animals)‎ T: ‘Natural Disasters’ Group is divided into three teams.‎ 选择Natural disasters主题的同学被分为三个小组，team 1, 2, 3‎ 每组选择一个自然灾害进行描写。‎ Look and say stop to choose a kind of Natural Disaster to write about. ‎ ‎“Wild Animals” Group is divided into 5 teams. ‎ 选择野生动物主题的同学被分为5个小组。‎ Choose A, B, C, D, E to decide what kind of animal to write about.‎ 每个小组选择ABCD或E来确定你要写的野生动物。‎ Step 3 Preparing(‎10m)‎ T：What do you want your readers get from your web pages?‎ 你们希望你们的读者从你们的网页中了解哪些信息？‎ T：Discuss with your team members and decide what your group wants to write on the topic。‎ 和组员一起讨论： 就所选主题，你们准备在网页中写哪几个方面？‎ T：For example. The natural disaster team may write these sections about the disaster. ‎ 例如：自然灾害小组可以写自然灾害的成因，发生地点，发生过程，造成什么后果等等。‎ The Wild Animal team may write these sections on the animal 野生动物小组可以在网页中描述动物的外貌，能力，特性，所面临的危险，保护的方法等等。‎ T：Discuss with the group members. Each member chooses one or two sections to write about. ‎ 小组分工。每位组员选一到两个方面进行写作。‎ Discuss how and where each student can get the information. You may use the library and Internet. ‎ 讨论每个学生在哪里及怎样能收集相关信息。例如：去图书馆或上网）‎ T：Now, you may go and find the information. ‎ 1. Read SB Unit 4—Unit 6 and take some notes. ‎ 2. Go to the library or Internet to find the information you need. Take some notes. ‎ T：现在，同学们去寻找相关信息吧。你们可以读书上4—6单元，记下相关内容，‎ 也可去图书馆或上网搜索，记下相关内容。‎ T：Welcome back. Now you have got some information on your topic. ‎ T：It’s time to write. ‎ Read your notes and write your first draft. Remember to keep your writing short and interesting. ‎ T：现在是写作时间。仔细阅读你记录的信息，开始写第一遍草稿。注意：短文要短小有趣。 ‎ 84‎ Remember to divide your writing into paragraphs. Write a heading for ‎ ‎ each paragraph. 将所写短文分段，每段写一个标题。 ‎ T：Work in groups and check each other’s work. ‎ 1. Check for spelling and grammar mistakes.‎ 2. Make sure the punctuation is correct. ‎ Step 3 Designing (‎10m)‎ T: Discuss: What makes a web page attractive?‎ 小组讨论：为什么越来越多的人上网浏览信息？什么样的网页有很强的吸引力？‎ T: Look at these web pages. What makes them beautiful and interesting? ‎ 看这些网页，漂亮有趣的网页应当包括哪些内容？‎ T: Work together and draw a picture of your home page. ‎ 请同学们一起来画一画你们的主页。‎ 例如：在主页的这个位置放一幅图片，体现主题。‎ ‎ 在主页的这个位置写上你们的主题。‎ ‎ 在主页的这个位置设置一些链接。‎ ‎ 在主页的这个位置写一段简介。‎ ‎ 在主页的这个位置就所写的不同方面设置一些图片和链接。‎ More examples.‎ T: 请同学们小组讨论分工:‎ 1. Who types the words into the computer?‎ ‎2. Who puts the pictures in the web pages?‎ ‎3. Who makes the links?‎ ‎ 4. How will you present the web pages?‎ T: Let’s begin!‎ Step 4 Presentation and assessment （‎15m）‎ T：Here are some of the works. They are nice. It’s time to show your work.‎ ‎ (现在请同学们上台来展示。)‎ 第三部分 说明 ‎ 一，Project 2在‎8A 中的作用：‎ ‎1) 复习‎8A Unit 4—Unit 6的语言知识，语法知识和写作知识 Unit 4 Wild Animals ① 描述某一野生动物外貌、习性、生存现状，保护方法的词汇和句型(welcome to the unit, reading, vocabulary, grammar)‎ ② 有关野生动物的报告的写作方法及词汇和句型(integrated skills, main task)‎ ③ 用正确的语音语调大声朗读所写内容(pronunciation)‎ Unit 5 Birdwatchers ‎① 描述某一野生动物外貌、习性、生存现状，保护方法的词汇和句型(welcome to the unit, reading, wordlist, integrated skills, grammar B)‎ ‎② 哪些行为对保护生态有利，哪些行为破坏生态情境(vocabulary, grammar C)‎ ④ 就保护动物这一主题，用正确的句子完成写作(grammar A, main task)‎ ⑤ 如何快速记笔记(study skills)‎ Unit 6 Natural Disasters 84‎ ‎① 有关自然灾害的词汇和句型(welcome to the unit, reading, vocabulary, grammar, integrated skills)‎ ‎② 描述自然灾害的情况(main task)‎ ‎③ 用正确的语音语调大声朗读所写内容(pronunciation)‎ ‎2) 是‎8A Unit 4—Unit 6基础知识的综合实际运用，是知识和能力的提高。‎ 二、教学中的注意问题 1）教师起主导作用。教师让学生明确project2的制作目标，提供部分信息。教师指导学生如何收集信息，如何归纳信息，如何写作，如何制作。指导学生如何分工合作。必要时可由教师帮助学生分组。‎ ‎2）学生起主体作用。学生可自由组合，学生确定自己的写作主题及内容，自主收集信息，筛选信息，自由制作，美化作品。确定展示方式。作品的展示和评价由学生群体完成。‎ ‎3) 在完成任务阶段教师要给学生充分课内和课外时间进行信息的收集筛选。学生自己的作品进行充分的调整和修改。在评价阶段教师要创造机会让学生充分展示作品，提供发展平台。慎用批评。‎ ‎4) 本课要求学生灵活运用‎8A Unit 4—6所学的语言知识和写作知识。教师应给学生充分的时间和途径搜索信息，在搜索的过程中加深和拓宽了对外部世界的了解。进一步培养学生的环保意识和人与动物和谐相处的意识。教师可以指导学生有意识地收集真实自然灾害或野生动物生存状况的信息，引导学生将网页主题定为为公益组织进行宣传或筹款。如果学生制作网页有困难，也可指导学生做ppt或posters。‎ 84‎