模块7 Unit 3 Project 教学设计(译林牛津版八年级英语上册教案教学设计（精编5篇）

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牛津初中英语知识点8年级8A(译林牛津版八年级英语上册教案教学设计1

1. be familiar with

2. be divided into

3. share similar characteristics

4. at times

5. keep secrets

6. forgive their faults

7. sense of humor

8. She is stubborn at times though.

9. make such a mess

10. come up with new ideas

11. agree with sb.

12. Would you mind doing extra work?

13. would rather do … than do…

14. Blue looks good on you.

15. be in a good mood

16. I’m feeling blue.

17. feel relaxed/stressed

18. a contented feeling

19. cheer sb. up

20. remind sb. of sth.

21. the color of nature

22. physical strength

23. have difficulty making a decision

24. figure out

25. get good marks in tests

26. make phone calls to sb.

27. promize sb. success

28. make an appointment

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

30. common problems teenages have

31. achieve a balance between the two

32. focus on

33. stay ou late

34. from time to time

35. offer suggestions

36. give sb. an idea of

37. Susan prefers her drink hot.

38. Do you want your coffee black?

39. His computer broke down suddenly.

40. be in the wrong order

41. read sth. through

42. solutions to stress

43. deal with

44. be weak in

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

46. keep the worries to yourself

47. wish for

48. I’m far too busy to go shooping.

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

50. up-to-date information

51. the program covers different sports

52. a bit boring

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

54. send text messages

55. win free tickets

56. a horron film

57. A doctor is found dead in his house.

58. get scared

59. take a close look

60. the Asian Tiger in its natural habit

61. win an award

62. refer to

63. put away

64. enter the writing competition

65. the remote control

66. work on the plan

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

68. Stop daydreaming! Be more realistic!

69. stand by

70. join the film industry

71. put all her effort into ballet training

72. play the lead role in the play

73. shortly after

74. win an Oscar for Best Actress

75. protect the environment

76. remember sb. as

77. devote…to…

78. work closely with UNICEF

79. earn sb. many awards

80. The president presented her with the Medals.

81. pass away

82. rush into the cinema

83. action films

84. fall in love with

85. star in mant films

86. keep doing

87. The person is wanted for murder!

88. He was last seen leaving his office at

89. bleed to death

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

91. be guilty of

92. be charged with

93. break into

94. computer systems

95. offer a reward of

96. for a short stay

97. the endangered birds

98. the changes in their numbers

99. sort out

100. a radio program on bird

101. email sb. at…

102. mop the floor up

103. A coach crashed into a tree.

104. wash away

105. survive the earthquake

106. happen to sb.

107. look at each other in fear

108. run in all directions

109. run out of

110. calm down

111. A moment of fear went through my mind.

112. stay alive

113. in a great hurry

114. drop to -5

115. make an excuse

116. A snowstorm hit Beijing.

117. can do nothing but do

118. divide…into

模块7 Unit 3 Project 教学设计(译林牛津版八年级英语上册教案教学设计2

Teaching Design for M7 Unit 3Project, Advance with English

Designed by Ji Lifen

教材内容分析

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

学生分析

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

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

教学目标(Teaching aims)

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

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

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

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

其中，第1点为语言技能目标，第2点和第3点是能力目标，第5点为德育目标。

设计思想

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

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

教学媒体 multimedia teaching system

blackboard

教学过程(Teaching Procedures )(45 ms)

教师活动内容﹑方式 活动内容﹑方式 备注

Step 1 Leading in

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

(S1: Watching TV.

S2: Going to libraries.

S3: Reading newspapers.

S4: Reading magazines.

S5: Surfing on the Internet …)

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

3. Focus on the Internet.

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

( S1: I usually use Baidu.

T : Do you know what is Baidu?

S2:It is a kind of search engines.

T: Do you know something about search engines.

Ss: No.

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

Step2. Fast reading

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

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

（Ss：Researching on the Internet.

T: How can you know this?

Ss: From the title .

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

S1: We should pay special attention to the title.

T: What other things should we pay attention to?

S2: The first or the last para.）

2. Can you draw a structure of this passage?

(篇章结构)

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

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

Ss: C.

Draw a conclusion:

Actually the whole passage can be divided into three parts.

Write on the Bb:

PartⅠ: Introduction

PartⅡ: Body

PartⅢ: Conclusion

3. Main idea of each part.

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

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

Ask: What are the things?

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

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

Draw a conclusion:

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

Ss: From the subtitles.

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

Step3. Careful reading

1. Focus on the steps.

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

( Steps: Step One: Choosing s search service

Step Two: How to search

Step Three: Using your information )

Draw a conclusion:

Step One: Before

Step Two: While

Step Three: After

2. Step One : Choosing s search service

① What are the two search services?

( Search engines & Subject directories )

② Comparison between Search engines & Subject directories.

Ask Ss: Do they have something in common?

What do they have in common?

( Both give you you direct links. )

Ask Ss: What are the differences?

( The information is chosen and organized differently. )

③ Listen and fill in the blanks.

Comparison

between

Search engines & Subject directories

a type of ________ built by _________

based on __________ selected by ______

choose pages for you________ and divided into ______

provide _____________ get_____ sometimes a short summary

goes to ________ offer_______________

④ Typical examples

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

ⅱProvide Ss with two typical examples.

Search engine: Baidu ( )

Subject directory: Sohu ( )

⑤ Practice

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

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

3. Step Two: How to search

Ask Ss: How many tips are mentioned?

( Pay attention to the words in blue. )

① Try to describe the tips in your own words.

② ⅰCheck the dates of the sites.

ⅱCheck the source of the information you find.

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

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

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

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

ⅲ Focus on cross-checking.

( T: How can we do cross-checking?

Why should we do cross-checking? )

Ask Ss to guess the meaning of this word.

③ Pay attention to the way you type your words.

( T: Why ?

S1: Because it makes a difference.

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

S2: Examples.

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

S3: Type “bird” + “sparrow”。

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

S4: Type “bird” - “sparrow”。

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

S5: Type “bird” or “sparrow”。)

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

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

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

4. Step Three: Using your information

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

How should we use the information from the internet?

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

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

Step4 Summary

Fill in the blanks according to the text.

Step 5 Discussion

Internet

more advantages or disadvantages?

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

Pro:

1. gain more information;

2. build social ties

3. broaden our horizons

4. more convenient to communicate;

5. save money and time

Con:

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

2. be addicted to games

3. do damage to our health

4. affect the Chinese language

5. put movie industry in a rough situation

Give Ss some tips.

important things

that you need to keep in mind

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

First, remember never to give out personal information

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

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

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

Do not meet someone or have them visit you

without the permission of your parents.

Tell your parents right away

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

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

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

Step6. Writing & Homework

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

Topic: Public Transport

Steps: Planning → Preparing → Producing → Presenting

Individual activity. Enjoy the pictures and discuss the questions

Individual activity.

Read quickly and answer the questions.

Try to draw conclusions from the questions.

Individual activity.

Read quickly and answer the questions.

Listen and finish the task

Listen and finish the task

Group activity.

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

Individual activity.

Group activity.

Discuss in a group

Group activity.

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

板书

板书

根据学生反馈机动调整

运用启发式问题，激发学生思考，培养其概括能力

板书

德育教育贯穿其中

自由讨论，互助合作

板书设计：

Title: Researching on the Internet

Introduction ( some things to keep in mind )

↙ ↓ ↘

Steps: Before While After

↘ ↓ ↙

Conclusion ( Follow these tips and enjoy searching)

An Earthquake in Sichuan（牛津8A配套教学）(译林牛津版八年级英语上册教案教学设计3

苏州市十六中学 周红兰

教学课型复习及写作训练课

教材分析

1．教材内容 （牛津初中英语8A Unit 6 8BUnit 5&6）

2．教材处理

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

教学目标

1 知识目标

复习并灵活运用所学的描述受灾和呼吁捐助灾区的词汇和句型：

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

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

I’m wondering if …; I hope that …等

2 能力目标

1）能根据所提供话题和范文写一份倡议书

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

3 情感和价值观目标

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

教学重点

1 复习相关的词组和短语

2 根据文字提供的信息写1篇有关的文章

教学难点

1 如何写出语意连贯及结构完整的短文

2 如何把握写作中的时态、语态；语气和情感

教学过程

Step 1 Lead in

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

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

look at each other in fear run in all directions

pieces of glass and bricks fall down begin to come down

be trapped in calm down shout/scream for help

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

operate on the PLA men soliders/social workers

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

government officials support teams team spirit

be grateful to carry on with send donations to

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

mourn the death of sb have support from businesses

设计说明

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

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

2. What can we do to help the survivors?

设计说明

Step1 和Step2是Pre-writing阶段，是语言和内容的输入，输入阶段可以是听一段材料，阅读1篇文章，也可以是让学生看图说话等。教师可以在写作之前组织学生围绕写作的话题展开讨论，让他们能言之有物。在这部分教师可以启发学生讨论如果大地震来临我们如何脱险、如何减少伤害或伤亡。适时地进行“事先预防教育”、“事中处理教育”、“事后化解教育”。让孩子进行自我保护的教育。

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

1) choose the topic

2) choose materials

3) make a list

4) start to write

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

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

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

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

The PLA men hurried to the quake zones.

They were searching for the survivors.

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

The soldiers were carrying the victims on their backs.

A little baby was saved.

They were having a break.

The doctors were performing an operation.

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

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

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

They were supporting each other.

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

The goods from foreign countries arrived.

A new couple were donating blood.

The children were donating their pocket money.

A beggar was donating money .

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

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

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

Luckily, we can rebuild a better world.

The social workers were encouraging the children to cheer up.

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

设计说明

在while-writing 阶段，教师的主要任务是分解写作任务，创设写作情景，提供必要的词汇或句子结构等方面的帮助。因为本节课的内容是关于抗震救灾的，教师可以从网上下载一些汶川大地震的图片，要求学生根据所看到的内容以及刚复习到的词组给每幅图片配上必要的文字说明。这一部分相对简单一些，只要学生注意每幅图的时态、语态和单、复数就可以了。实际上这一部分的难度就相当于中文翻译成英文。接着要求学生身临其境以各种身份写1篇文章。他们的身份可以是灾区的受害者、记者、解放军战士、志愿者或前往救援的医生、心理医生或社会工作者等。这一部分相对前一部分来说难一些，要求学生注意体裁的选择，内容的组织和安排以及语言的恰当使用等问题。把讨论中和本节课中所复习的词汇和知识要点运用于写作实践，从而在充分的语言输入后实现有效的输出。

Step 4 Discuss & correct their articles

设计说明

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

板书设计

An Earthquake in Sichuan

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

look at each other in fear run in all directions

pieces of glass and bricks fall down begin to come down

be trapped in calm down shout/scream for help

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

operate on the PLA men solider workers

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

government officials support teams team spirit

be grateful to carry on with send donations to

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

教学反思

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

复习课的特点是容量大，所以要求老师对教材进行有机的整和。复习不是简单的机械重复，而是问故知新的求知过程。它既是教师帮助学生弥补知识缺陷的一项重要的工作，又是帮助学生梳理知识、融会贯通的大好时机。教师既要善于激活学生已有的语言能力，又要对新旧知识进行有机地串联与整和，使学生每时每刻在课堂上使用所学的知识。书面表达是衡量学生语言输出能力和运用能力的主要手段，它既要学生使用正确的语法、确当的词汇、合理的结构，清楚、连贯地表达意思。教师要精心设计教学的每一个环节，使语言环境和背景知识有序合理地渗透在整个教学过程中，让学生每时每刻都沉浸在语言的氛围中。教师在处理语言知识时，应根据学生的学习特点，有重点、有层次地采用形式多样的机械性的操练和意义性操练进行强化和巩固，为学生进入、运用、演绎所学语言并最终完成1篇习作设计合理递进的台阶。所以我在设计本教案时从复习词组、短语开始，接着看图写句子，最后再写习作。在教学过程经常会有一些无法预见的教学因素和教学情景发生，教师要有效利用生成性教学资源。在上这节课时，一同学说想写一份劝募信，由于没学过这部分内容，所以我抓住机会，教给他们写劝募信的格式、语气等。然后引导学生讨论：这样的信写给谁能收到更多的捐款？为什么？这个环节可以拓展学生的写信对象，既可以是国内人士也可以是国外人士，既可以是团体或组织。由于课堂上时间较紧，只能完成一个初稿，所以我临时决定这节课的课后。

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

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

参考文献

1．许少秋 “高中课型课例交流与研究” 《中小学外语教学》 第5期

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

中学一级

初三复习课：牛津英语8A Unit 1-3(译林牛津版八年级英语上册教案教学设计4

、Step1. warming up

Some questions: day is it today?

’s the date today?

’s the weather like today?

have been here for a long time, how do you get on with your classmates?

you make some friends since you came to this school?

is your best friend?

you tell me something about your best friend?

something about your best friend,( appearance, characteristics, future dream),let other students guess who your best friend is.

Step 2 presentation

Unit one Reading

1. Now I know who your best friends are. Can you guess who my best friend is?

Ask some students to guess.

2. my best friend is Betty. Do you know something about Betty? Open your books and turn to page 4,try to find more information about her and the other two students.

3. ask the students to read the whole reading by themselves and try to find some important sentences by themselves.

4. ask some more questions: if you are going to choose one as your best friend, who will you choose and why?

Ask some volunteers to answer the question.

Unit two Reading

1. can you guess where they study? At Beijing Sunshine Secondary School or at Woodland School in England or at Rocky Mountain High School in America? (at Beijing……..)

2. do you still remember life in Woodland School in England and that at Rocky Mountain High School in America?

3. turn to page 20, read the passage together.

4. ask the students: which school life do you like better and why?

Ask some students to answer.

5. what about our own school life? What do you think of our school life?

Some students’ answers: (Part of Grammar)

a. Life in our school is as colourful as that in foreign countries.

b. Life in our school is not as colourful as that in foreign countries.

c. Life in our school is less colourful as that in foreign countries.

d. Life in our school is not so colorful as that in foreign countries.

e. Life in foreign countries is more colorful than that in our school.

Why?

a. we have more subjects that they do.

b. we have less free time than they do.

c. they have fewer subjects than we do.

d. they have more free time than we do.

Unit three Reading

feel very stressed and tired because of so much homework and so many exams. What will you do to relax yourself?

Students’answers: sing songs loudly, listen to music, eat a lot of delicious food.

about a day out? Do you think it’s a good idea? Linda also had a day out. During the day, she visited a lot of interesting places around the world. How did she succeed in doing that? Where did she go? Open your books and turn to page 89. read the text by yourself ant try do find the changes of her feelings.

Feelings:

did she see during the day?

was the best part during the day?

you have a day off, where will you go?

you have a week out, where will you go? Will you go to Beijing? Will you go to Guilin?

Oral book: page 103-104. read the two passages by yourself and try to say something about Beijing and Guilin without books.

Step3.

Homework: write a composition.

A trip to…../ Travelling to……

板书设计：

:

in our school is as colourful as that in foreign countries.

in our school is not as colourful as that in foreign countries.

in our school is less colourful as that in foreign countries.

in our school is not so colorful as that in foreign countries.

in foreign countries is more colorful than that in our school.

Why?

have more subjects that they do.

have less free time than they do.

have fewer subjects than we do.

have more free time than we do.

important phrases:

keep secrets be willing to do sth. be ready to do sth. share sth. with sb.

have a good sense of humour say a bad word about anyone travel around the world

give me some advice wear a smile on one’s face have a square face

why don’t sb. do sth spend a lot of time doing sth. have a great time doing sth.

have more weeks off in the summertime be different from walk to school

go on a school trip to the same size as keep fit enjoy ourselves take a boar trip

a lot of traffic invite sb. to do sth. feel sick for most of the trip be made of

places of interest teach oneself sth.=learn sth. by oneself take a look at feel the beauty of

at Christmas hope to do decide to do plan to do learn to do go on the trip

牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计5

Period 1

Teaching Contents

1. Comic strip.

2. Welcome to the unit.

Teaching Aims:

1. Knowledge objectives:

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

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

2. Ability objectives:

1) Express likes and dislikes.

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

3. Emotion objectives:

To help the students have a healthy lifestyle and diet.

Teaching Methods:

Listening, speaking, reading and writing

Teaching Materials:

1) Student’s book 7 A, page 55.

2) Some pictures of several kinds of food.

3) Slide shows.

Teaching Procedures:

1. Pre-task

1) Warming-up

Let’s sing a song to relax.

2) Free talk

T: Good morning, boys and girls.

S: Good morning, Miss…

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

S1: We have parties.

S2: We often have big meals.

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

S1: Turkeys.

T: What do we eat on Spring Festival?

S2: Dumplings.

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

S1: Eggs.

S2: Bread, oranges.

T: Very good. Please look at the food.

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

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

T: Do you like these food?

S: Yes.

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

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

2. While-task

1) Presentation

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

S: Hamburgs.

T: Do you love it?

S: Yes, I eat it every day.

T: Do you like rice?

S: No, I don’t

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

2) Practice

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

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

3. Post-task

1) Presentation

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

(Show them a picture of a fat man.)

S: Fat.

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

S: Hamburgers.

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

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

S: No.

T: Why?

S: He eats too much.

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

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

Can you help him?

S: He can’t eat too much.

S2: He can run every day.

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

S1: Vegetables.

S2: Rice.

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

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

2) Comic strip

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

(Show the questions on the screen.)

1. What time is it?

2. Does Eddie often exercise?

(Ask the Ss to answer the questions.)

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

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

S: …

3) Practice

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

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

Homework

1) Copy the new words.

2) Write five sentences about your family like this:

My father loves/likes…. My mother ….

3) Get ready for Reading on page 56.

Unit 4 Food

Period 2: Reading

Study Tasks:

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

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

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

Topic: Unit 4 What's your favourite food?

Contents: Reading(I) in Unit 4

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

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

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

Teaching procedures:

Pre-task 1) Revision

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

S1: What’s your favourite food?

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

S1: My favourite food is fish and rice.

2) Lead-in

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

T: S1, do you exercise at school?

S1: Yes, I do.

T: What exercise do you like?

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

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

Ss:...

3. (Have some students to report.)

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

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

T: What's your favourite food?

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

Task circle 1) Listen and answer. (Kitty)

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

1. How often does Kitty dance?

2. Where did Kitty get her energy?

3. Why did Kitty change her diet?

Then ask the Ss to answer the questions.

2) Read and complete B2 (Kitty)

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

3) Read and answer. (Daniel)

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

1. How often does Daniel swim?

2. Why did Kitty change her diet?

3. What does Daniel usually have for breakfast?

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

4) Complete B2 (Daniel)

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

5) Listen and repeat (Daniel)

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

Read the passages in corals.

Post task 1) Do B1

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

2) Complete C2

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

Task 10: Discussion

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

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

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

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

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

Homework:

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

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

牛津7AU4reading教案2

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

2,To know the relationship between diet and overall health

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

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

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

4,To finish a class test

Topic:What we eat and how we live

Contents:Reading part in Unit 4

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

2,the technique of scanning for detail

Difficult points:the relationship between diet and overall health

the teachique to scanning for detail

Blackboard design:

What we eat and how we live

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

Teaching procedures:

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

Task Two:Practise the skill for scanning for the details

1,Give the students papers

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

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

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

Task Three:A discussion about food and life styles

1,Show a piece of videos (一段关于胖孩子录像)

2,A discussion

Task Four:Ability test

1,Give the papers

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

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

Task Five:Practice

Help the students to master the usages of the expressions

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

1， T:I want to be a dancer.

S：我想成为一名舞蹈者。（教师可帮助学生理解意思）

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

S:她/他/李小姐/他们。想成为。

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

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

2，T:I dance for two hours very day.

S:我每天跳舞两小时。（教师可帮助学生理解意思）

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

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

T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟。

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

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

S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

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

S:对你/他们/那个男孩/老人。来说，每天散步/游泳/做锻练。非常重要。

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

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

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

S:我知道甜点心对我没有好处。（可帮助学生理解）

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

S:吃太多的肉/糖/睡眠太多。对那个男孩。没有好处。......

Task Six:Class Practice

一、Fill in the blanks according to the passage

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

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

二、Fill in the blanks with the expressions given

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

三、Put the following into English

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(want to be)

3，对你来说，每天吃一些水果很重要。(It's important...)

4，李先生每个月看两次电影。(twice)

5，读书（reading) 你每个人都有好处。(be good for)

6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)

Task Seven:Homework and exercise

1,Recite the passage

2,Finish the exercise in the book.

3,Class test 三

A Design for Vocabulary of Unit 4 (period 4 )

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

Teaching Aims: 1. To recognize names of different foods

2. To use adjectives to describe different tastes

Teaching Difficulty: Spelling of the names of the foods

Teaching Importance: To recognize the names of the different foods

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

Teaching Procedure:

I. Greetings and giving the aims of this lesson.

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

II. Pre-task activity

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

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

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

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

III. Task cycle

Task1. Rearrange the letters of some food.

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

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

Task 2. Find how the food tastes.

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

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

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

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

Task the names of food, then complete the figure.

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

Food Taste

( Get some students to report orally. )

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

Taste Food

Sweet

Sour

Salty

Spicy

IV. Post task

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

(Students report the results to the whole class.)

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

V. Homework

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

Period 5

Grammar (Part A Adverbs of frequency)

Teaching contents:

the adverbs of frequency

Objectives:

To recognize and use the adverbs of frequency

Teaching Aids:

A computer, a projector

Teaching methods:

直观教学法、任务型教学

Teaching procedures:

Pre-task: 1) Presentation

T: Kate, what’s your favourite sport?

S1: My favourite sport is dancing.

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

S2: I love swimming.

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

S3: Yes, I do.

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

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

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

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

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

2): Tell the Ss the adverbs of frequency

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

Main task: 1) Ask and answer

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

S1: I sometimes play badminton.

Repeat with other adverbs of frequency.

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

S1: How often do you swim?

T: I often swim.

2): Do Part A1

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

Ss: Yes.

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

Pre-task: 1) Presentation

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

T: What’s this?

Ss: It’s ice cream.

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

S1: Sometimes.

T: And what’re they?

Ss: They’re noodles.

T: Tom, how often do you eat noodles?

S2: I usually eat them.

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

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

S1: How many times do the boys eat chicken?

S2: They eat it twice a week.

Main task: Do Part A3

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

Post- task: Work in pairs and act it out

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

Homework:

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

Period 6 (Grammar 2)

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

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

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

Teaching aims: 1 Make the students grasp the knowledge.

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

3 Make the students cooperate more in class.

Teaching important and difficult points:

1 To recognize and use countable and uncountable nouns.

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

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

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

Teaching steps：

Step 1 Presentation

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

Show a picture of an apple.

T: What’s this?

S: It’s an apple.

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

S: It’s a glass.

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

S: It’s a piano.

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

S: They are mangoes.

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

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

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

S: Merry Christmas!

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

S: Happy Teachers’ Day.

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

Step 2 Conclusion

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

Most nouns + s

Nouns ending in a consonant +y -y + ies

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

Nouns ending in o + s or + es

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

Step 3 Presentation

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

Look, what’s this? It’s bread.

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

S: It’s water.

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

S: It’s tea.

Use pictures to teach tea, soup and salt.

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

Step 4 Practice

Do B1 on Page 62.

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

Then check the answers.

Step 5 Presentation

Show the students a picture of a cup of tea.

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

Ss: It’s tea.

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

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

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

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

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

five packets of salt Students read these phrases together.

Conclusion: a … of + uncountable nouns

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

two baskets of bananas

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

Step 6 Practice

Translate some phrases.

1 五杯茶 2 两袋牛奶

3 一碗米饭 4 三袋盐

5 一盒鸡蛋 6 四公斤芒果

Step 7 Exercises

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

Then check the answers.

Get students read the dialogue together.

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

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

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

Then check answers.

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

Step 8 Production

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

Choose several pairs to perform their dialogues in class.

Homework

Write down the dialogue discussed above.

Period 7

A Design for Intergrated skills of Unit Four

Teaching Content:Integrated skills (Part A)

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

Teaching Tools:recorder,slides,etc.

Teaching Procedure:

and giving the aim of this lesson:

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

activity:

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

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

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

never *

seldom *

sometimes *

often *

always *

(The students have a talk)

S: No. It isn’t a good lifestyle.

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

S: Yes.

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

1. How often do you exercise?

2. How long do you sleep every night?

3. How much TV do you watch every day?

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

5. How often do you eat fruit and vegetables?

6. How often do you walk to school?

(The students have a talk.)

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

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

cycle:

Task 1 : Come to the questionnair.

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

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

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

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

activity:

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

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

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

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

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

(The students can choose one as their homework)

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

Teaching Content:Integrated skills ( Part B )

Teaching Aims: four skills

and consolidate common intonation patterns with ‘Wh’ questions.

Teaching Tools:recorder, slides etc.

Teaching Procedure:

I. Greetings and giving the aim of this lesson

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

II. Pre-task activity.

(First say a rhyme :What would you like?

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

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

Sure,they’re very nice. )

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

Before Now

seldom Fruit and vegetables seldom Fast food

often Snacks, sweets often Fruit and vegetables

always Fast food always Healthier food

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

III. Task cycle:

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

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

activity:

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

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

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

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

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

VII. Homework: Written work: My favourite food.

Period 9 (Main Task)

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

Teaching aims:

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

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

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

4 To train the healthy lifestyle of the students.

Teaching important and difficult points:

To teach the students how to write an article.

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

Teaching steps:

Greetings and assigning the task

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

Warming up

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

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

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

turnips(2) ,vegetables(1) etc.

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

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

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

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

Pre-writing

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

Name __________________________ Age ____________________________

HealthCondition__________________Hobby/Hobbies____________________

Questions Answers

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

What do you have for breakfast?

What do you have for lunch?

Do you have snacks?

What do you have for supper?

Do you have sports?

How often do you have sports?

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

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

Congee, eggs, meat, fruit etc.

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

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

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

noodles, vegetables etc.

Snacks: biscuits, juice etc.

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

Report Pattern

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

Writing

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

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

Tips for your writing

Name: age: sports: health condition:

What to have for breakfast:

What to have for lunch:

What to have for dinner/supper:

What to have between the meals:

some exercise

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

Post-writing

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

…

…

….

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

Homework

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

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

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

Period 10

Teaching Contents:

1. Checkout

2. Exercises

Teaching focus:

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

Teaching difficulties:

1. to write the key vocabulary

2. the usage of the simple present tense

Teaching Aims:

1. Knowledge objectives(知识目标):

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

2) To revise key vocabulary

3) To review the simple present tense

2. Ability objectives(能力目标):

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

3. Emotion objectives(情感目标):

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

Teaching Methods:

Listening, speaking, reading and writing

Teaching Procedures:

1. Pre-task

1) Greetings.

2) Free talk

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

Ss: I’m fine. Thank you. And you?

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

Ss: Yes. (Some Ss may say “No”。)

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

S1: Yes.

T: What kind of exercise, basketball or football?

S1: …

T (to a girl): What about you?

S2: No, I don’t exercise.

T: Why not?

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

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

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

S3: …

S4: …

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

S5: …

S6: …

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

2. Task circle

1) Do Part A

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

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

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

… …

2) Do Part B

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

(Ask some Ss to tell their answers.

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

2. A kind of fast food. (hamburger)

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

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

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

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

7. They swim. (fish) )

3. Post task

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

4. Homework:

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

2. Preview Unit 5.