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【汇编4篇】
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UNIT THREEPART ONE: TEACHING DESIGN(译林牛津版八年级英语上册教案教学设计【第一篇】
第一部分：教学设计
Unit Objectives
● To use the vocabulary to identify and describe well-known places in Beijing and around the world
● To learn to make suggestions and arrangements
● To learn to talk about different places using facts and opinion
● To develop the ability to select, organize and present information about a place
LANGUAGE POINTS AND FOCUSES
VOCABULARY Ourselves, foreign, city, mom, beginning, coach, traffic, sky, model, metal, inside, whole, interest, real, song, Internet, beauty, sunset, possible, themselves, itself, rock, climber, luckily, lucky, final, cheer, win, ticket, medal, per, winner, receive, badly, airport, remember (四会) greeting, greetings, presidents, block, pyramids, home page, movement, main, stomach, view, hide-and-seek, wonder support, fare, supporter, presentation, pack, instead, shuttle(三会) highway, parade, halftime(二会)
EXPRESSIONS keep fit, enjoy oneself, invite sb. to do sth. at the beginning, get on/off a coach, a lot of traffic(不可数), places of interest, all over the world, teach oneself, feel the beauty of the old park, decide/ hope/ choose to do sth. hurt oneself, keep their secret to themselves, cheer for our team, square metres in area
USEFUL SENTENCE PATTERNS 1. The trip from Kitty’s school took about two hours by coach
2. He put his photos on it for everyone to look at
3. They were amazing, weren’t they?
4. I wonder where Simon is hiding.
5. The school bus takes over an hour to get back to my school after lunch.
6. We will make it a really fun day for everyone.
7. If you want to come, please let us know as soon as possible.
PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT
Teaching Objectives
● To introduce the topic ‘A day out’
● To introduce the famous places around the world and the countries students belong to
● To develop fluency in talking about the places students would like to go
Teaching Procedures
STEP 1 Guessing what he is going to do
Ask the students ‘Usually, Eddie is a very lazy dog. Doyou think he is really going to climb the hill? Let’s listen to the tape and find out the answer. ’
Listen to the tape and get the student to answer the question. (Yes, he is going to climb a hill.)
Does he wants to exercise? (Yes, he does.) Does he wants to keep fit? (No, he doesn’t. )
Why doesn’t he want to keep fit? Let’s open the book and find the answer. Get the students to look at Picture 4. Is the hill a really hill? (No, it isn’t. it’s a hill of food.) Does Eddie really want to climb the hill and exercise? (No, he just want to eat the food here, so he said he didn’t want to keep fit.)
‘Do you think it is an interesting story?(Yes.) Let’s read the dialogue in roles.’ Get the students to read the dialogue and give them several minutes to remember the dialogue and act it out.
STEP 2 Talking about one’s own experience
‘Have you ever climbed a mountain or travel to a place?’ Get the students to talk about their own
experiences. Then ask them ‘Do you want to travel to foreign countries? (Yes.) Do you know about these places?’
Elicit what they know about the countries and their capitals. We can use the pictures in Unit one, Book 7B. (Mount Fuji, the Statue of Liberty, the Eiffel Tower, Phra Pathom Chedi, Big Ben, Saint Basil’s Cathedral)
To talk about more countries, we can use a world map and at the same time we talk about some famous places in the countries.
Show more pictures and teach the famous places that are going to appear in the reading material. (the Harbour Bridge, the Pyramids, the Golden Gate Bridge, the White House(Teach the word president!), the Opera House, the Eiffel Tower) Ask questions: ‘Which country is it in? Which city is it in.’
Then ask the student to connect the places with their Cities and countries.
The Opera House Washington France
The Eiffel Tower Sydney the USA
The White House Paris Australia
STEP 3 Reading and underlining the places
‘Amy and Simon got some post cards from their friends. Let’s read and underline the places they
have visited/ are going to visit. Guess where they are.’
Post card 1
Where: Harbour Bridge & the Opera House, Sydney, Australia
What: took a boat trip, went past, have a great time
Post card 2
Where: the River Seine & the Eiffel Tower, Paris, France
What: sit in a little coffee shop by the River Seine, go to the top of …
Postcard 3
Where: the White House Washington, America
What: the president of the USA ,a beautiful building with big gardens and many trees
Get the students to introduce what they can do in the three places.
STEP 4 Showing the pictures
Show the pictures on the postcards to the students. Get them to give the name and the places as
well.
For stronger classes it is also very necessary to introduce the places one by one to the students.
The Harbor Bridge (港湾大桥) is the world’s largest sea bridge. (However it is not the longest one. It carries two rail lines and eight car lanes. There is also a cycling path and a footpath.)
The Opera House (悉尼歌剧院) is the most famous opera house in the world because of its special architecture style.
The River Seine (塞纳河)is well-known as the river of Paris. If you travel along the river, you will easily see the evolution of Paris and its history.
The Pompidou Center (蓬皮杜中心) is the national center of modern art and culture in Paris.
The Notre Dame de Paris (巴黎圣母院) is an architectural masterpiece. Parts of the cathedral date from the 9th and the 13th centuries.
The Eiffel Tower (埃菲尔铁塔)is a metal tower. It is made up of pieces of metal. It weighs about 7, 300 tones. It is 324 meter high, including the antenna. There are 1,665 steps. It was built between 1887 and 1889. It is named after its constructor Gustave Eiffel.
The White House (白宫) is where the presidents of the USA live. It was build between 1792 and 1800.
STEP 5 Which foreign country do you want to visit?
‘Now you have learned a lot about the famous places around the world. Which foreign country do
you want to visit?’ Teach the word foreign and then get them to discuss about it. Encourage the
students to have more ideas about what to do there.
I want to see/visit … in…. It is … and I think I can….
I want to visit the white house in Washington, American. It is a beautiful place with a big
garden and many trees. I think I can take some beautiful photos there. (And maybe I can see the
presidents of the USA ,too.)
STEP 6 Making up dialogues
Get the students to make up dialogues using Simon and Amy’s as a model.
STEP 7 Homework
a. Make some flash cards to help you remember the places and what to do there.
b. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 2: READING I
Teaching Objectives
● To guess the general meaning of a passage or sentences with the help of pictures
● To infer general meaning from the context and keywords
● To develop the ability to write about a day out following certain sequences
● To feel and understand the different feeling of the visitor at different places
Teaching Procedures
STEP 1 Revision
Say ‘It is a wonderful and amazing world. There are many places of interest in the world. Let’s see if you know their names.’ Teach the words and phrases ‘wonderful and amazing’, ‘places of interest’.
Show the pictures of different places. Then get the students to talk about where they are and what can they do there.
STEP 2 Asking questions
Ask the students ‘How long do you think it will take you to travel around the world?/ How long
will it take you to go to all these places?’ To arouse the students’ interest, the teacher can mention
the film Around the World in Eighty Days (《80天环游世界》). Ask the students if they think it is
possible.
STEP 3 Showing pictures
Tell the students ‘It not only takes a lot of time, but also costs a lot of money. But I do have a way
to see so many things within a day and spend less money. That’s to go to a world park..’
Show pictures of the World Park, and then ask them to say what they can see. (A lot of places of
interest.)
Show a map of Beijing World Park (It is easy to get on the Internet.) to give some general ideas
about what they can see.
STEP 4 Discussing how to go to…
As the interest of the students is aroused, show some pictures of different transport, and then get
the students to discuss how to go to the Park, and at the same time teach the word ‘coach’.
STEP 5 Reading the passage quickly
Get the students to read the passage quickly and then answer the following questions:
1. Did Linda meet Mr Wu and other students at the bus stop?
No, she met them at the school gate.
2. Where did Linda see a lot of traffic, on the highway or the city roads?
On the city roads.
3. Did Linda see the Golden Gate Bridge at the gate of the World Park?
No, she saw the Eiffel Tower.
4. How many places of interest are there in the park? Over 100.
STEP 6 Playing the recording
Play the recording and get the students to listen and fill in the following table.
Places What Linda saw
At the school gate Kitty, Mr. Wu, the students, a coach
On the coach
(On the city road) A lot of traffic
At the gate of the world Park Blue sky, the Eiffel Tower
In the park Over 100 places of interest
The pyramids, the Golden Gate Bridge, the song and dance parade
STEP 7 Finding out how one feels
Get the students to find out how they feel when they are at different places.
STEP 8 Reading the text aloud
Invite the students to read the text aloud, and then get the students to finish Part C1, on Page 43.
When the students are doing this part, ask them to speak out the reasons, if the answer is ‘False’.
STEP 9 Playing the tape
Play the tape and get the students to listen and repeat. Then invite them to help Daniel put the pictures in the right order. For weaker class, the teacher can pause to help the students get the right order.
STEP 10 Retelling what has happened
Offer the students of some key phrases and get the students to retell what has happened and how they felt.
At the school gate, Kitty and I (Linda) met Mr Wu, and other students. Then they got on a coach.
On the city roads, I/we saw / felt……On the highway, the traffic got……
At the gate of the World Park, I/we saw / became / wanted……
Inside the park, I/we saw……
Give the students 1-2 minutes to organize their ideas. and then get two students to retell the text.
STEP 11 Talking about the trip
Get the students to talk about the trip again by showing the route only. Show the places one by one and get the students to talk about it.
STEP 12 Exploring the wonderful and amazing world
Say ‘If you want to get more knowledge, you should read more books, do more things and visit more places.’ Encourage the students to explore the wonderful and amazing world.
STEP 13 Homework
a. Read the text five times and then try to retell it using your own language.
b. Finish the exercises in the Evaluation Handbook and Learning English.
PERIOD 3: READING II
Teaching Goals
● To read the passage again, focusing on language points and sentence patterns
● To figures out the way in which the writer wrote the passage
● To learn to write about a trip in an informal way
Teaching Procedures
STEP 1 Reading the text together
Get the students to read the text together. And then give them a very simple outline of the passage
and help the students to retell the text.
At the school gate,…. On the way, …. At the gate of the World Park, ….
Inside the World park, …. The best part of the day, …Photos of the trip
Get the student to finish Part B, Page 42. Check the answers and read the dialogue.
STEP 2 Reading the text again
Get the students to read the text again. Get the students to work in groups of four and try to figure
out what each paragraph is about.
Part 1 A brief introduction to the trip. (Para. 1) Part 2 On the way to the Park(Para. 2)
Part 3 At the gate of the Park(Para. 3) Part 4 Inside the Park(Para. 4-6)
Part 5 Photos of the trip (Para. 7)
STEP 3 Reading the passage paragraph by paragraph
Get some of the students to read the passage paragraph by paragraph, focusing on explaining the language points.
One thing to mention here is that I don’t mean to give the student such a huge structure to copy or to remember. What I want to do here is to help the students get the relations between paragraph and paragraph, between sentence sentences. This will definitely help them to improve their writing ability as well as the ability to organize their oral speeches.
STEP 4 Reading the sentences
As we are figuring out the outline, read the sentences and stop where language points can be
located.
1) Kitty’s teacher Mr. Wu invited me to join in their school trip to the World Park. (L. 4 – 5)
Yesterday morning Mr. Wu and the other students met Kitty and me at the school gate. (L. 7 – 8)
2) Then we got on a coach. (L. 8)
We all got off quickly. (L. 15)
3) The trip from Kitty’s school took about two hours. (L. 8 – 9)
It took about two hours from Kitty’s school to the World Park in Beijing.
4) There was a lot of traffic on the city roads but it got better when we were on the highway. (L. 9 – 11)
The music was great. (L. 25)
5) Finally, we arrived at the World Park. (L. 12)
6) The sky was blue and everything was blue. (L. 12 – 13)
7) We became very excited when we saw the Eiffel Tower from the coach!(L. 13 – 14)
It (The trip) was boring. (L. 9)
It was an amazing day. (L. 24)
8) Kitty and I did not feel sick any more. (L. 15 – 16)
9) We just wanted to go into the park and enjoy ourselves.(L. 16 – 17)
Go and see for yourself! (L. 29)
10) There are over a hundred places of interest from all over the world. (L. 19)
over = more than
11) The pyramids looked just like the real ones in Egypt. (L. 21)
The Golden Gate Bridge looked just like the one back home too. (L. 21 – 22)
12) You can see some photos of the trip on the Internet. (L. 27)
13) Kitty’s classmate Daniel taught himself how to make a home page.( – 28)
14) He put his photos on it for everyone to look at. (L. 29)
Well, I don’t think it is a good way, if you just read, underline and then translate. What we should do here, form my point of view, is to get the students to find more sentences. Then use some consolidation exercises to check.
STEP 5 Homework
a. Try to recite the passage by following the outline.
b. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 4: VOCABULARY
Teaching Objectives
● To get some ideas about where to visit in Beijing, the capital and what to do there
● To discuss about how to get the places
● To talk about the place to visit in their hometown
Teaching Procedures
STEP 1 Talking about one’s hometown first
Take Nanjing as anexample. We can bring a map of Nanjing into the class. (Or we can divide the class into groups of 4- 6 students before hand and ask each group to find a map of Nanjing and bring them to class the next day.)
STEP 2 Discussing about where we can go for a day out
Say ‘We have learned the passage A day out. And we know the students had a wonderful time that day. Today we are going to discuss about where we can go for a day out and what we can do there. First, let’s use the map and find the places we can go in the city.’
Collect the place they find in the map and write the names of the places on the board. What’s more, the teacher may prepare some picture of the places beforehand. Show the pictures and then motivate the students to think about what they can do there.
Xuwu Lake Park Go boating in the lake
Go flying kites
walk slowly around the lake and feel the beauty of the old park.
Purple Mountain go hiking, stay healthy and keep fit
Enjoy the amazing view from the top of the Mountain
Nanjing Museum take a look at the things people used in the past
learn more about the history of Nanjing as well as China
Write the phrases on the board and get the students to read them together. It is important for the students to read this well because we are going to get the students to use these sentences to talking about Beijing.
STEP 3 Showing the pictures
Ask ‘Boys and Girls, I have got lots of pictures of Beijing here. Let’s take a look and see if you
know these places.’
Show the pictures of Beijing and encourage the students to speak out their names and get them to discuss about what to do there.
Laoshe Tea House drink special Beijing Tea enjoy Beijing Opera
the Palace Museum
Take a look at
Tian’ anmen Sqare
the Summer Palace
walk slowly around the big lake
feel the beauty of the old park
wangfujing Street
visit the big shops
Invite the students to complete Part A. Students work in pairs and check the answers. Check the answers in class.
STEP 4 Giving out the reasons
Ask the students how they can go to the places. Encourage the students to give out the reasons.
For stronger class, get the student to talk about the advantages and disadvantages of different
means of transport.
Means of Transport Advantages Disadvantages
bus cheap and convenient noisy and crowded
underground fast without traffic jams not as cheap as bus
taxi fast and directly
see the city well expensive
bike good for health without pollution , convenient and cost nothing tired
plane fast expensive and not very safe
ship romantic slow and noisy
train fast and cheap Slower than a plane
maglev fast without any pollution
STEP 5 Completing Part
Ask the students to complete Part B, Page 44. Check the answers.
STEP 6 Activity
Let’s decide where to go!
Students work in groups of 4-6. Ask each group to choose a place to go. Encourage them to
discuss about the reasons for doing this and try to persuade the other students to support their
ideas, too. Tell them that they have to involve the means of transport as well.
STEP 7 Homework
Write about the place your want to go and finish the exercises.
PERIOD 5: GRAMMAR I
Teaching Goals
●To learn to use ‘and’, ‘but’ and ‘or’ to join ideas together
We use ‘and ’ to join ideas that are similar.
We use ‘but ’ to join ideas that are different.
We use ‘or ’ to join possibilities and options.
●To tell whether two sentences are similar or different, or they are just offering two possibilities or options
Teaching Procedures
STEP 1 Starting the lesson with a revision
Since there are many sentences with ‘and’ ‘but’ and ‘or’ in Reading, it is very easy for us to start
the lesson with a revision.
The sky was (be) blue and everything was (be) beautiful.
It was (be) a great day but we didn’t enjoy (not enjoy) it at the beginning.
Linda’s mother can look (look) at Linda’s photos on Daniel’s home page or Linda can show (show) her mother her photos when she goes home.
Tell the students that these sentences are two sentences joined together. Ask the students to separate the two sentences and then get them to focus on the verb in each pair. Help them understand what are similar, different or optional ideas. Then get them join the sentences again. (It is necessary to do this because in the process students can feel through separating and understand through doing. Why do we use familiar sentence? Because they can help the students to understand better. )
STEP 2 Keeping talking about the trip to the Park
Show the following sentences and get the students to join them to check if they can tell similar
ideas from different ideas.
There was a lot of traffic on the city roads. It got better on the highway.
There was a lot of traffic on the city roads but it got better on the highway.
The music was great. Kitty wanted to join in the dancing.
The music was great and kitty wanted to join in the dancing.
STEP 3 Joining sentences using ‘and’, ‘but’ and ‘’or’
(Books closed) Show the students the following sentences and ask them to join them using ‘and’, ‘but’ and ‘’or’.
We saw the Eiffel Tower. We liked it very much.
We saw the Eiffel Tower and liked it very much.
The pyramids were small. The pyramids looked just like the real ones.
The pyramids were small but looked just like the real ones.
We can visit the World Park. We can travel around the world.
We can visit the World Park or travel around the world.
While doing these exercises, the students may forget to omit the subjects. Get them to focus on the subjects and help them to understand that we don’t need to repeat the second subjects when the two subjects are the same.
Show more sentences and help the students to consolidate.
Simon did not feel sick. Simon enjoyed the trip at the beginning.
Simon did not feel sick and enjoyed the trip at the beginning.
The Golden Gate Bridge was small. The Golden Gate Bridge looked just like the real one in America.
The Golden Gate Bridge was small but looked just like the one in American.
We can go to the Eiffel Tower first. We can visit the Pyramids first.
We can go to the Eiffel Tower first or visit the Pyramids first.
STEP 4 Joining more sentences
(Books Closed) Show the following sentences for the students to join. This time point out that the two subjects and verbs are the same, we don’t need to repeat the ones in the second sentences.
The Golden Gate Bridge was interesting. The Golden Gate Bridge was wonderful.
The Golden Gate Bridge was interesting and wonderful.
The Golden Gate Bridge was small. The Golden Gate Bridge was wonderful.
The Golden Gate Bridge was small but wonderful.
We can go to the World Park by coach. We can go to the World Park by underground.
We can go to the World Park by coach or underground.
Show more sentences for the student to practice. Help them to grasp the rule.
It was very hot. It was was very hot and boring.
The music was great. The music was too loud. The music was great but too loud.
Linda wants to visit the World Park again with her friends. Linda wants to visit the World Park again with her parents.
Linda wants to visit the World Park again with her friends or parents.
STEP 5 Make a general summary
Make a general summary to point out the rules. Then get the students to talk about the place to
visit. (Attention: This part is tightly connected with the topic, so don’t just treat them as exercise.
They also give us some very good ideas about different places.) Let the students complete the exercises. Then check the answers.
Help the students to collect some information about different places. Teach ‘Inner Mongolia’ and
‘go horse riding’.
STEP 6 Additional exercises新 课标 第 一网
Hangzhou has many places of interest. Many people like to go there for holidays.
Hangzhou has many places of interest and many people like to go there for holidays.
It is very hot in summer in Hainan. Scuba-diving there is very exciting.
It is very hot in summer in Hainan but scuba-diving there is very exciting.
You can visit the Yellow Mountain in can visit the Yellow Mountain in autumn.
You can visit the Yellow Mountain in spring or autumn.
I like Hunan Road in Nanjing. I like Hunan Road only for shopping.
I like Hunan Road in Nanjing but only for shopping.
The West Lake is large. The West Lake is beautiful.
The West Lake is large and beautiful.
You can go to Dalian in summer holiday. You can go to Guilin in summer holiday.
You can go to Dalian or Guilin in summer holiday.
Qingdao is great in summer. You can go to the beach and swim every day.
Qingdao is great in summer and you can go to the beach and swim every day.
STEP 7 Homework
Read through this part and finish the exercises.
PERIOD 6: GRAMMAR II
Teaching Objectives
● To figure out the usage of ‘to’-infinitives
● To learn to use reflexive pronouns
Teaching Procedures
STEP 1 Warming up
Remind the students of the topic ‘A day out’. Then lead in the grammar item through revising.
Why did Linda go to the World Park?
Kitty’s teacher Mr. Wu invited Linda to join (join) in their school trip to the World Park.(invite sb. to do sth.)
Linda wanted to visit (visit) the park.(want to do)
Linda hoped to see (see) places of interest from all over the world.(hope to do)
STEP 2 Doing the following exercises
(Book Closed) Get the students to do the following exercises. Help the students to get more ideas of ‘to’-infinitives.
Kitty plans to take (take) Linda out. (plan to do sth.)
Linda wanted to visit (visit) the park.(wanted to do sth.)
Linda agrees to go (go) with them.(agree to do sth.)
Millie decided to stay (stay) at home.(decide to do sth.)
For weak class, the teacher needs to teach the words like ‘decide’, ‘agree’ and ‘plan’. Get students to read the structures aloud, till they can speak it correctly and fluently.
For stronger class, help the student to feel that ‘to’-infinitive is usually used to talk about things that haven’t happen yet. Help the students to focus on the verbs that ‘to’-infinitives usually goes with.
STEP 3 Giving a summary
In fact, students have learned a lot of ‘to’-infinitive structures. So here comes the chance to give a summary to it. A completion can be hold here. Ask each group to name as many structures as they can. The group who names the most wins the game.
agree to do sth. 同意做某事 like to do sth. 喜欢做某事
begin to do sth. 开始做某事 love to do sth. 喜爱做某事。
choose to do sth. 选择做某事 prefer to do sth. 偏爱做某事
can’t wait to do sth. 迫不及待做某事 prepare to do sth 准备做某事
continue to do sth. 继续做某事 plan to do sth.. 计划做某事
decide to do sth. 决定做某事 remember to do sth. 记住要去做某事
fail to do sth. 失败做某事 start to do sth. 开始做某事
forget to do sth. 忘记去做某事 stop to do sth. 停下来做某事
hate to do sth. 痛恨做某事 seem to do sth. 看起来要做某事
learn to do sth 学习做某事
Invite the students to write the words in their books. And then get them to read the structures one by one.
STEP 4 Completing the dialogue
Ask the students to complete the dialogue on Page 48. Then do some additional exercises to help check if they have grasp it or not.
arrive / buy / let / stay / travel / be / go / see/ take/ visit
A: Please tell Jose that my parents agree to let him stay with us. I hope to see him at the airport.
B: Thank you for allowing Jose to stay with your family. He plans to arrive in Beijing on18th Dec.
He seems to be very excited about the trip. He’d like to visit many places but you don’t have to take him everywhere. He’ll learn to travel by himself.
A. I want to go to some places, too.
B. Don’t forget to take Jose to W. F. J. Street then. He wants to buy some presents for his friends.
STEP 5 Verbs followed by ‘to’
Tell the students that we don’t use ‘to’-infinitives all the time. We don’t use ‘to’ after these verbs. If time permits invite the student to think of more verbs like these.
:Kitty enjoys dancing.
: The teacher lets him read loudly.
: You should practice speaking often.
: The joke makes me laugh and laugh.
: She often helps me (to) carry water.
STEP 6 Showing you some pictures
‘Well! Next I would like to show you some pictures?’
T: Are they happy?
S: Yes. They enjoyed themselves.
T: Where can we see the photos?
S: On Daniel’s home page.
T: Who taught Daniel to make home pages?
S. Nobody. He taught himself.
Get the students to talk about the pictures above. Then elicit the sentences ‘They enjoyed themselves.’ and ‘He taught himself.’
Get the student to feel the differences between the following sentences:
He taught himself. (‘He’ and ‘Himself’ is the same person.)
He taught him. (‘He’ is one person. ‘Him’ is another. )
In this way, we can help the students to understand that we use reflexive pronouns when the subject and the object are the same person.
STEP 7 Spellings of reflexive pronouns
For weak classes, get the students to focus on the spelling of reflexive pronouns.
Singular Plural
The First Person myself ourselves
The Second Person yourself yourselves
The Third Person himself themselves
herself
itself
Get the students to complete the exercises on Page 49. Check the answers in pairs and then check the answers together.
Get the students to read and act out the dialogue.
STEP 8 Other ways to use reflexive pronouns
Well, of course, there are also many other ways to use reflexive pronouns.
For stronger class, it is good for the teacher to do some summary here.
作表语 Mary is not quite herself today. 玛丽今天身体不好。
That brave boy in the story was myself. 故事里那个勇敢的男孩就是我本人。
作宾语 He cut himself. 他割伤了自己。
Be careful, or you will hurt yourself. 小心， 否则你会伤着自己。
She has to look after herself. 她不得不自己照顾自己。
I looked at myself in the mirror. 我照镜子。
作同位语 Kate herself cooked the meal yesterday. 昨天凯特自己烧了饭。
They will come here themselves. 他们将亲自到这儿来。
You may go and ask the teacher himself. 你可以去问老师本人。
I myself did the work. 我亲自做的这件事。
习惯用法 Help yourself! Help yourselves 你随便吃！你们随便吃！
STEP 9 Doing some additional exercises
Do some additional exercises to check how the students grasp it.
1. Don’t tell me the answer. I’ll work out the problem myself.
2. She is too young to look after herself.
3. Help yourself/yourselves to some meat, please.
4. Lei Feng was always ready to help others, he never thought of himself.
5. It’s a new knife. Be careful not to cut yourself.
6. It’s easy, so you should learn how to teach yourself/yourselves.
7. I didn’t do it for them. They did it themselves.
8. The workers just made the metal tower all by themselves.
9. We need your help because we can’t finish the work on time ourselves.
10. Can you work out the physics problems yourself/yourselves ?
STEP 10 Homework
a. Make summaries about the grammar items in your own ways.
b. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 7: INTEGRATED SKILLS
Teaching Goals
● To infer general meaning from context and key words
● To get the most important information with the help of ‘wh-’ words: why, when, where, what, and how
● To listen to the arrangement in the order of time and locate some detailed information about the activity
● To learn to organize the information obtained from reading and listen, by responding to written text
● To check the accuracy of written text by identifying true and false statements
Teaching Procedures
STEP 1 Words and expressions on matches and competitions
Since this is a trip to the final of the school basketball team, there are a lot of words and expressions on matches and competitions. It is very important to present the words before hand.
Otherwise, it will be difficult for the students when they are listening to the tape.
Get the students to talk about a football competition. (If the students are interested in basketball,
talk about a basketball match.)
Do you like football/ basketball?
Did you watch the world Cup this year? (Yes.)
Which two teams were in the final? (France and Italy.)
Which team won the match?(Italy)
Did you watch the Presentations of Cup and Medals after the match? (Yes, the Italians are crazy
out of joy.)
By the way, are you the supporter of Italy? (Yes./ No. I support Germany.) How many of you are
the supporters of Italy? (Count and get the number. )
(Germany played very well. They won some matches. However, they still couldn’t win the competition.)
Do you cheer for your team? Yes. (smile) How? Can you cheer for them once again?
Let me show you how to cheer! (Come on! Hip, hip, Class1, Class1! Sunshine Secondary!
Two-Four-Six-Eight, Hip, hip hooray! Goal! Goal!)
The teacher cheers and gets the students to imitate. Invite several students to have a try, so as to rouse the interest of the students.
Well! Now if our national team goes to the final, will you go and support? (Yes.)
STEP 2 Designing a poster
And this year the school basketball team of Beijing Sunshine Secondary School is in the final.
They are going to watch the final. Look at page 50. They have designed a poster to ask people to
join the trip to the final. Read and find some important information about the game.
1. Why do they design the poster?
The school basketball team needs support, because it is in the final of the basketball competition.
2. Where is the final?
At South Hill School in Moonlight Town.
3. When will the match take place?
On Sunday, 7th November.
4. What does it want the other students in Sunshine Secondary to do?
To cheer for the team.
(How to cheer for their team? Get the students to cheer.)
5. How will they go there? How much is the bus fare and lunch?
By bus. 10 yuan.
Get the students to read out the poster.
STEP 3 Filling in the blanks while reading the passage
Get the students to fill in the blanks while reading the passage.
Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. (Ask the student to find out the information, underline it in the poster and then use it to fill in the notes.) For weak classes, the teacher can also help the students with some questions. ( At 9:00 where will they meet, do you know? If not, it doesn't matter, we will know later.)
STEP 4 Listening to the principal’s speech
Play the tape and let the students listen to the principal’s speech twice and at the same time
students try to complete the notes in Part A1, Page 50. As students are listening to the tape for a
second time, the teacher can pause to explain where necessary ( Changing room, go to the
seats)
Ask the students to check the answers in pairs, and then check the answers in class. Do chain
work--- invite the students to report in whole sentences using the first person.
We will meet at the school gate at 9:00
At 9:15 the bus leaves for South Hill School.
At 10:00 we will arrive at South Hill School. Supporters will go to their seats …. AND SO
ON.
STEP 5 Reading and repeat after the tape
For stronger classes, it is necessary for to play the tape once again and get the students try to read
and repeat.
Give the students 1-2 minutes to prepare. Then get them to report the events as news reporters from the School TV Station. They may look at the notes in Part A1.
Here come the great news! Our school basketball team goes to the final!….
I am … from the School TV Station.
STEP 6 Making up a new dialogue
To cheer for a team, the more people, the better. So the students in Beijing Sunshine Secondary
School are all calling to invite their friends to the final. Ask students to make up a new dialogue
talking about the trip to the final, and then act it out in front of the class.
A: Hello, this is Daniel. Is that John speaking?
B: Hey, Daniel! This is John. (What’s up?)
A: John, our school basketball team is in the final….
STEP 7 Homework
a. Write down the dialogue you have made up in class into your exercise books.
b. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 8: SPEAK UP & STUDY SKILLS
Teaching Objectives
● To recognize key expressions for making suggestions and arrangements
● To develop the ability to respond to suggestions with new information as well as the ability to state disadvantages and express reservations
● To tell the sentences how to state facts from the sentences that express one’s opinions
● To introduce the use of register to students
Teaching Procedures
STEP 1 Revisiting the places of interest
Revisit the places of interest in Beijing as well as the places in Nanjing. Show students the pictures of different places and get them to talk about cost, distance and activities there. It is good to introduce the places using pictures, especial the two places we haven’t mentioned before: Temple of heaven and Beijing Amusement Park.
Encourage the students to express what they themselves think of a place. Of course, it is necessary for them to give some simple reasons.
STEP 2 Listening to the tape and finding the answers
Tell the students the context of the dialogue: Daniel and Kitty are planning a big day out for Linda.
Get the students to listen to the tape and find the answers to the following questions:
Why won’t they go to the Great Wall?
Linda went there yesterday.
Why won’t they go to the Palace Museum?
It is too expensive.
Where will they go?
They will go to the Temple of the Heaven and Beijing Amusement Park.
What will they do in Beijing Amusement park?
They will play hide-and-seek.
STEP 3 Reading the dialogue
Get the students to read the dialogue and then give the students 3-4 minutes for the students to practice in pairs. Encourage students to memorize the dialogue and then role-play it. Remind the students that they can use the questions to help them.
STEP 4 Underlining the sentences
Ask the students to underline the sentences that make suggestions. Then give a summary to the
sentence patterns that make suggestions.
1. Shall we… ? 2. Let’s … ( shall we ) ? 3. What / How about doing …. ?
4. Why not you do sth. ? 5. Why don’t you do sth. ? 6. You’d better do sth.
7. It’s best to do sth. 8. You need to do sth .
STEP 5 Responding with reservations
It is also important for the students to learn to respond with reservations. Therefore, it is very
important for the teachers to get the students focus on the following sentences:
I’m afraid that’s
not a good idea….(reasons)
That’s a good idea, but ….
Tell the students that it is very important for them to be polite and try to put himself / herself
across.
STEP 6 Making up one’s own dialogues
Invite the students to make up their own dialogues. For weak students, they are only needed to do
some substitute work. For able students, it is very important to encourage them to have a
brand-new dialogue. They can use their own language to make suggestions and arrangements. STEP 7 Starting with the end of the students’ dialogue
This step start with the end of the students dialogue. Talk about the place the students plan to visit,
and then elicit the following sentences.
Xuanwu Lake Park is a beautiful park in Nanjing.
It is the most beautiful park in China.
Get the students to discuss which sentence is true. They may find the first sentence is true.
However, for the second sentence, they may have different ideas. So it comes the chance for the
teacher to explain that the first sentence talks about something that is true. It is a fact. However,
the second sentence is only what the writer thinks (Other people may not think so. And it may or
may not be true. ) It’s an opinion.
For more practice, the teacher can start a discussion by showing a picture of a place interest and
ask the students to give some facts about it or their opinions about it.
It is also possible for students to talk about their school. Let them say some facts about the school;
and express some personal opinions.
STEP 8 Showing the example sentences
(Books Closed) Show the example sentences on Page 52 to the students one by one. Ask them to judge whether they are facts or opinions.
STEP 9 Finishing the exercises on Page 52
Students finish the exercises on Page 52. Try to tell the sentences of facts from opinions. Get the students to check the answers in pairs.
Get the students to read the sentence aloud. These sentences are very important in the unit. It is not only help the learn facts or opinions, but also offer the students a lot more information about the World Park. Therefore, it is tightly connected to the topic of the unit.
There are three wonderful sentences that I think students can use in their own writing.
It is 467,000 square meters in area.
The great wall is the most wonderful place to visit.
It is the most interesting place in the world.
STEP 10 Writing down at least 5 sentences
Ask the students to choose one place to write down at least 5 sentences talking about facts or opinions. Then divide the class into two groups. One group says a sentence, and the other group tells it is a fact or an opinion.
STEP 11 Homework
Finish off the exercises in the two books.
PERIOD 9: MAIN TASK
Teaching Objectives
● To understand the structure of a letter and learn to write a letter inviting friends to go out for a trip
● To develop students’ ability to collect and organize information
● To organize one’s own invitation letter with the help of the questions and the sample letter
Teaching Procedures
STEP 1 Warming up 新课 标第 一网
Bring in a map of Nanjing and say to my students, ‘My cousin from Britain will come to Nanjing. He will stay in Nanjing for only one day. So I am planning a day out with him. However I don’t have any ideas. You live in Nanjing, so you must know a lot interesting places in Nanjing. Can you help me?
First, please help me to think of some places to go. As the students are naming the places, the teacher put these names down on the board. (By the way, students may mention a lot (maybe too many) of places. Don’t worry. Encourage them to give the reasons. And this will provide able students with a lot more information.)
Invite the students to give some ideas about what we can do there.
STEP 2 Choosing places
Say that ‘We don’t have time to visit so many places. So you’d better choose some for us.’
After the students helped me decide where to go, guide students to figure out the route and how to go. (Tell them where we will set out before hand.)
STEP 3 Making a plan for a day out
Ask students to open the books. And look at Part B. Tell them, ‘These questions can help us to plan a day out. Let’s see what we have already covered.’ Give the students a little time for them to find the answers.
Where: make a list of places of interest for you to visit.
What: Write down the activities you can do at each place.
How : Find out how to get and the fare.
Get the students to focus on how to make a plan for a day out. Get the students to discuss the following questions. Invite them to help me make the plan and then get them to work out the cost of the trip per person, including the tickets, transport fare and lunch.
What time do you want to start your trip?
How long is the trip?
How much time do you want to spend at each place?
When and where will you have lunch?
What time do you want to return home?
STEP 4 Organizing the information into sentences
Say ‘Kitty and Daniel are planning a big day out for Linda. Let’s read their plan.’ Invite the students to organize the information into sentences and then speak them out one student by another.
They will meet at 7 at Sunshine Underground Station and then that the underground to the center of Beijing.
At 8, we will take a bus in the center of Biejingto the Palace Museum. They will visit the museum there.
At about 11, they are going to walk Beihai Park. They will go bating then have lunch there. At about 1:00 they will take a bus to Tian’anmen square.
They will arrive at Tian’anmen Square at about 1:30. They will see the Monument to People’s Heroes and visit the People’s Great Hall. It is great to see the biggest city square in the world. At 4:30, they will take a bus to Wangfujing street.
They will go shopping in Wangfujing Street and then take the bus to Beijing Underground Station.
At 6:30, they will take the underground and go back to Sunshine Town.
STEP 5 Writing an invitation letter
Tell the students that Daniel and Kitty also want their classmates to go on the trip, too. They wrote an invitation letter to ask their friends to come.
Get the students to complete the letter. For stronger classes, let the students do it all by themselves and then check the answer in pairs and then check the answers in class. For weaker classes, help the students to identify the missing information one by one. Then ask then to fill in the blanks in groups of 3-4.
Read the letter and find out what they write in the letter and how they persuade their friends.
Direct students’ attention to the different parts of the letter. Ask students to cover the prompts on the left. The teacher writes down the label of different part of the letter on the board and then get the students to match them with the right part of Daniel and Kitty’s letter.
STEP 6 Organizing the information into a passage
As we have talked a lot about places to visit, it comes the time for the students to organize the information into a passage.
Divide the students into groups of 4-5. Ask them to design a route for their group and then make a detailed plan and write a letter. Encourage the more able students to make their more persuasive by including opinions about what they are likely to enjoy and how much.
For less able students, it is OK for them only do some substitution work. They only need to go through Kitty and Daniel’s article and locate the information that they can replace with their own ideas.
(Before the students start to write their own article tell them about the importance of predating the information as clearly and accurately. They also need to organize their article in a very clear and logical way.)
Encourage the students to read and check each other’s article for spelling and grammatical mistakes.
STEP 7 Reading the article to the class
Get the students to read their article to the class and see how many people would like to go with them. The group that gets more supporters wins the competition. (Well, tell the students that they can support more than one group and they can put up their hand if they think the plan is attractive or fun.)
After we have worked out the plan, we still can continue the activity by writing a reply to the invitation letter they like best.
STEP 8 Homework
Finish off the exercises in the books. Write an invitation letter for your own trip.
PERIOD 10 CHECKOUT
Teaching Goals
● To go through the whole unit to check if they know the topic very well
● To know how to write letters of invitation
● To assess students’ use of Grammar in this unit, including the use of joining words ‘and’, ‘but ’and ‘or’, reflexive pronouns and verbs+ ‘to’-infinitives
Teaching Procedures
STEP 1 Recalling the places that we have covered in the unit
Remind of the students of the topic of this unit ‘A day out’. Help them to recall the places that we have covered in the unit. Put the places into two columns on the board:
PLACES IN THE WORLD PLACES IN BEIJING
the White House (Washington,USA) The Word Park
the Effiel Tower & the River Seine (Paris, France) The Great Wall
the Opera House & the Harbour Bridge(Syd., Aus.) The Palace Museum
The Pyramids The Summer Palace
There are much more place to be mentioned, but I’d like to focus on the place that we have come across recently. Tian’anmen Square
Wangfujing Street
Laoshe Tea House
Beihai Park
Get the students to talk about these places. Encourage them to talk about what they can do there.
STEP 2 Talking about Linda’s trip to the world park
Elicit the World Park, and then get them to talk about Linda’s trip to the world park.
Get the students to retell the text by following the route (on the city road, on the high way, at the gate of the Park, inside the park). Students should focus on the following questions:
What do they do?
What do they see?
How do they feel?
STEP 3 Talking about Daniel and Kitty’s plan
Get them to talk about Daniel and Kitty’s plan for a day out. (Please refer to Main Task part in this unit.)
STEP 4 Using as many verbs as possible
Ask the students where they plan to go this Sunday. Elicit the use of ‘to’- infinitives. Encourage the students to use as many verbs as possible.
I plan to go to Zhong Shan Ling. I want to go to …. I decide to go to….
I would like to go to…. I prefer to go to…
Encourage the students to give their reasons. Encourage them to use ‘and’, ‘but’ and ‘or’ to join sentences.
STEP 5 Revising the use of Reflexive Pronouns
Remind the students that if they go out for a trip, they should take good care of themselves. In this way, get the student to revise the use of Reflexive Pronouns.
We should take good care of ourselves.
They should be careful and won’t hurt themselves.
He is enjoying himself visiting the palace museum.
Linda is hiding herself behind the rocks. You go and see yourself.
Do some additional exercises.
1. Help _________ to some fish, Lily and Lucy.
2. The family didn’t hurt _________. Thank goodness.
3. ---Open the door for the dog. ---No, it can open it by ________.
4. ---Shall I help you with the heavy work? ---No, thanks. I can do it ________.
5. Did you enjoy __________ at the party last night?
6. The child is not old enough to dress__________.
7. The problem is easy. You can do it all by _________.
8. Who taught ________ to write? He learned all by_________.
9. Who helped _______ to read? Nobody. She taught_________.
10. John fell off _______ bike. Did he hurt________
STEP 6 Completing the conversation
Tell the students that Simon is talking to Linda on the phone about the basket final. And then get them to complete the conversation.
Let the students check the answers in pairs. And then check in the class.
Get the students to read the dialogue aloud together or in roles.
STEP 7 Finishing the words puzzle part
Get the students to finish the words puzzle part. Then check it in the class. For weaker classes, the teacher better reads the English explanations one by one and helps them to think of the words. For stronger classes, just let the students do it by themselves.
STEP 8 Homework
Finish off the exercises in the books and get ready for the test.
a. Finish off the exercises in the Evaluation Handbook and Learning English.
b. Read through the whole unit and get ready for the test.
牛津8B unit2 教案教学设计(译林牛津版英语八年级【第二篇】
Unit 2 Travelling
Welcome to the unit
Teaching aims:
1. To know foreign city famous tourist resorts and popular attractions.
2. Be familiar with the scenic spot and the country.
Teaching steps:
Step 1 Warming up
Do you like travelling?
Do you know any famous tourist attractions in Yancheng?
Step 2 Comic strip
Look, listen and answer the questions.
1. Is Eddie happy in the first picture? Why?
2. Where is Eddie going?
3. Does Eddie want to go too?
4. What does Hobo want to bring?
5. Does Eddie feel happy at last? Why?
Step 3 Explanation
I don’t think it’ll be a holiday for me.
我想对我而言这不会是什么假期了。
这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。
I don’t think it is a good idea. 我认为那不是个好主意。
Step 4 Let students look at the picture then act the dialogue out.
Step 5 Welcome the unit
If you have a chance (机会) to travel abroad (出国旅游), where will you go?
Then show some pictures about some popular attractions in foreign Countries:
the Great Wall
the Leaning Tower of Pisa
the Little Mermaid
the Statue of Liberty
the Sydney Opera House
Tower Bridge
Step 6 Read and guess
1. It is the longest wall in the world.
2. It is a present from French people. It stands for Liberty.
3. It sounds like pizza. It is leaning. It may fall down some day.
4. The girl has a fish’s tail instead of legs.
5. It is the busiest performing arts centre in the world.
6. It is a large bridge over the River Thames in London. It has twin towers.
Step 7 Work in pairs
Work in Part B.
A: What’s this, Millie?
B: It’s the Little Mermaid.
A: Where is it?
B: It’s in Copenhagen, the capital of Denmark.
A: What’s special about it?
B: It comes from the story by Hans Christian Andersen.
A: Have you ever been there? B: No, I haven’t.
Step 8 Do some exercises
Step 9 Homework
1. Prepare a fact file and write about one of your holidays.
2. Preview the new words in Reading.
Reading I
Teaching aims:
Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.
Let students talk about tourist in vocabulary.
Teaching steps:
Step 1 Review
Look at some pictures and say something about them.
the Leaning Tower of Pisa
the Statue of Liberty
Mount Fuji
the Little Mermaid
Tower Bridge
…
Step 2 Free talk
1. What places of interest have you visited in China?
2. Have you ever been to Hong Kong?
Step 3 Watch a video about Hong Kong Disneyland.
Step 4 Ask students to read together.
Step 5 Present some pictures about Hong Kong Disneyland.
Step 6 Let students read the letter and answer the questions.
1. Who visited Disneyland?
2. How long did they stay in Disneyland?
Step 7 Work on B1
Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.
Amy: Who did you go to Hong Kong with?
Kitty: I went there with ___________.
Amy: Where did you go during your stay there?
Kitty: We went to ____________________.
Amy: How did you get there?
Kitty: We got there ___________________.
Amy: How long did you stay in the park?
Kitty: We stayed there for ___________.
Amy: Did you enjoy yourselves there?
Kitty: Sure. We had _______________.
Step 8 Work on B2
After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.
A day at Disneyland
Had fun on ______________
Hurried to have a __________ and met Disney _________________ on the way
Watched a _______ of Disney characters
Watched a __________
Did some ___________
Watched ____________ in front of the castle
Step 9 Work on B3
Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.
Kitty: I took lots of photos at Hong Kong Disneyland, Amy.
Amy: Oh, let me have a look. Is that Mickey Mouse?
Kitty: Yes. He looked so _____.
Amy: What’s in this photo?
Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.
Amy: What do you think was the best part of the day?
Kitty: I think the parade of Disney __________ was really wonderful.
Amy: Was the film in the park interesting?
Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.
Amy: Did you go shopping there?
Kitty: Yes. I bought ___________ key rings. Here’s one for you.
Amy: It’s nice. Thank you.
Step 10 Work on B4
Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.
We’re having a fantastic time here.
First, we had fun on Space Mountain – an indoor roller coaster in the dark.
It moved at high speed and was really exciting!
We were screaming and laughing through the ride.
It was the best part of the day.
I ran after them and couldn’t stop taking photos.
Step 11 Homework
Ask students read the article after class.
Reading II
Teaching aims:
1. To know and master some useful words/sentences/phrases.
2. To know the meaning of passage.
3. To learn more about the world and protect the environment.
Teaching steps:
Step 1 Revision
Review Kitty’s trip.
Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.
Step 2 Language points
1. I miss you so much!
miss vt. 想念，思念
Amy misses her grandparents very much.
艾米非常想念她的爷爷奶奶。
miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。
Kitty was sad because she missed her train.
基蒂非常伤心，因为她错过了火车。
I don't want to miss seeing that film on television tonight.
我不想错过今晚在电视上看那部影片的机会。
miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。
Miss Smith is a popular writer.
史密斯小姐是一位受欢迎的作家。
2. We’re having a fantastic time here.
fantastic adj. 极好的，美妙的
We watched a fantastic play yesterday evening.
昨天晚上我们看了一场非常精彩的演出。
have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun
3. Today we spent the whole day at Disneyland.
the whole day 一整天 = all the day
They spent the whole day wandering about seeing the sights.
他们花了一整天参观名胜古迹。
4. It moved at high speed and was really exciting!
at high speed意为“快速地， 非常快地”, 其中的speed为名词， 意为“速度”, at speed与at high speed意思相同。
He drives the car at (high) speed in the road.
他在路上飞快地开车。
at a speed of ...也是一个常见的短语， 表示“以……的速度”。
The train is travelling at a speed of sixty miles an hour.
火车正以每小时六十英里的速度行驶。
5. We were screaming and laughing through the ride.
1) through是介词， 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束， 从头到尾”的意思。
The nurse looked after the old man through his long illness.
这个老人病了很长时间， 这个护士一直在照顾他。
2) ride n.
可数名词， 意为“乘坐， 搭乘； (乘车或骑车的)短途旅程， 旅行”, 有时也可指“距离”。
Can I have a ride on your bike?
我能坐你的自行车吗？
6. …such as Snow White and Mickey Mouse.
such as 例如
such as和for example都有“例如”的意思，但是它们的用法有所不同。
such as常用来列举同类人或事物中的多个例子。
I like animals, such as dogs, bears and pandas.
我喜欢动物，例如狗，熊和熊猫。
for example一般只以同类人或事物中的“一个”为例。
He has ever been to many countries, for example, Australia.
他曾经去过许多国家，例如，澳大利亚。
选用such as或for example填空。
1) John likes many sports, ____________, basketball.
2) She can say many languages, __________ Chinese, Italian and Russian.
7. I ran after them and couldn’t stop taking photos.
run after 跟着跑，追逐
Look, the dog is running after the rabbit.
看，这条狗正在追赶那只兔子。
cannot stop doing something 忍不住一直做某事
We could not stop laughing when we watched Tom and Jerry.
我们在看《猫和老鼠》时忍不住一直大笑。
8. I bought a couple of king rings for classmates.
a couple of 可以表示不确定的“几个”。
a couple of minutes 几分钟
短语 a couple of也可以表示“两个”
I saw a couple of men get out.
我看见有2个男人出去了。
9. Hope you’ve enjoyed yourself there.
希望你在那儿玩的开心。
这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed
yourself there!
在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。
Hope to here from you.
期待收到你的来信。
Step 3 Do some exercises.
Step 4 Homework.
Recite the new words, phrase and sentence patterns in Reading.
Grammar
Teaching aims:
1.掌握“have/has been to” 和 “have/has gone to”的用法。
2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。
Teaching steps:
Step 1 Revision
Answer the questions.
1. Where has Kitty been?
2. How did she feel on Space Mountain?
3. What were they doing through the ride?
4. What did she meet on the way to the restaurant?
5. What was the best part of her day?
6. What did they do after the parade?
7. Did she buy any gifts?
8. When did they watch the fireworks?
Step 2 Study Grammar A: Using have/has been 和 have/has gone
We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.
Mille and Amy have been to South Hill. They want to go there again.
Sandy has never been to South Hill. She wants to go with them.
We use have/has gone to express the idea that someone went to a place but has not yet returned.
Kitty and her family have gone to Hong Kong. They will come back next week.
Suzy is not at home at the moment.
She has gone to the bookshop.
Step 3 Summary
have/has been和have/has gone的用法
让我们一起来观察下面的句子并分析总结它们的用法！
① I have been to America many times. It’s really a modern city.
② Millie has gone to America with her family. I hope they have a great time
there.
区别一
通过分析上面两个例句， 你能得出什么结论呢？
___________ 表示曾经去过某地， 已经回来； 而 ___________表示说话时已经去了某地， 可能在途中， 也可能到达目的地。
③ Have you ever been to the supermarket to buy grapes?
④ Minnie and her father have been to the supermarket to buy grapes twice this
month.
⑤ Minnie and her father have gone to the supermarket to buy grapes.
区别二
通过分析上面三个例句， 你能得出什么结论呢？
含 ___________ 的句子中可以加 once, twice, ever, never等时间状语； 而含 ____________ 的句子中不能加此类时间状语。
区别三
综合分析上面五个例句， 你还能得出什么结论呢？
含 ___________ 的句子中主语的人称一般为第三人称形式； 而含 ___________ 的句子中对主语的人称没有限制。
Step 4 Practice
Finish the exercises on pages 26 & 27.
A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.
1. Millie isn’t here. She _________ to the library.
2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.
3. My cousin __________ to Xi’an twice.
4. My parents __________ to Xi’an and they’ll stay there for a week.
5. Daniel won’t be with us at the party. He _________ to Shanghai.
A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.
Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?
Millie: He __________ (go) to Tianjin to attend a meeting.
Daniel: _____ you _____ (be) anywhere recently?
Millie: Yes, I __________ to Hainan with my parents.
Daniel: Oh, that’s great! ______ you ______ to Sanya?
Millie: Sure, we _________(be) to the beach there. Look at these photos.
Daniel: The beach is beautiful. I see Andy playing on the sand too.
Millie: Yes, We went there with his family.
Daniel: I see. By the way, shall we invite Andy to go for a pic tomorrow?
Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.
Step 5 Study Grammar B: Verbs with for and since
We use for when we talk about a period of time, and we use since when we talk about a time point in the past.
Mr Dong has lived here for many years.
Mr Dong has lived her since he was born.
Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.
Step 6 Summary
since和for的用法
现在完成时表示动作或状态从过去某一时刻开始， 一直持续到现在， 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。
常见结构如下：
for + 表示一段时间的状语
一段时间+ ago
since +表示过去的某一时间点
从句
He has lived here for 16 years.
他住在这里有十六年了。
He has lived here since 16 years ago.
他从十六年前起就住在这里了。
He has lived here since 1991.
他从1990年起就住在这里了。
He has lived here since he was born.
他从出生起就住在这里。
If we want to express a continuous state, we can use another way like this.
Verb Used for a continuous state Example
begin/start have/has been on
The film has been on for 20 minutes.
finish/stop
have/has been over The parade has been over for hours.
come/go/arrive
have/has been in/at
Kitty has been in Hongkong for two days.
leave
have/has been away
She has been away from home since last Tuesday.
borrow
have/has kept
She has kept this book since last week.
join
have/has been in
have/has been a member of
Simon has been a member of the Football Club since last year.
marry
have/has been married They have been married for 15 years.
die
have/has been dead
The fish have been dead for some time.
Step 7 Practice
Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.
My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.
I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.
Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 It ________(be) on for about half an hour. The show is really exciting.
Step 8 Do some exercises.
I. 慧眼识错。
1. I have borrowed the book for 3 months.
2. My bother has joined the army since he was 18.
3. Jack and Tom have lived here since 5 years.
4. The film has been on since I have come to the cinema.
5. When has Mr. Li caught a bad cold?
6. His grandfather has been died for two years.
7. Jim has gone to Beijing for ten years.
8. What time have the factory opened?
9. I have gone to Chunhua Middle School twice.
II. 同义句转换。
1. The class was over ten minutes ago.
The class _____________ for ten minutes.
2. His grandpa died in .
His grandpa ______________ for ten years.
3. The exhibition has been on for three
days.
The exhibition ____________ three days ago.
4. My parents got married 25 years ago.
My parents __________________
since 25 years ago.
5. I bought the MP3 last week.
I __________ the MP3 for a week.
6. Kitty joined the Reading Club last year.
Kitty _____________________ the Reading Club since last year.
III. 翻译下列句子。
1. 这些日子你去哪里了？
2. 我父亲已经去上海出差了。
3. 他离开家已经了。
4. 篮球赛已经开始15分钟了。
5. 20分钟前会议就已经结束了。
6. 我两年前来到了这个学校。
7. 她已经到达公司半个小时了。
8. A: Tony曾经去过法国吗？B: 是的。
A: 他去过埃菲尔铁塔吗？ B: 没有。
9. A: 我昨天没看见你。你去哪儿了？
B: 我去电影院了。
A: 你什么时候去电影院的？
B: 昨天下午。
10. A: 你爸爸去哪儿了？
B: 他去美国了。他下周回来。
11. A: 他们去印度了吗？
B: 不，没有。他们明天走。
Step 9 Homework
1. 复习for和since的用法。
2. 复习延续性动词和非延续性动词的用法。
Integrated skills
Teaching aims:
1. By reading and listening to obtain useful information
2. Can ask and answer questions about travel
Teaching steps:
Step 1 Revision
Translate some sentences.
1. 小名参军半年了。
Xiao Ming has been a soldier for half a year.
2. 我们上了8年学了。
We have been students for eight years.
3. 下课10分钟了。
The class has been over for ten minutes.
4. 电影开始了一小时了。
The film has been on for an hour.
5. 门打开半小时了。
The door has been open for half an hour.
Step 2 New words
beautyseaside theme park sailing view except
mountain business direct flight on business
Step 3 Free talk
Have you ever travelled to any places in China?
What did you do there?
Step 4 Listen to the tape and answer A1.
The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.
Places for travelling
a. Chinese gardens1. Kitty
b. Museums 2. Simon
c. Places of natural beauty3. Sandy
d. Seaside cities 4. Daniel
e. Theme parks 5. Millie
Step 5 Make sentences use the information in A1.
Kitty likes to go….
Millie wants to go…
Step 6 Ask students talk with classmates
What is important when you plan your holiday?
Step 7 Listen to the tape finish A2.
The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.
Places to go Spring Summer Autumn Winter
Chinese
gardens Suzhou,
Yangzhou
Museums Beijing,
Xi’an
Places of natural beauty Mount Huang,
Jiuzhaigou
Seaside cities Dalian,
Qingdao
Theme parks Shenzhen,
Hong Kong
Step 8 Finish part A3 together.
Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.
Places to go in China
Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.
Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.
Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.
Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.
Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.
Step 9 Pair work
Work in pairs. Talk about your travelling.
A: Where did you go last summer?
B: I went to …
A: What did you do there?
B: I went… I had a fantastic time.
Step 10 Written task
Your foreign friend wants to visit Suzhou, please give him some advice.
Speak up and Study skills
Teaching aims:
1. Students can ask and answer about the travel information.
2. Students can use main points and details to write an article.
Teaching steps:
Step 1 Free talk
Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?
Step 2 Speak up
Listen and answer some questions.
1. Where will Amy go?
2. How will they get there?
3. How long are they staying there?
4. How long dose it take to fly to Chengdu?
Step 3 Act out
Let students act the dialogue out.
Step 4 Pair work
Let students talk about:
What’s your holiday plan? Where do you want to go during the May Day holiday？
Give them tips:
Where are you going?
Why do you plan to go there?
Who are you going with?
How will you get there?
Step 5 Notes
1. My Dad has been to Chengdu on business twice.
我爸爸去成都出差过两次。
business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。
on business 意思是“出差”
2. We’re going to take a direct flight to Chengdu.
我们将乘直飞航班到成都。
direct adj. 径直的
There is a direct high-speed train to Hangzhou.
有一班直达杭州的高速列车。
Step 6 Practice
Complete the sentences.
Step 7 Study skills
Presentation:
1. When we write about an experience or event, we can organize our ideas using
the following five main points.
When did it happen?
Where did it happen?
Who was there?
What happened?
How did you feel?
Then we should give details to support the main points.
2. Take Kitty’s day at Hong Kong Disneyland as an example:
When: during the winter holiday
Where: Hong Kong
Who: Kitty and her parents
What: visited Hong Kong Disneyland
How: had a fantastic time
Step 8 Practice
Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.
a Class 1, Grade 8 students
b Enjoyed the natural beauty
c Everybody felt excited
d Flew kites
e Went fishing by the lake
f 5 March
g South Hill
h A visit to South Hill
When: ____________
Where: ____________
Who: ___________ ____________
What: ___________ ___________
How: ____________ ____________
Step 9 Sample speech
On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.
Step 10
Write a passage about your trip, using the information we have learned in the lesson.
Task
Teaching aims:
To write an article about one of your holidays.
Teaching steps:
Step 1 Warming up
Show some pictures about Hong Kong Disneyland.
Step 2 Work in Task 1
1. Presentation
Show students some pictures to learn new words.
2. How does Kitty write her article?
Step 1(part A):
Step 2(part B):
Step 3(part C):
3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.
Main Points Details
When The winter holiday ------
where Hong Kong
Who ------
What visiting places of interest Disneyland
Ocean park---
Other activities
Eating
How
4. Useful expressions:
It took us …to fly to
The next day, we went to…
I loved watching the interesting…
…was exciting/beautiful/fantastic
On the third day, we visited…
We went to…on the fifth day
…was the best part of the day
We enjoyed this trip very much
Step 3 Work on Task 2
1. Complete Kitty’s article in Part B on page 33 as quickly as you can.
2. Analysis (分析) kitty’s article. We can group this article into 3 parts:
Part 1: para( )-para( ) It is mainly about
Part 2: para( )-para( ) It is mainly about
Part 3: para( )-para( ) It is mainly about
3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?
Step 4 Notes
1. My parents and I left for the airport in the early morning.
我和父母一大早就前往机场。
leave for 动身去
The plane leaves for Hong Kong at 10:30.
飞机于10：30 起飞前往香港。
2. It took us about three and a half hours to fly to Hong Kong.
我们花了3个半小时飞到香港。
“3个半小时”还可以表达成three hours and a half
“一个半小时”的两种表达方式 one and a half hours
one hour and a half
Step 5 Writing
You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.
Tips:
1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.
2. Organize your ideas before you write.
3. Think of something interesting and special to write about.
4. Use adjectives and adverbs to make your article more interesting.
5. Write about your feelings in the last paragraph.
Step 6 Homework
If you went to Beijing for a holiday last summer, try to write an article about this trip.
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【第三篇】
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
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【第四篇】
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 questio)(ns
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)
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