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初中牛津英语教材分析8AUnitThree灌云县初级中学张玲
1、教材分析本单元的主要话题是度假旅游开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话,引出“爬山”这一旅游方式,为后面的主题讨论埋下伏笔;随后介绍了国外一些著名的旅游景点,引出了本单元的主要话题阅读部分向学生介绍了私人信件的书写方式,信中非正式的语言描写了Linda去北京世界公园旅游的一次经历,并表达了旅游之后的感受词汇部分介绍了北京的名胜以及在那里可以进行的活动,还介绍了到北京名胜的交通方式语法部分包括三个内容,通过故事的发展呈现出来,A部分通过讨论学生去的游览地方,介绍了andbut和or的用法;B部分在关于去南山郊游的对话中介绍了带to的不定式的用法;C部分是一个漫画故事,讲述了去南山游览的过程中发生的一件事,在此语境中学习反身代词的用法综合技能部分展示了一份学校某一次活动的海报,海报后还设置了一个时间表,提供了时间和对应的活动安排,学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确,还可以运用表示提建议和作安排的语言来组织一次活动学习技能部分介绍了事实与观点的区别,要让学生了解说服他人要会运用语言来表达自己的观点,在广告、新闻、信件以及报告中常把事实和观点结合起来中心任务部分主要围绕制定旅游计划展开,让学生根据相关信息制定旅游计划检测部分主要检查学生对所学语法内容的理解和运用情况
2、总体目标通过讨论度假旅游及相关的故事,即学习andbut和or这些连词的用法及不定式和反身代词的用法,又了解国内外一些著名旅游景点,特别是北京的名胜古迹,培养学生热爱自然、热爱祖国的情怀同时,通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成,使学生在各个方面的能力得以提高
3、教学重点难点A:重点
1、学习制定和交流自己的假期旅游计划、
2、学会使用andbut和or理解句子;
3、正确使用不定式;
4、掌握反身代词的用法B:难点
1、动词不定式的用法;
2、写信邀请朋友外出旅游
4、学情分析和教学理念对于旅游的话题,学生是非常熟悉又感兴趣的对于首都北京,虽然很多学生并没有去过,但了解的一定很多,其中著名的旅游景点和名胜古迹,学生应该是如数家珍在此环节的教学上,学生们应该具有一定的接受能力教学中科采用RoleplayingPracticingCooperatingScanning和lianteningforspecificinformation的学习策略,利用教学图片以及制作多媒体课件来展开课题WorkalonePairworkGroupwork的口语交际活动词汇教学部分可以通过实物或图片进行,引导学生进行描述,增加对词汇的理解和感受;听力和口语教学一角色扮演模仿对话、写关键词或复述对话、短文为主,加强对主要信息的获取和输出;阅读教学以写关键词语(信息)、复述短文、模仿描述等为主;写作教学以填词造句、模仿写作为主;语法教学以总结规律、模仿操练为主,并做到经常复习
5、课时安排本单元攻击安排十个课时具体安排如下ComicstripandWelcometotheunit:oneperiod;Reading:twoperiods;Vocabulary:oneperiod;Grammar:twoperiods;Integratedskills:oneperiod;StudySkills:oneperiod;Maintask:oneperiod;Checkout:oneperiod.
6、课时教案PeriodOneComicstripandWelcometotheunitTeachingcontents:
1.Wordsandexpressions:Ourselves;greeting;greetings;present;foreign;city;comeon;coffeeshop;block;keepfit;takeaboattrip;gopast;haveagreattime;theOperaHouse;theEiffelTower;theWhiteHouse
2.Sentences:
1.Whatareyougoingtodo
2.I’mgoingtoexercise.
3.Youneedtoexerciseandkeepfit.
4.Comeon.Let’senjoyourselves!Threedimensionalobjectivess:Knowledge:
1.Reviseandlearnandlearnsomethingabouttheworld’splacesofinterest;
2.Learnandusecorrectphrasestotalkaboutthemeansoftransportations.Abilites:
1.ToenablethestudentstoknowfamousecitesabroadandinterestingplacesinBeijing;
2.Toenablethestudentstocommunicateaboutaholidayplanforatripwithdeskmatesorpartnerswithsimpleconversation;Emotions:
1.TocultivatethestudentstolovethenatureandtheirmotherlandbylearningandremembersomefamousplacesofinterestabroadespeciallyinBeijing.Keypointsanddifficultiesofteaaching:
1.LearnandidentifytheplacesofinterestathomeandabroadespeciallyinBeijing;
2.Learnhowtodiscusswhichforeigncountriestheywouldliketogo.
3.Enjoyourselves—thereflexsivepronouns.AnalysisofStudents’learningandteachingideas:Therearesomepicturesoftheplacesofinterestathomeandabroadonthepostcards.Thestudentsarefamiliarwiththem.IthinkthestudentsmustbeinterestedinthesepictureswhenIshowthemtothestudentsinclass.OfcourseI’llshowthemamapoftheworldandthenshowthestudentshowtosearchforsomefamousplacesofinterestathomeandabroad.BasedonthisI’llshowthemhowtoidentifytheplacesofinterestathomeandabroadandhowtodiscusswhichforeigncountriestheywouldliketogo.Teachingpreparation:Teachingpictures;arecordeer;somepostcardsandamapoftheworldTeachingprocedures:
1.Warming-up:Getthestudentstosharetheirtravellingexperienceswiththeclassbypresentingfamousplacesofinterestingthey’veevervisitedandaskthemtotellwhattheythinkoftheseplaces.
2.Presentation:A:Tointroducethe‘Comicstriop’bythequestion‘Ifyouarefreewhatareyougoingtodo’Listenforthespecificinformation‘WhatdoyouthinkEddieisgoingtodo’B:GothroughthepicturesandtheconversationbetweenEddieandHobo.Ask:IsEddiereallygoingtoclimbthehillWhatishegoingtodoC:Readtheconversationaloudaftertherecorder.D:Actitout:Getsomepairofstudentstoreaditoutfirstthenactitoutinrolesbeforetheclass.
3.Introduction:A:PresentamapoftheworldandencouragethestudentstosharethenamesoftheforeigncountriesinEnglishsuchastheUSAtheUKEnglandAustralia;Franceect.B:PrensentsomepostcardsorpictureswiththedrawingoftheWhiteHouseintheWashingtonD.C.theUSAtheEiffelTowerandtheRiverSeineinParisFrancetheOperaHouseandthefamouseHarbourBridgeinSydneyAustralia.Andhelpthestudentstolearnsomethingaboutthethesefamousplacesofinterestbyasking:
1.Doyouknowthenameofthisfamousbuilding
2.DoyouknowwhereitislocatedC:Helpthestudentstocorrectlypronouncethenamesofthecountriesandtheirfamousbuildings.D:PartAonpage
39.Matchthepostcardswiththecorrectpictures.Ask:Whosentthefirst/second…postcardWhichcitydidhegoWhatdidheseeetc.
4.Pairwork:A:Createasituationforstudentsfirst.Gothroughthepostcardsandthenlistenforthespecificinformation:
1.Whichcitydoeshewanttovisit
2.WhydoesSimonwanttogothereB:Getsomepairsofstudentstoreaditoutfirstthenactitoutbeforetheclass.C:Production:Enocuragethestudentstomakeupaconversationonatripplan.ForlessablestudentstheycanimitatePartBonpage39replacingtheunderlinedpartswiththeinformationinPartA.Thenhavesomepairsofstudentsactitout.
5.Classworkdesign:A:Askthestudentstowritedownthenamesoftheplacesofinterestathomeandabroadandlearnthembyheart;B:Makeupaconversationonatripplanontheirownandbereadytoshareitwiththeclassnextperiod.PeriodTwoReadingITeachingcontents:Wordsandexpressions:mom;sky;model;metal;inside;main;stomach;pyramid;parade;movement;invite…to…;atthebeginning;getonacoach;alotoftraffic;placesofinterest;onthehighway;notanymore;enjoyoneself;thewholeworld;fromallovertheworld;ontheInternet;homepage.Sentences:
1.ThetripfromKitty’sschooltookabouttwohoursbycoach.
2.KittyandIdidn’tfeelsickanymore.
3.ThemodelpyramidslookedjustliketherealonesinEgypt.
4.WhenIsawthemIcouldn’tbelievemyeyes.
5.Kitty’sclassmateDanieltaughthimselfhowtomakeahomepage.
6.Heputhisphotosonitforeveryonetolookat.Threedimenionalobjectives:Knowledge:
1.Readthepassagetolearnsomethingaboutthistrip;
2.Reviseandexpandtheknowledgeoftheplacesofinterestintheworld.Abilities:
1.ToenablethestudentstoidentifytheinterestingplacesofinterestathomeandabroadespeciallyinBeijing;
2.Toenablethestudentstogettheoverallunderstandingofthepassagesontripandlearnhowtowriteapersonalletteronatrip.Emotion:Toenablethestudentstolovetravellinglovethenaturebyreadingthepassageonatrip.Keypointsanddifficulties:
1.Toomanywordsandexpressionforthestudentstolearnandmsater;
2.Learnusefulexpressionfromthepassgaeonatrip.Analysisofstudents’learningandteachingideas TheteachingeffectmustbequitegoodifIcanpresentthecontentsbyusingthemultimediacoursewaretohelpthestudentstobeimmersive.Butit’sabigproblemformetomakethemultimediacoursewaremoreattractiveandlovely.Ithinkthestudentswillbeveryinterestedinthetopiconatrip.Andwhat’smoremoreandmorestudentshaveexperiencedthetravellingtotheiinterestingplacesathome.SoIamsuretheymusthavesomethingtotellothersabouttheirowntravellingexperiences.ButI’mafraidtheywillhavesometroubleexpressingthemselvesbecauseoftoomanynewwordsandexpressions.Teachingpreparation Teachingpicturesarecorderandmultimediacourseware.Teachingprocedures
1.Warming-up:A:Toencouragethestudentstosayapassageonatripplanfortravellingbyasking:
1.Whereareyougoingduringtheholiday
2.Whichcityareyougoingto
3.Whydoyouwanttogothere
4.HowdoyouplantogetthereB:Iwilltellthestudentsmytripplanpresentingthekeyphrasesontheboard.I’dliketogototheWorldParkinBeijing.Therearemodelsofoverahundredplacesofinterestfromallovertheworld.WecanseetheEiffelTowerthepyramidsandtheGoldenGateBridgeinthepark.Theylookjustliketherealones.SoIcantravelaroundtheworldinaday.Whatanamazingdayitwillbe!
2.Presentation:A:Byaskingquestionsstimulatestudentscuriosityandthirstforknowledge:LindawenttotheWorldParkinBeijingwiththeClass1Grade8students.Shewrotealettertohermother.DoyouwanttoknowwhatshedidandwhatshesawthereB:Listenforthequestion:HowdidLindafeelaboutthevisittotheWorldparkC:CompletethePartC1onpage
43.D:Scanthepassageforthefollowingquestions:
1.WheredidLindago
2.Whodidshegowith
3.Howlongwasthejourney
4.Didsheenjoyitatthebeginning
5.Whatdidsheseefromthecoachwhentheyarrived
6.Howmanymodelsofplacesofinterestarethere
7.Whichplacesofinterestdidtheysee
8.WherecanLinda’smotherseethephotosofhertripE:CompletePartC2onpage
43.
3.Practice:Learnbyheartthefollowingusefulexpressionsfromthepassageonatrip:Refertotheabove—Teachingcontents.
4.Readingaloud:ReadthepassagealoudskillfullyandrememberthefactsonLinda’strip.
5.Classworkdesign:A:Askthestudentstolearnusefulexpressionsfromthepassagebyheart;B:CompletetheEnglishsentencesaccordingtoChinesegiven.Thesesentencesareadaptedfromtheusefulexpressionsandsentencesinthisperiod.PeriodThreeReadingIITeachingcontents:Wordsandexpressions:theirschooltripto…;traffic;bemadeof;feelsick;interest;joinin;teachoneselfhowtodosth.Sentences:
1.Itwasboring./Itwasanamazingday.
2.Itismadeofmetalandreallytall.
3.Wejustwantedtogointotheparkandenjoyoourselves.
4.Thereareoverahundredplacesofinterestfromallovertheworld.Threedimenionalobjectives:Knowledge:
1.Readthepassagetolearnsomethingaboutthisjourney;
2.Reviseandexpandtheknowledgeoftheplacesofinterestintheworld;
3.Learntodescribeone’sfeelingwiththecorrectadjectives.Abilities:
1.Analysisthepassageandpickupthecorrectadjectivestodescribeone’sownfeeingsaboutatrip;
2.Toenablethestudentstowritealetteraboutone’striptoaninterestingplace.Emotion:Toenablethestudentstowritesomethingabouttheirfeelingsontheirowntripstoplacesofinterestathomeandabraodespeciallytousethecorrectadjectivestodescribethetripexperiences.Keypointsanddifficulties:
1.Howtochoosethecorrectadjectivestodescribetheexperienceabouttheirtrips;
2.Theusageofthereflexivepronounsespeciallythedifferencebetweenthesingularformsandpluralforms;
3.Theusagetheconjections‘but’‘and’and‘or’.Analysisofstudents’learningandteachingideas Thisisanewteachingseesionandapracticeseesionaswell.Imainlyshowthelanguagepointsandsomethingdifficulttounderstandinthepassage.SoininterpretationanddemonstrationIwillinvolveacertainnumberofexercisestoconsolidatewhattheyarelearninginclass.OntheotherhandIthinkitwillbealittlehardforthestudentstoselecttheadjectivesorphraseswhichdescribethefeelingonatrip.SoIshouldgivethemahandtoshowwhichofadjectivescanexpressthefeelingsontravelling.WhilepresentingtheadjectivesonthefeelingsonatripIwillhelpthestudentstogettheoverallunderstandingofthepassage.Teachingpreparation Arecorderandsomepictures.Teachingprocedures1:Warming-up:A:Gooverthekeyphrasesandusefulsentenceslearnedlastperiodandchecktheirhomeworkwhichwereaskedtofinishafterclass;B:AskthestudentstoreadaloudthepassagesoastorecallthefactsofLinda’stripexperiencetotheWorldParkinBeijing.Gooverwhatthestudentslearnedlastperiond.2:Practice:A:Guidestudentstodividethepassageintoshortparagraphssoastogetmoreoverallunderstandingofhepassage;B:ScanthepassagefortheadjectiveswhichareusedtodescribethefeelingsaboutLinda’striptotheWorldParkinBeijing.ParagraphsAdjectivesPara.1wonderful;interesting;great;didnotenjoyPara.2—5boring;feltsick;veryexcited;didnotfeelsick;ennjoyourselves;wonderful;couldn’tbelievemyeyesPara.6—7amazingday;greatC:Scanthepassageonceagainandlistupthekeywordsandphrasesoftheeachparagraph.Para.1:awonderfulday---interestingplacesinvitedmetoagreatdayatthebeginning;Para.2:yesterdaymorning---metgotontookabouttwohoursgotbetterhighwayfeltsick;Para.3:arrivedat---bluebeautifulexcitedfromthecoachmadeoftallgotoffdidnotfeelsickgointoenjoyourselves;Para.4:inside---infrontoffromallovertheworldsmallbutwonderful;Para.5:pyramids---theGoldenGateBridgebackhomecan’tbelievemyeyeswonderful;Para.6:anamazingday---thebestpartthemusicjoinin;Para.7:seesomephotos---taughthimselfhowlookatforyourself.D:completePartBonpage
42.
3.Presentation:IwillshowthekeypointsandthedifficultiesontheboardandaskthestudentstowirtedownwhatIwillsay.Refertotheabove‘Keypointsanddifficulties’.4:Production:I’llgetsomestudentstoretellthepassagewiththeirownwordsaccrodingtothekeywordsandadjectivesdescribingthefeelingonatrip.
5.Classworkdesign:A:Writedowntheirsummaryofthepassage;B:CompletetheEnglishsentencesaccordingtoChinesegiven.Thesesentencesareadaptedfromtheusefulexpresionsandsentencesaswell.PeriodFourVocabularyTeachingcontents:Wordsandexpressions:beauty;Tian’anmenSqaure;travelbyunderground;rideabicycle;view;laosheTeaHouse;theSummerPalace;ThePalaceMuseum;WangfujingStreetSentences:
1.WecanrideabicyletoTian’anmenSquarefromhome.
2.TaketheundergroundtoDeshengmenandthentakeabusthere.
3.YoucantakeataxiaroundthecentreofBeijingtolearnmoreaboutolfBeijing.It’llbeexpensivebutfast.Threedimenionalobjectives:Knowledge:
1、ToidentifythefamousscenicspotsinBeijing;
2、Tolearnthenamesofthetransportationsuchasbus;taxi;underground;bicycleect.Abilities:
1.Usetherightexpressionsoftourismmeansoftransportation.Emotion:
1、Tolearnhowtotalkaboutatrip;
2、Toenablethestudentstogetmoreandmoreiinterestedintravelling.Keypointsanddifficulties:
1、Theuseoftheinfinitives;
2、ThenamesoftheinterestingplacesiinBeijing;
3、Thenamesoftourismmeansoftransportation.Analysisofstudents’learningandteachingideas SomeplacesofinterestandactivitiestodoinBeijingareintroducedinthispartandthemeansoftransportationtogettherearepresentedhereaswell.OfcoursethestudentsmustbeineterestedintheinterestingplacesinBeijing.SoIcangetthisgreatchancetooteachthemmoreabouttripsandtourismmeansoftransportantiontoBeijing.Althoughthemeansoftransportantionaregettingmoreandmoreadvncedthesedaysthestudentsarelikelytobeabitstrangetomodernmeansoftransportation.Teachingpreparation SomepicturesofinterestingplacesinBeijingatourismmapofBeijingandsomepicturesofthemeansofrelevanttransportation.Teachingprocedures
1.Warming-up:A:Revise‘Reading’byaskingthefollowingquestions:
1.WheredidLindagowithKitty’sclass
2.Whydidshefeelsickatthebeginning
3.WhentheyarrivedattheWorldParkwhatdidtheyseefromthecoachandhowdidtheyfeel
4.Whatwasthebestpartoftheday
2.Prestentation:A:I’llpresentsomepitcuresofBeijingwhichareaboutthefampusescenicspotsinBeijiingsuchasLaosheTeaHouseWangfujingStreet.TheGraetWallthesummerPalacethePalaceMuseumetc.LookdoyouknowwhereitisYesitisLaosheTeaHouse.WhatcanwedothereWecandrinkspecialBeijingteaandenjoythewonderfulBeijingOperainit.B:HavethestduentstalkaboutthepicturesIshowthemlikethefollowing.C:PresentthekeyandusefulphrasesontheboardwhiletalkingaboutthesepicturesandI’llguidethestudentstoreadthemaloud.C:Booksopentopage
44.HavethestudentscompletePartAandPartB.
3.Interaction:A:Betweentheteacherandstudents:WheredoyouwanttogomostWhydoyouwanttogothereHowdoyougetthereB:I’llbedesignatedsomecertainplacesandaskthestudentstotalkabout:
1.Whydoyouwanttogothere
2.Howcanwegettothe….from…C:Eachstudentthinkofaplacetowritedowninthenotesandhandittotheteacher.Thenletoutonestudenttosliponepieceofnoteinfrontoftheclassaccordingtowhatwaswriiteninthenoteheshoulddescribehowtogettothedesignatedlocation.S1:Thisplaceisfaraway.Wecantakethe_________to_________andthentakea______there.DoyouknowwhatplaceIamtalkingaboutS2:Itisthe________.Wecanclimbupitandlookattheamazingview.
4.Production:I’llpresenttheinstructiontothefollowingpractice:SomestudentwouldliketogotoseetheMonumenttothePeople’sHeroesatTian’anmenSquare.ButheisnowattheBeijingRailwayStation.SothinksitoverandhedecidestogotherebyundergroundtoWangfujingStreetandwalkstraighttotheTian’anmenSquareandtoseetheMonumenttothePeople’sHeroes.ThenI’llaskthestudentstoretelltheabovetotheclassinEnglish.
5.Classworkdesign:A:CompletetheEnglishsentencesaccordiingChinesegiven;Thesesentencesareadaptedfromthecontentsonpage
44.B:“AdditionalExercise-book”page
24.Vocabularybuilding.PeriodFiveGrammarITeachingcontents:Wordsexpressions:sunsetpossiblewonderclimbergohorseridingplantotakeLindaoutagreetogowiththemdecidetostayathomethebusytraffictheYellowMountainatChristmas.Sentences:Thankyouforagreeingtoletmegoonthetrip.Ihopetowatchthesunset.Threedimenionalobjectives:Knowledge:
1、Learntousetheconjunctions‘and’‘but’and‘or’;
2、Toenablethestudentstousetheinfinitivescorrectly.Abilities:
1、Toenabletothestudentstotelltheiropinionsonwhattheylikeorwhattheydislikewhiletravellingwiththeconjunctions‘and’‘but’and‘or’andtheinfinitives;
2、Toenablethestudentstotalkabooutwhattheyareplanningordecidingtodointhefollowingtime.Emotion:Bytalkingaboutwhattheylikeorwhattheydislikewhiletravellingcultivatestudentslovenaturelovethebeautyofnatureenjoyandfeelthebeauty.Keypointsanddifficulties:
1、Thedifferencesbetweentheconjunctions‘and’‘but’and‘or’andtherealmeaningoftheinfinitives;
2、Howtousetheinfinitivesincommunication.Analysisofstudents’learningandteachingideas Thissectionistalkingaboutthetopicofatripandthedecisionofwhichtourismscenictopicstheywillgo.Itencouragesstudentstoexpresstheiropinnionsondifferentsitesandthespecialplaces.ThethreesectionsinGrammarPartiscloselyconnectedbasedonthesequenceofthestorywithdifferentcontentsasaresultthispartmakesstudentsthinkofthestoryasawholebeforedoinggrammarexercises.Itisveryimportant.InPartAwe’lltalkaboutwherethestudentsmaygotovisitintroducingtheusageoftheconjunctions‘and’‘but’and‘or’.Asareesultthestudentshaveachancetoshowtheiropinionsonwhattheylikeortheydislike.PartBintroducestheusageoftheinfinitivesintheconversationabout‘VisitingtheSouthHill’.Teachingpreparation Multimediacoursewareoraproject.Teachingprocedures
1.Warming-up:A:Helpthestudentstorecallthepassagebyfillingintheblankswiththecorrectwords:
1.Itwasagreatday______wedidnotenjoyitatthebeginning.
2.Theskywasblue_______everythingwasbeautiful.
3.They’resmall________wonderful.
4.Themusicwasgreat_______Kittywantedtojoininthedancing.
5.Linda’smothercanlookatLinda’sphotoonDaniel’shomepage_______Lindacanshowhermotherherphotoswhenshegoeshome.2:Groupwork:A:Summary:Helpthestudentstofindouttherulesoftheusageoftheconjunctions‘and’‘but’and‘or’.OfcourseIshouldgivethestudentsasmuchinstructionasIcanandIwillwritedowntheserulesontheboard:and:tojoinideasthattaresimilarbut:tojoinideasthataredifferentoroppositeor:tojoinpossibilitiesoroptionsB:Gothroughthecontentsonpage
45.Herearethreekindsofsituations:
1.Whenthetwosubjectsandthetwopredicateverbsaredifferentfromeachother;
2.Whenthetwosubjectsarethesamewedonotneedtorepeatthefirstone;
3.Whenthetwosubjectsandverbsarethesamewedon’tneedtorepeatthefirstones;C:Booksopentopage46—47:CompletethisexerciseinoralfirstthencompletetherestinwrittenEnglish.D:I’llpresentmoreexerciseabouttheusageoftheconjunctions‘and’‘but’and‘or’.3:Cooperation:A:I’llguidethestudentstodiscusssomeproblemsofthepossibilitiesthattheyaregoingoutforavisit.
1.Whodoyouplantototakeout
2.Whatplacesdoyouwanttovisit
3.Whatdoyouwanttotake
4.Howdoyoudecidetogoout
5.WhatdoyouhopetododthereHereI’llpresentthequestionsaboveontheboardintroducingtheuseageoftheinfinitivesandI’lltrymybesttohelpthestudentsrememberthem.B:I’llguidethethestudentstogothroughthemodelsinPartBonpage47andraisiingsomequestionshere:
1.WhatisKittypreparingtodonextSunday
2.Whodoessheplantotakeout
3.DidLindawantovisitthepark
4.Whodidn’twanttovisitthepark
5.WhatdidshedecidetodoC:I’llaskthestudentstoraisemorequestionsaboutthetheusageoftheinfinitiveswith‘to’:Eachstudentshowtwoexampleswiththeverbsandmakeupnewsentences.IntheendI’llaskethemtoworkouttheruleoftheusageoftheinfinitives.D:Presenttheexerciseonpage48ontheboardandaskthestudentstofinishoffit.4:Classworkdesign:A:‘AdditionalExercise-book’page
25.PartA
1.Thisismainlytoconsolidatetheusageoftheconjunctions‘and‘but’and‘or’.B:‘AdditionalExercise-book’page27PartB
2.Thisismainlytoconsolidatetheusageoftheinfinitives.PeriodSixGrammarIITeachingcontents:Wordsandexpressions:themselves;itself;rock;climber;luckily;hide-and-seek;pullthemselvesuptherocksSenetences:TheClass1Grade8studentsenjoyedthemselesverymuch.tDanieltaughthimselfhowtomakeahomepage.IwonderwhereSimonishiding.LuckilytheclimbershelpedSimon.You’relucky.Youdidn’thurtyourself.SimonandLindalookedateachother.Theykepttheirsecrettothemselves.Threedimenionalobjectives:Knowledge:
1、Toenablethestudentstomastertheusageofthereflexivepronouns.Abilities:
1、Toenablethestudentstousethereflexivepronounsintherealsituation;
2、Toenablethestudentstotalkabouttherealsituationwhiletravellingwiththecorrectreflexivepronouns.Emotion:
1、Talkaboutthechangesofthefeelingwhiletravellingwiththecorrectreflexivepronouns.Keypointsanddifficulties:
1.TheusageoftheinfinitivesintheiroralorwrittenEnglish;
2.Theuseageofthereflexivepronounsintherealsituation.Analysisofstudents’learningandteachingideas Asweknowthatwelearnedabouttheusageoftheinfinintivesandtheconjunctions‘and’‘but’and‘or’.Asawholeparttheusageofthereflexivepronounsinthethisperiodshouldbeconnectedtotheteachingofthelastperiod.PartConpage48—49tellsusaboutanaccidentwhichhappenedduringthevisittotheSouthHill.It’llhelpthestudentspaygreatattentiontotheusageofthereflexivepronounsintherealsituation.Infactthisisreallyhardforthestudentstomaster.Teachingpreparation Multimediacoursewareoraproject.Teachingprocedures1:Warming-up:A:Fillintheblankswiththecorrectconjunctions‘and’‘but’and‘or’.Thismainlyhelpsthestudentsrevisetheusageoftheconjunctions‘and’‘but’and‘or’.B:Filltheblankswiththecorrectformoftheverbsgives.Thiamainlyhelpsthestudentstorevisetheusageoftheinfinitiveswith.2:Presentation:A:I’llintroducethefollowingpassage:Studentsdidnotenjoythemselvvesatthebeginningbecausetherewastoomuchtrafficonthecityroadsbutlatertheysawmanywonderfulplacesofinterestfromallovertheworldandhadagoodtime.Danieltaughthimselfhowtomakeahomepage.SoafterrhetripheputsomephotosontheInternetforeveryonetolookat.I’llwritethetwosentencesunderlinedwiththereflxivepronounsontheboard.I’llhelpthestudentstoworkouttherule:Thereflexivepronounsareusedwhilethesubjectisthesameastheobject.B:I’llcontinuetopresentthefollowingontheboardandaskthestudentstodiscussthedifferencesbetweenthereflexivepronounsandthepersonalpronouns:
1.Danieltaughthimselfhowmakeahomepage.==Daniellearnedtomakeahomepage.
2.Danieltaoghthimhowtomakeahomepage.==HelearnthowtomakeahomepagefromDaniel.C:Pairwork:Workouttheruleonpage
48.D.Booksopentopage49!Firstofallhavethestudentsgothroughthepitucresandthecontentsandthencompletethisexercise.Thenreaditoutinroles.E:I’llpresentthekeyandusefulexpressionsandsentencesontheboardRefertotheabove‘Teachingcontents’.3:Classworkdesign:A:Inordertohelpthestudentstomastertheusageoftheconjunctions‘and’‘but’and‘or’theinfinintiveswithandthereflexivepronounsIaskthestudentstomakeuptwosentenceswitheachoftheabove.B:‘AddictionalExercise-book’page
28.partC
2.thisiamainlytoconsolidatetheusageofthereflexivepronouns.PeriodsevenIntegratedskillsTeachingcontents:Wordsexpressions:final;cheer;ticket;per;winner;receive;suppose;fare;supporter;half-time;presentation;cheerfor;costofthetrip;overanhour;inthefinallof…;takeplace;receivethecupandmedals;attheendof…Sentences:WhereshallwegowithLindaShallwegototheGreatWallI’mafraidthat’snotagoodidea.WellwecouldgotothePalaceMuseum.Yesthat’sagoodidea.I’dliketogototheTempleofHeaven.Whydon’twegotoBeijingAmusementParkWhatagreatidea!Let’sgototheTempleofHeaven.Threedimenionalobjectives:Knowledge:
1.Accordingtothecontextunderstandthemaincontentsofthepassage;
2.Accordingtherelatedinformationcompletethetimetableforanactivity’.Abilities:
1.Learnhowtogetusefulinformationfromtheposter;
2.Listenforspecificinformationandextracttherelatedinformation;
3.Learnhowtogiveothersadvice.Emotion:
1.Learnhowtoorganizeanactivitybygivingothersadviceandmakinganarrangement
2.Learntousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestionsthecritisimsandtheresponsetotheillustrationtothedownside.Keypointsanddifficulties:
1.Howtoextractthespecificinformationfromwhattheyhearorread;
2.Howtomakesuggestionstoothers;
3.Howtousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestionsthecritisimsandtheresponsetotheillustrationtothedownsidecorrectly.Analysisofstudents’learningandteachingideas Thispartshowsaposterwithatimetableforaschooltripwhichprovidethetimeandthearrangementofactivityattheback.Afterthatthestduentscaninspectwhethertheinformationistrueoffalseextractedfromthelisteningorreadingmaterials.Thehalfpartencouragesthestudentstousetheexpressionswhenreachinganagreementintheendbasedonmakingthesuggestionsthecritisimsandtheresponsetotheillustrationtothedownside.Infactthispartputforwardhigherrequeststothestudents.SoIthinkIshouldbemorepatienttoshowthemhowtoreachoutteachinggoalsstepbystep.Teachingpreparation Picturesorphotosofallkindsofgamespicturesorvideosofabasketballmatcharcorderandmultimediecourseware.Teachingprocedures
1.Warming-up:Presentthestudentssomepicturesofallkindsofgamesintroducingthenamesofthegamessuchasafootballmatchabasketballmatchhighjuumplongjumpetc.AndI’llaskthestudentssomesimplequestionsaboutsports.Ofcourseheretheanswersshouldbeaccordingtotheirownlives.
2.Presentation:A.TothestudentsIllsay;WhenI’mfreellikewatchingballgames.Basketballismyfavourite.Ithinkthefinalisusuallythemostexciting.HaveyoueverwatchedthefinalofabasketballmatchB:Showavideo:Thisisthefinalofabaskeballcommpetition.BeijingSunshineSecondarySchoolgoestothefinal.WearegoingtowatchitbutI’mnotsureofthetimetheplaceandthepriceoftheticket.Wouldyoupleasehelpmefindsomeinformationaboutit
3.Readingcoomprehension:A:Thestudentsgothroughtheposteronpage50forspecificinfirmationandthenanswerthequestionsIraise.B:Inordertogetbetterunderstandingofthepostergroupthestudentstoaskeachotherquestionsabouttheposteraftergoingthroughtheposter.C:Askthestudentstotrytheirbesttofilliintheblankswithasmuchinformationastheycan.
4.Listencomprehenson:A:Hereitmaybehardforthelessablestudentstogetsomerelatedinformationfromtheposter.SoIplaythetapeforthemandaskthemtolistenforthespecificinformation.AfterthatI’llaskthestudentstocompletethetimetableonpage
50.B:ListentothetapeonceagainandtelltrueorfalseinPartA3onpage
51.C:Overallunderstandingforlistening:5:Interaction:A:PartBonpage
51.Askthestudentstogothroughtheconverstaion.AndIllask:IwouldliketovisitsomewhereinourcitybutIdon’tknowwheretogo.DoyoouhaveanygoodideasCanyougivemesomesuggestionsThenI’llaaskthemtosumuptheexpressions:
1.Wouldyouliketo…
2.Shallwe…
3.What/Howabout…
4.Whynot…
5.Whydon’twe…
6.Wouldyouplease…
7.Let’s…B:I’llguidethestudentshowtomakecorrectsuggestionswiththeabovepatterns.AndthenI’llaskthemtomakeupconverstaionsandgetreadytoactitoutbeforetheclass.6:Classworkdesign:A:Inordertomasterhowtomakesuggestionthatthey’llinviteotherstogooutforavisitl’llaskthemtomakeupaconversationwiththeformsofthemakingsuggestions;B:CompleteEnglishsentencesaccordingtoChinesegiven.Thesesentencesareadaptedfrontheusefulexpressionsandsentencesinthisperiod.PeriodEightStudyskillsTeachingcontents:Wordsandexpressions:fact;afunplacetovisit;themostinterestingplaceintheworld;opinion;themusicinthesonganddanceparade.Sentences:Thetriptooktwohours.Itis467000squaremetresinarea.Threedimenionalobjectives:Knowledge:
1.Toenablethestudentstounderstandthedifferencesbetweenafactandanopinion;
2.Tointroducetheusageoftheexpressionsofopinions.Abilities:
1.Toencouragethestudentstostatementandexpresstheopinions.Emotion:
1.Whenpersuadingotherslearntousethecorrectexpressionstoshowyourownopinionsshileinadvertisementsnewslettersandreportslearntocombinethefactsandopinionscommonly.
2.Theexpressionsoftheopinionsshouldcausethereaders’interestandinfluencethereaders.Keypointsanddifficulties:
1.Toensurethedifferencebetweenafactandanopinion;
2.Tolearnhowtostatementandexpresstheopinions.Analysisofstudents’learningandteachingideas Thispartintroducesthedifferencesbetweenafactandanopinion.Whenpersuadingotherslearntousethecorrectexpressionstoshowyourownopinionsinadvertisementsnewslettersandreportslearntocombinethefactsandopinionscommonly.Theexpressionsoftheopinionsshouldcausethereaders’interestandinfluencethereaders.Asthematteroffactafactissomethingthatistruewhileanopinioniswhatthewriterthinks–itmayormaynotbetrue.SoI’mafraidthestudentswillhavesometroubletellingthedifferencesbetweenthemandusingthemcorrectlyintheirexpressions.Teachingpreparation Anartcleaboutmyownschoolandaproject.Teachingprocedures
1.Warming-up:A:Gooversomethingaboutthebasketballmatchtointroducethisperiod.AccordingtoPartAonpage50—51identifywhicharefactsandwhichareopinionsaboutthematch.Facts:whichteamwonWhat’atheresultetc.Opinions:strongplayers;didnotdowell;playedverybadlybutdidtheirbest.
2.Presentation:A:Getthestudentstosumup“whatisthefact”and“whatistheopinion”andI’llwritetheirtermsdownontheboard.B:Askthestudentstogothroughthefirstpartonpage50andtellthedifferencesbetweenafactandanopinionintheirownlanguage—Chinese.Thenaskthemtofindoutwhichexpresses‘facts’andwhichexpresses‘opinions’.IntheendIgettwostudentstosharetheanswersbeforetheclass:Facts:abusystreet;manyanimals;tooktwohours;etc.Opinions:thebestcity;afunplacetovisit;boring;etc.
3.Practice:A:Askthestudentstoreadthesecondpartonpage52andtellwhicharefactsandwhichareopinions.Thensharetheanswerswiththewholeclass.Atthesametimeaskthemtounderlinetheexpressionswithfactstodeepeninfluenceonthefacts.B:Presentanarticleaboutourownschoolontheboard.Askthestudentstostatementthefactsandopinions.Forexampletherearemanytalltreesandflowersinourschool.Itisbeauticful.Ourschoolhasmanycomputerroomsandabiglibrary.Itisthebestschoolinourcity.Scanthepassageandtellwhicharefactsandwhichareopinions.C:Games:Groupthestudenstintofourandchooseonestudentfromeachgrouptosaysomethingtheirteachersfamilyorclassmates.Theonewhocanpresentthemostfactsoropinionswillwin.4:Presentation:PresentthekeyandusefulexpressionsandsentencesinthisperiodontheboardRefertoto‘Teachingcontents’aboveandaskthemtolearnthembyheart.
5.Classworkdesign:A:Chooseanarticlefortheclassandtellwhicharefactsandwhichopinions.B:Learnthekeyandusefulexpressionsandsentencesfrom‘IntegratedSkills’and‘StudySkills’byheart.We’llhaveadictationofthemnextperiond.PeriodNineMiantaskTeachingcontents:Wordsandexpressions:thecentreofBeijing;ateachplace;returnhome;planadayout;makeitareallyfunday;makealistofplacesofinterest;workout;changetothebus;takethebusallthewayto…;assoonaspossible.Sentences:Itwilltakeaboutthirtyminutes.Wehopeyoucanjoinus.Threedimenionalobjectives:Knowledge:
1.Selectandorganizeandpresentsoomeinformation;
2.Fillintheblankstocompleteanarticleaboutadayout.Abilities:
1.Toenablethestudentstotellthekeyinformationclassifythemandplanadayout;
2.Writealettertoinviteafriendofyourstogoouting.Emotion:
1.Tocultivatethestudents’interestinoutsightingtolovethenatureandenjoythebeautyofthenature;
2.Inordertobemoreorganizedlearntowritealettertoinviteyourfriendtogooutingwithyouonyourown.Keypointsanddifficulties:
1.Toenablethestudentstotellthekeyinforomationclaasifythemandplanadayout;
2.Howtowriteaninvitationletterwithfactsandopinionstoyourfriendstogoouting.Analysisofstudents’learningandteachingideas Maintasksisaboutplanningatripandaskingthestudentstomakeaplanonatripaccordingtosomerelevantinformation.KittyandDanielwanttoinvitealltheirclassmatesonatripandtheyareplanningtheirtrip.PartAprovidessomefactsonthistripandPartBasksthestudentstodiscusstheirplanandstepsfromKittyandDanielandPartCaskstheclasstocompletetheinvitationletterwithcorrectrelevantinformationinPartAandBabove.AtlastI’llasktheclasstowriteaninvitationtotheirownfriendstogooutingwithKittyandDaniel’sletterasamodel.Teachingpreparation Apieceofpaper.Teachingprocedures
1.Warming-up:Presentsomequestionsabout‘IntegratedSkills’andgetthemtoaskthemcorrectlyandacceptthereasonablefactsasmanyaspossible.e.g:
1.Whendoesthefinalstart
2.Wheredotheywatchthefinal
3.Howdotheygothere
4.Howmuchistheticket
5.WhatdoyouthinkoftheirtripStudents’ownanswers!!
2.Presentation:A:Presentthebackgroundofthispart:LindaisgoingbacktotheUSA.SoKittyandDanielinvitetheirclassmatestogooutwithLindaonatrip.WhatplacesinBeijingdoyouthinktheywillgotoWhatcantheydothereGuidethestudentstodiscussandacceptallthereasonableanswers.B:GuidetheclasstogothroughthetripplaninPartAonpage
53.Askaomequestionslikethefollowing;
1.HowmanyplacesofinterestarethrygoingtovisitWhatarethey
2.WhatwilltheydoinBeihaiPark
3.HowwilltheygettothePalaceMuseumfromSunshineUndergroundStation
4.WhatwilltheydoatTian’anmenSquare
5.HowmuchtimewilltheyspendatTian’anmenSquare
6.WhenwilltheyleaveWangfujingStreetC:PartConpage
54.AsktheclasstocompletetheinvitationletterwiththeinformatiioninPartA.I’llgivethemhelpasmuchasIcanatthemoment.
3.Instructions:A:Guidetheclasstopayattentiontohowtowriteaninvitationincludingitsstyleandrelevantcontents:date;nameofthereceiver;purpose;plan;cost;instructions;colsingandsignitures.B:PresentsomedifficultsentencesandphrasesintheletterReferto‘Teachingcontent’.Asktheclasstoreadthemoutandlearnthembyheart.
4.Practice:A:Createacituationfortheclasstoplanadayout—youneedtomakeagoodplanforyourtripandwriteaninvitationlettertoyourclassmates.B:AsktheclasstogothroughPartBonpage53andmakeanewplanforthemselves.HereIshouldremindstudentstohaveafreediscussiontomakecontinuousimprovementoftheirowninformation.C:UsingthePartConpage54asamodelwriteaninvitationlettertotheirclassmatestoinvitethemtogooutingwiththem.D:Collectthestudents’writingandchecksomegoodonesasmodelstosharewiththeclass.
5.Classworkdesign:A:I’llpresentaninstructionfortheclassandaskthemtowriteaninvitationafterclassandaskthetohandthemintomorrow;A:CompleteEnglishsentencesaccordingtotheChinesegiven.Thesesentencesareadpatedfromthisperiodwhichshouldbemastered.PeriodTenChenkoutTeachingcontents:Aordsandexpressions;badly;airport;remember;pack;instead;shuttlebusThreedimenionalobjectives:Knowledge:
1.Using‘and’‘but’and‘or’;
2.Usingverbs+‘to’infinitives;
3.Usingthereflexivepronouns
4.Someusefulexpressionsandphrasesonatripandaninvitationletter.Abilities:
1.Howtomakeaplanforatrip;
2.Howtowriteanarticleonatripyoutookbefore;
3.Howtowriteaninvitationtoinviteyourfriendsorclassmatesonatrip.Emotion:TocultivatestudentstolovenatureandlovetheirmotherlandbylearningandundersatandingtheinterestingplacesandthetouristacttraactionsathomeandabroadespeciallyinBeijing.Meanwhileallowstudentstocompletethemaintasktoimprovevariousaspectsoftheabilitybylearningvocabularycomprehensiveskillsetc.Keypointsanddifficulties:
1.Learnhowtomakeandexchangeprogrammeonaholidaytrip;
2.Learnhowtousetheconjunctions‘and’‘but’and‘or’;
3.Howtousetheinfinitives;
4.Toenablethestudentstomastertheusageofthereflexivepronouns;
5.Learntowirteaninvitationtoinviteafriendtogoouting.Analysisofstudents’learningandteachingideas Adayout–aplanforatrip.Itmainlyteachesthestudentshowtomakeaplanonatripandhowtowriteaninvitationtoinviteyourfriendsorclassmatesonatrip.Iamsurethestudentsnowhavebeeninterestedinthistopic.SointhisperiodI’llguidetheclasstorevisesomeusefulexpressionsnadsentencestheylearned.AndbasedonthisI’llarrangesomerelevantexercisestohelpthemcheckwhattheylearnedinthisunit.Teachingpreparation Multimediecoursewarerandaprojectamapoftheworld.Teachingprocedures
1.Warming-up:A:Revisethereadingpartbyquestions;B;RevisetheIntegratedSkillsbyquestionsandcompletingsentences;C.ReviseGrammarbedemonstratingexercises.
2.Practice:A.Identifytheplacesofinterestandtouistattractionsathomeandbroadandhowtogetdestinationtheywouldlikebythecorrectmeansoftransportation;B.Howtomakeaplanonatrip.I’llasktheclasstosaysomethingafterpresentingthesomeinformationinoral.
3.Writing:Writeaninvitationtoinvitetheirfriendsorclassmatestogoonadayout.
4.Classworkdesign:A:PartAandPartBonpage55;B:I’lllistafour-daytripinBeijingwithsomenotesthenI’llaskthemtowriteaninvitationletterfotheirfriendsorclassmatesonatrip.。