9BUnit2welcometotheunit(牛津英语教案)。
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9BUnit2welcometotheunit
Date:
I.Teachingobjectives:
1.Tointroducethecontextabouthavingarobottohelpwiththeworkforhumans
2.Totalkaboutwhatarobotcando
3.Tolearnsomeoftheadvantagesofrobots
II.Teachingprocedure:
Step1:Warm-up:Toraisestudentsinterest,getstudentsthinkingand
talkingaboutrobots:
①Haveyouseenrobotsinthefilms?
②Whatkindofrobotsdoyouknow?
③Doyoulikerobots?Why?
④Whatdoyouthinkrobotscandoforyou?
⑤Wouldyoubuyarobotinthefuture?Why?
Step2:welcometotheunit
1.Thepurposeofthispartistoactivatestudentsknowledgeof
robotsandgenerateinterestsofthistopic.Askonestudenttoreadthe
phrasesinthewordboxatthetopofpage19.Makesurethatallstudentsunderstandthemeaningsofthephrasessuchasdothelaundry,explorerdangerousplacesintheirownwords.
2.Explainthecontext.DanielisexplainingtoAmywhatrobotscan
do.AskstudentstocompletetheconversationonPage19ontheirown.
3.Asktwostudentstoreadtheconversationandcheckmistakes.
4.Encouragestudentstotalkaboutifrobotsareharmful?Divide
studentsintogroupstodiscuss.
①Whatdorobotsdoharmtohumanbeings?
②Whydotheydoharmtohumanbeings?
5.Listentothetapeforthefirsttimetolearnthemainideaof
thecomicstrip.
6.Listentothetapeforthesecondtimetoreadafterthetape.
7.Asksomestudentstoactoutthecomicstrip.
Step3:Usefulexpressions
1.complaint:不+可数名词"抱怨";可数名词"抱怨的行动或话,投诉"
complain:动词:complainto/about
2.post:动词邮寄:.postsomethingforsb.
III.Homework:
1.Recitetheusefulvocabularyandcomicstrip.
2.Completesomeexercise.
3.Previewreading(1)
教学小结:学生基本能掌握对话,理解机器人能为人类做好多事。要求学生进行会话,课后学生都能背诵对话。
Unit2Reading(1)
Date:
I.Teachingobjectives:
1.Tounderstandtheideaofhowrobotscanchangeourlives.
2.Torecognizeandunderstandvocabularyaboutlifewithrobots.
3.Toidentifythegoodpointsofowningarobot.
II.Teachingprocedure:
Step1:Backgroundinformation:Arobotisanautomatedmachinethatis
programmedtoperformfunctionsjustasahumanwoulddo.
Step2:Reading"Thefirstpersontoownarobot"
1.Reviewthethingsthatarobotcandoin"welcometotheunit".
Askstudentswhethertheybelievepeoplewilluserobotstodotheir
choresfortheminthefuture.
2.Explainthecontextofthereadingpassage.Danielisreadingan
articleabouthavingarobotathome.Therearegoodpointsandbad
points.
3.Askstudentstolistentothepassage,payingattentiontothe
pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.
4.Listthegoodpoints.
5.Askstudentstoreadeachparagraphandputforwardquestionsif
theyhave.
Step3:languagepoints
1.thefirstonetodosth.
2.inorderto:引导目的状语,后接动词原形,可以放在句首,或句末,否定形式inordernottodosth.:
ShelistenstoEnglisheverydayinordertogetgoodmarks.
=soastodo:ShelistenstoEnglisheverydaysoastogetgoodmarks.
=inorderthat+从句:ShelistenstoEnglisheverydayinorderthatshecan
getgoodmarks.
=sothat:ShelistenstoEnglisheverydaysothatshecangetgoodmarks.
3.asaresult:"因为,由于,由于。。。结果",用来做结果状语
Shewaslateasaresultofheavyrain.
4.nolonger:"不再,再也不,今后不再",指时间,多由于修饰某种具体状态,相当于notanylonger,其中any
longer一般放在句末。
Inolongergothere.=Idontgothereanylonger.
(nomore也用来表示不再,再也不",但是强调数量和程度=notanymore)
Theresnomorewater.=Thereisnotwateranymore.
5.foranextrahour:extra"额外的,附加的"
III.Homework:
1.Recitetheusefulvocabularyandparagraphs.
2.Completesomeexercise.
3.Previewreading(2)
教学小结:了解机器人如何改变我们的生活,掌握课文里的语言点和重点。以及机器人给我们带来的好处。
9BUnit2Reading(2)
Date:
I.Teachingobjectives:
1.Toidentifythebadpointsofowningarobot.
2.Toidentifytrueandfalsestatementsaboutlifewitharobot.
II.Teachingprocedure:
Step1:Revision:Revisetheusefulexpressionsagainorallyandhavea
dictation.
Step2:Reading"Thefirstpersontoownarobot"
1.Explainthecontextofthesecondpartofthereadingpassage.
Danielisreadinganarticleabouthavingarobotathome.Therearebadpoints.
2.Askstudentstolistentothepassage,payingattentiontothe
pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.
3.Listthebadpoints.
①catchavirusandcausealotofproblems
②nolongerknowwhentocookandwakeMr.Jiangupat4inthemorning.
③Findhisbreakfastinthewashingmachine,cleanshirtsinthe
dustbin,booksinthesink.
④Movearoundthehouseandknockthingsover
4.Askstudentstoreadeachparagraphandputforwardquestionsif
theyhave.
Step3:languagepoints
1.behappywith=besatisfied/pleasedwith
2.wakesb.up
3.intheend=atlast=finally
4.returnsth.tosb.=givesth.backtosb.
5.decidetodosth.
III.Homework:
1.Recitetheusefulvocabularyandparagraphs.
2.Completesomeexercise.
3.Preview"Vocabulary"
教学小结:了解第一个拥有机器人的人以及机器人给他带来的坏处。这一课时结实以后要求学生背诵课文。提高学生的口语能力。
9BUnit2Vocabulary
Date:
I.Teachingobjectives:
1.Tolearnthenamesofdifferentpartsofarobot.
2.Todesignanidealrobot
3.Towriteanarticletodescribetheidealrobot.
II.Teachingprocedure:
Step1:Inweakerclasses,studentsprobablywillnotknowwhatsomeof
thewordsinPartAmean.Writethewordsontheblackboardandhelpthem
finishthepart.
e.g.:Whatstheuseofacamera/battery/hand/wheel/speaker?
Acameratakespictures.
Abatterygivesuspower.
Ahandhelpspickupthings.
Wheelshelpthingsmove.
Wecanhearsoundthroughaspeaker.
Step2:Showstudentsrobotpicturesandaskstudentswhatotherfeatures
arobotmighthave.ThiswillhelpstudentswithPartB.Encourage
studentstousetheirimagination.
①Askstudentstolookatthepictureonpage24andanswerthe
questions.
②Askstudentsquestionsaccordingtothepicturesshown:
Whatdoesitlooklike?
Whatisthereonthehead/intheface/onbothsidesofitsbody?
Howdoesitspeak?
Whatistheuseofthearms/hands?
Howdoesitmove?
Whatkindofenergydoesithave?
Step3:Explainthecontextofpartb.Danieliswritinganarticleto
describehisidealrobot.Havestudentsworkinpairsandcompletethe
exercise.
Step4:Askvolunteerstoreadthecompletedarticlefortheclass.Check
formistakesandmispronunciations.
III.Homework:
1.PreviewGrammar1
2.completesomeexercises.
教学小结:了解机器人的各部分零件。以及各部分零件的用处。帮助差一些的学生能更好的理解它们的意思,把单词写在黑板上,使他们更好的掌握。
9BUnit2Pronunciation
Date:
I.Teachingobjectives:
1.Tounderstandtheuseofstressinsentences
2.Torecognizethedifferentmeaningsofasentencebasedonwhere
thestressisplaced
3.Tostresstherightwordsinasentence
4.Tochoosethecorrectmeaningsofasentencebasedonstressed
words.
II.Teachingprocedure:
Step1:Readthethreeexamplesentencesclearlyandslowlyforstudents
tolistento.Askstudentstorepeatsentenceafteryoupayingattention
tothewordsthatisstressed.
Step2:PlaytherecordingforpartAthroughonceandaskstudentsto
listencarefullytothestressedwords.
Step3:Playtherecordingagainandencouragestudentstoimitatewhat
theyhear.Askstudentstoreadthesentencesaloud.
Step4:Explainhowthestressedwordsaffectthemeaningsofthe
sentences.
Step5:Dividetheclassintopairs.Askstudentstoreadoutthe
sentencestoeachother,stressingthewordsinbold.Listentothe
sentencesasyouwalkaroundtheclass.Praiseareaswherestudents
performwell.
Step6:Explainthatwhenwespeak,wecanstressdifferentwordsina
sentence.Thewordswestresscanchangethemeaningsofthesentence.
Writeanexamplesentenceontheblackboard:
"Thedogatefourtinsofbeansyesterday."
①Whoatefourtinsbeansyesterday?
②Howmanytinsofbeansdidthedogeatyesterday?
③Whatdidthedogeatfourtinsofyesterday?
④Whendidthedogeatfourtinsofbeans?
Step7:ReadthetwosentencesinpartBaloud,stressingthewords"robot
andDaniel".
Step8:Askstudentstoreadpointsa,bandcundereachsentence.Ask
themtocircletheletterwiththecorrectmeaningsforeachone.
Step9:Asktwostudentstoreadouttheirchoices.Encouragestudentsto
raisetheirhandsiftheydonotunderstandwhytheseanswersarecorrect.
III.Homework:
1.PreviewMaintask.
2.Completesomeexercises.
教学小结:能理解句子重音的使用,学生在听了一遍后能读出句子的重音。
9BUnit2Integratedskills
Date:
I.Teachingobjectives:
1.Toextrainformationfromaposter.
2.Tocompletenotesaboutarobotexhibition
3.Toextractinformationfromaradioprogramme
4.Tocompleteane-mail
5.Totalkaboutwhatrobotscandoandgiveopinionsabout
differenttypesofrobots.
II.Teachingprocedure:
PartA:Therobotexhibition
Step1:Askstudentswhethertheyhaveeverbeentoanexhibitioncenter
andwhatexhibitionstheyhaveseenbefore.
Step2:Explaintostudentsthattheywillnotbeabletofindallthe
informationtheyneedtocompletethenotesinPartA1justfromreading
theposter..However,theyshouldtrytofindasmuchinformationasthey
can.
Step3:Tellstudentstheycancompletethenotesbylisteningtothe
radioprogramme.
①Listentothetapeforthefirsttimetogetitsmainidea.Explain
thewords:Japan,SouthKorea,language,memory.
②Listentoittofindthenecessaryinformationtheyneed.
③Playtherecordingwithoutstopping
④Askstudentstogivetheirownanswers.
⑤Checktheanswerwiththeclass.
⑥Playtherecordingagain,allthewaythrough,withoutstoppingso
thatstudentscanchecktheirownanswers.
Step4:ExplainthecontextofpartA3.Remindstudentstheycanreferto
theinformationonpage28tofillintheblanks.
Step5:Encouragestudentstocompletethisexerciseontheirownorin
groups.
PartB:Speakup.
Step6:Askstudentstoworkinpairs.Theyshouldreadtheconversation
throughonce,swaprolesandthenreadtheconversationagain.
Step7:Encouragestudentstomakeuptheirownconversationsabout
robots.Listentothestudentsasyouwalkaroundtheclassroom.Asksome
pairstopresentnewonestotheclass.
III.Homework:
1.Recitetheconversationonpage29andcompletesomeexercises.
2.Previewpronunciation.
教学小结:学生基本能听懂A1,A2,在听的基础上完成A3.了解国际展览上不同国家的机器人。学生在学的同时能互相对话,谈论机器人能为我们做些什么。
9BUnit2Grammar(1)
Date:
I.Teachingobjectives:
1.Touseobjectclausesintroducedby"wh-"words
II.Teachingprocedure:
Step1:Reviewobjectclausesintroducedby"iforwhether"and"that".
Explainthattheseclausesrelateto"yes/no"questions.
Structures:主语+谓语+宾语从句①that+主语+谓语+其他
②if/whether+主语+谓语+其他
Step2:Tellstudentsthatwhenobjectclausesrelateto"wh-"questions,
weshoulduse"wh-"wordstointroduceobjectclauses.Askstudentstoreadthegrammarrulesandthetwoexamplesatthetop.
Step3:Remindthemthattheclausesshouldbeintroducedby"wh-"words
andthewordorderintheclauseshouldbethesameasinthestatements.
e.g:Therobotnolongerknew.
Whenshoulditcookbreakfast.
→Therobotnolongerknewwhenitshouldcookbreakfast.
Step4:Writethefollowingsentencesontheblackboardandencourage
studentstousethefollowingstructures:
⑴Iamnotsure…
⑵Idliketoknow…
⑶Icantimagine…
⑷Canyoutellme…?
①whereisZhongshanPark?
②Howdidyougotoschool?
③WhatwillyoudonextSunday?
④Whenwastheparceldelivered?
⑤Whocalledinthemorning?
Step5:Asksstudentstodotheexerciseonpage25.Studentswillbeable
tocompleteitontheirown.Checktheanswersasaclass.
III.Homework:
1.Reviewtherulesofobjectclausesintroducedby
"wh-/that/if/whether".
2.Previewgrammar(2)
教学小结:学生能掌握以wh-特殊疑问句引导的宾语从句。掌握它的结构。
9BUnit2Grammar(2)
Date:
I.Teachingobjectives:
1.Touse"inorderto"tointroducethepurposeofanaction.
2.Touse"asaresult"tointroducetheresultofsomething.
3.touse"needto"totalkaboutsomethingwehavetodo.
II.Teachingprocedure:
Partone:"inorderto/asaresult"
Step1:Listthetwosentencesinthereadingpassage:
①Inordertohavemorefreetime,Ihavetobuyarobot.
②Asaresult,Mr.Jiangnolongerneededtogetupearlytodothe
housework.
Step2:Askstudentsaquestion:"Whatshouldwedoifwewanttohave
morefreetime?"
Writesomeoftheanswersontheblackboardandconnectthemwith"in
orderto".
Step3:Explaintstudentsthat"inorderto"means"withthepurposeof"
andthatwecanuseittointroducethepurposeofanaction.Itcanbe
usedatthebeginningorinthemiddleofthesentences.
Step4:Samemethodcanbeappliedtointroduce"asaresult".Remind
studentsthatweuseittointroducetheresultofsomething.
Step5:Askstudentstoreadthegrammarrulesandexamplesentencesat
thetopofpage26totheclass.
Step6:Asksstudentstocompletetheexerciseandchecktheanswersasa
wholeclass.
Parttwo:"needto"
Step7:Explaintostudentsthat"needto"isastrongverb.Weuseit
whenwewanttotalkaboutsomethingweshoulddo.
Step8:Askstudentswhatthingstheyneedtodotoday."Ineedto…"
Step9:Askstudentstoworkontheirowntocompletetheexerciseusing
"needto"andthephrasesinthebox.Checkanswerswiththeclass.
Step10:Askstudentstocomplete"workouttherule".
III.Homework:
1.Reviewgrammar2andcompleteexercises.
2.Preview"Integratedskills"
教学小结:掌握asaresult,inorderto,needto的用法。
9BUnit2Maintask
Date:
I.Teachingobjectives:
1.Toreadandunderstandaquestionnaire
2.Touseinformationfromaquestionnairetocompleteacomplaint
letter.
3.Towriteacomplaintletter.
II.Teachingprocedure:
PartA:Therobotexhibition
Step1:Askstudentstoreadthesevendifferentsectionsofthe
questionnaire.Askstudentstoraisetheirhandsiftheyhaveany
questions.
Step2:AskstudentswhethertheyagreeordisagreewithDanielsanswers.
Ifstudentsdisagree,askthemtojustifytheiranswers
IdontagreewithDanielonquestionXbecause…
Step3:Askstudentstoreadtheletterontheirown.
Step4:AskstudentstodescribehowDanielfeels,andtellthemthatthey
cancompletethelettersusingtheinformationfromthequestionnaireon
page31.
Step5:Encouragestudentstocompletetheletterontheirown.Oncethey
havefinished,readthewholeletteraloud.
Step6:Askstudentstousethequestionnairetheycompletedforthe
extensionactivityonpageT31asabasisforcompletingtheirown
complaintlettersinpartC.Remindstudentsthatwhentheywritea
complaintletter,theyshouldmaintainaformalstyle.Althoughtheycan
maketheircomplaintlettersclear,theyshouldbepolite.
Step7:Askstudentstoreadhisorherdraftlettertoclassmatetocheck
formistakes.
III.Homework:
1.Writeacomplaintletteroftheirowns.
2.PreviewCheckoutandcompletetheexercises.
3.Reviewvocabularyandgrammarinthisunit.
教学小结:能看懂投诉信的问卷调查,能使用问卷调查的内容完成一封投诉信。
根据所学内容学生能自己完成一篇作文。
9BUnit2Checkout
Date:
I.Teachingobjective:
1.Toreviewkeyvocabularyandgrammaritemstaughtinthisunit.
2.Togivestudentstheopportunitytopracticethevocabularyand
grammaritems,andtogainconfidencethroughdoingso
3.Toallowstudentstochecktheirprogressandaskanyquestions
theymaystillhave.
II.Teachingprocedure:
1.Tellstudentsthatthisisrevisionandthattheyhavealready
learntthesewordsandgrammaritems.
2.Askstudentstoreadthee-mailinpartAforoverallmeaning
beforetheybeginfillingintheblanks.
3.Askstudentstocompletetheexerciseontheirown.Remindthem
ofthegrammaritemstheywillneedtouse.
4.Gothroughtheanswerswithstudents.Askstudentstoeachread
outoneparagraph.Listenformistakesandmispronunciations.
5.TellstudentsthatpartBisavocabularygame.Itisnot
difficultasthefirstletterofeachanswerisprovided.Encourage
studentstocompletethisexerciseindependently.
6.Askstudentstoraisetheirhandswhentheyhavefinished.Have
thefirststudentwhoraisesthehandtoreadoutthetaskonthelist.
Checkformistakesandmispronunciation.
III.Homework:
1.Completesomeexercises.
2.Previewthewholeunitandprepareforanexam
教学小结:通过这一课时,学生能掌握本课的语言点和语法要点。
教学反思:通过本单元的教学,学生能学习思考机器人为我们工作的可能性。激发学生的兴趣,学生有机会进一步发挥想象力,更独立地开展学习。
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牛津英语8BUnit5welcometotheunit学案及教案
为了促进学生掌握上课知识点,老师需要提前准备教案,准备教案课件的时刻到来了。在写好了教案课件计划后,新的工作才会如鱼得水!你们知道哪些教案课件的范文呢?以下是小编为大家收集的“牛津英语8BUnit5welcometotheunit学案及教案”但愿对您的学习工作带来帮助。
8BUnit5导学案
Welcometotheunit
“慈善机构”(Internationalcharities)是指从事慈善事业的非营利性组织。世界五大国际慈善机构简介:
1.ORBIS(奥比斯基金会):奥比斯的理想是将世界上所有可避免的失明完全消灭。奥比斯对全人类提供高品质的眼科护理与治疗,特别是针对全世界超过1亿8千万的盲胞、视觉受损者及失明的高危险群。目前有80%左右的失明是可以避免的,大约有数百万的失明是可以藉著高科技的医疗方法被治愈的。
2.Oxfam:(乐施会):国际乐施会由十三个独立自主的非官方组成的救援机构,跨越种族、性别、宗教和政治的界限,与政府部门,社会各界及贫穷人群合作,一起努力解决贫穷问题,并让贫穷人群得到尊重和关怀。为消除贫穷、不公平现象而努力。“助人自助,对抗贫穷”是乐施会的宗旨和目标。
3.UNICEF(联合国儿童基金会):联合国儿童基金会主要着眼于拯救儿童生命,并使他们成为对社会有益的成员。坚持不懈地追求实现儿童的权利将为我们创造一个更加平等的社会,并使我们的人口更健康、更具有创造力。
4.WorldVision(世界宣明会):世界宣明会是一个国际救援及发展机构,旨在为贫穷的儿童、家庭及小区带来长远的改变,援助不分宗教、种族或性别。
5.WorldWideFundforNature(世界自然基金会WWWF):WWF的使命是遏止地球自然环境的恶化,创造人类与自然和谐相处的美好未来。
①ORBIS(奥比斯基金会)80%oftheworldblindnessisavoidable,worktoreducepreventableblindnessinmanycountries.Itisdedicatedtothesavingofsightandthedeliveryoftrainingofdoctorsandnurses.
②Oxfam(乐施会)worktoeliminatepovertyandinjusticeinmanycountries.
③UNICEF(联合国儿童基金会)UnitedNationsChildren’sFund,worktoensurethatbasicnutrition,healthandeducationalneedsofchildrenaremet.
④WorldVision(世界宣明会)fundsdevelopmentprojectsinpoorareasaroundtheworld.
⑤WorldWideFundforNature(世界自然基金会WWWF)worktoconservetheenvironmentandanimalhabitats.ItusedtobeknownasWorldWildlifeFund.
someotherinternationalcharities:FriendsoftheEarth地球之友/Greenpeace绿色和平组织/InternationalRescueCommittee国际救援委员会/InternationalYouthFoundation国际青少年基金会/MedicinesSansFrontieres无国界医生组织/SalvationArmy救世军/SavetheChildren/WorldFoodProgramme国际粮食救援署/WorldRelief世界救济
一.预习P76—P77,翻译下列短语。
1.国际慈善机构2.带某人去饭店
3.在……隔壁4.最重要的
5.过去常常做某事6.习惯于做某事
7.有一些剩下的零花钱8.吃一顿大餐
二、Writedowntheinternationalcharities:
_____________helpspeoplewhoareblind.
_____________________protectstheenvironmentandanimal’shabitats(栖息地).
________________providesfundfordevelopmentprojectsinpoorareasaroundtheworld.
________________helpsthepoortogetmorefood,houses,jobs,educationandmedicine.
_________________meetsthechildren’sneedofnutrition,healthandeducation.
三、查找资料,了解更多的慈善机构的名称。
1._______________________________2._______________________________
3._______________________________4._______________________________
5._______________________________6._______________________________
教学内容8BUnit5Welcometotheunit课型新授课
Teachingaims:1.Learn“Comicstrip”andknowalittleaboutinternationalcharitiesand“beusedtodoingsth”;
2.Learndifferentnamesofinternationalcharitiesandtheirfunctions.
Teachingsteps:
Step1Warmingupbyquestioning
WhatcharitiesinChinadoyouknowof?Whatdotheyhelp?
Inthisunit,we’lllearnsomeinternationalcharities.Whatinternationalcharitiesdoyouknowof?
Haveyoueverheardoffamousinternationalcharitieslike:ORBIS,Oxfam,UNICEF,WorldVisionandWorldWideFundforNature?
Step2Presentation
1.Showthewallchartandpresentsomecharitiesintheworld:
a.ORBIS奥比斯
Note:It’sacharitylikeaflyingeyehospital.Ifpeopleinpoorcountrieshaveeyeproblemsandtheyhavenomoneytoseethedoctor,volunteerdoctorswilloperateonthemonaplane.
b.Oxfam乐施会
Note:It’saBritishcharitythathelpspeopleinmanyways.
c.UNICEF联合国儿童基金会
Note:It’sacharitythathelpschildreninneed.
d.WorldVision世界宣明会
Note:It’saChristian(基督教的)charity.
e.WWF=WorldWideFundforNature世界自然基金会
Note:It’sacharitythatprotectswildlifeandnature.
2.Practicereadingthemagainandagain.
3.P77(PartA)
Step3Discussion
1.T:Asweknow,peopleinpoorareasneedalotofthings.Whatdotheyneed?
(GettheSstodiscuss)
2.P75PartBT:Whatdotheyneedmost/least?
3.GettheSstomakeareportlikethis:Ithinktheyneed…most/least.
Step4Listeningandanswering
1.Oxfamneedsmoney.WhatdoesHobowanttodo?
2.DoesEddiewanttogooutbeforelunch?
Whattimedoeshealwayshavelunch?
3.Whereisthenewrestaurant?
Step5Readingandacting
Readthedialoguealoudandactitoutinpairs.
Step6languagepoints
1.usedadj.二手的;旧的;用过的
2.usedto过去常常(后接动词原形)
e.g.Iusedtogotoschoolonfoot,
butIgotoschoolbybusnow.
3.be/getusedtosth./doingsth.
对某事物/做某事已适应/习惯
e.g.Heisusedtohardwork.
Iamnotusedtodrinking.
4.一日三餐之前一般不加冠词。
如:
Wheredidyouhavebreakfastthismorning?
但如果breakfast,lunch,supper或dinner之前有形容词修饰时,常加a/an。
如:
Wehadawonderfuldinnerlastnight.
5.“too…to…”结构表示“太……而不能……”,副词后接形容词或副词的原形,其后再接动词不定式。
如:
Sheistooyoungtogotoschool.
“too…to…”结构可以转化为“so…that…”结构,如:
Heistooshorttoreachtheapple.→
Heissoshortthathecan’treachtheapple.
Step7Homework
a.Readthecomicstripsandtrytorememberit.Tryyourbesttoactitout.
b.Finishofftheexercisesintheworkbook.
板书设计8BUnit5Welcometotheunit
Internationalcharities:ORBISOxfamUNICEFWorldVisionWWF
someotherinternationalcharities:
usedto
be/getusedtosth./doingsth.
so…that…
教学反思
一、根据句意及首字母提示完成单词。
1.Jimhassome_____money(零花钱),sohewantstobuyanewCD.
2.Chinaisoneofthe___________(国际的)countriesintheworld.
3.Hefeelsso____(虚弱)thathecan’tstandup.
4.Wewillbegoodfriends_________(以后).
5.IwanttogotoLondonfor______(更深远)study.
二、用所给词的适当形式填空
1.“Remember_______(close)thedoorafterschool,”ourteachertoldus.
2.Wehavealittletime____(leave).Let’sreadtheEnglish.
3.Areyouusedto_______(do)yourhomeworkatnight?
4.Heusedto_____(visit)theGreatWall.
三、根据首字母提示,完成下文。
HobohearsthatOxfamn______money.HewantstodonateEddie’sp______moneytoOxfam.ButEddiewantstohavelunchf_____becauseit’s12o’clock.
Heisn’tusedtog_____outbeforelunch.Hepretends(假装)thatheistoow_____towalk.Finally,Hobowilltakehimtoanewr_________nexttotheOxfamshop.
牛津初中英语8BUnit4welcometotheunit
Unit4AcharityshowPart1TeachingdesignVOCABULARY四会(n.)charity,host,cat,organizer,duty,event,success,business,organization,guest,audience,curtain,exit,stage,voice,actor,ground,decision,poster,performance(v.)wish,raise,introduce,perform,hang,phone,matter(adv.)excitedly三会advertise,goods,notepaper,attention,donation,speech,purpose,departmentstore二会microphone,leaflet,denote,indoors,volunteer,angencyEXPRESSIONStobethehostof…,acharityshow,sleepless,advertiseontheInternet,giveoutleaflets,donatemoney,organizeacharityshow,sellbooks,helpwith…,raisemoneyfor…,feelhappy,watchtheshow,workon…,practisealot,inthebeginning,doeverythingright,becomealittlebiteasier,keep–ing,thefansofthepopstars,makealotofnoise,donatemoneyto…,havesupportfrom…STRUCTURE1.IwashelpingwithacharityshowbecauseIwantedtoraisemoneyforProjectHope.2.IwasverynervousbecauseoftheTVcamera.3.IwantedtohelpthepoorsoIdonatedsomemoney.4.Ihopethatyouwillliketheshow.5.IwishthatIcouldfly.第一部分教学设计Period1Comicstripswelcometotheunit(Raisingmoneyforcharity,Fun-raisingactivitiesforcharities)Teachinggoals●Tointroduceaspecificactivitiesstudentscandotohelpacharity●Toactivateexistingknowledgeaboutdoingcharitywork●Tobecomefamiliarwithdifferentwaysofmakingsuggestions●Toactivatestudents’interestinlocalcharitiesandwhattheydoTeachingproceduresStep1Havingarevisionandpresenting(Showtheads.inBook7Atostudents.)Doyoustillremembertheads?WhatdoMillieandSimonwanttodo?Yes,youareright.TheywanttohelpthechildrenfrompoorareasinChina.Wecallsuchanactivityacharity.Thecharitythathelpsschoolsandstudentsinpoorareasiscalled“ProjectHope”.Whatothercharitiesdoyouknow?Haveyoueverheardof“ProjectGreenHope”,“SaveChina’sTigers”and“SpringBudProject”before?NowgotofinishoffPartBonpage61.Step2DiscussingWhatcanwedoforcharity?Wecanraisemoneyforcharity.Thenhowcanwedoit?Let’shaveadiscussion.(Showthestudentsthepicturesonpage59onebyone.)Whataretheydoing?Picture1:Theyaresellingbooks.Picture2:HeisadvertisingontheInternet.Picture3:Theyaregivingoutleafletstoaskpeopletodonatemoney.Picture4:Theyarehavingacharityshow.Nowgotopage61tofinishoffPartA.Whatisthegoaloftheseactivities?(Toraisemoney/fundforcharity)
Sotheyarecalledfund-raisingactivities.Whatotherfund-raisingactivitiesdoyouknow?Couldyoufindmorefund-raisingactivitiesinlife?Step3DoingataskWearegoingtodoaclasssurvey.Whichtypeofactivitywouldyouliketobeinvolvedinifyouwanttoraisemoneyforcharity?Whatwouldyoudo?ToadvertiseontheInternet?Togiveoutleafletstoaskpeopletodonatemoney?Toorganizeacharityshow?Tosellbookstoraisemoney?Whatothersuggestionswouldyoucomeupwith?Let’sdrawatableontheblackboardtofillintofindoutthemostpopularactivity.OK?Howtomakesuggestions?Let’s…Whydon’tyou/we…?What/Howabout…?Whynot…?Shallwe…?Step4Lookingandanswering(ShowPicture4inPartAtostudentsagain.)
Whataretheydoing?(Theyareholdingacharityshow.)
What’sinthegirl’shand?(Amicrophone.)Guesswhatsheis.Right,sheisahost.Whatfamoushostsdoyouknow?Howcanwebecomegoodhosts?(Onlyifwepracticealot.)
Step5Presenting(ShowPicture1onpage60tostudents.)WhatisHoboholding?
Whyisheholdingamicrophone?Becausehe’sbeenchosentobethehostofacharityshow.Becausehewishestospeaktothelisteners.Becausehewantstoasktheteacherasetofquestionsaboutcomputer.Becausehewantstocheckhisstudents’work.…Step6ListeningandansweringWhyisHoboholdingamicrophone?(Hewillbethehostofacharityshow.)
Thatistosay:Hehasbeenchosentobethehostofacharityshow.WhatdoesEddiesaytohim?(Congratulations!)DoesEddiewanttobeahost?Ishesurethathecanbeagoodhost?HowcanhebecomeagoodhostaccordingtoHobo?Doyouthinkhecanbeagoodhost?Whyorwhynot?Step7ListeningandrepeatingNowlistentothetapeandreadafteritsentencebysentence.Step8FindingoutexpressionsGooverpage60and61againtounderlinealltheusefulexpressions.ExpressionsfromComicstripswelcometotheunitStep9ActingoutthedialoguesNowworkinpairstoactoutthedialoguesonpage60and61.Step10RetellingthestoryHoboisholdingam_____.Eddiewantedtoknoww_____hewasholdingamicrophone.Hobotoldhimhehasbeenchosentobetheh_____ofac_____show.EddieadmiredHoboverymuch.Soheaskedifhecouldbeahost.HobotoldEddietop_____alotifhewantedtobeagoodhost.Eddieagreedwithhim.Buthewantedtosleepmore.HobosaidtoEddie:“Youcanbeagoodhosto_____ifyousleepl_____duringtheday.”NowweknowhowlazyEddieis.(keys:microphone,why,host,charity,practise,only,less)Step11Doinghomeworka.Listen,repeatandreadthecomicstripsandtrytorememberit.Tryyourbesttoactitout.b.FinishofftheexercisesintheEvaluationHandbook
牛津英语8BUNIT2教案
Content:Maintask
Teachingaims:
1.Toselect,organizeandpresentinformaiton
2.Toidentifyandsortkeyinformationrequiredtotalkaboutpersonalexperiences
3.Todescribeandexplainplaces,experiencesandfeelings
4.Todiscussideasforanarticlewithaparter
Teachingprocedures:
Step1
Introducethetopicofdescribingandexplainingholidayexperiences.Askifanystudentskeepatraveldiarywhentheygoonholiday.Askthemtothinkaboutwhatsortsofthingstheywouldputinatraveldiary.
Step2
ExplainthecontextofPartA.sandyisthinkingofthingstowriteaboutforherproject.AskstudentstolookatSandy’sthoughtbubble.AskstudentstolookatSandy’sfactfileinPartB.TellthemthatSandyhasmadenotesabouteachofthepointsinherthoughtbubble.TalkaboutthefactfileinPartBandpointoutthemoredetailedinformationwhichSandywantstoinclude.
Step3
AskstudentstoreadthroughSandy’sarticleinPartCtogetanideaofthestructureandtopicscoveredbeforetheybeginfillingintheblanks.AskstudentstocompleteSandy’sarticleusingtheinformationinthefactfileinarticlepreparesthemforwritingtheirownarticleusing
theirwoninformationanddetail.WhenstudentshavecompletedPartC,asksixstudentstoreadoutoneparagrapheach.Askstudentstochecktheiranswers.
Step4
TellstudentsthatinPartD,theyaregoingtowriteabouttheirfavouriteholiday.Tellthemthatitcanbearealholidaytoaplacethey
havevisitedinthepast,oradreamholidayaboutaplacethattheywouldliketovisit.Encouragethemtodosomeresearchabouttheplacetheyaregoingtowriteabout.
Step5
Brainstorminformationaboutstudents’ownexperiencesandplaces
theyhavevisited.Generateinterestinwritinganarticleforother
peopletoread.Pointouttostudentsthatotherpeoplemightwantto
visitcertainplacesandwouldliketofindoutmoreinformationbeforetheyconsideraholiday.
Step6
Dividetheclassintopairs.Askstudentstotalktotheirpartnersabouthowtheywillprepareandpresenttheirarticles.Encouragethemtoshareideas.
Step7
Remindstudentsabouttheimportanceofgivinginformationclearly
andeffectively.Tellthemthattheyshoulddrafttheirarticlesfirst.
Whencorrectthiskindofwriting,focusonclarityandpresentation.Thepurposeofthiskindofwritingistoprovideasmuchdetailedinformationaspossiblesothatthereadercangetaclearpictureofthesituation.
Assignment:
Finishthecomposition