牛津上海版英语八年级下册 Unit 1 Trees 教案（10课时）

2022学年牛津英语上海版八年级第二学期unit1教案
Chapter topic: overview
This chapter is about trees and the environment. The main passage is passage is an interview about trees with a scientist. The Listening task is to complete a notice about planting trees. The Speaking section includes a discussion about ways of fighting pollution. In the Using English section, we teach students how to use a book’s index, and practise using an index to find material for a project on pollution. Finally, the Writing task is to describe how some workers have built a sitting-out area.
First Period
Language focus:
Let students the importance of the trees.
Let students learn the knowledge of the trees.
Materials: 8B unit1
Teaching Plan
Warming-up:
Tell a story. ( Class A )
Daily questions:
What’s the weather like today
Do you like travelling Why Or why not
How did you spend your winter holidays
How will you spend this summer holiday
Have you ever been to the Great Wall
Which interesting places have you been to
Close the window, please.
Turn off the light, please.
Can you see many trees and flowers in our school
Are trees important in our daily life
Pre-task preparation:
The cartoon:
In this cartoon ‘Lo’ is playing a trick on ‘Hi’. He has an apple seed in his hand, and asks if it will grow into a pear tree. ‘Hi’ assumes that the seed is a pear seed, and so gives the wrong answer.
Ask students to guess what the chapter’s topic will be by looking at the cartoon.
Then ask them to list some things we get from trees that we use, eat, drink or wear. Some possible answers are:
use --- pencils, chopsticks, tables, chairs, paper
eat --- fruit, nuts
drink--- tea (leaves), coffee (beans)
Wear --- flowers, shoes (rubber )
Ask the students if they think we should have more or fewer trees in Shanghai . Encourage students to tell you why.
Ask students to tell you why they think hundreds of trees have been planted along Shanghai’s streets, in areas such as Century Avenue.
Poll the class to find out if the students have ever planted a tree. If they have, ask them where and for what reasons.
While-task procedure:
What do you know about …
Ask the students to do the quiz. Encourage guessing the students do not know the answers.
Notes:
2) a Air pollution: The leaves of trees remove dangerous chemicals and dirt from the air and produce oxygen.
b Water pollution: Trees around reservoirs help keep the water clean by removing dust and dirt from the air, and their roots prevent the soil from washing into the water.
c Noise pollution: Trees reduce noise from vehicles.
3) a nuts, e.g., walnuts, cola nuts ( used in Coca-Cola)
b beans , e.g., coffee, cocoa ( used to make chocolate)
c cotton plants are planted fresh every year in tropical and subtropical areas. Cotton is used to make fabrics(布，织物).
d oil, e.g., coconut oil, palm oil
e Tea is made from leaves.
f Rubber is made from the sap of the rubber tree (latex橡胶).
4) a The banana tree is usually called a tree, but it is not really one because its trunk is not made of wood. It produces fruit and its leaves can be used as roofing material.
b There are many different kinds of palm trees. The coconut palm produces coconuts whose outside shell (the husk) can be made into ropes or burned for firewood. The milk can be drunk and the flesh of the coconut can be eaten. Oil pressed from the flesh is used both for cooking and in skin creams. The leaves are used to make brooms.
c Magnolia trees are small to medium-sized trees noted for their large, slowly blossoms in early spring, and large leaves.
Look and think
As always, students should not read the passage. They should guess the answers and then confirm the correctness of their guesses during their later readings of the passage. The answers should be checked with students after they complete Exercise E.
Homework:
Copy the new words and recite words and phrases.
List some things we get from trees in our daily life.
Second period
Language focus:
Let the students learn the new words and vocabulary.
Let students learn how to use the new vocabulary.
Materials: 8B unit1
Teaching Plan
Warming-up:
Dictation:
1) plant the seed 2) become a pear tree 3) an apple seed
4) mouse mice 5) tortoise and people 6) dirty and healthy
7) air pollution 8) noise pollution 9) nuts and cotton
10) rubber and oil 12) the best-known trees 13) magnolia trees
14) large, sweet-smelling flowers 15) the flowers of Shanghai city
16) useful product 17) harmful gases 18) pass information to one another
19) a magnolia tree 20) the pollution fighters
Let students list some things we get from trees in our daily life.
Pre-task preparation:
Learn some new words.
Let students read the passage by themselves and do Exercises C1 and C2 to ensure the students understand the vocabulary.
Learn other new words.
While-task procedure: learn the new vocabulary.
chemical (n.) P14 something (i. e., a solid, liquid or gas ) used in chemistry
e.g. The farmers used a chemical to kill the insects in their fields.
communciating (v.) P14 giving and receiving information/ messages / signals
e.g. The police are communicating using radios.
hardly any ( adv. + pron.) P16 almost none
e.g. He spent nearly all his money. He had hardly any left.
The adverb hardly is often confused with the adjective and adverb hard, meaning needing much effort (e.g., It was hard work. (adj.); She worked hard. ( adv.)).
Note the difference between She worked hard last night (effort) and She hardly worked last night (almost not at all ).
hectares (n.) P 10 metric measure of area (10,000 sq m)
e.g. The new park covered an area of six hectares.
nasty (adj.) P14 unpleasant; not nice
e.g. There’s a nasty smell coming from that sewer.
natural (adj.) P8 produced by / concerned with nature
e.g. Somalia has few natural resources.
oxygen (n.) P 8 a gas present in air and essential for life
e.g. At the top of high mountains, there is very little oxygen in the air.
pure (adj.) P6 not mixed with anything else
e.g. The water in the stream was not polluted. It was pure.
release (v.) P8 let something/ somebody go free
e.g. The lawyer asked the police to release her client.
running (v.) P12 working/ operating/ functioning
e.g. He forgot to switch off the air conditioner because it was running all night.
sip (v.) P4 drink something in small amounts
e.g. The tea was so hot she could not drink it fast, so she had to sip it.
12. suppose (v.) P6 think something to be true
e.g. I suppose you felt tired after running the marathon
Suppose also means to pretend that something is true (e.g., Suppose you had a million dollars. What would you do )
warn (v.) P14 say something bad / dangerous may happen before it does
e.g. I must warn you not to go out. There is a storm coming.
Homework:
Copy and recite new words and vocabulary.
Listen to the recording of the text twice.
Workbook P8.
Third period
Language focus:
Let students learn the new text.
Material: unit1.
Teaching Plan
Warming-up:
Dictation:( new words)
Daily questions:
Are trees important or not Why
What do you plant trees for
What are the flowers of Shanghai city
Which pollution do trees help to fight
Does rubber come from trees
What else are from trees
Trees can produce harmful gases, can’t they
Can trees pass information to one another
Pre-task preparation:
Listen to the recording of the text.
Let students read the text.
While-task procedure:
Tell students that this is an interview between Judy and Dr Ray about trees. Explain the language points from the text.
Synopsis:
Judy is collecting information for a project on pollution. She learns:
P1—2: Trees are the earth’s biggest and oldest living things.
P2—5: They provide wood, rubber, paper, fruit, nuts ( for Coca-Cola) and beans (for coffee).
P6—12: They clean and cool the air. They are natural air conditioners. They release oxygen into the air. One and a half hectares of trees provide enough oxygen for 46 students for one year. Three trees do same job as 15 air conditioners.
P13—14: Scientists are only beginning to understand trees. Trees can warn each other of insect attacks and pass food and water to one another through their roots. They communicate with one another, but we don’t know how.
P15—16: Trees are in danger because we destroy millions without replacing them. We destroy our best pollution fighters.
Homework:
Listen to the recording of the text and read it at least five times.
Copy the text and do translation.
Recite the phrases in the text.
Fourth Period
Language focus:
Review the text.
Let students practise listening.
Teaching Plan
Warming-up:
Dictation:
1) Pollution fighters 2) collect facts for a project on pollution
3) interview Doctor Ray 4) be interested in trees
5) the biggest and oldest living things 6) make streets more beautiful
7) less noisy 8) on the end of your pencil
9) sip a Coke or a coffee 10) enjoy breathing pure
11) one and a half hectares of trees 12) produce enough oxygen
13) keep my whole class alive 14) as well as
15) air conditioner 16) warn its neighbours
17) taste nasty 18) join their roots
19) communicate with one another 20) in great danger
21) replace hardly any of them 22) destroy our best fighters against pollution 23) release oxygen into the air
24) take harmful gas from the air 25) scientist
Daily questions:
Who is Judy interview about trees
What good are trees
What do trees release into the air
Do trees take harmless gas from the air
How many trees could produce enough oxygen to keep Judy’s class alive and healthy for a year
Can trees cool the air
Are trees in great danger
Why are trees in great danger
Who is the pollution fighter
How can trees protect themselves
Pre-task preparation:
Learn the new words.
Read the text.
Ask students to do Exercise D. This exercise asks students to compare the two different types of text (interview transcript and notes), to search for and correct factual mistakes in the notes and to make consequent grammatical changes.
Ask students to do Exercise E. Stress to the students that when they give an opinion (e.g., Yes, that’s correct. Or No, that’s incorrect.), they should always be able to support their opinions with examples, facts or evidence.
While-task procedure:
Listening: completing a notice
In this exercise, students must listen to a conversation and extract the key words needed to complete the poster. The information is often given more than once.
Explain the situation: the two girls are talking, and one of them is writing at the same time. Play the recording once, which will probably be sufficient for most students. Students can work in pairs to check their answers.
Homework:
Copy and recite the new words.
Listen to the recording of Completing a notice twice.
Recite the text.
Fifth period
Language focus:
Let students learn the present continuous tense.
Teaching Plan
Warming-up:
Dictation: some paragraphs from the text.
Daily questions.
Pre-task preparation:
Explain that we use the present continuous tense to talk about things happening now.
Tell the class that the present continuous is formed by using be and the –ing form of a verb.
What am I doing？ What is he/ she /it doing What are we/ you/ they doing
Some suitable actions for Kitty are given below. Answers should be given while the action is still in progress, not afterwards, so that they practise the present continuous tense.
washing hair knocking at a door
fishing making a phone call
sewing something sharpening a pencil
digging a hole putting on make-up
brushing teeth playing the guitar
Notes:
Adding –ing to some verbs causes changes in their spelling.
Verbs Changes Examples
ending in one –e one-syllable verbs ending in one vowel +one consonant More than one syllable verbs with the stress on the final syllable Verbs ending in-ie Verbs ending in one -l drop the –e double the final consonant double the final consonant change –ie to –y double the fianl consonant dive--- diving get--- getting forget--- forgetting lie--- lying travel--- travelling
Be changes to being in the present continuous tense.
Verbs ending in a vowel + -y or –w do not take a double consonant (e.g., play--- playing, bow--- bowing).
If the stress is not on the final syllable of a multi-syllable word, there is no doubling 9of the final consonant (e.g., happen--- happening).
Do Exercise A1, A2 and A3, then check the answers.
Homework:
Copy and recite the new words.
Recite the text.
Workbook P9, 10, Grammar Practice Book P7,8.
Sixth Period
Language focus:
Let students continuing learning the present continuous tense.
Let students know the differences between the present continuous tense and the simple present tense.
Teaching Plan
Warming-up:
Dictation: the text.
Review the present continuous tense by asking questions.
What are you doing
Is he playing the piano
Are they having a PE lesson …
Review how to add –ing to some verbs.
Pre-task preparation:
Tell students that some verbs ( listed in the book on P21) are not usually used in the present continuous tense. We use them in the simple present tense instead.
Draw the students’ attention to the two verb forms by giving this example on the slide.
S1 Alan is singing. ( present continuous )
S2 I know. I hear him. ( simple present ).
Tell students to respond to your statements using know and the verbs listed on P21.
Mary is whistling. ( I know . I hear her.)
Tom is dancing. ( I know. I see him.)
Dinner is ready. ( I know. I smell it.)
There’s sugar in your tea. ( I know . I taste it.)
You’re not eating any nuts. ( I know. I hate them.)
You’re eating a lot of chocolates. (I know. I like them. )
You’re playing that CD a lot. ( I know. I love it. )
Put these verbs and outline sentences on the slide.
believe , belong , contain , mean , think , understand
1) I you.
2) I .
3) It anything.
4) I he can run fast enough.
5) No, to me.
6) No, .
Tell students I will make some statements to which they must respond using the above verbs and sentences. Do one as an example. The answers are provided in brackets.
The earth is flat. ( I don’t believe you. )
You’re looking jaded (=tired). (I don’t understand.)
What’s in that box ( It doesn’t contain anything.)
Is Tom going to win the race (I don’t think he can run fast enough.)
Are these your shoes ( No, they don’t belong to me. )
Does glad mean sad ( No, it doesn’t mean sad.)
Do Exercise B with the students.
Notes:
See, meaning have an interview / meeting with, is used in the present continuous tense ( e.g., The principal is seeing him now. ).
Smell and taste are also used in the present continuous tense when they mean to smell or taste with a purpose ( e.g., She is smelling the flowers ( to enjoy the scent ). He is tasting the soup ( to find out what it tastes like ).).
Homework:
1)Copy and recite the new words.
Workbook P11, Grammar Practice Book P9, 10.
Seventh Period
Language focus
Let students learn how to pronounce some words.
Let students practise discussing the ways to fight pollution.
Teaching Plan
Warming-up:
Dictation: the text.
Let students give responses to the sentences.
The moon is flat.
You’re looking tired.
What’s in that bag
Are you going to win the race
Is this English book yours
Does happy mean sad
The bell is ringing.
Why is your school so heavy
Your breakfast is on the table.
10)Look , the baby is smelling.
Pre-task preparation:
Talk time
Let the students listen to and then say the words in Exercise A1. When pronouncing the / I: / sound, note that the muscles of the tongue are tense, whereas they are relaxed when saying the /I / sound. By pressing and feeling underneath ( 在…下面) their lower jaw, students can feel the muscle of the tongue contract.
Tell the students to make two columns in their notebooks--- one headed /I / ( e.g., ship ) and one headed / I / (e.g., sheep).
Tell them they will hear some words and ask them to write the words in the correct columns according to their sound . Let them hear these words in the order given below. Check the answers given in brackets with them.
1) heel /I:/ 2) live / I / 3) him / I / 4) seat / I: / 5) fill / I /
6) steal / I: / 7) eat / I: / 8) it / I / 9) this / I / 10)these /I:/
Let the students listen to and repeat the sentences in Exercise A2 and the dialogue in Exercise A3.
While-task procedure:
Speak up
Read the conversation in Exercise B1 with the students, making sure they can identify the five different ways of fighting pollution that Amy mentions.
Let them organize and complete the discussion described in Exercise B2, and then arrange the items in order of importance. Different groups will probably decide on different orders of importance. Let the groups make their announcements and compare them if time allows.
The exercise may be extended by
encouraging students to ask questions ( e.g., Why do you think ( putting litter in litter bins ) is most important );
asking them to add one or two items of their own to the list mentioned by Amy.
Homework:
Copy and recite the new words.
Write: Some ways to fight pollution. Students should arrange the items in order of importance.
Retell the text.
Workbook P12, Grammar Practice Book P11.
Eighth Period
Language focus:
Let students learn how to use the index pages to find out about the information in a book.
Teaching Plan
Warming-up:
Daily questions: How can you fight pollution
Retell the text.
Pre-task preparation:
Tell the students that the aims of a contents page and an index are the same, i.e., to tell the reader what topics the book covers and where to find them.
Ask the students to look at one of their text books which has both a contents page and an index, and then to tell you how they differ. ( The topics on the contents page are listed in the same order as they are found in the book, and the listings are by the actual chapter titles, not necessarily by the topics. The index is arranged alphabetically by topic and gives much more detail.)
Do Exercise A. This exercise teaches that if a topic has two or more words, it is usually listed under the first letter of the main word.
For Exercise B, have students read through the dialogues and list the topics that Amy wants information about. They then find and write down the page numbers from the index.
Homework:
Copy and recite the new words.
Retell the text.
Grammar Practice Book P12.
Ninth Period
Language focus:
Let the students practise writing.
Teaching Plan
Warming-up:
Tell a story.
Retell the text.
Pre-task preparation:
Explain the task, and let students work in pairs to discuss what is happening in the pictures, using the outline to help them . Explain any unfamiliar words, such as ‘hose’.
Students should then work on their own to write out the article. They must put the verbs into the past tense, and add articles and prepositions and any other words which are needed.
Let the students read their article and check the answers.
Homework:
Copy and recite the new words.
Write the article.
Tenth Period
Language focus:
Let students learn how to make a poster about trees.
Teaching Plan
Warming-up:
Recite and retell the text.
Pre-task preparation:
Ask students to read the poster then answer the questions.
Ask them to fill in the membership form.
Let them learn to make a poster about trees about trees, then read them. It should be about the importance of protecting trees.
Homework:
Copy and recite the new words.
Write a poster: The importance of protecting trees.