牛津英语八年级上Unit 3 A day out Reading教案1
Presentation
1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building.
2 Explain to students the context of the letter. Ask Who’s writing the letter Who’s Linda Who’s she writing to
3 Read the letter to the class while students follow in their books. Try to read with expression.
4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined.
5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.
3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words.
6 Check students’ understanding. Ask comprehension questions.
Presentation (Reading B)
1 Ask students to read the conversation on their own.
2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37.
3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers.
4 Ask students to write the list of new words and definitions in their vocabulary record books.
5 Divide the class into pairs and ask them to read the conversation.
Presentation (Reading C)
1 Do Part C as a class competition.
2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer.
3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information.
4 Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.
5 Check answers as a whole class activity.
6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes.
Language points (Part A)
Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be made of metal, in front of, places of interest, from all over the world, the real ones in Egypt, an amazing day, join in, teach himself, a home page, for everyone to look at
Language points (Part B)
Travel from one place to another, movement of cars, the main road, come up from your stomach, the tall metal building, the old stone building
Language points (Part C)
It takes sb. time to do
Homework
1 Learn the language points by heart.
2 一课三练 P.26-27
3 Preview the Vocabulary Part.牛津英语八年级上Unit 3 A day out Study skills教案
Presentation （Study skills）
1 Make Ss aware of the difference between facts and opinions. Ask more able students what is a fact and what is opinion.
2 Ask students to read the leaflet about the World Park.
3 When they are comparing their answers, ask them to underline the words which express opinions and personal feelings.
Language points （Study skills）
467,000 square metres in area
Presentation （Main task）
1 Introduce the topic of planning a day out. Ask Ss to bring in brochures of local places which they would like to visit.
2 Elicit from Ss the need for accuracy in terms of times, dates, transport, places and types of activities.
3 Remind students the context of this section. Go through the plan in Part A and point out the information which Kitty and Daniel want to include in the invitation letter.
4 Tell Ss that the model plan prepares them for writing an invitation letter with their own information and details.
5 Ask students to go through kitty and Daniel’s letter quickly and complete it on their own.
6 Direct Ss’ attention to the different parts of the letter. Ask students to cover the prompts on the left. Ask them to match them with the corresponding parts in kitty and Daniel’s letter.
7 Ask students to write a rough draft using the plans they have prepared in Part B.
Language points （Main task）
Is coming to visit you, all the way to…,
Presentation （Checkout）
1 Revise the use of joining words, reflexive pronouns and verbs +to infinitives.
2 Ask students to read through the conversation and complete the sentences.
3 Check the correct answers with the whole class and tell them to write their scores in the paw.
4 Ask Ss to look at the pictures in Part B and explain the context. Ss then write the names of the places on their own.
Language points （Checkout）
Planned to go, pack my bag instead, play badly, shuttle bus, go climbing on rocks
Homework
1 Learn the language points by heart.
2 一课三练 P.32-34
3 Preview the Unit 4.牛津英语八年级上Unit 3 A day out Grammar教案
Presentation （Grammar Part A）
1 Elicit from students the context illustrated in the picture.Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time. E.g., How was the trip (boring, too long) Then ask them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.
2 Ask students to list other similar ideas about the journey using ‘and’.
3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask them when we use ‘and’ and ‘but’ to elicit the rulers.
4 Ask students to combine the two options.
5 Elicit a few sentences from students’ own experiences, focus on the sentences with the same subjects and verbs.
6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.
7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreement or disagreement. If there’s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.
Presentation （Grammar Part B）
1 Read the sample sentences. Ask students to identify the verb and the ‘to’-infinitive in each sentences.
2 Elicit other verbs that are usually used with ‘to’-infinitive. Give them the extra examples listed on page 43.
3 Ask students to complete ‘Work out the rule!’ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.
4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use ‘to’-infinitives in the conversation.
6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.
Presentation （Grammar Part C）
1 Write down some sentences containing reflexive pronouns. You can use the following examples:
* I fell over and hurt myself.
* My baby sister can feed herself.
* My cat cleans itself every day.
* We found ourselves in the centre of the city.
2 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.
3 Explain the difference between reflexive and personal pronouns by giving some examples.
4 Go through the table. Make sure students are able to distinguish between the singular and plural forms.
5 Write some more verbs, e.g., ‘teach’, ‘give’, ‘buy…for’,’ look after’,etc.
6 Ask students to complete ‘Work out the rule!’ at the bottom of the page.
7 Explain the context and tell students that they need to find out Linda and Simon’s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.
8 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.
9 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.
Language points
Decide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselves
Homework
1 Learn the language points by heart.
2 一课三练 P.29-30
3 Preview the Integrated skills Part.牛津英语八年级上Unit 3 A day out
Vocabulary教案
Presentation
1 Part A is a recognition task asking students to identify the English names of popular places of interest in Beijing. Bring in photos of these places.
2 Explain the context of the tasks. Ask students to study the pictures and words.
2 Ask students to check answers with a partner. Then check the correct answers with the whole class by asking individual students to read out the sentences.
3 Part B is a problem-solving task and students need to use their existing knowledge of Beijing to do it. Bring in a map of Beijing.
4 Revise means of transport by asking students how they go to school or work.
5 Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students to take turns to read the sentences aloud to check the correct answers.
Language points
The Monument to the People’s heroes, the red maple leaves, walk slowly around the big lake, feel the beauty of…, the names of the transport, more than an hour.
Homework
1 Learn the language points by heart.
2 一课三练 P.28
3 Preview the Grammar Part.牛津英语八年级上Unit 3 A day out Integrated skills教案
Presentation （Integrated skills A）
1 Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a funny day, a school fair, etc.
2 Set the context of organizing sports, music, drama or any other events involving competition.
3 Briefly review language required for a schedule using your students’ own experience. Use information based on the school. Write some details on the Bb.
4 Read the poster in pairs. Ask some questions to find out the main points, e.g. , What’s it about Who is it about What will happen Where will it happen When
4 Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. Encourage them to find the answers in the poster and underline them.
5 Play the recording for Part A2 and ask students to complete the rest of the notes on their own.Play the recording again so that Ss are able to check, confirm or change their initial responses.
6 Ask more able student to read the completed notes to the whole class to check answers .
7 Present Part 3 as a quiz reading the sentences one by one. Ask more able student to rewrite the false statements with the correct details.
Presentation （Integrated skills B）
1 Ask students to practice the conversation in pairs and then change roles.
2 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.
3 Encourage Ss to memorize the sentences. Ask them to pretend they are talking on the phone.
4 Ask Ss to work in pairs and use the conversation as a model to make suggestions about visiting a place, express their opinions and make arrangements.
Language points
The final of…, take place, cheer for our team, with your support, we will win, half-time, presentation of cup and medals, per person, cost of the trip, over an hour, Shall we go to the Great Wall , I’m afraid…, Why don’t we… , play hide-and-seek
Homework
1 Learn the language points by heart.
2 一课三练 P.31
3 Preview the Study skills, Main task & Checkout Part.牛津英语八年级上Unit 3 A day out Reading教案2
Step1 Resivion
We know Linda went to the World Park with the Class 1, Grade 8 students.
Then Daniel made a home page. There are a lot of photos on it.
After the trip, Linda also made a home page.
Step2 Presentation
1Look! This is Linda’s home page. Is it nice What can we find on it
What does Linda think of the trip
Did she feel sick all day
So she changed her feeling on the trip. Let’s see how he feeling changed.
Look at these faces. They show Linda’s different feelings.
How did Linda feel
2 These lines show Linda’s feelings and different places
Ask and answer in pairs: How did Linda at the school gate
Where did Linda feel sick
Why did Linda feel sick
Linda felt tired after the trip but she still felt happy, because she went to the World Park.
Who invited her
Step3 Language points
1 Mr. Wu invited her to join in their school trip.
After the trip, what should Linda say to thank him
Talk about invite sb to do sth/a place
Linda’s birthday is coming. So she will invite her friends to come to her party/her home.
What would you like to invite your friend to do
Where would you like to invite your friend
Mr. Wu invited Linda to the World Park.. Where did they meet How did they go there
What would you like to invite your friend to do
Where would you like to invite your friend
Mr. Wu invited Linda to the World Park.. Where did they meet How did they go there
2 What else can we take if we have a trip
How long did the trip take Linda by coach (Sth/It takes sb some time to do sth)
Can you use “it” to rewrite the sentence
How do you go to school every day How long does it take you to go to school What can we know (It takes..)
How did you go to school this morning How long did it take you to go to school
Now let’s talk about Kitty’s trip first.(a form)
How did … How long did it take …to … by… ( It takes…)
The trip took Linda two hours to the park. Where were they after two hours
3 They were at the gate of the World Park. We can say they arrived at the World Park.
(arrive at a place) Here we use ‘at’. Can we use ‘They arrived in the World Park.’
When we talk about a country or a city, we use arrive in (Nanjing/China)
When we talk about a road, a park, a bridge, we use arrive at (Zhongyang Road)
So which place is smaller (the first place)
We also have another two phrases to describe the same meaning.
get to a place, reach a place (There’s no preposition after reach.)
Can you remember how to use them Let’s have a try to fill in the blanks with the phrases above as many as you can. See how many phrases can you use in each black.
They arrived at the World Park. Did they feel sick at that time
4They didn’t feel sick any more. (not … any more)
There are some sentences. Try to complete them using not … any more
For example: It’s cold today. But I wear warm clothes, so I don’t feel cold any more.
What about others What don’t they do any more Try to give me more suitable sentences to complete each one.
Discuss with your partner.
Amy drank water in class. Now she doesn’t drink in class any more.
What about you What don’t you do in class any more
You do better in class than before.
Why don’t we do that do that in class Because we should listen carefully.
There are a lot of useful knowledge and interesting things for us to learn in class. Such as English class, right
Let’s go back to Linda’s home page and see some more interesting pictures.
5 What are they Where are they
Are they famous and interesting So we call them places of interest(a place of interest).
What other places of interest do you know
So we have many places of interest in the world. And they are all interesting places. Many people are interested in them.
Are you interested in the pyramids/the Golden Gate Bridge (Yes, I am interested in …)
Do you think they are interesting ( Yes, they are interesting.)
So we are interested in them because they are interesting.
What subject are you interested in Why
What is Eddie interested in (sleeping and eating)
Now do you know the differences between interested and interesting
Now Eddie and Hobo are talking about sports
Complete their dialogue
6 We have other adjective groups like interested and interesting.(excited/exciting, bored/boring, amazed/amazing) They also have different meanings. Do you know how to use them Have a try.
Fill in the sentences with the right adjectives.
You are so clever. Because you can teach yourselves how to use these words.
7 Daniel is also clever. Because he taught himself how to make a home page.
teach oneself/learn… by oneself
Can you rewrite it
Show some pictures. Ask ‘What can she teach herself ’
What can you teach yourself What can your friend teach himself/herself
Step4 Practice
1 Now let’s look at Linda’s diary. Help her complete it.
We know a lot about her trip. If you want to know more, you can chat with Linda on the Internet.
Let’s go back to the home page and go into the chatting room.
2 Look, Linda and Mary are chatting in the room. Mary is very interested in Linda’s trip, but Linda is very busy now. I think you can help Linda to answer because you know a lot about her trip. Right
Read and answer in pairs.
Suppose you had a trip to some place, and your friend also asks your these questions. Make up a new dialogue using Linda and Mary’s dialogue as a model.
3 After the trip, Linda wants to visit more interesting places. She put her plan on the page. Let’s look at Linda’s plan and help her
Nanjing Olympic Center/Sydney
What can she see there
Suppose you are Linda now. You want to choose one place to go
discuss in groups of 4 with the questions and write on a piece of paper..
Step5 Homework
Write down Linda’s plan as today’s homework
