牛津英语8A Unit3教材分析、十课时全套教案
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| 名称 | 牛津英语8A Unit3教材分析、十课时全套教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2009-02-09 14:10:00 | ||
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初中牛津英语教材分析
8A Unit Three
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and, but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and, but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and, but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Role playing, Practicing, Cooperating, Scanning 和liantening for specific information 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Work alone, Pair work, Group work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：
Comic strip and Welcome to the unit: one period; Reading: two periods;
Vocabulary: one period; Grammar: two periods;
Integrated skills: one period; Study Skills: one period;
Main task: one period; Checkout: one period.
6、 课时教案
Period One Comic strip and Welcome to the unit
Teaching contents:
1. Words and expressions: Ourselves; greeting; greetings; present; foreign; city; come on; coffee shop; block; keep fit; take a boat trip; go past; have a great time; the Opera House; the Eiffel Tower; the White House
2. Sentences: 1). What are you going to do 2). I’m going to exercise.
3). You need to exercise and keep fit. e on. Let’s enjoy ourselves!
Three dimensional objectivess:
Knowledge:
1. Revise and learn and learn something about the world’s places of interest;
2. Learn and use correct phrases to talk about the means of transportations.
Abilites:
1. To enable the students to know famouse cites abroad and interesting places in Beijing;
2. To enable the students to communicate about a holiday plan for a trip with deskmates or partners with simple conversation;
Emotions:
1. To cultivate the students to love the nature and their motherland by learning and remember some famous places of interest abroad, especially in Beijing.
Key points and difficulties of teaaching:
1. Learn and identify the places of interest at home and abroad, especially in Beijing;
2. Learn how to discuss which foreign countries they would like to go.
3. Enjoy ourselves—the reflexsive pronouns.
Analysis of Students’ learning and teaching ideas:
There are some pictures of the places of interest at home and abroad on the postcards. The students are familiar with them. I think the students must be interested in these pictures when I show them to the students in class. Of course I’ll show them a map of the world and then show the students how to search for some famous places of interest at home and abroad. Based on this, I’ll show them how to identify the places of interest at home and abroad, and how to discuss which foreign countries they would like to go.
Teaching preparation:
Teaching pictures; a recordeer; some postcards and a map of the world
Teaching procedures:
1. Warming-up:
Get the students to share their travelling experiences with the class, by presenting famous places of interesting they’ve ever visited, and ask them to tell what they think of these places.
2. Presentation:
A: To introduce the ‘Comic striop’ by the question ‘If you are free, what are you going to do ’ Listen for the specific information ‘What do you think Eddie is going to do ’
B: Go through the pictures and the conversation between Eddie and Hobo. Ask: Is Eddie really going to climb the hill What is he going to do
C: Read the conversation aloud after the recorder.
D: Act it out: Get some pair of students to read it out first, then act it out in roles before the class.
3. Introduction:
A: Present a map of the world and encourage the students to share the names of the foreign countries in English, such as the USA, the UK, England, Australia; France ect.
B: Prensent some postcards or pictures with the drawing of the White House in the Washington D.C. the USA, the Eiffel Tower and the River Seine in Paris, France, the Opera House and the famouse Harbour Bridge in Sydney, Australia. And help the students to learn something about the these famous places of interest by asking:
1). Do you know the name of this famous building
2). Do you know where it is (located)
C: Help the students to correctly pronounce the names of the countries and their famous buildings.
D: Part A on page 39. Match the postcards with the correct pictures. Ask: Who sent the first / second … postcard Which city did he go What did he see etc.
4. Pairwork:
A: Create a situation for students first. Go through the postcards, and then listen for the specific information:
1). Which city does he want to visit 2). Why does Simon want to go there
B: Get some pairs of students to read it out first, then act it out before the class.
C: Production:
Enocurage the students to make up a conversation on a trip plan. For less able students, they can imitate Part B on page 39, replacing the underlined parts with the information in Part A. Then have some pairs of students act it out.
5. Class work design:
A: Ask the students to write down the names of the places of interest at home and abroad, and learn them by heart;
B: Make up a conversation on a trip plan on their own, and be ready to share it with the class next period.
Period Two Reading (I)
Teaching contents:
Words and expressions: mom; sky; model; metal; inside; main; stomach; pyramid; parade; movement; invite…to…; at the beginning; get on a coach; a lot of traffic; places of interest; on the highway; not any more; enjoy oneself; the whole world; from all over the world; on the Internet; home page.
Sentences: 1). The trip from Kitty’s school took about two hours by coach.
2). Kitty and I didn’t feel sick any more.
3). The model pyramids looked just like the real ones in Egypt.
4). When I saw them, I couldn’t believe my eyes.
5). Kitty’s classmate Daniel taught himself how to make a home page.
6). He put his photos on it for everyone to look at.
Three dimenional objectives:
Knowledge:
1. Read the passage to learn something about this trip;
2. Revise and expand the knowledge of the places of interest in the world.
Abilities:
1. To enable the students to identify the interesting places of interest at home and abroad, especially in Beijing;
2. To enable the students to get the overall understanding of the passages on trip and learn how to write a personal letter on a trip.
Emotion:
To enable the students to love travelling, love the nature by reading the passage on a trip.
Key points and difficulties:
1. Too many words and expression for the students to learn and msater;
2. Learn useful expression from the passgae on a trip.
Analysis of students’ learning and teaching ideas：
The teaching effect must be quite good if I can present the contents by using the multimedia courseware to help the students to be immersive. But it’s a big problem for me to make the multimedia courseware more attractive and lovely. I think the students will be very interested in the topic on a trip. And what’s more, more and more students have experienced the travelling to the iinteresting places at home. So I am sure they must have something to tell others about their own travelling experiences. But I’m afraid they will have some trouble expressing themselves because of too many new words and expressions.
Teaching preparation：
Teaching pictures, a recorder and multimedia courseware.
Teaching procedures：
1. Warming-up:
A: To encourage the students to say a passage on a trip plan for travelling by asking: 1). Where are you going during the holiday 2). Which city are you going to 3). Why do you want to go there 4). How do you plan to get there
B: I will tell the students my trip plan, presenting the key phrases on the board.
I’d like to go to the World Park in Beijing. There are models of over a hundred places of interest from all over the world. We can see the Eiffel Tower, the pyramids and the Golden Gate Bridge in the park. They look just like the real ones. So I can travel around the world in a day. What an amazing day it will be!
2. Presentation:
A: By asking questions, stimulate students' curiosity and thirst for knowledge: Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote a letter to her mother. Do you want to know what she did and what she saw there
B: Listen for the question: How did Linda feel about the visit to the World park
C: Complete the Part C1 on page 43.
D: Scan the passage for the following questions:
1). Where did Linda go 2). Who did she go with
3). How long was the journey 4). Did she enjoy it at the beginning
5). What did she see from the coach when they arrived
6). How many models of places of interest are there
7). Which places of interest did they see
8). Where can Linda’s mother see the photos of her trip
E: Complete Part C2 on page 43.
3. Practice:
Learn by heart the following useful expressions from the passage on a trip: (Refer to the above—Teaching contents).
4. Reading aloud:
Read the passage aloud skillfully and remember the facts on Linda’s trip.
5. Class work design:
A: Ask the students to learn useful expressions from the passage by heart;
B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expressions and sentences in this period.
Period Three Reading (II)
Teaching contents:
Words and expressions: their school trip to…; traffic; be made of; feel sick; interest; join in; teach oneself how to do sth.
Sentences:
1). It was boring. / It was an amazing day.
2). It is made of metal and really tall.
3). We just wanted to go into the park and enjoy oourselves.
4). There are over a hundred places of interest from all over the world.
Three dimenional objectives:
Knowledge:
1. Read the passage to learn something about this journey;
2. Revise and expand the knowledge of the places of interest in the world;
3. Learn to describe one’s feeling with the correct adjectives.
Abilities:
1. Analysis the passage and pick up the correct adjectives to describe one’s own feeings about a trip;
2. To enable the students to write a letter about one’s trip to an interesting place.
Emotion:
To enable the students to write something about their feelings on their own trips to places of interest at home and abraod, especially to use the correct adjectives to describe the trip experiences.
Key points and difficulties:
1. How to choose the correct adjectives to describe the experience about their trips;
2. The usage of the reflexive pronouns, especially the difference between the singular forms and plural forms;
3. The usage the conjections ‘but’, ‘and’ and ‘or’.
Analysis of students’ learning and teaching ideas：
This is a new teaching seesion and a practice seesion as well. I mainly show the language points and something difficult to understand in the passage. So in interpretation and demonstration, I will involve a certain number of exercises to consolidate what they are learning in class.
On the other hand, I think it will be a little hard for the students to select the adjectives or phrases which describe the feeling on a trip. So I should give them a hand to show which of adjectives can express the feelings on travelling.
While presenting the adjectives on the feelings on a trip, I will help the students to get the overall understanding of the passage.
Teaching preparation：
A recorder and some pictures.
Teaching procedures：
1: Warming-up:
A: Go over the key phrases and useful sentences learned last period, and check their homework which were asked to finish after class;
B: Ask the students to read aloud the passage so as to recall the facts of Linda’s trip experience to the World Park in Beijing. Go over what the students learned last periond.
2: Practice:
A: Guide students to divide the passage into short paragraphs so as to get more overall understanding of he passage;
B: Scan the passage for the adjectives, which are used to describe the feelings about Linda’s trip to the World Park in Beijing.
Paragraphs Adjectives
Para. 1 wonderful; interesting; great; did not enjoy
Para. 2—5 boring; felt sick; very excited; did not feel sick; ennjoy ourselves; wonderful; couldn’t believe my eyes
Para. 6—7 amazing day; great
C: Scan the passage once again, and list up the key words and phrases of the each paragraph.
Para. 1: a wonderful day---interesting places, invited me to, a great day, at the beginning;
Para. 2: yesterday morning---met, got on, took about two hours, got better, highway, felt sick;
Para. 3: arrived at---blue, beautiful, excited, from the coach, made of, tall, got off, did not feel sick, go into, enjoy ourselves;
Para. 4: inside---in front of, from all over the world, small but wonderful;
Para. 5: pyramids---the Golden Gate Bridge, back home, can’t believe my eyes, wonderful;
Para. 6: an amazing day---the best part, the music, join in;
Para. 7: see some photos---taught himself how, look at, for yourself.
D: complete Part B on page 42.
3. Presentation:
I will show the key points and the difficulties on the board, and ask the students to wirte down what I will say. (Refer to the above ‘Key points and difficulties’).
4: Production:
I’ll get some students to retell the passage with their own words accroding to the key words and adjectives describing the feeling on a trip.
5. Class work design:
A: Write down their summary of the passage;
B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expresions and sentences as well.
Period Four Vocabulary
Teaching contents:
Words and expressions: beauty; Tian’anmen Sqaure; travel by underground; ride a bicycle; view; laoshe Tea House; the Summer Palace; The Palace Museum; Wangfujing Street
Sentences: 1). We can ride a bicyle to Tian’anmen Square from home.
2). Take the underground to Deshengmen and then take a bus there.
3). You can take a taxi around the centre of Beijing to learn more about olf Beijing. It’ll be expensive but fast.
Three dimenional objectives:
Knowledge:
1、 To identify the famous scenic spots in Beijing;
2、 To learn the names of the transportation, such as bus; taxi; underground; bicycle, ect.
Abilities:
1). Use the right expressions of tourism means of transportation.
Emotion:
1、 To learn how to talk about a trip;
2、 To enable the students to get more and more iinterested in travelling.
Key points and difficulties:
1、 The use of the infinitives;
2、 The names of the interesting places iin Beijing;
3、 The names of tourism means of transportation.
Analysis of students’ learning and teaching ideas：
Some places of interest and activities to do in Beijing are introduced in this part, and the means of transportation to get there are presented here as well. Of course, the students must be ineterested in the interesting places in Beijing. So I can get this great chance too teach them more about trips and tourism means of transportantion to Beijing. Although, the means of transportantion are getting more and more advnced these days, the students are likely to be a bit strange to modern means of transportation.
Teaching preparation：
Some pictures of interesting places in Beijing, a tourism map of Beijing and some pictures of the means of relevant transportation.
Teaching procedures：
1. Warming-up:
A: Revise ‘Reading’ by asking the following questions:
1). Where did Linda go with Kitty’s class
2). Why did she feel sick at the beginning
3). When they arrived at the World Park what did they see from the coach and how did they feel
4). What was the best part of the day
2. Prestentation:
A: I’ll present some pitcures of Beijing, which are about the fampuse scenic spots in Beijiing, such as, Laoshe Tea House, Wangfujing Street. The Graet Wall, the summer Palace, the Palace Museum, etc.
Look, do you know where it is Yes, it is Laoshe Tea House. What can we do there We can drink special Beijing tea and enjoy the wonderful Beijing Opera in it.
B: Have the stduents talk about the pictures I show them like the following.
C: Present the key and useful phrases on the board while talking about these pictures, and I’ll guide the students to read them aloud.
C: Books open to page 44. Have the students complete Part A and Part B.
3. Interaction:
A: (Between the teacher and students): Where do you want to go most Why do you want to go there How do you get there
B: I’ll be designated some certain places, and ask the students to talk about:
1). Why do you want to go there
2). How can we get to the …. from …
C: Each student think of a place to write down in the notes and hand it to the teacher. Then let out one student to slip one piece of note in front of the class, according to what was wriiten in the note, he should describe how to get to the designated location.
S1: This place is far away. We can take the _________to _________, and then take a ______ there. Do you know what place I am talking about
S2: It is the ________. We can climb up it and look at the amazing view.
4. Production:
I’ll present the instruction to the following practice: Some student would like to go to see the Monument to the People’s Heroes at Tian’anmen Square. But he is now at the Beijing Railway Station. So thinks it over, and he decides to go there by underground to Wangfujing Street, and walk straight to the Tian’anmen Square and to see the Monument to the People’s Heroes. Then I’ll ask the students to retell the above to the class in English.
5. Class work design:
A: Complete the English sentences accordiing Chinese given; These sentences are adapted from the contents on page 44.
B: “Additional Exercise-book”, page 24. Vocabulary building.
Period Five Grammar (I)
Teaching contents:
Words expressions: sunset, possible, wonder, climber, go horse riding, plan to take Linda out, agree to go with them, decide to stay at home, the busy traffic, the Yellow Mountain, at Christmas.
Sentences: Thank you for agreeing to let me go on the trip.
I hope to watch the sunset.
Three dimenional objectives:
Knowledge:
1、 Learn to use the conjunctions ‘and’, ‘but’ and ‘or’;
2、 To enable the students to use the infinitives correctly.
Abilities:
1、 To enable to the students to tell their opinions on what they like or what they dislike while travelling with the conjunctions‘and’, ‘but’ and ‘or’, and the infinitives;
2、 To enable the students to talk aboout what they are planning or deciding to do in the following time.
Emotion:
By talking about what they like or what they dislike while travelling, cultivate students' love nature, love the beauty of nature, enjoy and feel the beauty.
Key points and difficulties:
1、 The differences between the conjunctions ‘and’, ‘but’ and ‘or’, and the real meaning of the infinitives;
2、 How to use the infinitives in communication.
Analysis of students’ learning and teaching ideas：
This section is talking about the topic of a trip and the decision of which tourism scenic topics they will go. It encourages students to express their opinnions on different sites, and the special places. The three sections in Grammar Part is closely connected, based on the sequence of the story with different contents, as a result, this part makes students think of the story as a whole before doing grammar exercises. It is very important.
In Part A, we’ll talk about where the students may go to visit, introducing the usage of the conjunctions ‘and’, ‘but’ and ‘or’. As a reesult, the students have a chance to show their opinions on what they like or they dislike.
Part B introduces the usage of the infinitives in the conversation about ‘Visiting the South Hill’.
Teaching preparation：
Multimedia courseware, or a project.
Teaching procedures：
1. Warming-up:
A: Help the students to recall the passage by filling in the blanks with the correct words:
1). It was a great day ______ we did not enjoy it at the beginning.
2). The sky was blue _______ everything was beautiful.
3). They’re small ________ wonderful.
4). The music was great _______ Kitty wanted to join in the dancing.
5). Linda’s mother can look at Linda’s photo on Daniel’s home page _______ Linda can
show her mother her photos when she goes home.
2: Group work:
A: Summary: Help the students to find out the rules of the usage of the conjunctions ‘and’, ‘but’ and ‘or’.Of course, I should give the students as much instruction as I can, and I will write down these rules on the board:
and: to join ideas thatt a re similar
but: to join ideas that are different or opposite
or: to join possibilities or options
B: Go through the contents on page 45. Here are three kinds of situations:
1). When the two subjects and the two predicate verbs are different from each other;
2). When the two subjects are the same, we do not need to repeat the first one;
3). When the two subjects and verbs are the same, we don’t need to repeat the first ones;
C: Books open to page 46—47: Complete this exercise in oral first, then complete the rest in written English.
D: I’ll present more exercise about the usage of the conjunctions ‘and’, ‘but’ and ‘or’.
3: Cooperation:
A: I’ll guide the students to discuss some problems of the possibilities that they are going out for a visit.
1). Who do you plan to to take out 2). What places do you want to visit
3). What do you want to take 4). How do you decide to go out
5). What do you hope to dod there
Here, I’ll present the questions above on the board, introducing the useage of the infinitives, and I’ll try my best to help the students remember them.
B: I’ll guide the the students to go through the models in Part B on page 47, and raisiing some questions here:
1). What is Kitty preparing to do next Sunday
2). Who does she plan to take out 3). Did Linda want o visit the park
4). Who didn’t want to visit the park 5). What did she decide to do
C: I’ll ask the students to raise more questions about the the usage of the infinitives with ‘to’: Each student show two examples with the verbs, and make up new sentences. In the end, I’ll aske them to work out the rule of the usage of the infinitives.
D: Present the exercise on page 48 on the board, and ask the students to finish off it.
4: Class work design:
A: ‘Additional Exercise-book’, page 25. Part A1. This is mainly to consolidate the usage of the conjunctions ‘and, ‘but’ and ‘or’.
B: ‘Additional Exercise-book’, page 27 Part B2. This is mainly to consolidate the usage of the infinitives.
Period Six Grammar (II)
Teaching contents:
Words and expressions: themselves; itself; rock; climber; luckily; hide-and-seek; pull themselves up the rocks
Senetences: The Class 1, Grade 8 students enjoyed themseles very much.t
Daniel taught himself how to make a home page.
I wonder where Simon is hiding.
Luckily, the climbers helped Simon.
You’re lucky. You didn’t hurt yourself.
Simon and Linda looked at each other. They kept their secret to themselves.
Three dimenional objectives:
Knowledge:
1、 To enable the students to master the usage of the reflexive pronouns.
Abilities:
1、 To enable the students to use the reflexive pronouns in the real situation;
2、 To enable the students to talk about the real situation while travelling with the correct reflexive pronouns.
Emotion:
1、 Talk about the changes of the feeling while travelling with the correct reflexive pronouns.
Key points and difficulties:
1. The usage of the infinitives in their oral or written English;
2. The useage of the reflexive pronouns in the real situation.
Analysis of students’ learning and teaching ideas：
As we know that we learned about the usage of the infinintives and the conjunctions ‘and’, ‘but’ and ‘or’. As a whole part, the usage of the reflexive pronouns in the this period should be connected to the teaching of the last period. Part C on page 48—49 tells us about an accident which happened during the visit to the South Hill. It’ll help the students pay great attention to the usage of the reflexive pronouns in the real situation. In fact, this is really hard for the students to master.
Teaching preparation：
Multimedia courseware or a project.
Teaching procedures：
1: Warming-up:
A: Fill in the blanks with the correct conjunctions ‘and’, ‘but’ and ‘or’. This mainly helps the students revise the usage of the conjunctions ‘and’, ‘but’ and ‘or’.
B: Fill the blanks with the correct form of the verbs gives. Thia mainly helps the students to revise the usage of the infinitives with.
2: Presentation:
A: I’ll introduce the following passage: Students did not enjoy themselvves at the beginning because there was too much traffic on the city roads, but later they saw many wonderful places of interest from all over the world and had a good time. Daniel taught himself how to make a home page. So after rhe trip, he put some photos on the Internet for everyone to look at. I’ll write the two sentences underlined with the reflxive pronouns on the board.
I’ll help the students to work out the rule: The reflexive pronouns are used while the subject is the same as the object.
B: I’ll continue to present the following on the board, and ask the students to discuss the differences between the reflexive pronouns and the personal pronouns:
1). Daniel taught himself how make a home page.
==Daniel learned to make a home page.
2). Daniel taoght him how to make a home page.
==He learnt how to make a home page from Daniel.
C: Pair work: Work out the rule on page 48.
D. Books open to page 49! First of all, have the students go through the pitucres and the contents, and then complete this exercise. Then read it out in roles.
E: I’ll present the key and useful expressions and sentences on the board (Refer to the above ‘Teaching contents’).
3: Class work design:
A: In order to help the students to master the usage of the conjunctions ‘and’, ‘but’ and ‘or’, the infinintives with and the reflexive pronouns, I ask the students to make up two sentences with each of the above.
B: ‘Addictional Exercise-book’, page 28. part C 2. this ia mainly to consolidate the usage of the reflexive pronouns.
Period seven Integrated skills
Teaching contents:
Words expressions: final; cheer; ticket; per; winner; receive; suppose; fare; supporter; half-time; presentation; cheer for; cost of the trip; over an hour; in the finall of…; take place; receive the cup and medals; at the end of…
Sentences: Where shall we go with Linda Shall we go to the Great Wall
I’m afraid that’s not a good idea. Well, we could go to the Palace Museum.
Yes, that’s a good idea. I’d like to go to the Temple of Heaven.
Why don’t we go to Beijing Amusement Park
What a great idea! Let’s go to the Temple of Heaven.
Three dimenional objectives:
Knowledge:
1. According to the context, understand the main contents of the passage;
2. According the related information, complete the timetable for an activity’.
Abilities:
1. Learn how to get useful information from the poster;
2. Listen for specific information, and extract the related information;
3. Learn how to give others advice.
Emotion:
1. Learn how to organize an activity by giving others advice and making an arrangement
2. Learn to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside.
Key points and difficulties:
1. How to extract the specific information from what they hear or read;
2. How to make suggestions to others;
3. How to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside correctly.
Analysis of students’ learning and teaching ideas：
This part shows a poster with a timetable for a school trip, which provide the time and the arrangement of activity at the back.After that, the stduents can inspect whether the information is true of false extracted from the listening or reading materials.The half part encourages the students to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside. In fact, this part put forward higher requests to the students. So I think I should be more patient to show them how to reach out teaching goals step by step.
Teaching preparation：
Pictures or photos of all kinds of games, pictures or v ideos of a basketball match, a rcorder and multimedie courseware.
Teaching procedures：
1. Warming-up:
Present the students some pictures of all kinds of games, introducing the names of the games, such as a football match, a basketball match, high juump, long jump, etc. And I’ll ask the students some simple questions about sports. Of course, here the answers should be according to their own lives.
2. Presentation:
A. To the students, I'll say; When I’m free, l like watching ball games. Basketball is my favourite. I think the final is usually the most exciting. Have you ever watched the final of a basketball match
B: Show a video: This is the final of a baskeball commpetition. Beijing Sunshine Secondary School goes to the final. We are going to watch it, but I’m not sure of the time, the place and the price of the ticket. Would you please help me find some information about it
3. Reading coomprehension:
A: The students go through the poster on page 50 for specific infirmation, and then answer the questions I raise.
B: In order to get better understanding of the poster, group the students to ask each other questions about the poster after going through the poster.
C: Ask the students to try their best to fill iin the blanks with as much information as they can.
4. Listen comprehenson:
A: Here, it may be hard for the less able students to get some related information from the poster. So I play the tape for them, and ask them to listen for the specific information. After that, I’ll ask the students to complete the timetable on page 50.
B: Listen to the tape once again, and tell true or false in Part A3 on page 51.
C: Overall understanding for listening:
5: Interaction:
A: Part B on page 51. Ask the students to go through the converstaion. And I'll ask: I would like to visit somewhere in our city, but I don’t know where to go. Do yoou have any good ideas Can you give me some suggestions Then I’ll aask them to sum up the expressions:
1). Would you like to… 2). Shall we …
3). What / How about… 4). Why not…
5). Why don’t we… 6). Would you please…
7). Let’s …
B: I’ll guide the students how to make correct suggestions with the above patterns. And then I’ll ask them to make up converstaions, and get ready to act it out before the class.
6: Class work design:
A: In order to master how to make suggestion that they’ll invite others to go out for a visit, l’ll ask them to make up a conversation with the forms of the making suggestions;
B: Complete English sentences according to Chinese given. These sentences are adapted fron the useful expressions and sentences in this period.
Period Eight Study skills
Teaching contents:
Words and expressions: fact; a fun place to visit; the most interesting place in the world; opinion; the music in the song and dance parade.
Sentences: The trip took two hours.
It is 467,000 square metres in area.
Three dimenional objectives:
Knowledge:
1. To enable the students to understand the differences between a fact and an opinion;
2. To introduce the usage of the expressions of opinions.
Abilities:
1. To encourage the students to statement and express the opinions.
Emotion:
1. When persuading others, learn to use the correct expressions to show your own opinions, shile in advertisements, news, letters and reports, learn to combine the facts and opinions commonly.
2. The expressions of the opinions should cause the readers’ interest and influence the readers.
Key points and difficulties:
1. To ensure the difference between a fact and an opinion;
2. To learn how to statement and express the opinions.
Analysis of students’ learning and teaching ideas：
This part introduces the differences between a fact and an opinion. When persuading others, learn to use the correct expressions to show your own opinions in advertisements, news, letters and reports, learn to combine the facts and opinions commonly. The expressions of the opinions should cause the readers’ interest, and influence the readers. As the matter of fact, a fact is something that is true, while an opinion is what the writer thinks –it may or may not be true. So I’m afraid the students will have some trouble telling the differences between them and using them correctly in their expressions.
Teaching preparation：
An artcle about my own school and a project.
Teaching procedures：
1. Warming-up:
A: Go over something about the basketball match to introduce this period. According to Part A on page 50—51, identify which are facts and which are opinions about the match.
Facts: which team won What’a the result etc.
Opinions: strong players; did not do well; played very badly, but did their best.
2. Presentation:
A: Get the students to sum up “what is the fact ” and “what is the opinion ” and I’ll write their terms down on the board.
B: Ask the students to go through the first part on page 50, and tell the differences between a fact and an opinion in their own language—Chinese. Then ask them to find out which expresses ‘facts’ and which expresses ‘opinions’. In the end, I get two students to share the answers before the class:
Facts: a busy street; many animals; took two hours; etc.
Opinions: the best city; a fun place to visit; boring; etc.
3. Practice:
A: Ask the students to read the second part on page 52, and tell which are facts and which are opinions. Then share the answers with the whole class. At the same time, ask them to underline the expressions with facts to deepen influence on the facts.
B: Present an article about our own school on the board. Ask the students to statement the facts and opinions. For example, there are many tall trees and flowers in our school. It is beauticful. Our school has many computer rooms and a big library. It is the best school in our city. Scan thepassage and tell which are facts and which are opinions.
C: Games: Group the studenst into four, and choose one student from each group to say something their teachers, family or classmates. The one who can present the most facts or opinions will win.
4: Presentation:
Present the key and useful expressions and sentences in this period on the board (Refer to to ‘Teaching contents’ above), and ask them to learn them by heart.
5. Class work design:
A: Choose an article for the class and tell which are facts and which opinions.
B: Learn the key and useful expressions and sentences from ‘Integrated Skills’ and ‘Study Skills’ by heart. We’ll have a dictation of them next periond.
Period Nine Mian task
Teaching contents:
Words and expressions: the centre of Beijing; at each place; return home; plan a day out; make it a really fun day; make a list of places of interest; work out; change to the bus; take the bus all the way to…; as soon as possible.
Sentences: It will take about thirty minutes.
We hope you can join us.
Three dimenional objectives:
Knowledge:
1. Select and organize and present soome information;
2. Fill in the blanks to complete an article about a day out.
Abilities:
1. To enable the students to tell the key information, classify them, and plan a day out;
2. Write a letter to invite a friend of yours to go outing.
Emotion:
1. To cultivate the students’ interest in outsighting to love the nature and enjoy the beauty of the nature;
2. In order to be more organized, learn to write a letter to invite your friend to go outing with you on your own.
Key points and difficulties:
1. To enable thes tudents to tell the key inforomation, claasify them and plan a day out;
2. How to write an invitation letter with facts and opinions to your friends to go outing.
Analysis of students’ learning and teaching ideas：
Main tasks is about planning a trip, and asking the students to make a plan on a trip according to some relevant information. Kitty and Daniel want to invite all their classmates on a trip and they are planning their trip. Part A provides some facts on this trip, and Part B asks the students to discuss their plan and steps from Kitty and Daniel, and Part C asks the class to complete the invitation letter with correct relevant information in Part A and B above. At last, I’ll ask the class to write an invitation to their own friends to go outing with Kitty and Daniel’s letter as a model.
Teaching preparation：
A piece of paper.
Teaching procedures：
1. Warming-up:
Present some questions about ‘Integrated Skills’ and get them to ask them correctly and accept the reasonable facts as many as possible. e.g:
1). When does the final start 2). Where do they watch the final
3). How do they go there 4). How much is the ticket
5). What do you think of their trip (Students’ own answers!!)
2. Presentation:
A: Present the background of this part: Linda is going back to the USA. So Kitty and Daniel invite their classmates to go out with Linda on a trip. What places in Beijing do you think they will go to What can they do there Guide the students to discuss and accept all the reasonable answers.
B: Guide the class to go through the trip plan in Part A on page 53. Ask aome questions like the following;
1). How many places of interest are thry going to visit What are they
2). What will they do in Beihai Park
3). How will they get to the Palace Museum from Sunshine Underground Station
4). What will they do at Tian’anmen Square
5). How much time will they spend at Tian’anmen Square
6). When will they leave Wangfujing Street
C: Part C on page 54. Ask the class to complete the invitation letter with the informatiion in Part A. I’ll give them help as much as I can at the moment.
3. Instructions:
A: Guide the class to pay attention to how to write an invitation, including its style and relevant contents: date; name of the receiver; purpose; plan; cost; instructions; colsing and signitures.
B: Present some difficult sentences and phrases in the letter (Refer to ‘Teaching content’). Ask the class to read them out and learn them by heart.
4. Practice:
A: Create a cituation for the class to plan a day out—you need to make a good plan for your trip and write an invitation letter to your classmates.
B: Ask the class to go through Part B on page 53, and make a new plan for themselves. Here, I should remind students to have a free discussion to make continuous improvement of their own information.
C: Using the Part C on page 54 as a model, write an invitation letter to their classmates to invite them to go outing with them.
D: Collect the students’ writing and check some good ones as models to share with the class.
5. Class work design:
A: I’ll present an instruction for the class , and ask them to write an invitation after class, and ask the, to hand them in tomorrow;
A: Complete English sentences according to the Chinese given. These sentences are adpated from this period, which should be mastered.
Period Ten Chenkout
Teaching contents:
Aords and expressions; badly; airport; remember; pack; instead; shuttle bus
Three dimenional objectives:
Knowledge:
1. Using ‘and’, ‘but’ and ‘or’;
2. Using verbs + ‘to’ infinitives;
3. Using the reflexive pronouns
4. Some useful expressions and phrases on a trip and an invitation letter.
Abilities:
1. How to make a plan for a trip;
2. How to write an article on a trip you took before;
3. How to write an invitation to invite your friends or classmates on a trip.
Emotion:
To cultivate students to love nature and love their motherland by learning and undersatanding the interesting places and the tourist acttraactions at home and abroad, especially in Beijing. Meanwhile, allow students to complete the main task to improve various aspects of the ability by learning vocabulary, comprehensive skills, etc.
Key points and difficulties:
1. Learn how to make and exchange programme on a holiday trip;
2. Learn how to use the conjunctions ‘and’, ‘but’ and ‘or’;
3. How to use the infinitives;
4. To enable the students to master the usage of the reflexive pronouns;
5. Learn to wirte an invitation to invite a friend to go outing.
Analysis of students’ learning and teaching ideas：
A day out –a plan for a trip. It mainly teaches the students how to make a plan on a trip and how to write an invitation to invite your friends or classmates on a trip. I am sure the students now have been interested in this topic. So in this period, I’ll guide the class to revise some useful expressions nad sentences they learned. And based on this, I’ll arrange some relevant exercises to help them check what they learned in this unit.
Teaching preparation：
Multimedie coursewarer and a project, a map of the world.
Teaching procedures：
1. Warming-up:
A: Revise the reading part by questions;
B; Revise the Integrated Skills by questions and completing sentences;
C. Revise Grammar be demonstrating exercises.
2. Practice:
A. Identify the places of interest and touist attractions at home and broad and how to get destination they would like by the correct means of transportation;
B. How to make a plan on a trip. I’ll ask the class to say something after presenting the some information in oral.
3. Writing:
Write an invitation to invite their friends or classmates to go on a day out.
4. Class work design:
A: Part A and Part B on page 55;
B: I’ll list a four-day trip in Beijing with some notes, then I’ll ask them to write an invitation letter fo their friends or classmates on a trip.
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8A Unit Three
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and, but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and, but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and, but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Role playing, Practicing, Cooperating, Scanning 和liantening for specific information 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Work alone, Pair work, Group work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：
Comic strip and Welcome to the unit: one period; Reading: two periods;
Vocabulary: one period; Grammar: two periods;
Integrated skills: one period; Study Skills: one period;
Main task: one period; Checkout: one period.
6、 课时教案
Period One Comic strip and Welcome to the unit
Teaching contents:
1. Words and expressions: Ourselves; greeting; greetings; present; foreign; city; come on; coffee shop; block; keep fit; take a boat trip; go past; have a great time; the Opera House; the Eiffel Tower; the White House
2. Sentences: 1). What are you going to do 2). I’m going to exercise.
3). You need to exercise and keep fit. e on. Let’s enjoy ourselves!
Three dimensional objectivess:
Knowledge:
1. Revise and learn and learn something about the world’s places of interest;
2. Learn and use correct phrases to talk about the means of transportations.
Abilites:
1. To enable the students to know famouse cites abroad and interesting places in Beijing;
2. To enable the students to communicate about a holiday plan for a trip with deskmates or partners with simple conversation;
Emotions:
1. To cultivate the students to love the nature and their motherland by learning and remember some famous places of interest abroad, especially in Beijing.
Key points and difficulties of teaaching:
1. Learn and identify the places of interest at home and abroad, especially in Beijing;
2. Learn how to discuss which foreign countries they would like to go.
3. Enjoy ourselves—the reflexsive pronouns.
Analysis of Students’ learning and teaching ideas:
There are some pictures of the places of interest at home and abroad on the postcards. The students are familiar with them. I think the students must be interested in these pictures when I show them to the students in class. Of course I’ll show them a map of the world and then show the students how to search for some famous places of interest at home and abroad. Based on this, I’ll show them how to identify the places of interest at home and abroad, and how to discuss which foreign countries they would like to go.
Teaching preparation:
Teaching pictures; a recordeer; some postcards and a map of the world
Teaching procedures:
1. Warming-up:
Get the students to share their travelling experiences with the class, by presenting famous places of interesting they’ve ever visited, and ask them to tell what they think of these places.
2. Presentation:
A: To introduce the ‘Comic striop’ by the question ‘If you are free, what are you going to do ’ Listen for the specific information ‘What do you think Eddie is going to do ’
B: Go through the pictures and the conversation between Eddie and Hobo. Ask: Is Eddie really going to climb the hill What is he going to do
C: Read the conversation aloud after the recorder.
D: Act it out: Get some pair of students to read it out first, then act it out in roles before the class.
3. Introduction:
A: Present a map of the world and encourage the students to share the names of the foreign countries in English, such as the USA, the UK, England, Australia; France ect.
B: Prensent some postcards or pictures with the drawing of the White House in the Washington D.C. the USA, the Eiffel Tower and the River Seine in Paris, France, the Opera House and the famouse Harbour Bridge in Sydney, Australia. And help the students to learn something about the these famous places of interest by asking:
1). Do you know the name of this famous building
2). Do you know where it is (located)
C: Help the students to correctly pronounce the names of the countries and their famous buildings.
D: Part A on page 39. Match the postcards with the correct pictures. Ask: Who sent the first / second … postcard Which city did he go What did he see etc.
4. Pairwork:
A: Create a situation for students first. Go through the postcards, and then listen for the specific information:
1). Which city does he want to visit 2). Why does Simon want to go there
B: Get some pairs of students to read it out first, then act it out before the class.
C: Production:
Enocurage the students to make up a conversation on a trip plan. For less able students, they can imitate Part B on page 39, replacing the underlined parts with the information in Part A. Then have some pairs of students act it out.
5. Class work design:
A: Ask the students to write down the names of the places of interest at home and abroad, and learn them by heart;
B: Make up a conversation on a trip plan on their own, and be ready to share it with the class next period.
Period Two Reading (I)
Teaching contents:
Words and expressions: mom; sky; model; metal; inside; main; stomach; pyramid; parade; movement; invite…to…; at the beginning; get on a coach; a lot of traffic; places of interest; on the highway; not any more; enjoy oneself; the whole world; from all over the world; on the Internet; home page.
Sentences: 1). The trip from Kitty’s school took about two hours by coach.
2). Kitty and I didn’t feel sick any more.
3). The model pyramids looked just like the real ones in Egypt.
4). When I saw them, I couldn’t believe my eyes.
5). Kitty’s classmate Daniel taught himself how to make a home page.
6). He put his photos on it for everyone to look at.
Three dimenional objectives:
Knowledge:
1. Read the passage to learn something about this trip;
2. Revise and expand the knowledge of the places of interest in the world.
Abilities:
1. To enable the students to identify the interesting places of interest at home and abroad, especially in Beijing;
2. To enable the students to get the overall understanding of the passages on trip and learn how to write a personal letter on a trip.
Emotion:
To enable the students to love travelling, love the nature by reading the passage on a trip.
Key points and difficulties:
1. Too many words and expression for the students to learn and msater;
2. Learn useful expression from the passgae on a trip.
Analysis of students’ learning and teaching ideas：
The teaching effect must be quite good if I can present the contents by using the multimedia courseware to help the students to be immersive. But it’s a big problem for me to make the multimedia courseware more attractive and lovely. I think the students will be very interested in the topic on a trip. And what’s more, more and more students have experienced the travelling to the iinteresting places at home. So I am sure they must have something to tell others about their own travelling experiences. But I’m afraid they will have some trouble expressing themselves because of too many new words and expressions.
Teaching preparation：
Teaching pictures, a recorder and multimedia courseware.
Teaching procedures：
1. Warming-up:
A: To encourage the students to say a passage on a trip plan for travelling by asking: 1). Where are you going during the holiday 2). Which city are you going to 3). Why do you want to go there 4). How do you plan to get there
B: I will tell the students my trip plan, presenting the key phrases on the board.
I’d like to go to the World Park in Beijing. There are models of over a hundred places of interest from all over the world. We can see the Eiffel Tower, the pyramids and the Golden Gate Bridge in the park. They look just like the real ones. So I can travel around the world in a day. What an amazing day it will be!
2. Presentation:
A: By asking questions, stimulate students' curiosity and thirst for knowledge: Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote a letter to her mother. Do you want to know what she did and what she saw there
B: Listen for the question: How did Linda feel about the visit to the World park
C: Complete the Part C1 on page 43.
D: Scan the passage for the following questions:
1). Where did Linda go 2). Who did she go with
3). How long was the journey 4). Did she enjoy it at the beginning
5). What did she see from the coach when they arrived
6). How many models of places of interest are there
7). Which places of interest did they see
8). Where can Linda’s mother see the photos of her trip
E: Complete Part C2 on page 43.
3. Practice:
Learn by heart the following useful expressions from the passage on a trip: (Refer to the above—Teaching contents).
4. Reading aloud:
Read the passage aloud skillfully and remember the facts on Linda’s trip.
5. Class work design:
A: Ask the students to learn useful expressions from the passage by heart;
B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expressions and sentences in this period.
Period Three Reading (II)
Teaching contents:
Words and expressions: their school trip to…; traffic; be made of; feel sick; interest; join in; teach oneself how to do sth.
Sentences:
1). It was boring. / It was an amazing day.
2). It is made of metal and really tall.
3). We just wanted to go into the park and enjoy oourselves.
4). There are over a hundred places of interest from all over the world.
Three dimenional objectives:
Knowledge:
1. Read the passage to learn something about this journey;
2. Revise and expand the knowledge of the places of interest in the world;
3. Learn to describe one’s feeling with the correct adjectives.
Abilities:
1. Analysis the passage and pick up the correct adjectives to describe one’s own feeings about a trip;
2. To enable the students to write a letter about one’s trip to an interesting place.
Emotion:
To enable the students to write something about their feelings on their own trips to places of interest at home and abraod, especially to use the correct adjectives to describe the trip experiences.
Key points and difficulties:
1. How to choose the correct adjectives to describe the experience about their trips;
2. The usage of the reflexive pronouns, especially the difference between the singular forms and plural forms;
3. The usage the conjections ‘but’, ‘and’ and ‘or’.
Analysis of students’ learning and teaching ideas：
This is a new teaching seesion and a practice seesion as well. I mainly show the language points and something difficult to understand in the passage. So in interpretation and demonstration, I will involve a certain number of exercises to consolidate what they are learning in class.
On the other hand, I think it will be a little hard for the students to select the adjectives or phrases which describe the feeling on a trip. So I should give them a hand to show which of adjectives can express the feelings on travelling.
While presenting the adjectives on the feelings on a trip, I will help the students to get the overall understanding of the passage.
Teaching preparation：
A recorder and some pictures.
Teaching procedures：
1: Warming-up:
A: Go over the key phrases and useful sentences learned last period, and check their homework which were asked to finish after class;
B: Ask the students to read aloud the passage so as to recall the facts of Linda’s trip experience to the World Park in Beijing. Go over what the students learned last periond.
2: Practice:
A: Guide students to divide the passage into short paragraphs so as to get more overall understanding of he passage;
B: Scan the passage for the adjectives, which are used to describe the feelings about Linda’s trip to the World Park in Beijing.
Paragraphs Adjectives
Para. 1 wonderful; interesting; great; did not enjoy
Para. 2—5 boring; felt sick; very excited; did not feel sick; ennjoy ourselves; wonderful; couldn’t believe my eyes
Para. 6—7 amazing day; great
C: Scan the passage once again, and list up the key words and phrases of the each paragraph.
Para. 1: a wonderful day---interesting places, invited me to, a great day, at the beginning;
Para. 2: yesterday morning---met, got on, took about two hours, got better, highway, felt sick;
Para. 3: arrived at---blue, beautiful, excited, from the coach, made of, tall, got off, did not feel sick, go into, enjoy ourselves;
Para. 4: inside---in front of, from all over the world, small but wonderful;
Para. 5: pyramids---the Golden Gate Bridge, back home, can’t believe my eyes, wonderful;
Para. 6: an amazing day---the best part, the music, join in;
Para. 7: see some photos---taught himself how, look at, for yourself.
D: complete Part B on page 42.
3. Presentation:
I will show the key points and the difficulties on the board, and ask the students to wirte down what I will say. (Refer to the above ‘Key points and difficulties’).
4: Production:
I’ll get some students to retell the passage with their own words accroding to the key words and adjectives describing the feeling on a trip.
5. Class work design:
A: Write down their summary of the passage;
B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expresions and sentences as well.
Period Four Vocabulary
Teaching contents:
Words and expressions: beauty; Tian’anmen Sqaure; travel by underground; ride a bicycle; view; laoshe Tea House; the Summer Palace; The Palace Museum; Wangfujing Street
Sentences: 1). We can ride a bicyle to Tian’anmen Square from home.
2). Take the underground to Deshengmen and then take a bus there.
3). You can take a taxi around the centre of Beijing to learn more about olf Beijing. It’ll be expensive but fast.
Three dimenional objectives:
Knowledge:
1、 To identify the famous scenic spots in Beijing;
2、 To learn the names of the transportation, such as bus; taxi; underground; bicycle, ect.
Abilities:
1). Use the right expressions of tourism means of transportation.
Emotion:
1、 To learn how to talk about a trip;
2、 To enable the students to get more and more iinterested in travelling.
Key points and difficulties:
1、 The use of the infinitives;
2、 The names of the interesting places iin Beijing;
3、 The names of tourism means of transportation.
Analysis of students’ learning and teaching ideas：
Some places of interest and activities to do in Beijing are introduced in this part, and the means of transportation to get there are presented here as well. Of course, the students must be ineterested in the interesting places in Beijing. So I can get this great chance too teach them more about trips and tourism means of transportantion to Beijing. Although, the means of transportantion are getting more and more advnced these days, the students are likely to be a bit strange to modern means of transportation.
Teaching preparation：
Some pictures of interesting places in Beijing, a tourism map of Beijing and some pictures of the means of relevant transportation.
Teaching procedures：
1. Warming-up:
A: Revise ‘Reading’ by asking the following questions:
1). Where did Linda go with Kitty’s class
2). Why did she feel sick at the beginning
3). When they arrived at the World Park what did they see from the coach and how did they feel
4). What was the best part of the day
2. Prestentation:
A: I’ll present some pitcures of Beijing, which are about the fampuse scenic spots in Beijiing, such as, Laoshe Tea House, Wangfujing Street. The Graet Wall, the summer Palace, the Palace Museum, etc.
Look, do you know where it is Yes, it is Laoshe Tea House. What can we do there We can drink special Beijing tea and enjoy the wonderful Beijing Opera in it.
B: Have the stduents talk about the pictures I show them like the following.
C: Present the key and useful phrases on the board while talking about these pictures, and I’ll guide the students to read them aloud.
C: Books open to page 44. Have the students complete Part A and Part B.
3. Interaction:
A: (Between the teacher and students): Where do you want to go most Why do you want to go there How do you get there
B: I’ll be designated some certain places, and ask the students to talk about:
1). Why do you want to go there
2). How can we get to the …. from …
C: Each student think of a place to write down in the notes and hand it to the teacher. Then let out one student to slip one piece of note in front of the class, according to what was wriiten in the note, he should describe how to get to the designated location.
S1: This place is far away. We can take the _________to _________, and then take a ______ there. Do you know what place I am talking about
S2: It is the ________. We can climb up it and look at the amazing view.
4. Production:
I’ll present the instruction to the following practice: Some student would like to go to see the Monument to the People’s Heroes at Tian’anmen Square. But he is now at the Beijing Railway Station. So thinks it over, and he decides to go there by underground to Wangfujing Street, and walk straight to the Tian’anmen Square and to see the Monument to the People’s Heroes. Then I’ll ask the students to retell the above to the class in English.
5. Class work design:
A: Complete the English sentences accordiing Chinese given; These sentences are adapted from the contents on page 44.
B: “Additional Exercise-book”, page 24. Vocabulary building.
Period Five Grammar (I)
Teaching contents:
Words expressions: sunset, possible, wonder, climber, go horse riding, plan to take Linda out, agree to go with them, decide to stay at home, the busy traffic, the Yellow Mountain, at Christmas.
Sentences: Thank you for agreeing to let me go on the trip.
I hope to watch the sunset.
Three dimenional objectives:
Knowledge:
1、 Learn to use the conjunctions ‘and’, ‘but’ and ‘or’;
2、 To enable the students to use the infinitives correctly.
Abilities:
1、 To enable to the students to tell their opinions on what they like or what they dislike while travelling with the conjunctions‘and’, ‘but’ and ‘or’, and the infinitives;
2、 To enable the students to talk aboout what they are planning or deciding to do in the following time.
Emotion:
By talking about what they like or what they dislike while travelling, cultivate students' love nature, love the beauty of nature, enjoy and feel the beauty.
Key points and difficulties:
1、 The differences between the conjunctions ‘and’, ‘but’ and ‘or’, and the real meaning of the infinitives;
2、 How to use the infinitives in communication.
Analysis of students’ learning and teaching ideas：
This section is talking about the topic of a trip and the decision of which tourism scenic topics they will go. It encourages students to express their opinnions on different sites, and the special places. The three sections in Grammar Part is closely connected, based on the sequence of the story with different contents, as a result, this part makes students think of the story as a whole before doing grammar exercises. It is very important.
In Part A, we’ll talk about where the students may go to visit, introducing the usage of the conjunctions ‘and’, ‘but’ and ‘or’. As a reesult, the students have a chance to show their opinions on what they like or they dislike.
Part B introduces the usage of the infinitives in the conversation about ‘Visiting the South Hill’.
Teaching preparation：
Multimedia courseware, or a project.
Teaching procedures：
1. Warming-up:
A: Help the students to recall the passage by filling in the blanks with the correct words:
1). It was a great day ______ we did not enjoy it at the beginning.
2). The sky was blue _______ everything was beautiful.
3). They’re small ________ wonderful.
4). The music was great _______ Kitty wanted to join in the dancing.
5). Linda’s mother can look at Linda’s photo on Daniel’s home page _______ Linda can
show her mother her photos when she goes home.
2: Group work:
A: Summary: Help the students to find out the rules of the usage of the conjunctions ‘and’, ‘but’ and ‘or’.Of course, I should give the students as much instruction as I can, and I will write down these rules on the board:
and: to join ideas thatt a re similar
but: to join ideas that are different or opposite
or: to join possibilities or options
B: Go through the contents on page 45. Here are three kinds of situations:
1). When the two subjects and the two predicate verbs are different from each other;
2). When the two subjects are the same, we do not need to repeat the first one;
3). When the two subjects and verbs are the same, we don’t need to repeat the first ones;
C: Books open to page 46—47: Complete this exercise in oral first, then complete the rest in written English.
D: I’ll present more exercise about the usage of the conjunctions ‘and’, ‘but’ and ‘or’.
3: Cooperation:
A: I’ll guide the students to discuss some problems of the possibilities that they are going out for a visit.
1). Who do you plan to to take out 2). What places do you want to visit
3). What do you want to take 4). How do you decide to go out
5). What do you hope to dod there
Here, I’ll present the questions above on the board, introducing the useage of the infinitives, and I’ll try my best to help the students remember them.
B: I’ll guide the the students to go through the models in Part B on page 47, and raisiing some questions here:
1). What is Kitty preparing to do next Sunday
2). Who does she plan to take out 3). Did Linda want o visit the park
4). Who didn’t want to visit the park 5). What did she decide to do
C: I’ll ask the students to raise more questions about the the usage of the infinitives with ‘to’: Each student show two examples with the verbs, and make up new sentences. In the end, I’ll aske them to work out the rule of the usage of the infinitives.
D: Present the exercise on page 48 on the board, and ask the students to finish off it.
4: Class work design:
A: ‘Additional Exercise-book’, page 25. Part A1. This is mainly to consolidate the usage of the conjunctions ‘and, ‘but’ and ‘or’.
B: ‘Additional Exercise-book’, page 27 Part B2. This is mainly to consolidate the usage of the infinitives.
Period Six Grammar (II)
Teaching contents:
Words and expressions: themselves; itself; rock; climber; luckily; hide-and-seek; pull themselves up the rocks
Senetences: The Class 1, Grade 8 students enjoyed themseles very much.t
Daniel taught himself how to make a home page.
I wonder where Simon is hiding.
Luckily, the climbers helped Simon.
You’re lucky. You didn’t hurt yourself.
Simon and Linda looked at each other. They kept their secret to themselves.
Three dimenional objectives:
Knowledge:
1、 To enable the students to master the usage of the reflexive pronouns.
Abilities:
1、 To enable the students to use the reflexive pronouns in the real situation;
2、 To enable the students to talk about the real situation while travelling with the correct reflexive pronouns.
Emotion:
1、 Talk about the changes of the feeling while travelling with the correct reflexive pronouns.
Key points and difficulties:
1. The usage of the infinitives in their oral or written English;
2. The useage of the reflexive pronouns in the real situation.
Analysis of students’ learning and teaching ideas：
As we know that we learned about the usage of the infinintives and the conjunctions ‘and’, ‘but’ and ‘or’. As a whole part, the usage of the reflexive pronouns in the this period should be connected to the teaching of the last period. Part C on page 48—49 tells us about an accident which happened during the visit to the South Hill. It’ll help the students pay great attention to the usage of the reflexive pronouns in the real situation. In fact, this is really hard for the students to master.
Teaching preparation：
Multimedia courseware or a project.
Teaching procedures：
1: Warming-up:
A: Fill in the blanks with the correct conjunctions ‘and’, ‘but’ and ‘or’. This mainly helps the students revise the usage of the conjunctions ‘and’, ‘but’ and ‘or’.
B: Fill the blanks with the correct form of the verbs gives. Thia mainly helps the students to revise the usage of the infinitives with.
2: Presentation:
A: I’ll introduce the following passage: Students did not enjoy themselvves at the beginning because there was too much traffic on the city roads, but later they saw many wonderful places of interest from all over the world and had a good time. Daniel taught himself how to make a home page. So after rhe trip, he put some photos on the Internet for everyone to look at. I’ll write the two sentences underlined with the reflxive pronouns on the board.
I’ll help the students to work out the rule: The reflexive pronouns are used while the subject is the same as the object.
B: I’ll continue to present the following on the board, and ask the students to discuss the differences between the reflexive pronouns and the personal pronouns:
1). Daniel taught himself how make a home page.
==Daniel learned to make a home page.
2). Daniel taoght him how to make a home page.
==He learnt how to make a home page from Daniel.
C: Pair work: Work out the rule on page 48.
D. Books open to page 49! First of all, have the students go through the pitucres and the contents, and then complete this exercise. Then read it out in roles.
E: I’ll present the key and useful expressions and sentences on the board (Refer to the above ‘Teaching contents’).
3: Class work design:
A: In order to help the students to master the usage of the conjunctions ‘and’, ‘but’ and ‘or’, the infinintives with and the reflexive pronouns, I ask the students to make up two sentences with each of the above.
B: ‘Addictional Exercise-book’, page 28. part C 2. this ia mainly to consolidate the usage of the reflexive pronouns.
Period seven Integrated skills
Teaching contents:
Words expressions: final; cheer; ticket; per; winner; receive; suppose; fare; supporter; half-time; presentation; cheer for; cost of the trip; over an hour; in the finall of…; take place; receive the cup and medals; at the end of…
Sentences: Where shall we go with Linda Shall we go to the Great Wall
I’m afraid that’s not a good idea. Well, we could go to the Palace Museum.
Yes, that’s a good idea. I’d like to go to the Temple of Heaven.
Why don’t we go to Beijing Amusement Park
What a great idea! Let’s go to the Temple of Heaven.
Three dimenional objectives:
Knowledge:
1. According to the context, understand the main contents of the passage;
2. According the related information, complete the timetable for an activity’.
Abilities:
1. Learn how to get useful information from the poster;
2. Listen for specific information, and extract the related information;
3. Learn how to give others advice.
Emotion:
1. Learn how to organize an activity by giving others advice and making an arrangement
2. Learn to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside.
Key points and difficulties:
1. How to extract the specific information from what they hear or read;
2. How to make suggestions to others;
3. How to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside correctly.
Analysis of students’ learning and teaching ideas：
This part shows a poster with a timetable for a school trip, which provide the time and the arrangement of activity at the back.After that, the stduents can inspect whether the information is true of false extracted from the listening or reading materials.The half part encourages the students to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside. In fact, this part put forward higher requests to the students. So I think I should be more patient to show them how to reach out teaching goals step by step.
Teaching preparation：
Pictures or photos of all kinds of games, pictures or v ideos of a basketball match, a rcorder and multimedie courseware.
Teaching procedures：
1. Warming-up:
Present the students some pictures of all kinds of games, introducing the names of the games, such as a football match, a basketball match, high juump, long jump, etc. And I’ll ask the students some simple questions about sports. Of course, here the answers should be according to their own lives.
2. Presentation:
A. To the students, I'll say; When I’m free, l like watching ball games. Basketball is my favourite. I think the final is usually the most exciting. Have you ever watched the final of a basketball match
B: Show a video: This is the final of a baskeball commpetition. Beijing Sunshine Secondary School goes to the final. We are going to watch it, but I’m not sure of the time, the place and the price of the ticket. Would you please help me find some information about it
3. Reading coomprehension:
A: The students go through the poster on page 50 for specific infirmation, and then answer the questions I raise.
B: In order to get better understanding of the poster, group the students to ask each other questions about the poster after going through the poster.
C: Ask the students to try their best to fill iin the blanks with as much information as they can.
4. Listen comprehenson:
A: Here, it may be hard for the less able students to get some related information from the poster. So I play the tape for them, and ask them to listen for the specific information. After that, I’ll ask the students to complete the timetable on page 50.
B: Listen to the tape once again, and tell true or false in Part A3 on page 51.
C: Overall understanding for listening:
5: Interaction:
A: Part B on page 51. Ask the students to go through the converstaion. And I'll ask: I would like to visit somewhere in our city, but I don’t know where to go. Do yoou have any good ideas Can you give me some suggestions Then I’ll aask them to sum up the expressions:
1). Would you like to… 2). Shall we …
3). What / How about… 4). Why not…
5). Why don’t we… 6). Would you please…
7). Let’s …
B: I’ll guide the students how to make correct suggestions with the above patterns. And then I’ll ask them to make up converstaions, and get ready to act it out before the class.
6: Class work design:
A: In order to master how to make suggestion that they’ll invite others to go out for a visit, l’ll ask them to make up a conversation with the forms of the making suggestions;
B: Complete English sentences according to Chinese given. These sentences are adapted fron the useful expressions and sentences in this period.
Period Eight Study skills
Teaching contents:
Words and expressions: fact; a fun place to visit; the most interesting place in the world; opinion; the music in the song and dance parade.
Sentences: The trip took two hours.
It is 467,000 square metres in area.
Three dimenional objectives:
Knowledge:
1. To enable the students to understand the differences between a fact and an opinion;
2. To introduce the usage of the expressions of opinions.
Abilities:
1. To encourage the students to statement and express the opinions.
Emotion:
1. When persuading others, learn to use the correct expressions to show your own opinions, shile in advertisements, news, letters and reports, learn to combine the facts and opinions commonly.
2. The expressions of the opinions should cause the readers’ interest and influence the readers.
Key points and difficulties:
1. To ensure the difference between a fact and an opinion;
2. To learn how to statement and express the opinions.
Analysis of students’ learning and teaching ideas：
This part introduces the differences between a fact and an opinion. When persuading others, learn to use the correct expressions to show your own opinions in advertisements, news, letters and reports, learn to combine the facts and opinions commonly. The expressions of the opinions should cause the readers’ interest, and influence the readers. As the matter of fact, a fact is something that is true, while an opinion is what the writer thinks –it may or may not be true. So I’m afraid the students will have some trouble telling the differences between them and using them correctly in their expressions.
Teaching preparation：
An artcle about my own school and a project.
Teaching procedures：
1. Warming-up:
A: Go over something about the basketball match to introduce this period. According to Part A on page 50—51, identify which are facts and which are opinions about the match.
Facts: which team won What’a the result etc.
Opinions: strong players; did not do well; played very badly, but did their best.
2. Presentation:
A: Get the students to sum up “what is the fact ” and “what is the opinion ” and I’ll write their terms down on the board.
B: Ask the students to go through the first part on page 50, and tell the differences between a fact and an opinion in their own language—Chinese. Then ask them to find out which expresses ‘facts’ and which expresses ‘opinions’. In the end, I get two students to share the answers before the class:
Facts: a busy street; many animals; took two hours; etc.
Opinions: the best city; a fun place to visit; boring; etc.
3. Practice:
A: Ask the students to read the second part on page 52, and tell which are facts and which are opinions. Then share the answers with the whole class. At the same time, ask them to underline the expressions with facts to deepen influence on the facts.
B: Present an article about our own school on the board. Ask the students to statement the facts and opinions. For example, there are many tall trees and flowers in our school. It is beauticful. Our school has many computer rooms and a big library. It is the best school in our city. Scan thepassage and tell which are facts and which are opinions.
C: Games: Group the studenst into four, and choose one student from each group to say something their teachers, family or classmates. The one who can present the most facts or opinions will win.
4: Presentation:
Present the key and useful expressions and sentences in this period on the board (Refer to to ‘Teaching contents’ above), and ask them to learn them by heart.
5. Class work design:
A: Choose an article for the class and tell which are facts and which opinions.
B: Learn the key and useful expressions and sentences from ‘Integrated Skills’ and ‘Study Skills’ by heart. We’ll have a dictation of them next periond.
Period Nine Mian task
Teaching contents:
Words and expressions: the centre of Beijing; at each place; return home; plan a day out; make it a really fun day; make a list of places of interest; work out; change to the bus; take the bus all the way to…; as soon as possible.
Sentences: It will take about thirty minutes.
We hope you can join us.
Three dimenional objectives:
Knowledge:
1. Select and organize and present soome information;
2. Fill in the blanks to complete an article about a day out.
Abilities:
1. To enable the students to tell the key information, classify them, and plan a day out;
2. Write a letter to invite a friend of yours to go outing.
Emotion:
1. To cultivate the students’ interest in outsighting to love the nature and enjoy the beauty of the nature;
2. In order to be more organized, learn to write a letter to invite your friend to go outing with you on your own.
Key points and difficulties:
1. To enable thes tudents to tell the key inforomation, claasify them and plan a day out;
2. How to write an invitation letter with facts and opinions to your friends to go outing.
Analysis of students’ learning and teaching ideas：
Main tasks is about planning a trip, and asking the students to make a plan on a trip according to some relevant information. Kitty and Daniel want to invite all their classmates on a trip and they are planning their trip. Part A provides some facts on this trip, and Part B asks the students to discuss their plan and steps from Kitty and Daniel, and Part C asks the class to complete the invitation letter with correct relevant information in Part A and B above. At last, I’ll ask the class to write an invitation to their own friends to go outing with Kitty and Daniel’s letter as a model.
Teaching preparation：
A piece of paper.
Teaching procedures：
1. Warming-up:
Present some questions about ‘Integrated Skills’ and get them to ask them correctly and accept the reasonable facts as many as possible. e.g:
1). When does the final start 2). Where do they watch the final
3). How do they go there 4). How much is the ticket
5). What do you think of their trip (Students’ own answers!!)
2. Presentation:
A: Present the background of this part: Linda is going back to the USA. So Kitty and Daniel invite their classmates to go out with Linda on a trip. What places in Beijing do you think they will go to What can they do there Guide the students to discuss and accept all the reasonable answers.
B: Guide the class to go through the trip plan in Part A on page 53. Ask aome questions like the following;
1). How many places of interest are thry going to visit What are they
2). What will they do in Beihai Park
3). How will they get to the Palace Museum from Sunshine Underground Station
4). What will they do at Tian’anmen Square
5). How much time will they spend at Tian’anmen Square
6). When will they leave Wangfujing Street
C: Part C on page 54. Ask the class to complete the invitation letter with the informatiion in Part A. I’ll give them help as much as I can at the moment.
3. Instructions:
A: Guide the class to pay attention to how to write an invitation, including its style and relevant contents: date; name of the receiver; purpose; plan; cost; instructions; colsing and signitures.
B: Present some difficult sentences and phrases in the letter (Refer to ‘Teaching content’). Ask the class to read them out and learn them by heart.
4. Practice:
A: Create a cituation for the class to plan a day out—you need to make a good plan for your trip and write an invitation letter to your classmates.
B: Ask the class to go through Part B on page 53, and make a new plan for themselves. Here, I should remind students to have a free discussion to make continuous improvement of their own information.
C: Using the Part C on page 54 as a model, write an invitation letter to their classmates to invite them to go outing with them.
D: Collect the students’ writing and check some good ones as models to share with the class.
5. Class work design:
A: I’ll present an instruction for the class , and ask them to write an invitation after class, and ask the, to hand them in tomorrow;
A: Complete English sentences according to the Chinese given. These sentences are adpated from this period, which should be mastered.
Period Ten Chenkout
Teaching contents:
Aords and expressions; badly; airport; remember; pack; instead; shuttle bus
Three dimenional objectives:
Knowledge:
1. Using ‘and’, ‘but’ and ‘or’;
2. Using verbs + ‘to’ infinitives;
3. Using the reflexive pronouns
4. Some useful expressions and phrases on a trip and an invitation letter.
Abilities:
1. How to make a plan for a trip;
2. How to write an article on a trip you took before;
3. How to write an invitation to invite your friends or classmates on a trip.
Emotion:
To cultivate students to love nature and love their motherland by learning and undersatanding the interesting places and the tourist acttraactions at home and abroad, especially in Beijing. Meanwhile, allow students to complete the main task to improve various aspects of the ability by learning vocabulary, comprehensive skills, etc.
Key points and difficulties:
1. Learn how to make and exchange programme on a holiday trip;
2. Learn how to use the conjunctions ‘and’, ‘but’ and ‘or’;
3. How to use the infinitives;
4. To enable the students to master the usage of the reflexive pronouns;
5. Learn to wirte an invitation to invite a friend to go outing.
Analysis of students’ learning and teaching ideas：
A day out –a plan for a trip. It mainly teaches the students how to make a plan on a trip and how to write an invitation to invite your friends or classmates on a trip. I am sure the students now have been interested in this topic. So in this period, I’ll guide the class to revise some useful expressions nad sentences they learned. And based on this, I’ll arrange some relevant exercises to help them check what they learned in this unit.
Teaching preparation：
Multimedie coursewarer and a project, a map of the world.
Teaching procedures：
1. Warming-up:
A: Revise the reading part by questions;
B; Revise the Integrated Skills by questions and completing sentences;
C. Revise Grammar be demonstrating exercises.
2. Practice:
A. Identify the places of interest and touist attractions at home and broad and how to get destination they would like by the correct means of transportation;
B. How to make a plan on a trip. I’ll ask the class to say something after presenting the some information in oral.
3. Writing:
Write an invitation to invite their friends or classmates to go on a day out.
4. Class work design:
A: Part A and Part B on page 55;
B: I’ll list a four-day trip in Beijing with some notes, then I’ll ask them to write an invitation letter fo their friends or classmates on a trip.
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