牛津深圳版2009年新版八年级下chapter 1-chapter 6教案(广东省深圳市)

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8B Chapter 1 MEMORY
Joyce wanted to include a feature about memory in the school newspaper. She and her editors all agree to write short article on the topic.
ARTICLE
I know that we have a short-term memory and a long-term memory. When we got old. Our short-term memory becomes worse, but we can still remember things from a long time ago.
My grandpa tole me a joke. He said, ‘When you got old, three things start to go wrong. First, you lose your memory … and I can’t remember what the other two things are!’
JOYCE
I saw a programme on television about a man with an injured brain. He could not remmeber anything for a longer than a few minutes.
His wife visited him in hospital every day, but he forgot her visits a few minutes after she left. He was often angry with her because he thought that she never visited him. It was very sad.
PANSY
If you want to remember something, you shout make a picture of it in your mind. If the picture is silly, strange and colourful, you will remember it better.
For example, I am trying to remember the word ‘smiles’. An easy way to do this is to imagine there is a ‘mile’ between the first letter and the last letter and the last. This makes it the longest word in the world!
TONY
In the Duinness Book of Records, there are some amazing stories about memory. For example, Gou Yangling from Harbin in China has memorized 15,000 telephone numbers. And Dominic O’Brien from the UK remembered the correct order of 1,820 playing cards, after seeing them just once.
MILLIE
Memory is connected to our feelings. If someone shouts ‘Spider!’ and puts a large spider on your hand you will probabley remember the word ‘spider’. If something dramatic happens, we usually remember it well. For example, most old people in the USA can remember where they were when they herad about the death of President John F Kennedy in 1963.
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New words: 四会单词：feature topic injured strange smiles imagine death President
拓展词：short-term memorized spider dramatic
短语：agree to go wrong for example
Useful and difficult sentences:
1. I know that we have a short-term memory and a long-term memory.
2. Our short-term memory becomes worse, but we can still remember things from a long time ago.
3. I can’t remember what the other two things are!
4. He could not remmeber anything for a longer than a few minutes.
5. If you want to remember something, you shout make a picture of it in your mind.
6. If something dramatic happens, we usually remember it well.
Grammary: condictional senteces with if and unless
Speaking: topic: 1. Making apologies and excuses 2. Dicussing the daydreams
Wrting: Write an article about memmory.
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教材版本：Oxford English Shenzhen Edition
使用年级：八年级 （下）
课题：8A Chapter 1 Memory
授课课时：共11 课时
教学设计
一、学情分析
本年级学生的英语成绩处于中下等水平。有50% 的学生英语基础比较差，尖子生很少。因此，我们在备课时，必须根据学生的实际情况，采用相应的教学策略，设计适合本校学生学习的教学步骤和教学方法，以便能够顾及各个层次的学生。
二、教材分析
本单元的主题是关于记忆力的有关知识。老师引导学生从课文几篇短文介绍和自身的经历以及观察他人的记忆情况了解更多有关记忆的信息。学生通过阅读训练掌握阅读训练技能，提高阅读能力。同时，学生通过在情景中学习由连词if 引导的条件从句，能够在实际生活中运用英语。通过听说写训练使学生掌握语言知识。
本单元分为Reading, Listening, Language, Speaking, Writing, More Practice and Using English共七部分。阅读是它的核心部分。本单元的话题是关于记忆力。本文以投稿形式刊登了五位同学的文章，他们分别从不同的角度和不同的经历发表了他们读记忆力的理解和亲身体会。
三、单元的教学安排
本单元教学分为11个课时，具体如下表所列：
课 时 课 型 教学内容 主要教学策略和教学目标
第一课时 词汇教学 Words study 导入新课，在语句和情景中学习课文的词汇。通过多种训练方法使学生掌握新单词
第二课时 阅读课 Reading 采用寻读和细读的方法培养学生的阅读技能和阅读习惯，采用多种形式的训练方法提高学生的口语表达能力，交际能力和发展思维能力。
第三课时 巩固课 Difficult points 引导和帮助学生透彻理解本文的重点和难点，包括词汇和句子。
第四课时 听力课 Listening 指导学生在听之前，学会通过所给听力才来预测、猜测听力内容和推断结果，学会做笔记获取主要信息，特别是数据和关键词。
第五至六课时 语法课 Language 通过创设情景交际和笔头练习从而掌握由if 和unless引导的条件从句的运用。
第七课时 口语课 Speaking ①Talk time就“道歉”的话题，通过创设情景进行对话训练，使学生学会向对方真诚道歉和谅解对方的诚意的悔意。②通过创设情景，采用2-4人小组对话形式，掌握连词if 和unless 的用法。
第八课时 写作课 Writing ①首先以小组讨论形式，通过所给词和所给图片来猜测故事的大意。②阅读短文，理解大意，用所给的词填空。
第九课时 拓展阅读课 More Practice ①（Part A）采用寻读和细读的方法提高学生的阅读技能和培养阅读习惯。② (Part B)通过小组讨论的训练方法提高学生的口语表达和综合运用英语能力，以及发展学生的思维能力。
第十课时 应用英语和单元复习课 Using Englishand Revision 训练学生学会通过图表方式记录下阅读材料的核心内容和主要线索。通过训练使学生学会做笔记，勾画和理顺文章的主线。
第十一课时 单元检测 Having a test 检查学生对本单元的重点和难点掌握情况。
四、单元目标
1、 认知目标
学学习内容 学 的 描 述
语 音词 汇 本单元中各部分的单词和短语
重点词汇 Readingfeature memorytopic injuredstrange smiles imagine death president short-term memorize spider dramatic Listeningitem vehicle frame repair end costsitting-room burstunless meltregularly mosquitoesWritingwallet amazeexact millionaire
短语 ●agree to do sth. ●go wrong●for example ●apologize to sb. (for sth.)●break down ●not…any more●connect with sth. ●pay attention to sth. (sb.)
拓展词汇
句 型 1. If something dramatic happens, we will remember it well.2. If you cool water, it turns ice.3. You will be late for school unless you leave now.4. Unless you leave school now, you will be late for school.5. If you don’t leave now, you will be later for school.6. You’d better do something about it, hadn’t you
语 法 学习由连词if 和unless引导的条件从句。
日常交际用语 1. I’m terrible sorry.2. That’s all right. (It doesn’t matter.)3. What’s wrong with you (What’s the matter with you Or What happen to you )4. I can’t remember anything any more.
课 文 1. I know that we have a short-term memory and a long-term memory.2. Our short-term memory becomes worse, but we can still remember things from a long time ago.3. I can’t remember what the other two things are!4. He could not remember anything for a longer than a few minutes.5. If you want to remember something, you shout make a picture of it in your mind.6. If something dramatic happens, we usually remember it well.
书 面表 达 1. Completely an article with the given words.2. Get students write a story about memory on their own.
2. 情感目标：
① 通过学习课文，学生对记忆力的知识有一定了解，帮助学生粗略了解记忆力特点以如何提高自己的记忆能力和掌握记忆技巧。
② 在日常学习生活中学会真诚地向对方表达自己的过错和包容原谅对方的过错，以增进人与人团结友爱。
3. 能力发展目标：
① 能够在听、说、读、写等语言综合实践活动中正确运用本单元所学的重点词汇、短语和句型以及语法知识。
② 激发同学们对记忆知识的进一步学习和认识，培养同学们在日常生活中更加科学地运用训练记忆技能，以增强自身的记忆能力。
③ 通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
课时具体安排
【第一节】
1、课型：词汇教学
2、教学时间：40分钟
3、教学目标
①初步了解认识记忆力的相关知识。②学习课文中的重点词汇。
4. 技能目标
①掌握记忆技巧，提高记忆效果。②理解和掌握新单词的用法。
5. 情感目标
①了解自己的记忆能力，回忆自己的经历。②学习他人的记忆方法。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Lead in(2 min) Arouse students’ interest on memory. ①Ask Ss one question. What is memory about ②Ask all the students to make dialogues in pairs after the model. ①Thinking about the question.②Make dialogues in pairs. Oral work
Step 2Presentation(4 min.) Let students involve into the topic. Have a competition about memory. ①Have a test on memory in groups. Each group chooses one number and try to memorize the given materials.②Ask they see the materials for five seconds, then write them down. One point each. ppt.
Step 3Presentation( 3 min.) Get students know more about memory. ①Introduce more information about memory.②Ask Ss to discuss their own memory. Discuss questions in groups. Talk about their memory. Oral Practice
Step 4Words study(12 min.) ①Master the new words according to the sentences. ②Let Ss learn the new words in the sentences. ① Show the new words of the passage to Ss and read them together.②Present the sentences that including the new words in it. ③Ask students to read the each sentence. Especially, pay attention to the sounds of each word. ① Ss read the new words and expressions together.②Ss try to read the whole sentence after the teacher. ③Pay attention to the new words or expressions. Ss read and think and try get their meanings. Then learn the new words by heart as possible as they can. Blackboard and ppt.
Step 5 MemoryCompetition (4 min.) ①Get Ss to remember the Chinese meaning of key words②Help Ss remember the new key words more easily. Ask Ss to match English with Chinese meaning.②Show some key words on the screen and teach Ss some useful ways to memorize words. Try to memorize the key words and master how to use them. ppt. and blackboard
Step 6Practice (5 min.) In order to make Ss master the new words and expressions ①Do the exercise on Page 4 Part C1 & C2. ②Get some Ss to write the keys on the blackboard and correct them. ①Ss do the exercises in class and then check the answers each other. ②Get some Ss to write down the keys on the blackboard and correct them. Textbook, ppt. and blackboard
Step 7Practice (4 min.) Practice more in order to mater the news words. Get Ss to do more exercises. Such as filling the blanks with given words and translation, etc. ①Ss do the exercises in class and then check the answers each other. ②Get some Ss to write down the keys on the blackboard and correct them. ppt. and blackboard
Step 8Conclusion(2 min.) Revise and remember the new words strongly. ①Show the Chinese meanings of the new words on the screen and then ask Ss to speak out English. ②summarize some of the keys words. ①Concentrate to memorize the key words ②Ss can solve their own problems. If Ss have questions they can ask their teacher for help. ppt.
Step 9Homework(1 min.) Consolidation ①Give assignments:Hand out a paper with exercise. ②Memorize the new words and expressions. And learn how to use them. Copy the new words and do exercises on a paper ppt.Exercise book
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放灯片内容：Showing slides
Step 1 Warming-up
Show 1-2 pictures of memory on the slides.
Question: What is memory about
Memory is to keep words or pictures what you heard and saw in your mind.
Make dialogue in pairs.
Model:
S1: Do you think your memory is good
S2: Yes, I think so.
S1: What kind of things do you remember well
S2: I think pictures (figures, words, events etc.)
S1: Can you give me an example
S2: OK. For example, … What about you
S1: My memory is very weak. I always forget things.
Step 2 Have a competition
Method: Divide whole class into four groups. Each group choose one number, then watch the materials for only 10 seconds. Next they must remind what they watched just now and write them on the blackboard.
1 2 3 4 5
6 7 8 9 10
1 1. Local news 2. vote for sb. 3. agree to 4. as well as 4. be unaware of 5. QQ 85938212 6 1. long-tern 2. wait a minute3. have got a fever 4. be responsible for5. used to 6. be careful
2 1. all over the world 2. except for3. instead of 4. set off5. succeed in 6. 28552425 7 1. leave for 2. take pleasure3. take turns 4. have been to5. be asleep 6. lock the door
3 1. be famous for 2. in no time3. in one’s opinion 4. pay for5. clean up 6. Mobile: 13602688998 8 1. The great wall 2. sell out of fish3. more importantly 4. receive a note5. hardly ever 6. all the time
4 1. pour into 2. shake one’s head3. ought to do sth. 4. for these reasons5. rush down 6. according to 9 1. be good at doing 2. be short for3. no longer 4. behind bars5. protect the innocent 6. work as an engineer
5 1. on the other side 2. be able to plain about 4. What’s wrong 5. I’m terrible sorry. 6. go wrong 10 1. as well as 2. buy insurance3. admit stealing sth. 4. suggest doing sth.5. take charge of 6. different ideas
Step 3 More about memory
① Memory → long-tern memory & short-tern memory
Long-tern memory --- things are kept in your mind for long time. It’s not easy to forget.
Short-tern memory --- Things are in one’s mind only for short time. It’s easy to forget.
② What about your memory Make dialogues in pairs.
◆Do you still remember your first birthday party
◆Do you remember what cities you have been to
◆Do you still remember all of your teachers in primary school
◆Can you remember what cartoons you have watched before
And so on
Step 4 Learn the new words in the articles.
① Let Ss read the words briefly in order to get to know the meanings.
New words Chinese New words Chinese
feature memorytopic injuredstrangesmile imaginedeath president (n.) 特点、特征(n.) 记性、记忆力(n.) 话题、论题、题目(adj.) 受伤的(adj.) 陌生、奇怪(n.) 微笑、笑容(n.) 想象 幻想(n.) 死(n.) 总统 short-term memorizespider dramaticwonderagree to do sth. go wrongfor example (adj.) 短暂的(v.) 记住、熟记(n.) 蜘蛛(adj.) 激动人心的、惹人注目的、戏剧的(v.) 想知道，（n.）奇迹同意做某事出错例如
② Learn the news words in sentences
1. feature 特点、特征； memory 记忆、记忆力
Joyce wanted to include a feature about memory in the school newspaper.
■Could you tell me the freature about the machine
■Children’ memory is usually better than adults.
2. topic 话题、论题、题目
■The topic on Chen Shuibian is very popular among the people.
■What topic are we going to discuss next time
3. injured = wounded 受伤的
■There were thousands of people injured in the terrible earthquake.
4. strange 陌生的、奇怪的; stranger 陌生人
■Today Mr Wu is a little strange.
■Don’t let the strangers enter our house.
5. smile （v. n.）微笑、笑容
■She always smiles to others.
6. imagine
■Can you imagine what our life will be like in 30 years.
7. death（n）死 die (v.) dead (adj)
■Nobody knows about his death.
■Three young men died in the traffic accident yesterday.
■The artist has been dead for 80 years.
8. president总统、大学校长
■Obama becomes the first president of black people in the USA.
9. short-term 短暂的；long-term 长久的
■We have a short-term memory and long-term memory.
10. memorize记住、熟记
■Please memorize what we learn today.
11. dramatic激动人心的、惹人注目的、突发性的、戏剧的
■If something dramatic happens, we usually remember it well.
■There were dramatic evens in China 2008.
Step 5 Practice
Do exercise C Find the meanings (on Page 4)
① C1
Keys: 1. smile 2. imagine 3. For example 4. death 5. memory 6. strange 7. president
② C2
Keys: 1. memorize 2. mind 3. go wrong 4. injured
Step 6 More Practice
I. Fill in the blanks with the new words.
1. If something d_________ happens, we will remember it well.
2. He feels s________ to his village, because he hasn’t been back for over twenty years.
3. Can you i_________ what will the computer be like in 20 years
4. Can you tell us the f________ of the plant, Dr. Wang
5. There were 12 people d________ and 26 people i_________ in the fire yesterday.
6. The t_______ is boring, so most of us are not interested in it.
7. These phrases are useful, please m________ them.
Keys: 1. dramatic 2. strange 3. imagine 4. feature 5. died, injured 6. topic 7. memorize
Ⅱ. 翻译下列的句子。
1. 今天的话题是如何保护环境。
Today’s ________ is how ________ ________ the _________.
2. 提高记忆力是非常重要的。
It’s very ________ _______ ________ _________.
3. 刘老师在上课时总是面带笑。
Miss Liu always _________ ________ when she is ________ classes.
4. 请记住这些规则。
Please __________ ________ __________.
5. 这种机器有什么特点？
________ _________ does this kind of ________ have
Keys: 1. topic, to protect environment 2. important to improve memory 3. keeps smiling, having 4. remember (memorize) the rules 5. What features, machine
Sept 7 Summary
1. memory (n.), memorize (v.)
○The patient has lost his __________. He cannot remember anything.
○These expressions are very useful, please ________ all of them.
○I can’t _________ things for long. I wonder how to improve my _________.
2. die (v.) → dead (adj.)→ death (n.) → dying
○The plants will _______ if there is not enough water for them.
○His husband’s _______ makes her very sad.
○The fish are ________ because they have no water.
○The scientist has been ________ for 30 years.
2. Train Ss’ memory.
Memorize the new words in 2 minutes.
Step 8 Homework
Memorize the new words and master the usage of the new words.
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【第二节】Reading
1、课型：Reading
2、教学时间：40分钟
3、教学目标
采用寻读理解文章的大意，通过细读领会文章的精髓，通过寻读和细读来培养学生的阅读技能和阅读习惯，同时采用多种形式的训练方法提高学生的口语表达能力，交际能力和发展思维能力。
4. 技能目标
①培养良好的阅读习惯。②提高理解文章大意和获取细节信息的能力。
5. 情感目标
①了解自己的记忆能力。②学习他人的记忆方法，努力提高自身的记忆能力。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Revision(2 min) Help Ss to memorize the new words in order to understand the articles easily. ①Ask all the students to read the new words or sentences. Read the new words or sentences together. ppt.
Step 2Pre-reading( 3 min.) Get students to understand the main idea of each article. Ask Ss to read each article in a short time then answer one or two questions. Ss read each article quickly and then answer the questions. ppt.& oral work
Step 3While-reading(17 min.) ① In order to understand the details and the exact meaning of each article. ②In order to improve Ss’ reading ability. Get Ss to read each article carefully, then answer then questions or do some exercise. Ss read each article carefully and then answer the questions or do some exercise. ppt.
Step 4Practice (3 min.) Help Ss find more about the details from the articles. Ask Ss to do Part B (Find the facts) Finish the Part B.Write T or F into the blanks. Student’s book
Step 5Post-reading (4 min.) Practice more in order to help Ss to understand throughout all the articles. ①Ask Ss to finish Part C in pairs. (Find the meanings) ②Ask three Ss to write the answers on the blackboard and correct them.. ① Ss complete the dialogue in pairs.②Get 3 Ss to write down the keys on the blackboard Textbook, ppt. and blackboard
Step 6Discussion (4 min.) ①In order to let Ss further understand memory.②Express their ideas to open their Divide whole class into several groups and guide Ss discuss the problem of memory, then let some of them express their ideas. ① Ss discuss the problem in groups.②Let some Ss to express their ideas. ppt.& oral
Step 7Conclusion(2 min.) Improve Ss’s ability on conclusion ①Try to let Ss to summary what they have learned from the articles.②Teacher give some ideas. ① Ss try to conclude what they have learned from articles.②Compare the teacher’s ideas. ppt.
Step 8Homework(1 min.) Consolidation ①Give assignments:Hand out a paper with exercise. ②Memorize two articles of them today. Complete the exercises on a paper and recite two of the articles. ppt. Student’s book and paper
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幻灯片内容：
Step 1. Revision
Review the mew words.
1. Joyce wanted to include a feature about memory in the school newspaper.
2. She and her editors all agree to write short article on the topic.
3. I know that we have a short-term memory and a long-term memory.
4. He said, ‘When you got old, three things start to go wrong.
5. I saw a programme on television about a man with an injured brain.
6. If the picture is silly, strange and colorful, you will remember it better.
7. For example, I am trying to remember the word ‘smiles’.
8. An easy way to do this is to imagine there is a ‘mile’ between the first letter and the last letter
9. Gou Yangling from Harbin in China has memorized 15,000 telephone numbers.
10. If someone shouts ‘Spider!’ and puts a large spider on your hand you will probably remember the word ‘spider’.
11. Memory is connected to our feelings. If something dramatic happens, we usually remember it well.
12. The Americans can remember where they were when they heard about the death of President John F Kennedy in 1963.
Step 2 Pre-reading
Read the all the articles in one minute, then choose the best answer.
1. How many articles did the students write in this passage
A. 4 B. 5 C. 6
2. What articles did they write about
A. About traffic accident. B. About learning new words. C. About memory.
3. What did you write articles for
A. For School newspaper. B. For a famous magazine. C. For Shenzhen Daily
Step 3 While-reading
Read the articles one by one, then answer the questions do some exercise.
(A) Read the statements, then answer the questions.
1. What does Joyce want to do for the school newspaper
2. What did all the editors agree to do
(B) Read Arthur’s article quickly, then answer question No 1, Then read the article carefully again, and then answer No 2. (Fill in the blanks according to the article).
1. What kind of memories do people have
2. When we get old, what things will happen to them
When we get old, something start to ________ to us. _________ ________, we will _______ our _______. Our memory will become _______.
(happen, For example, lose, memory, worse)
(C) Read Joyce’s article quickly, then answer question No 1&2, Next read the article carefully again, and then answer No 3. (Fill in the blanks according to the article).
1. What did Joyce see on TV
2. What happened to the man at the beginning
3. The man’s wife went to see him, but he was still angry with his wife. Why
It was because he _______ her visits a few minutes after she _______. He thought his wife _______ visited him.
(D) Read Pansy’s article quickly, then answer question No 1. Next read the article carefully again, and then answer No 2&3.
1. What way can you help remember things better
A. Read them again and again. B. Watch them carefully. C. Draw pictures of them.
2. Why do people remember the word “smiles” easily
3. What is Pansy’s opinion
Pansy thinks if the picture is ________, _________ and _________, we will remember it better.
(E) Read Tony’s article quickly, then answer question No 1. Next read the article again, answer No 2. (Fill in the blanks according to the article)
1. What’s the meaning of “the Guinness Book Records”
A. It’s a magazine. B. It’s a book.. C. It’s a newspaper. D. It’s a movie.
2. What does “the Guinness Book Records” tell us about
It tells us many _________ stories. _______ ________, Guo Yanling from Harbin in China has ________ ________ telephone numbers.
(F) Read Pansy’s article quickly, then answer question No 1. Next read the article carefully again, and fill in the blanks.
1. What is memory connected to
A. ages B. feelings C. health D. sleep
2. If ________ _________ happens, we usually _________ it well. If someone ________ “Spider! ” and _______ a large spider on your hand, you probably _________ the word “spider” easily.
Step 4 Practice.
Finish Part B (Find the facts) Keys: 1-4 FFTT 5-7 FTT
Step 5 Post-reading
② Complete the dialogue in Part D Read and think
Keys: 1. memory 2. old 3. never 4. forget 5. picture 6. mind 7. silly 8. strange 9. colourful 10. Tony’s 11. dramatic
Step 6 Discussion
Topic: How to improve our memory
Step 7 Conclusion
Question: What do we learn from the articles Express everyone’s idea.
Step 8 Homework
1. Read all the articles. Recite Arthur and Joyce’s article. 2. Do some exercises. 3. Prepare the difficult points in this passage.
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【第三节】Consolidation
1、课型：Difficult points
2、教学时间：40分钟
3、教学目标
通过讲练让学生掌握本主阅读中的重点和难点包括单词、短语和句型的运用。
4. 技能目标
①培养学生在运用中掌握相关语言知识。②提高学生运用英语的能力。
5. 情感目标
①在日常生活和在学习中有意识地培养自身的记忆能力和提高记忆效果。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Revision(2 min) Help Ss to understand the articles deeply. ①Ask all the students to read the articles. Read the articles together. oral
Step 2 (4 min) In order to improve Ss’ pronunciation and reading ability. Ask Ss to listen to the tape. Or read aloud after the tape. Ss listen to the tape. Or read aloud after the tape. Tape-recorder
Step 3Solve the difficulties( 24 min.) Get students to master the difficult points in each article. Ask Ss to think about the difficult points careful and do some exercise. Ss think them over and do the exercise. ppt. & hand-out
Step 4Conclusion(3 min.) Master the key points. Summarize the difficult points. Remember and further understand the key points. ppt.
Step 5More Practice(6 min.) In order to master difficult points. Ss need to do more practice. Let Ss practice more, and then ask some Ss to write the answers on the blackboard. Ss finish the exercise in class and then ask some Ss to write the answers on the blackboard. Paper & ppt.
Step 6Homework(1 min. ) Master the difficult points ①Finish the exercise at home.② Recite the articles. Ss finish the homework at home. Paper & students’ book
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Hand-out
Key words and expressions
Ⅰ. Translation following the expressions and find them out in the articles.
1. 总结关于记忆的特征 (S) _________________________________________________
2. 同意写短文 (S) _________________________________________________
3. 短期记忆 (A’s) _________________________________________________
4. 开始出问题 (A’s) _________________________________________________
5. 失忆 (A’s) _________________________________________________
6. 一个大脑受伤的人(J’s) _________________________________________________
7. 对某人生气 (J’s) _________________________________________________
8. 与什么有关 (M’s) _________________________________________________
9. 例如 （P’s） _________________________________________________
10. 吉尼斯世界记录 （P’s） _________________________________________________
Ⅱ. Fill in the blanks with the word in the articles.
1. I know that we have a ___________ memory and __________memory. When we get_______, our short-term memory becomes ________. But we can still ________ things from a long time ago.
2. When you get old, there ________ start to go ________. First , you ________ your memory.
3. Joyce saw a programme on TV ________ a man with an ________ brain.
4. His wife _______ him in hospital every day but he ________ her visit a few minutes she ________.
5. He was often ________ with her ________ he thought that she never ________ him.
6. If you want to ________ something, you should ________ a picture of it in you ________.
7. If the picture is still ________, and colorful you will remember it ________.
8. There are some ________ stories about ________ in the Guinness Book of Records.
9. O’Brien from the ________ remembered the ________ order of 1,820 playing cards, after ________ them just once.
10. Memory is ________ to our ________. If something ________ happens, we usually
remember it well.
Main sentences
Ⅲ. Complete the sentences完成下列的句子。
1. When we become old, ___________________________________________ (我们的短暂记忆变得更糟糕。)
2. When people get old, _____________________________________. (有三件事开始出问题)。
3. I saw a programme on TV _________________________ (关于一个大脑受伤的男人)。
4. _______________________________ (它经常生我的气) because I often forget doing things.
5. _____________________________________________________ (如果那幅画是可笑、奇怪并且色彩鲜艳的话)，you must remember it better.
6. If we want to remember something, we should ___________________________________
___________________________ (在海里勾出一幅画。)
7. ________________________________ (一个容易的方法是) imagine there is a “mile” between the first letter and the last letter.
8. We find that _________________________________________ (记忆与情感有关。)
9. _______________________________________________ (如果有一些突发性的事情发生)，we will remember it well.
10. In the Guinness Book of Records, ______________________________________________
(有好些有关记忆力有趣的故事)。
Ⅳ. Difficult points
1. agree to do sth. 同意做某事，
agree sb. 同意某人的观点，
agree on sth. 在某方面达成一致意见
■After long time’s discussion, both sides _________ co-operation.
■Did the boss _________ sell all the products in low price
■His idea is very good and I _________ him.
2. go wrong ---become bad, make mistakes 变坏，出错；do wrong 做错
■When we get old, our memory begin to ________.
■We should find out the reason when we ________.
3. lose one memory 失去记忆，lose one temper 发脾气；lose sleep失眠
■Last night I ________ because there was much noise beside my house.
■When we feel sad, we usually easily ________.
■It is not easy for a man to ________ unless his brain is injured.
4. die (v.), dead (adj.), death (n..), dying (v.) 死
■The plants are ________ because there is not enough water.
■Yesterday a tour bus fell into deep valley and twenty people ________ in the traffic accident.
■How long has she been ________
■Few people know his ________.
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【第四节】
1、课型：Listening
2、教学时间：40分钟
3、教学目标
通过听力训练，培养学生对听内容的记忆的技能，同时培养学生及时做笔记的能力。
4. 技能目标
①培养学生听力记忆能力。②提高学生听力理解与做笔记的能力。
5. 情感目标
在日常生活和在学习中有意识地培养自身的记忆能力和提高记忆效果。
6、教学过程
(略)
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【第五节】
1、课型：Language
2、教学时间：40分钟
3、教学目标
通过讲解与练训练结合，使学生能够在语境中运用由if 和 unless 引导的条件状语从句。
4. 技能目标
培养学生能够语境中正确也能用条件状语从句。
5. 情感目标
在日常生活和在学习中做些自己有条件做到的事情并给同学和朋友一些有帮助的建议。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Revision &Lead-in(2 min) Let Ss pay attention to the sentences with if in Pansy and Millie’s articles. ①Ask all the students to read of Pansy and Millie’s articles② Get Ss to find out the important sentences patterns. in the articles. ①Read the articles together.② Ss try find out of the important sentences patterns in the articles. oral
Step 2Presentation (2 min) In order to recognize the sentences with if and unless sentences. Ask Ss to the sentences with if and unless from the articles on the slides. Ss read the sentences with if and unless on the slides, and then think about them and summarize. oral
Step 3Learn conditional sentences ( 2 min.) Master if sentences: actions with definite results. ①Ask Ss to read the sentences and think about them. ②Explain this kind of sentence patterns. Ss read the sentences and think about them.Pay attention to the structure. ppt.
Step 4Do exercises (3 min.) Master the sentences’ structure. ①Get Ss to do the exercises A1. And then the answers.②Get Ss to pay much attention to possible actions and results. ①Ss do the exercises themselves and then check the answers each other.② Pay attention to possible actions and results. ppt.
Step 5Do Exercise A2 (5 min.) In order to master structures. Ss need to do more practice. Let Ss make dialogues in pairs as the model. (A2) Ss make dialogues in pairs as the model according the situation in A1. Page 7 Paper & ppt.
Step 6Do Exercise A3(3 min) Master the structures of if sentence. ①Get Ss to complete the sentences with the given words.② Ask some Ss to write down the answers on the blackboard. ①Ss to complete the sentences with the given words.②Let some Ss to write down the answers on the blackboard. Students’ book
Step 7Actions with possible results(6 min) Master another sentences structure. ①Give an example for Ss.②Get Ss to do the exercises like the example. And check their answers. ①Read and think about the example.②Do the exercises and then tell the answers. Ppt. & Students’ book
Step 8Do more practice(5 min) Master the use of if sentences. ①Get Ss to discuss the topics in groups.②Complete the sentences and check the answers. ①Ss discuss the topics in groups. ②Complete the sentences on the blackboard. Ppt. & blackboard
Step 9Learn sentence with unless(3 min) Master the structure of sentence pattern. ①Give an example about sentences with unless.②Explain the sentence structure. ①Ss read the example and think about it.②Pay attention to the sentence structure. Ss’ book
Step 10Do exercise C1& C2(8 min) Master the sentence patterns. ①Give a model for Ss and let them understand how to do them.② Check their answers on the blackboard. ①Ss read the model try understand how to do them.②Ss do the exercises themselves. And write the answers on the blackboard. Ss’ book& blackboard
Step 11Homework(1 min) Master the usage of the sentences with if and unless. Get Ss to do more writing exercise. Ss finish the exercises at home. Hand out
Notes: Hand out (略)
【第六节】
1、课型：Speaking
2、教学时间：40分钟
3、教学目标
通过情景交际训练，使学生掌握如何向对方道歉、解释以及对方的谅解和要求以及给出的建议；通过归纳是学生掌握一些使用的语句以便灵活使用道歉和解释以及谅解的常用语句。
4、技能目标
通过日常生活的情景交际训练，使学生能够灵活运用道歉、解释以及谅解和要求的语句。
5. 情感目标
人与人之间应该互相尊重，互相包容，增进友谊和团结。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Lead-in (2 min) Presentation ①Design a situation for making an apology.①Get Ss to make dialogue in pairs. Make dialogue in pairs. oral
Step 2Learn the dialogue (5 min) In order to improve Ss’ abilities on speaking English ①Ask Ss to listen to the tape on A1. Or read aloud after the tape about Talk Time.②Read the dialogue and answer the questions. ①Ss listen to the tape. Or read aloud after the tape.② Read the dialogue and answer the questions Tape-recorderAnd oral or ppt.
Step 3Complete the dialogue( 5 min.) Improve the Ss’ abilities on using English. Ask Ss to complete the dialogue in A2. Ss complete the dialogue on their own. ppt.
Step 4Conclusion(5 min.) Help Ss master some useful sentences on apologies and excuses. Summarize sentences on the apologies and excuses. Ask Ss to remember the useful sentences on apologies and excuses. ppt.
Step 5More Practice(10 min.) In order to master the apologies and excuses. ①Let Ss practice more, and then ask Ss to create some situations for apologies and excuses in pairs.② Get some pairs to practice for whole class. ①Ss try to create some situations for apologies and excuses. ②Ss play their shows to whole class. Oral practice
Step 6Homework(1 min. ) Master the useful sentences of apologies and excuses. ①Recite the useful sentences of apologies②Create two situations about the apologies and excuses at home. Ss finish the homework at home. Exercise books
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8 B Chatpter 2 Cartoons
Tom and Jerry
Tom and Jerry are two of the most popular cartoon charactors in the most world. The short cartoons are full of fun—Tom, the cat, always tries to catch jerry, the mouse. The cartoons also have a long history.
William Hanna ans Joseph Barbera both worked for MGM in the late 1930s. Their boss, a man called Fred Quimby, told them to make funny cartoons for cinemas. Together they thought of the idea of a cat trying to catch a mouse. They thought it would be funny to make the mouse clever and always get the cat into trouble.
The first Tom and Jerry Cartoon was shown in cinemas in 1940. It was a great success, so their boss told Hanna and Barbera to make more. Over the next seventeen years, Hanna and Barbera made a huge number of Tom and Jerry cartoons. Most of the cartoons are about seven minutes long.
It is easy to understand the cartoons because there is usually no speakig in them. Istead, the two animals are always running around or fighting each other. Though Tom always thinks he can catch Jerry, he never has any success. The cartoons are very funny. They won a number of awards.
In total, Hanna and Barbera made 114 Tom and Jerry cartoons. I almost every one, Tom is in trouble with his owner, and Jerry laughs at him. The famouse cat and mouse are still popular today. The cartoons are still shown on TV all around the world.
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教材版本：Oxford English Shenzhen Edition
使用年级：八年级 （下）
课题：8A Chapter 2 Cartoons
授课课时：共9 课时
教学设计
一、学情分析
本年级学生的英语成绩处于中下等水平。有50% 的学生英语基础比较差，尖子生很少。因此，我们在备课时，必须根据学生的实际情况，采用相应的教学策略，设计适合本校学生学习的教学步骤和教学方法，以便能够顾及各个层次的学生。
二、教材分析
本单元的主题是关于卡通电影和漫画书的有关知识。老师引导学生从本篇课文Tom and Jerry的短片电影的历史以及两位卡通人物之间发生的故事。学生通过阅读训练掌握阅读训练技能，提高阅读能力。同时，学生通过在情景交际中学习描写人与物所涉及的形容词，能够在实际生活中运用英语并通过听说写训练使学生掌握语言知识。
本单元分为Reading, Listening, Language, Speaking, Writing, More Practice and Using English共七部分。阅读是它的核心部分。本单元的话题是关于卡通。本文着重讲述Tom and Jerry 这部短片电影的产生、发展以及两位卡通人物的故事。
三、单元的教学安排
本单元教学分为11个课时，具体如下表所列：
课 时 课 型 教学内容 主要教学策略和教学目标
第一课时 词汇教学 Words study 导入新课，在语句和情景中学习课文的词汇。通过多种训练方法使学生掌握新单词
第二课时 阅读课 Reading 采用寻读和细读的方法培养学生的阅读技能和阅读习惯，采用多种形式的训练方法提高学生的口语表达能力，交际能力和发展思维能力。
第三课时 听力课 Listening 指导学生在听之前，学会通过所给听力才来预测、猜测听力内容和推断结果，学会做笔记获取主要信息，学会看地图，再听时特别是数据和关键词。
第四、五课时 语法课 Language 通过创设情景交际和笔头练习从而掌握形容词描述人和物的适当运用。特别是句型：It is adj. to do sth.
第六课时 口语课 Speaking ①在Talk time 里，主要训练语音。 【s】 【z】 发音, 在朗读句子和情景交际中注意重读和非重读单词。②在Speak up部分，通过 对人物不同表情的贴切描述，使学生学会在不同的情形用不同的词语来描述人的表情。
第七课时 写作课 Writing ①首先以小组讨论形式，通过所给词和所给图片猜测故事的大意并选择适当的词语来描述相应的图片。② 要求学生写关于“自己喜爱的卡通片”的短文。
第八课时 应用英语和单元复习课 Using Englishand Revision ①通过任务型的写作训练，培养学生的阅读技能。② 复习本单元的主要知识。
第九课时 单元检测 Having a test 检查学生对本单元的重点和难点掌握情况。
四、单元目标
1、 认知目标
学学习内容 学 的 描 述
语 音词 汇 本单元中各部分的单词和短语
重点词汇 Readinghistory togethershow (shown) insteadsuccess aroundthough Listening & Speaking line church plastics factory smell chief expressionfrightening pale eyebrows yawning sly Writingstorm life jacket wave overturned (补充：overdone, overweight, overheat, over) wonder
短语 ●get into trouble ● a huge(large) number of●instead of ● run (walk, travel) around●be in trouble ● laugh at sb. (sth.)●connect with sth. ● be full of ●play a trick with on sb. ● cheerful expression●turn down ●thank you goodness! ●●
拓展词汇 MGM (好莱坞电影公司)， tough, comic books, popularity, tough, comic book, popularity, plastic, sly, eyebrow, yawn, overturned
句 型 1. The cartoons also have a long history..2. They thought it would be funny to make mouse clever.3. I was a great success.4. Instead, the two animals are always running around or fighting each.5. Though Tom always thinks he can catch Jerry, he never has any success.6. It is easy to understand the cartoons.7. The cartoons are still shown on TV all around the world.
语 法 学习用adjectives 描写人，特别是人的面部表情和事物的各种特征。
日常交际用语 1. Why are you looking at yourself in the mirror, Lo 2. This is the chief speaking.3. Good news, Chief! We’ve got some news.4. I think it belongs to the chief.5. I wonder if I …6. Thank goodness!
课 文 1. The short cartoons are full of fun---Tom, the cat.2. Together they thought of the idea of a cat trying to make funny cartoons for cinema.3. They though it would be funny to make the mouse clever and always get the cat into trouble.4. It is easy to understand cartoon because there is usually no speaking in them.5. Though Tom always thinks he can catch Jerry, he any success.6. In almost every one, Tom is in trouble with his owner, and …7. They won a number of awards.8. The cartoons are still show on TV around the world.
书 面表 达 1. Write a short passage about describing a person’s face.2. Write an article about students’ favorite cartoon.
2. 情感目标：
① 通过学习课文，学生对卡通文化知识，特别是“Tom and Jerry”有一定了解，引起学生对卡通文化的理解和热爱并能够学会创作漫画。
② 在日常生活利用卡通人物表现不同的生活态度， 让生活更加轻松快乐。
3. 技能目标：
① 能够在听、说、读、写等语言综合实践活动中正确运用本单元所学的重点词汇、短语和句型以及语法知识。
② 激发同学们对卡通电影和漫画的进一步认识和热爱。从每个卡通故事中学习到一些道理。
③ 通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
课时具体安排
【第一节】
1、课型：词汇教学
2、教学时间：40分钟
3、教学目标
①初略介绍一下些卡通电影、卡通人物以及一些漫画书让学生了解认更多有相关卡通文化知识。②学习课文中的重点词汇。
4. 技能目标
①理解和掌握新单词的意思并能够在情景中运用新单词。
5. 情感目标
①培养学生对动画文化的热爱。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Lead in(2 min) Arouse students’ interest on memory. ①Ask Ss some questions about cartoons. ②Ask all the students to make dialogues in pairs after the model. ①Think and answer about the questions.②Make dialogues in pairs. Oral work/ ppt.
Step 2Presentation(4 min.) Let students involve into the topic. Have a competition about cartoons.(Let each group to choose one number and 3 questions. 1. What’s the name of the cartoons 2. Who is the character 3. When was it shown or when did you see it (them) ①Have a competition about cartoons in groups. Each group chooses one number and try to answer three questions about the cartoons what they watch.② If they can answer the questions correctly, they will get 3 points. ppt.
Step 4Words study(12 min.) ①Master the new words according to the situation. ②Let Ss learn the new words in the sentences. ① Present some cartoon pictures and ask Ss which is his/her favorite cartoon and cartoon character.②Ask students to read the sentences and catch the meanings. Especially, pay attention to the usage of the new words and phrases.③ Write down the new words and phrases on the blackboard. ① Ss watch the cartoon pictures and read the sentences. ②Ss try to read and understand the whole sentences. Pay attention to the new words or expressions. Blackboard and ppt.
Step 5(1 min.) Let Ss remember the new words ① Summarize the new words and expression.②Have a memory game in order to remember them. ① Read and try to remember the new words and expression.②Get Ss to watch the word and repeat it. Ppt.
Step 6(1 min.) ①Get Ss to remember the Chinese meaning of key words②Help Ss remember the new key words more easily. Ask Ss to match English with Chinese meaning.②Show some key words on the screen and teach Ss some useful ways to memorize words. Try to memorize the key words and master how to use them. Ppt.
Step 7(3 min.) In order to learn some about facial expressions Look at the picture and describe the facial expressions. Ss learn the facial expressions.Try to describe the facial PPt.
Step 8Do exercises (3 min.) In order to make Ss master the new words and expressions Do the exercise on Page 16 Part A1 & A2. Do exercise C2 on P 18. Ss do the exercises in class and then check the answers each other. Textbook, ppt.
Step 9Practice (4 min.) Practice more in order to mater the news words. Get Ss to do more exercises. Such as filling the blanks with given words and translation, etc. ①Ss do the exercises in class and then check the answers each other. ②Get some Ss to write down the keys on the blackboard and correct them. ppt. and blackboard
Step 8Conclusion(2 min.) Revise and remember the new words strongly. ①Show the Chinese meanings of the new words on the screen and then ask Ss to speak out English. ②summarize some of the keys words. ①Concentrate to memorize the key words ②Ss can solve their own problems. If Ss have questions they can ask their teacher for help. ppt.
Step 9Homework(1 min.) Consolidation ①Give assignments:Hand out a paper with exercise. ②Memorize the new words and expressions. And learn how to use them. Copy the new words and do exercises on a paper ppt.Exercise book
【第二节】Reading
1、课型：Reading
2、教学时间：40分钟
3、教学目标
采用寻读理解文章的大意，通过细读领会文章的精髓，通过寻读和细读来培养学生的阅读技能和阅读习惯，同时采用多种形式的训练方法提高学生的口语表达能力，交际能力和发展思维能力。
4. 技能目标
①培养良好的阅读习惯。②提高理解文章大意和获取细节信息的能力。
5. 情感目标
了解卡通《猫和老鼠》的历史。
6、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Revision(3 min) Help Ss to memorize the new words in order to understand the articles easily. ①Ask all the students to read the new words or sentences. Read the new words or sentences together. ppt.
Step 2Pre-reading( 4 min.) Get students to understand the main idea. Ask Ss to look at the title, the picture and the first and the last paragraphs of the article. Ss answer the questions. ppt.& oral work
Step 3While-reading(20 min.) ① In order to understand the details and the exact meaning of each article. ②In order to improve Ss’ reading ability. Get Ss to read each article carefully, then answer then questions or do some exercise. Ss read each article carefully and then answer the questions or do some exercise. ppt.
Step 6Discussion (10 min.) ①In order to let Ss further understand memory.②Express their ideas to open their Divide whole class into several groups and guide Ss discuss the problem of cartoons, then let some of them express their ideas. ① Ss discuss the problem in groups.②Let some Ss to express their ideas. ppt.& oral
Step 7Conclusion(3min.) Improve Ss’ ability on conclusion ①Try to let Ss to summary what they have learned from the articles.②Teacher give some ideas. ① Ss try to conclude what they have learned from articles.②Compare the teacher’s ideas. ppt.
Step 8Homework(2 min.) Consolidation ①Give assignments:Hand out a paper with exercise. ②Memorize two articles of them today. Complete the exercises on a paper and recite two of the articles. ppt. Student’s book and paper
--------------------------------------------------------------------------------------------------------------------
【第三节】Consolidation
1、课型：Difficult points
2、教学时间：40分钟
3、教学目标
通过讲练让学生掌握本主阅读中的重点和难点包括单词、短语和句型的运用。
4. 技能目标
①培养学生在运用中掌握相关语言知识。②提高学生运用英语的能力。
5、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Revision(2 min) Help Ss to understand the articles deeply. ①Ask all the students to read the articles. Read the articles together. oral
Step 2 (4 min) In order to improve Ss’ pronunciation and reading ability. Ask Ss to listen to the tape. Or read aloud after the tape. Ss listen to the tape. Or read aloud after the tape. Tape-recorder
Step 3Solve the difficulties( 24 min.) Get students to master the difficult points in each article. Ask Ss to think about the difficult points carefully and do some exercise. Ss think them over and do the exercise. ppt. & hand-out
Step 4Conclusion(3 min.) Master the key points. Summarize the difficult points. Remember and further understand the key points. ppt.
Step 5More Practice(6 min.) In order to master difficult points. Ss need to do more practice. Let Ss practice more, and then ask some Ss to write the answers on the blackboard. Ss finish the exercise in class and then ask some Ss to write the answers on the blackboard. Paper & ppt.
Step 6Homework(1 min. ) Master the difficult points ①Finish the exercise at home.② Recite the articles. Ss finish the homework at home. Paper & students’ book
------------------------------------------------------------------------------------------------------
Hand-out
1. Are the short cartoons full of fun
be full of __________________________
杯子里充满了水.
The bottle _______________________ water.
= The bottle __________________________ water.
2. In what way do they think the cartoon would be funny
They thought it would be ___________ to make the mouse clever and always____________ the cat __________________.
funny (adj.) __________________, fun (n.) ______________________
get …into trouble __________________________
不要使你的朋友陷入困境中.
__________________________________________________
3.Why the boss told Hanna and Barbara to make more
__________________________
success n. 成功
__________________________ adj. 成功的
__________________________ adv. 成功地
__________________________ v. 成功
1.She is a __________ singer.
2. He made a great _________ in Chinese.
3. They ___________ in capturing the city.
4.You did ___________ in the part.
4. Over the next 17 years, how many cartoons did they make
They made __________________________ cartoons.
a number of = __________________________
the number of __________________________
__________________________of the teachers in our school _______ about two hundred, and__________________________ of them _______ women teachers.
5. In total, how many cartoons did they make
They made 114 cartoons.
in total __________________________
他总共写了150本书.
_________________________________________________.
6.Is Tom in trouble with his owner
be in trouble with sb. __________________________
= __________________________
__________________________与某人相处融洽
老板与员工之间有纠纷.
The boss ____________________________ the workers.
7. What do Tom and Jerry always do in the cartoons
They don’t speak. ______________, they are always ________________ or ___________________ each other.
8. 造句：
1) instead __________________________
2) instead of doing sth. __________________________
instead (在句首,有逗号。或在句尾）
instead of + 名词/代词/动名词/介词短语
1）I didn’t read books last night. _________, I wrote a letter.
2）---Did you go fishing yesterday
---No, I watched a film ________.
3) He attended the meeting ____________ me.
4) Tom played the piano ___________ singing.
8) Does Tom succeed in catching Jerry
---_________________ Tom always thinks he can catch Jerry, he never has any success.
though ______________________________
1. 虽然她失败了，但她从不放弃。
__________________________________________________
2. 虽然他病了，但是他还来上课。
__________________________________________________
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【第四节】
1、课型：Listening
2、教学时间：40分钟
3、教学目标
通过听力训练，培养学生对听内容的记忆的技能，同时培养学生及时做笔记的能力。
4. 技能目标
①培养学生听力记忆能力。②提高学生听力理解与做笔记的能力。
5. 情感目标
在日常生活和在学习中有意识地培养自身的记忆能力和提高记忆效果。
6、教学过程
(略)
【第四、五节】
1、课型：Language
2、教学时间：40分钟
3、教学目标
通过讲解与练训练结合，使学生能够在语境中运用形容词。
4、技能目标
培养学生能够语境中正确地运用形容词。
5、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Presentation (2 min) Let Ss pay attention to the simple adj. sentences. ①Ask all the students to read the sentences.② Get Ss to find out the important sentences patterns. ①Read the sentences together.② Ss try find out of the important sentences. oral
Step 2Exercises (2 min) In order to recognize the use of attributive adj. Ask Ss to finish the exercises on P21 A1. Ss try to finish the exercises. textbook
Step 3Presentation( 2 min.) Master the use of predicative adj. ①Ask Ss to read the sentences and think about them. ②Explain this kind of sentence patterns. Ss read the sentences and think about them.Pay attention to the structure. ppt.
Step 4Do exercises (3 min.) Master the usage. ①Get Ss to do the exercises A2. And then the answers.②Get Ss to pay much attention to possible the words be，look, sound, smell, taste, and seem ①Ss do the exercises themselves and then check the answers each other.② Pay attention to the words be，look, sound, smell, taste, and seem ppt.
Step 5Presentation (5 min.) Master the use of adjectives as object complements. ①Ask all the students to read the sentences.② Get Ss to find out the important sentences patterns. ①Read the sentences together.② Ss try find out of the important sentences. ppt.
Step 6Do Exercise A3(3 min) Master the structures of adjectives as object complements ①Get Ss to complete the sentences with the given words.② Ask some Ss to write down the answers on the blackboard. ①Ss to complete the sentences with the given words.②Let some Ss to write down the answers on the blackboard. Students’ book
Step 7Adjectives with It is and to + a verb(6 min) Master another sentences structure. ①Give an example for Ss.②Get Ss to do the exercises like the example. And check their answers. ①Read and think about the example.②Do the exercises and then tell the answers. Ppt. & Students’ book
Step 8Do more practice(5 min) Master the sentences. Get Ss to do the exercises on P23 B1 Finish the exercises. Ppt. & blackboard
Step 9Adjectives followed by to + a verb(3 min) Master the structure of sentence pattern. ①Give an example about sentences with to + a verb..②Explain the sentence structure. ①Ss read the example and think about it.②Pay attention to the sentence structure. Ss’ book
Step 10Do exercise C1& C2(8 min) Master the sentence patterns. ①Give a model for Ss and let them understand how to do them.② Check their answers on the blackboard. ①Ss read the model try understand how to do them.②Ss do the exercises themselves. And write the answers on the blackboard. Ss’ book& blackboard
Step 11Homework(1 min) Master the usage of the sentences . Get Ss to do more writing exercise. Ss finish the exercises at home. Hand out
【第六节】
1、课型：Speaking
2、教学时间：40分钟
3、教学目标
①在练习中掌握/s/ /z/的用法以及发音。
②通过情景交际训练，使学生掌握如何对人物脸部表情的描述以及在日常生活中的运用。
4、技能目标
通过日常生活的情景交际训练，使学生能够灵活运用以及做出正确的关于脸部表情的表达。
5、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Lead-in (2 min) Presentation Show Ss some sentences about /s/ & /z/. Get to know the pronunciation. oral
Step 2Learn the sentences (5 min) In order to improve Ss’ abilities on speaking English ①Ask Ss to listen to the tape on A1. Or read aloud after the tape about Talk Time.②Read the sentences. ①Ss listen to the tape. Or read aloud after the tape.② Read the sentences Tape-recorderAnd oral or ppt.
Step 3Facial expressions( 5 min.) Improve the Ss’ abilities on using English. Ask Ss to describe the pictures on screen. Ss try to talk about the pictures. Oral & ppt.
Step 4Exercises (5 min.) Help Ss master some useful sentences about facial expressions. Ask Ss to finish B Speak up on P26. Ss try to finish the exercises. ppt.
Step 5More Practice(10 min.) In order to master facial expressions. Let Ss practice more, and then ask Ss to make some interesting expressions with each other. ①Ss try to create some facial expressions.②Ss play their shows to whole class. Oral practice
Step 6Homework(1 min. ) Master the useful sentences. ①Recite the useful words and sentences about /s/ & /z/.②Try to imitate the facial expressions that you like and show us next class. Ss finish the homework at home. Exercise books
【第七节】
1、课型：Speaking
2、教学时间：40分钟
3、教学目标
① 在练习中掌握/s/ /z/的用法以及发音。
② 通过情景交际训练，使学生掌握如何对人物脸部表情的描述以及在日常生活中的运用。
4、技能目标
通过日常生活的情景交际训练，使学生能够灵活运用以及做出正确的关于脸部表情的表达。
5、教学过程
步 骤 目 的 教师活动\方法 学生活动\学法 条件\手段
Step 1Lead-in (2 min) Presentation Show Ss some sentences about /s/ & /z/. Get to know the pronunciation. oral
Step 2Learn the sentences (5 min) In order to improve Ss’ abilities on speaking English ①Ask Ss to listen to the tape on A1. Or read aloud after the tape about Talk Time.②Read the sentences. ①Ss listen to the tape. Or read aloud after the tape.② Read the sentences Tape-recorderAnd oral or ppt.
Step 3Facial expressions( 5 min.) Improve the Ss’ abilities on using English. Ask Ss to describe the pictures on screen. Ss try to talk about the pictures. Oral & ppt.
Step 4Exercises (5 min.) Help Ss master some useful sentences about facial expressions. Ask Ss to finish B Speak up on P26. Ss try to finish the exercises. ppt.
Step 5More Practice(10 min.) In order to master facial expressions. Let Ss practice more, and then ask Ss to make some interesting expressions with each other. ①Ss try to create some facial expressions.②Ss play their shows to whole class. Oral practice
Step 6Homework(1 min. ) Master the useful sentences. ①Recite the useful words and sentences about /s/ & /z/.②Try to imitate the facial expressions that you like and show us next class. Ss finish the homework at home. Exercise books
【第八节】
1、课型：Writing
2、教学时间：40分钟
3、教学目标
① 通过看图描写，提高学生的写作能力。
② 通过写一篇关于自己最喜爱的卡通电影或漫画书以达到提高写作能力。
4、技能目标
通过看图说话、描写以及写作训练，使学生口头描述能力和写作能力得到提高。
5、教学过程
Step 1 Look at the pictures carefully. Then read the given words and sentences in Part B.
Step2. Write the words for the comic strip. Then check the Ss’ answers.
Step 3. Describe the pictures in pairs.
Step 4. Get some student to describe the pictures.
Step 5. Write an article about cartoons or comic books.
Title: What’s your favorite cartoon or comic book
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Chapter 4 Educational Visits
The 1st period
Teaching Aims:
1.Underestand and spell and use the new words in Chapter 4
2.Guide Students to understand and remember some important words..
Teaching Important Points:
1.Improve the students’ ability to guess the meanings of words according to context.
2.Develop the students’ creative, comprehensive and consolidating abilities.
Teaching Difficult Point:
1.How to master the new words as quickly as they can
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and blackboard
Teaching Procedures:
Step 1 Warming up
Ask the students to watch some pictures to warm them up.
Step 2 Presentation
1. Read the following words and guess the meanings of them:
1.aim: purpose; objective
Jack’s aim is to be one of the best students in his class.
2. although: though; in spite of the fact that
Although he is over 60, he is still active and energetic.
3. confident: feeling strong inside yourself; feeling that you can do things well and deal with any problems.
She is confident that she will win the long jump on Sports Day.
4. deeply: to a great depth; to a great degree.
I deeply admire her beautiful stories.
5.dump: a place where rubbish is collected.
The community complained to the government that the rubbish dumps were getting too big.
6. educational: connected with education
Educational toys usually sell well.
7. host: people who receive you and look after you when you are visiting somewhere
There are eight people at the dinner last night, including our hosts.
8. improve: make something better
Tom improved his health by eating more fruit and vegetables.
9. keep in touch: stay in contact
I have kept in touch with a few of my friends from primary school, even though we now go to different middle schools.
10. scholarship : an amount of money given to someone by an organization to help pay for their education
Amy is trying to win a scholarship this term.
11. sightseeing: the activity of visiting interesting places as a tourist
You often see coaches full of tourists going on sightseeing tours of the city.
12. situation: the general state of things
Bob was in an embarrassing situation when he was caught cheating in the exam.
Step 3 Consolidation and homework
1. Review what we learnt today.
1. Listen and read the new words in chapter 4.
1. Copy down the new words
Teaching Postscript:
Chapter 4 Educational Visits
The 2nd period
Teaching Aims:
1. Know more about Educational Visits
2. Train the students’ reading ability.
. Teaching Important Points:
1. Improve the students’ ability to write a summary.
2. Enable the students to understand the text better.
3. Develop the students’ creative, comprehensive and consolidating abilities.
Teaching Difficult Point:
1.How to write a summary.
2. The importance of Educational Visits.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Lead-in
Basic Knowledge :
Picture 1 shows a merlion （鱼尾狮）an animal that has the head of a lion and the body of a fish.
Picture 2 shows the White house in Washington, D.C, where the US President lives and works.
Picture 3 is Ayers Rock (艾雅斯岩）. The largest monolith(独块巨石） in the world.
Picture 4 is Eiffel Tower in Paris. It is the tallest building in the Paris, with a height of 320 m tall.
Step 2 Pre-reading Presentation
Think and answer
1. Would you like to go abroad for a short period of time
2. Why you want to go abroad
3. What will do if you can go abroad
4. Do you know how can we apply for going abroad
5. Ask students look for some information about studying abroad.
Step 3 Group work: Find these useful words and phases and master them.
1. education (形容词） educational
The education in China is improving day by day.
The man is an educational gentleman.
2. arrive; get; reach.
这三个词都表示到达。arrive 和 get 后不能直接接名词。到达某地一般用arrive in / at. get 多与to 搭配。Reach后可以直接接名词。
eg: arrive in Beijing ; arrive at Pinghu
get to the mountain
reach the stop
3. information 这个词为不可数名词。
eg: What useful information it is.
4. deep 和deeply
deep 可以做名词也可以做副词。做副词时，表示的和deeply 有点不同。deeply 多指抽象的“深地”。
I love her deeply.
5. look forward to 表示“期盼” to 在这里是介词，所以后面接动词-ing. 其近义词组是want to.
I am looking forward to hearing from you.
I want to hear from you.
6. keep in touch with sb.
与某人保持联系。
We should keep in touch with each other.
Step 4 Review the new words
And we can ask students to make sentences with them.
Step 5 Homework
1. Review what we learnt today and pick out the useful expressions
1. Read the text and have a try to write a summary.
Teaching Postscript:
Chapter 4 Educational Visits
The 3rd period
Teaching Aims:
1.Review articles and paraphrase these sentences.
Teaching Important Points:
1. Try to explain some difficult sentences.
1. Teaching Difficult Point:
How do students explain some difficult sentences correctly
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step1 Review the whole text by doing the practice.
1. The trip was arranged by World Vision.
A. visit B. time C. invitation
2. I was deeply moved by what I say.
A. I felt very sad about
B. I felt very frightened by
C. I got very excited about
3. The government is working hard to improve the situation.
A. make…worse B. make …the same
C. make …better
4. Although the trip was hard work, it was a very valuable experience for me.
A. Because B. Though C. However
5. I have kept in touch with my new friends by writhing e-mails.
A. travelled
B. played games
C. communicated
1. Review what we learnt today.
2. Read the text.
2. Do more practice. (We can ask students to do C2)
Teaching Postscript:
Chapter 4 Educational Visits
The 4th period
Teaching Aims:
1. 1Adverbial clauses of purpose
1. Adverbial clauses of result
1. Adverbial clauses of concession
Teaching Important Points:
1. learn kinds of clauses.
Teaching Difficult Point:
1.How to learn them by heart
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 What is the clause
Step2.
A. Adverbial clauses of purpose
目的状语从句多用从属连词that , so that, in order that 引导。so that 引导目的状语从句时，主句和从句之间没有逗号，而且从句动词含有may, might, can, could , would等情态动词。
He waters the flowers every day, so that they grow well.
I do morning exercises very day, so that I can keep healthy.
I took many photos of China with me so that I could show people Chinese culture.
Mary lent me this book in order that I could read about a new diet.
B Adverbial clauses of result
我们多用so…that来引导结果状语从句。
In certain areas, some families were so poor that they had to live in rubbish dumps.
Tom hurt his legs so badly that he was not able to walk for six months.
There were so many people at the party that our house got too crowded.
Joy has such a strong love of films that she goes to the cinema every day.
Difficulties:
so…that 与such …that 的区别。
1. so +adj
It was so hot that I felt very uncomfortable.
2. so+ adv.
He runs so fast that I can’t catch him.
3. such +(a/an)+ adj. +n.
It was such a funny film that I laughed until I cried.
4. so +many/few +可数名词
so+ much/ little +不可数名词
eg: So few people came to see the film that the manger put on another film instead.
C Adverbial clauses of concession
让步状语从句。 用从属连词though, although引导。通常不与but连用。但是可以与yet连用。
Although she was nervous, but she kept getting the questions right. (X)
Although /Though she was nervous, she kept getting the questions right.
She was nervous, but she kept getting the questions right.
Step 3 Practice
1. Read them together.
2. Keys to the questions:
1. Why are you using cream
I’m using cream so that I can get white.
2. Why are you dieting
I’m dieting so that / in order that I can keep fit.
3. Why are you eating all that
I’m eating all this so that/ in order that I can put on some weight.
5. Why are you bending down
I’m bending down so that/ in order that I can look shorter.
6. Why are you wearing high heels
I’m wearing high heels so that / in order that I can look taller.
1. There was a lot of cigarette smoke in the cinema. I could hardly breathe.
There was so much cigarette smoke in the cinema that I could hardly breathe.
2. The cinema had very comfortable seats. I fell asleep.
The cinema had such comfortable seats that I fell asleep.
3. Many people came to see the film. The could not all get in.
So many people came to see the film that they could not all get in.
4. The acting was really poor. I did not enjoy the film at all.
The acting was so poor that I did not enjoy the film at all.
5. There was very little action in the film. We soon became very bored.
There was so little action in the film that we soon became very bored.
6. The ending of the film was very sad. I cried and cried.
The ending of the film was so sad that I cried and cried.
1. 用so that连接下列句子。
eg: He left school to get a job.
He left school so that he could get a job.
1. He called her to hear her voice.
He called her so that he could hear her voice.
2. He turned on the radio to listen to the news.
He turned on the radio so that he could listen to the news.
2. 用although 连接下列句子。
eg. He hurried to the railway station. He missed the train.
He missed the train although he hurried to the railway station.
1. He has taken a lot of medicine. He still feels bad.
Although he has taken a lot of medicine, he still feels bad.
2. The air conditioner is on. He still feels hot.
Although the air conditioners is on, he still feels hot.
3. Ask students to recite these rules and make sentences with these.
Step 4 Pair work
Check in pairs.
Step 5 Consolidation and homework
Learn the new words and phrases by heart.
Do more practice about clauses.
Teaching Postscript:
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网The Teaching Plan of Chapter Five
Success stories
[Teaching Design]
Teaching Aims:
1. Learn about the success story of Lang Lang.
2. Train the students’ reading ability.
3. Master some new words and phrases.
4. Learn the past continuous tense.
Teaching Important Point:
1. Improve the students’ reading ability.
2. Enable the students understand the text better.
3. Develop the students’ creative, comprehensive and consolidating abilities.
Teaching Difficult Point:
1. How to improve the students’ reading ability.
2. How much do you know about the success story of Lang Lang.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures
The 1st period Lead in
Step 1 What do you know about …
You are going to read about a success story. The people in the pictures below have all been successful. Match the names with their titles
1. Bill Gates 2. Fu Mingxia 3.Jacky Chan
Titles:
a actor b computer engineer c Olympic diver
Step 2 Guess the name of the people in the following pictures, and tell us their titles.
1. Show the students some photos about the successful people.
2. Tell the story about them.
Step 3 Look and think
Look at the title and the picture on the next page. Then try to answer these questions.
1. Who is the piano prodigy
2. In what way do you think he is successful
3. When we say a person is successful, what do we mean
Step 4 Find the facts
Scan the story on the next page and fill in the table with the correct information about Lang Lang.
Years Lang Lang’s experiences
1982
1985
1987
1991
1999
2008
The 2nd period Reading
Step 1 Pre-reading
Below are some conclusions based on the facts in the story. Read them and decide whether they are true or false.
1. The New York Times described Lang Lang with a short sentence because he was not worth mentioning.
2. Lang Lang’s parents started training him to be a pianist when he was very young.
3. Lang Lang won all his prizes without any effort.
4. Lang Lang’s father took him to Beijing because his job required him to.
5. Lang Lang’s life changed after a successful performance in 1999.
6. Lang lang is angry with his parents, because he did not have time to play games when he was a little boy.
Step 2 While-reading
1. Read the paragraphs by paragraphs.
1) Read the first paragraph carefully, and answer the following questions.
a. Who is Lang Lang
b. What did The New York Times say about Lang Lang
2) Read the second paragraph carefully, and answer the following questions.
a. When and where was Lang Lang born
b. What was he doing when he first heard western classical music
c. When did Lang Lang began taking piano lesson
d. When did he win first prize
3) Read the third paragraph carefully, and answer the following questions.
a. His father was very gentle and patient to him, wasn’t he
b. What was Lang Lang doing while other children of his age were playing games and having fun
c. Why did his father quit the job
4) Read the fourth paragraph carefully, and answer the following questions.
a. When did get his big chance
b. Did he grasp the chance
5) Read the fifth paragraph carefully, and answer the following questions.
a. How many performances does Lang Lang give every years
b. What does he express to his parents
2. Express the new words and phrases.
The New York Times
A stunning performance
Western classical music
From then/now on
Success at a price
Be strict with sb. Be strict in sth.
Quit the job
Music academy
In place of \ instead of
Be grateful to sb.
Encourage sb. to do sth.
Personal interview
Independent thinking
.Manage to do sth.
Save up
Fall ill
keep\break the appointment
Cancel an order for goods
Give sb. an hand
Support public service
3. Post-reading
Use your own words to retell the story
4. Read and think
Do the exercises on P61.
The 3rd period Listening
Step 1 Preview new words and phrases
Whenever, personal ,appointment ,cancel ,schedule ,call back
Step2 Taking telephone messages
Read the message form and get an idea of what should be written down.
Pay attention to the spelling of the caller’s name and phone number. They are usually repeated in the conversation.
Write only the necessary notes for the message.
Step3 Listen to the three conversations and complete the massage form below.
1.Caller’s name:
_____________________
Caller’s phone number:
_____________________
Message:
_____________________
2.Caller’s name:
_____________________
Caller’s phone number:
_____________________
Message:
_____________________
_____________________
3.Caller’s name:
_____________________
Caller’s phone number:
_____________________
Message:
_____________________
_____________________
The 4th period Language
Step 1 A. Actions happening in the past at a particular time
We can use the past continuous tense to talk about actions that were happening at a particular time in the past.
My mother was cooking dinner
My father was watching TV
I was reading a book
My younger brother was doing his homework
My twin sisters were playing chess
Linda was helping at a charity event last Saturday. Use the information below to complete the sentences with the past continuous tense.
Time
7:00 -- 8:00
8:00 -- 9:00
9:00 -- 11:00
11:00--13:00
13:00--14:00
14:00--15:00
15:00--17:00
17:00—18:00
Linda was getting ready to go out at 7:30.
She _______________________ at 8:30.
She and some friends _________at 10:00.
She and some friends _________at noon.
She and some friends _________at 13:30.
She and some friends _________at 14:30.
She and a friend _________at 16:30
She _______________________ at 17:30.
Step 2 B. Two continuing actions in the past
We can also use the past continuous tense to talk about action continuing together in the past.
Sammy is an actor in the film industry. His sister Sandy is a doctor. They were both very busy last Friday. Look at their dairies and complete the paragraph below to tell what they were doing.
While Sammy was fighting a giant shark, Sandy _________________ patients at hospital. While Sammy _________________, his sister _________________l While Sammy _________________, Sandy and her friend Alice _________________. While Sammy _________________ a car crash, Sandy _________________nose. While Sammy _________________ a big lorry, his sister _________________. While he _________________ a burning building, she _________________
Step 3 C Contrasting continuous and shorter actions in the past
We can use the past continuous tense and the simple past tense together when we want to contrast continuous, longer actions with shorter ones.
The 5th period Speaking
Offering, accepting and refusing help
Joyce is very busy working on the school newspaper. Tony offers to help. Read their conversation and answer the questions. Then work in pairs to practise the
1. Tony offers to help Joyce three times. What are the sentences he uses to offer help
2. Joyce rejects Tony’s offers twice. What are the sentences she uses to reject his offers
3. Joyce accepts Toy’s third offer. What are the two sentences she uses to accept Tony’s offer
The 6th period Writing
Writing the story of a fashion designer
■ A Pierre Lan is a top fashion designer in our city. Here is an interview with him. Work in pairs. Match the answers with the right questions.
Paragraph 1: His early life and school days
Paragraph 2: His experiences after he left school
Paragraph 3: The start of his compay
at 6p.m. yesterdy.
Activity
get ready to go out
travel on the underground
buy food at the market with some friends
prepare lunch for fifty people
have lunch
tidy up and wash the dishes
relax in a tea shop with a friend
go home on the underground
Sammy
10:00 -- 11:00 fight giant shark
11:00 -- 12:00 chase car in helicopter
12:00 -- 13:00 save girl from crocodile
14:00 --15:00 plan car crash
15:00 --16:00 crash car into big lorry
16:00 --17:00 jump from burning building
Sandy
10:00 -- 11:00 examine patients at hospital
11:00 -- 12:00 operate on Mr Li’s stomach
12:00 -- 13:00 have lunch with Alice
14:00 --15:00 operate on young boy’s nose
15:00 --16:00 write letters to patients
16:00 --17:00 teach some medical students本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Chapter 6 The adventures of Tom Sawyer
[Teaching Design]
解读新课标：Analysis of the New Standard
英语课程强调要从学生的学习兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务性的教学途径，发展学生的综合运用语言能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
一 教材分析 Status And Function
本单元课文介绍介绍著名的文学作品马克吐温的著作，《汤姆索亚历险记》。这个故事吸引了很多读者包括不同年龄，因为充满童趣。所以学生对内容的理解上应该不会有太多的厌烦，还会有兴趣。语法是定语从句，比较难的语法，但是初中阶段没要求深入学习，所以应该还是比较可以理解的。
二 学生情况分析 Analysis Of The Students
学生基础比较弱，对新来的语法应该理解起来会比较模糊，需要多种教学方法，多形式耐心讲解和练习。
三 教学目标 Teaching Aims And Demands
I Teaching Aims:
1. Knowledge objects
Items Contents
Words adventure paint fence yard painting methodproperly beg worry lecture gain heart except
Phrases paint the fence, think of, make fun of, enjoy oneself, after a while, come along, and so on, wake up, pick up, add a bit more paint
Sentence patterns It was thirty yards long and three yards high.Will you let me do some painting
Languages Relative clauses with who, that and which.
2. Ability Objects
To develop the Ss’ abilities of listening, speaking, reading and writing
3. Moral Objects
1) To enable the Ss to read famous works
2) To enable the Ss to know the story of famous works
II Teaching Key and Difficult Points
1) The usage of some phrases
2) Reading skills
Teaching Procedure
Period 1 Warm -up
Main Points:
1 Pronounce the words correctly.
2. Memorize the word spelling.
3. Use the words and phrases to make the sentences.
Teaching Procedure
Step1 Greetings and revision
1. greetings
2. Check the assignment for the last lesson.
3. Get the students to read the new words of Chapter 6 at Page 107
Step 2 Learn to pronounce the words correctly.
Step 3 Help to explain the words in English and memorize the spelling
trick 诡计,捉弄
escape 逃避
sense of humor幽默感 pirate 海盗
paint 刷 professional 专业的
smart 聪明的 cave 岩洞
race 比赛 bug 蚜虫
punishment 惩罚 whitewash刷白石灰
Step 4 Use the words and phrases to fill in the blanks
1. encourage… to do..鼓励…去做…
我们的老师鼓励我们所有人努力学习.
Our teacher ________ all of us __ _____hard.
2. Everywhere was bright and sunny.
___ ____ bright and sunny __________.
3. The fence was thirty yards long and three yards high.
It was a ___________ and ___________fence.
4. Tom went on painting and ignored Ben.
go on doing 继续做(同一件事)
go on to do…继续做(另一件事)
5. I’m enjoying myself.
I’m _____ __ _____ _____.
6. He gave Ben his brush with worry on his face, but joy in his heart.
with + n. + 介词短语 (伴随状语)
joyful= happy
手里拿着一本书, 老师走进教室.
The teacher went into the classroom ___ ___ _____ ____ ____ _____.
7. All day, boys came to make fun of him, but they all ended up painting the fence.
make fun of 取笑…
end up doing 以做…告终
9. Johnny Miller gave him twelve marbles, and so on.
so on等等
10. That afternoon, Tom got many toys, and the fence gained three coats of paint.
gain—get coat 涂层
11. She was so pleased that she gave Tom a large cake.
so … that…如此…以致
他是如此聪明以致于他每次都可以通过考试.
He is ____ _____ _____ he can ___ ___ _____ each time.
Step 5 Let’s play a game.
A memory testing game to review the new words in Chapter Six.
adventure paint fence yard painting
properly beg worry
Step 6 Homework
1. Finish the exercise workbook Vocabulary Page72-73
2. Preview the reading of Chapter 6
Period 2
Main Points:
Read and comprehend the text in Chapter Six to improve reading ability.
Teaching Procedures
Step1 Greetings and revision
1. Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
Step 2 Pre-task
A. Do you know
1. Who is this Mark Twain (1835-1910)
2. How much do you know about Mark Twain
American writer, journalist, and humorist, who won a worldwide audience for his stories of The adventures of Tom Sawyer and The adventures of Huckleberry Finn.
He was born in Florida, Missouri, of a Virginian family. The family soon moved to Hannibal, Missouri, where Twain was brought up.
3. Have you read the book The Adventures of Tom Sawyer
The Adventures of Tom Sawyer, by Mark Twain ( http: / / en.wikipedia.org / wiki / Mark_Twain" \o "Mark Twain" \t "_parent ), is a popular 1876 ( http: / / en.wikipedia.org / wiki / 1876" \o "1876" \t "_parent ) novel about a young boy growing up in the Antebellum ( http: / / en.wikipedia.org / wiki / Antebellum" \o "Antebellum" \t "_parent ) South ( http: / / en.wikipedia.org / wiki / Southern_United_States" \o "Southern United States" \t "_parent ) on the Mississippi ( http: / / en.wikipedia.org / wiki / Mississippi_River" \o "Mississippi River" \t "_parent )River ( http: / / en.wikipedia.org / wiki / Mississippi_River" \o "Mississippi River" \t "_parent ) in the fictional town of St. Petersburg, Missouri ( http: / / en.wikipedia.org / wiki / Missouri" \o "Missouri" \t "_parent ).
B Plot summary
Tom Sawyer ( http: / / en.wikipedia.org / wiki / Tom_Sawyer" \o "Tom Sawyer" \t "_parent ), a poor orphan ( http: / / en.wikipedia.org / wiki / Orphan" \o "Orphan" \t "_parent ) taken in by his Aunt Polly, goes through a series of adventures. Tom is an escape master, and a professional trickster. He escapes punishment many times by his tricks. Though he is often foolish, he also is somewhat smart and has a good sense of humor.. Tom Sawyer's main doings are racing bugs, getting lost in a cave ( http: / / en.wikipedia.org / wiki / Cave" \o "Cave" \t "_parent ), and playing pirates ( http: / / en.wikipedia.org / wiki / Pirate" \o "Pirate" \t "_parent ) on the Mississippi River ( http: / / en.wikipedia.org / wiki / Mississippi_River" \o "Mississippi River" \t "_parent ). The best known passage in the book describes how Sawyer persuades his friends to whitewash ( http: / / en.wikipedia.org / wiki / Whitewash" \o "Whitewash" \t "_parent ), or paint a long fence for him.
Step 3 While-task
1. Scan the story and answer these questions.
1. This story comes from a book. What is the name of the books
2. What is the name of the author
3. How long and high was the fence
4. How many apples did Tom get that day
5. What was the name of Tom’s aunt
2. Read and find out the key phrases and then try to grasp these key words and phrases.
paint the fence, think of, make fun of, enjoy oneself,
after a while, end up doing, and so on, late afternoon,
pick up, add a bit more paint
3.Analyze the text and give the main idea of the paragraphs
Synopsis
P1-3 On Saturday morning, Tom was not happy because his aunt told him to paint a long fence. He wanted to play games. He feared other boys would make fun of him.
P4-7 A friend, Ben Rogers, thought Tom had to work and made fun of him, but Tom told him he was really enjoying painting the fence.
P8-12 After a while, Ben begged Tom to let him do some painting. He even gave him an apple. So Tom let Ben do some painting.
P13-14 In the same way, Tom tricked other friends into helping him. Tom received lots of gifts, and the fence was soon painted. Tom’s aunt was very pleased..
Step 4 Post-task: Writing.
Tell the story and try to write an article about an adventure story.
Step 5 Today’s homework
1. Listen to the tape recording of the reading and read aloud.
2. Finish the textbook C.&D. at Page74-75
Period 3 Revision of the Text
Step1 Greetings and revision
1.Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
Step 2 Listen , read and tell the story.
Show a video about the story to make the students impressed.
Step 3 Fill in the blanks according to the text
On that Saturday morning, Every boy was happy, _____ Tom. He felt _______ because his aunt told him to _____ the fence which is ___ ______ long and ____ _____ high. The _____ that was painted was so small and the ______ section was so big! Soon the boys who were free would ____ ____ and ____ ___ ___ him. _____, he had a clever idea. He went on _______.
Tom told Ben he was ______ himself, and he is the only one ____ can do it right,then Ben _____ him an apple for the ____ to paint the fence.
Tom gave Ben his brush with a _____ look on his face, but ______ he was _______.
All day, boys came to make fun of him, but they ____ ___ _____ the fence. ___ late afternoon, Tom gained ___ ____ ___ toys, and the fence ____ three ____ of paint. Later, Aunt Polly came to look at the ____ fence. She was ___ _____ _____ she gave Tom a large cake!
Step 4 Today’s homework
1. Memorize the words and phrases and get ready for tomorrow’s dictation.
2. Workbook
Period 4 Listening
Main Points:
Practice listening to take notes from a lecture
Teaching Procedures
Step1 Greetings and revision
1.Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
Step 2 Introduce the listening material we’ll listen to.
We’ll listen to a brief biography of the famous American writer, Mark Twain. We must listen to the lecture and complete the notes.
Answers:
1. Mark Twain
2. 1835
3. He got a job working on a steamboat.
4. He wrote a story about a jumping fog.
5. He went on a tour of Europe.
6. His book, The Adventures of Tom Sawyer, was published.
7. He died.
Step 3 Today’s homework
Preview the textbook at Page 81-83
Periods 5 & 6 Language
Main Points:
Be able to skillfully use relative clauses with who, that and which.
Teaching Procedures:
Step1 Greetings and revision
1.Teacher greets the class in the usual way.
2.Check the assignment for the last lesson.
Step 2 relative clauses with who, that and which.
概念：定语从句是修饰一个名词或代词的从句。构成：定语从句必须包含先行词和关系词两个部分。 被定语从句修饰的词就是先行词, 先行词由一个名词或代词担当.
关系词包括关系代词和关系副词。
关系代词：that which who whom whose as
关系副词：where when why
关系代词:
1. who指人,作主语或宾语 (作宾语可省略）
The man (who) I talked with is our teacher.
A person who steals things is called a thief.
2. whom指人,只作宾语 (作宾语可省略,如介词提前则不能省)
The man (whom/who) I nodded to is Mr. Li.
The man to whom I nodded is Professor Li.
3. that 可指人，（也可指物）作主语或宾语 (作宾语可省略），其前不可用介词。
The girl (that) he talked to is Jack’s sister.
The doctor that checked your eyes just now is Tom.
Mrs. Clark is angry with the goat. The goat is eating her flowers.
Mrs. Clark is angry with the goat which / that is eating her flowers.
Can you lend me the book You talked about it last night.
Can you lend me the book about which you talked last night
4. which 指物，作主语或宾语 (作宾语可省略, 如介词提前则不能省)
That 也可指物(也可指人), 作主语或宾语，作宾语可省略, 其前不可用介词。
These are the trees which / that were planted last year.
This recorder （which / that） he is using ismade in Japan.
Is this the library (which / that ) you borrow books from
Is this the library from which you borrow books
He is the teacher. The teacher can speak French.
He is the teacher who / that can speak French.
Do you know the man He came to visit you today.
Do you know the man who / that came to visit you today
Luckily none of the people were killed in the earthquake. I know none of them
Luckily none of the people (whom / who / that ) I know were killed in the earthquake.
The lady stepped on his foot. He was dancing with the lady.
The lady (whom / who / that ) he was dancing with stepped on his foot.
Do you know the man You will visit him today.
Do you know the man (whom / who / that ) you will visit today
Step 3 Added exercises
Step 4 Today’s homework
Finish Workbook at Page7 6-77
Period 7 Writing
Main Point:
Writing about Tom’s trick
Teaching Procedures：
Step 1 In pairs, look at the pictures and talk about the story. What do you think Tom said to the people
Step 2 On your own, write the story. Use the questions and the useful words and phrases below to help you.
Questions
What was Tom carrying
What did he say to the man
What did the man do
Where did Tom go
What did he say to the woman
What did she say
Where did Tom go then
How did Aunt Polly look
Useful words and phrases
decided to play a trick
a long rope
stopped a man/lady on the pavement
asked him/her to help
explained that he was doing a school project
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
牛津英语（深圳版）8B
Chapter 3 The Green Consumer教案
Period One(Reading I)
知识目标：（1）学生掌握一些关于环境的单词。（2）学生能用简单的语言介绍某个地方或者发表自己对环境的一些观点。（3）学生学习新词汇。（4） 了解并掌握wh-问句和同级的比较问题。
技能目标：（1）用英语解释词汇。（2）wh-问句和同级的比较问题。
过程与方法
1. 通过课前的习题引导和学生自己的简单阅读，了解一些环境问题和环保问题。
2. 观看视频，通过视频引导学生关注环境问题。
3. 通过课文和语法的讲解练习，让学生掌握wh-问句和同级的比较问题。
情感、态度与价值观
通过我们生活中的各个方面，让学生感觉到环境保护的重要性和绿色环保的意义。
教学步骤：
Pre-task Preparation
1.Ask students watch the video. Ask some questions to warm them up.
2. Ask the students to finish Exercise A on page 30.
3. Ask the students to tell something about pollution or Green Environment. (i.e. Compare Shenzhen with Gansu). (free talk)
Suggested topic
1. What will the result of pollution be (brainstorming)
2. What will the bad effects of cutting down trees be (brainstorming)
While-task Procedure
1. New words and expressions
1. absorb : take in
Trees can absorb carbon dioxide and give off oxygen.
2. atmosphere: the mixture of gases around Earth.
The rocket went up through the atmosphere and into the space.
3. drown: kill by covering with water
A dog was drowned in the lake.
4. habit: the usual way of doing sth.
We should have a good habit of reading.
5. heat: the quality of being hot
Water is changed into steam by heat.
6. level: the height of something
eg: sea level
7. reach: arrive at a place
Difficulties: 表示到达的我们常有三个词: reach;
arrive; get reach后面可以直接接地方
而arrive, get 后面要接介词。
eg：reach the other side of the path
arrive in Beijing/arrive at the station
get to Happy Valley
2. other phrases and sentence
1.make oneself clear
2.be in danger
3.environmental problems
4.act like …
5.keep…from (doing) sth…
stop…from (doing) sth…
prevent…from (doing) sth…
6.the surface of the moon
7.in the form of …
8.cut down trees
9.make sth. worse
10. take in harmful gases
11.throw away
12. mountains of
13.all the way
14.in order to
15.environmentally friendly
16.damage the environment
4. Consolidation
Review new words and expressions
Chapter 3 The Green Consumer
Period Two (Reading II)
知识目标：（1）学生精读课文，深入理解课文内容，进一步巩固词汇和句型。（2）学生学习表达自己的观点。（4）。。技能目标：（1）用英语解释词汇。（2）用英语描述一个地方或者阐述自己的观点。
通过精读课文，学生掌握词汇和句型。
1. 通过课文，掌握问句的回答和两者的比较
2. 学生讨论环境保护和环保着的价值和旅游道德。
3. 情感、态度与价值观
通过日常生活教育学生形成良好的环保意识。
教学步骤：
Pre-task Preparation
1. Review words and expressions.
2. Ask the student to do B on page 30.
3. Then ask students to watch the video.
4. While-task Procedure-language
1. When we ask for reasons ,we use Why.当我们问原因时，我们用why.
eg: Why should we plant more trees
Why is our atmosphere changing
2. 关于why的回答： 我们一般用because来回答why 问句。
eg: Why should we plant more trees
Because trees can make our Earth green.
3. 有时候我们也可以先给出结果，然后再给出原因，这个时候多用so来表达。
Trees can make our Earth green, so we should plant more trees.
4. 但是我们不可以把because和so 一起用。这个与汉语不同。
5. 同义句转换一般用what …for
eg: Why should we work hard at school
What we work hard at school for
1 (not) as …as 表示在某一点上两事物（不）相同
as…as 之间必须用形容词或副词的原级
I’m not as tall as my brother.
Eric studies as hard as his twin sister.
2 like (介词）用于说明两事物在一个或更多的方面相同.
like+名词或代词
as也表示像的意思， 但 as 后接 从句
The boy looks like his father.
I’ll do as you advise.
3 the same as 用于说明某事物与另一个一样.
I’m not the same height as my brother.
We have lived in this same house for thirty years.
same 前面必须有定冠词 the，后加单数名词
different 正好相反，前面不用加the，后面 用复数名词
We study in the same school, but in different classes.
There are different books on the same subject.
Note: 但也可以说 a different 加单数名词
This is a different girl from the one I saw just now.
different from用于说某事物和另一个不一样.
The dog is different from the other.
* 很多情况下, not as… as, not the same as
和 different from之间可以互换.
I’m not as heavy as him.
=I’m not the same weight as him.
=My weight is different from his.
More practice about language.
Ask students to do exercises on work book on page 31.
After it , check the answers.
Post-task Activities
Ask the students to sum up.
Consolidation
Ask students to tell something about Green Consumer.
Chapter 3 The Green Consumer
Period Three (Language I)
知识目标： （1）学生学习问句的回答和两者的比较。 （2）学生学会比较事物的相同和不同。
技能目标： 用所学知识正确的表达自己的观点并会对比事物。
过程与方法
1. 通过复习特殊疑问句学习WH问句的回答。
2. 通过书上的练习，巩固所学的知识。
3. 将所学的知识运用到实际生活中去。情感、态度与价值观，通过不同的例句和练
习，培养学生对as…as 等词的理解。
教学步骤：
1. 复习特殊疑问句 如： when, what…。
2. 通过引出课文出现的带动名词的句子，让学生初步认识wh问句。。
3. 通过课件，让学生更进一步地理解和掌握wh问句。
1. When we ask for reasons ,we use Why.当我们问原因时，我们用why.
eg: Why should we plant more trees
Why is our atmosphere changing
2. 关于why的回答： 我们一般用because来回答why 问句。
eg: Why should we plant more trees
Because trees can make our Earth green.
3. 有时候我们也可以先给出结果，然后再给出原因，这个时候多用so来表达。
Trees can make our Earth green, so we should plant more trees.
4. 但是我们不可以把because和so 一起用。这个与汉语不同。
5. 同义句转换一般用what …for
eg: Why should we work hard at school
What we work hard at school for
1 (not) as …as 表示在某一点上两事物（不）相同
as…as 之间必须用形容词或副词的原级
I’m not as tall as my brother.
Eric studies as hard as his twin sister.
2 like (介词）用于说明两事物在一个或更多的方面相同.
like+名词或代词
as也表示像的意思， 但 as 后接 从句
The boy looks like his father.
I’ll do as you advise.
3 the same as 用于说明某事物与另一个一样.
I’m not the same height as my brother.
We have lived in this same house for thirty years.
same 前面必须有定冠词 the，后加单数名词
different 正好相反，前面不用加the，后面 用复数名词
We study in the same school, but in different classes.
There are different books on the same subject.
Note: 但也可以说 a different 加单数名词
This is a different girl from the one I saw just now.
different from用于说某事物和另一个不一样.
The dog is different from the other.
* 很多情况下, not as… as, not the same as
和 different from之间可以互换.
I’m not as heavy as him.
=I’m not the same weight as him.
=My weight is different from his.
More practice about language.
4. 处理书中练习（使用讲练结合的方式），让学生巩固的wh问句和同级比较基本用法。
1. 布置家庭作业。
a) 继续熟读课文内容。
b) 完成综合练习册。（语法部分）
2. 教学后记。（待定）
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